Scope and Sequence- Situated

Language Instruction
Shanna Bennell- Fall 2014

Context: Webber Middle School

Community:
Webber Middle School is located in Fort Collins, Colorado nestled in a suburb with a breath taking view
of the mountains.

Community Demographics: The majority of the student population is comprised of students who
self identify as white, with the second largest population identifying themselves as Hispanic. The
population of Fort Collins is 151,330.
Public School Enrollment by Race/Ethnicity in Larimer County School Districts
2012-13

Student
Count

%
Enrollment

American Indian or Alaskan

Native

243

0.5%

Asian or Pacific Islander

1,128

2.5%

Black

526

1.2%

Hispanic

8,218

18.2%

Native Hawaiian/Pacific
Islander

66

0.1%

Two or More Races

1,258

2.8%

White

33,651

74.6%

TOTAL:

45,090

100.0%

Major employers: The largest employer in Fort Collins is Colorado State University. Within the
private sector, the Poudre Valley Health System and Hewlett Packard are the next largest
employers within the city.
Larimer County's Ten Largest Private Employers, 2012
Employer

Employee
s
Poudre Valley Health
System

5,320

Hewlett Packard

2,000

Center Partners

1,300

Woodward, Inc.

1,200

Banner Health

1,130

Voting trends: In 2005 Referendums C and D, both education related referendums,

passed by relatively narrow margins in an election which featured record voter turnout for an off
year election. Colorado State University's home county, voters approved Referendum C 56.8
percent to 43.1 percent. Its companion, Referendum D passed 53.9 percent to 46 percent.

School:
School demographics: Webbers student population mirrors the statistics for Larimer County,
with the largest percentage of the student population self-identifying as white and the second
largest demographic being Hispanic. 18% of students are enrolled in the free or reduced lunch
program, which is lower than the 34% state average. There are currently 504 enrolled students at
Webber.
Mission: Webber Middle School will support and challenge all students to learn and grow to
their highest potential
Teachers/students: There are currently 41 teachers and 463 students at Webber Middle School.
Tracking/ability grouping/ELL: Webber Middle School offers Pre-Ap English and History
courses. No statistics were published on the schools website regarding ELL programs, but from
personal experience within my practicum, I observed an informal push-in and pull-out ELL
program. There is not a firm tracking policy at the moment, but rather mobility is based upon
assessments and teacher recommendations.

Course:
Description: Pre- Ap English 8: Based upon the same curriculum and standards as
English 8, but is designed to emphasize the skills and habits of mind that will be
needed to take Advanced Placement English courses and the Advanced Placement
exam in high school. Students will be challenged to do more with literary
comparison, composition, and the higher order thinking skills of analysis, synthesis
and evaluation, and more intensive formal writing. Content is covered in greater
depth and with more insight. Interactive, online curriculum and Springboard
2

supports student learning in this course. Teacher recommendations concerning

work ethic and grades earned, and either Proficient or Advanced MAPs and TCAP
scores are required. From Webber Middle Schools Website

Students (class size/demographics): 18 students, 10 males, 8 females, 3 ELL students, 16

Caucasian students and 3 Hispanic students
Schedule: Alternating Block Schedule, this Pre-Ap English 8 course will be meeting on
Tuesdays and Thursdays for 80 minutes

Key:
Recursive Learning.
Scaffolding.
Visuals and manipulatives.
Application within the writing process.
Relationship to literature being taught.
Handouts, overheads, readings selections, and any other materials.
Attention to how you will address learning needs of ELLs.

Grammar Calendar
Monday

Tuesday
Day One
Introduce
Prepositions,
predicates
Overview of Unit
Terminology and
Final Paper
overview

Wednesday

Thursday
Day Two
Review:Preposition
s, predicates
Introduce:
Pronouns, active
and passive voice
verbs

Day Three

Day Four

Mastery-Prepositions,
predicates
Review- Pronouns,
active and passive
voice verbs(Are you
my mommy? parody
Are you a sentence?
Worksheet)

Introduce
contrastive
rhetoric and
discuss origins of
language and its
arbitrary nature
(andrews)

Introduce- Phrases
and Clauses(word>
phrase>clause>
sentence fish
diagram)

Review-Phrases
and
ClausesMasteryPronouns

Day Five

Day Six

Introduce Final unit

project- Short story
with emphasis on
character
development and
varied sentence
structure making use
of terms from class

Introduce the five

recursive steps of the
writing process (pg 87
in Language
explorations and the
creating dialogue
exercise)

Character
development exercise
(from Lapp4)
Mastery- Phrases and
Clauses

Friday

Misspelled words
worksheet
LAPP#5Introduce
dialogue
Review Character
development and
create rough character
sketches (worksheet)

Day
SevenReviewCharacter
development via
multimodal
character
analysis
paragraph
(appendix A
Polette)

Day Eight

Workshop and
free time to work
on short story
project

FINAL PROJECT
DUE DAY ELEVEN

Review dialogue,
five recursive
steps of the writing
process and
character
development
Peer reviews of
rough drafts

Suggested Pedagogy:

Day 1: P words: Prepositions, predicates, punctuation

(80 min)
Terminology for Today:
Preposition: words that tell how nouns and pronouns relate to other words in a sentence or
other parts of a sentence e.g. about above among behind below between but except
through like until without
Predicate: the part of a sentence or clause containing a verb and stating something about
the subject (e.g. went home in John went home)
Subject: subject of a sentence is the person, place, thing, or idea that is doing or being
something. You can find the subject of a sentence if you can find the verb.
Noun: a word (other than a pronoun) used to identify any of a class of people, places, or
things common noun, or to name a particular one of these proper noun.
Verb: a word used to describe an action, state, or occurrence, and forming the main part of
the predicate of a sentence, such as hear, become, happen.

SOURCE: Polette and Merrian-Webster Dictionary online

Daily Plan:
o

o
o
o
o
o

Begin class with an overview of this unit, hand out list of terms
Ortmeier-Hoopes (pg 20)emphasizes the importance of
providing word banks and outlines to ELL students beforehand
to minimize confusion and avoid students feeling embarrassed
when having to ask an instructor to define a term in front of the
class
Discuss how this unit will be building toward a final project in which you will be
expected to utilize the terms and skills used up to this point
Handout description of final project- Short Story project and rubric
Explain in detail the expectations of the Short Story project and guide the students
through a general description of activities that we will be engaging in throughout
the unit that can be incorporated into the final project.
Give students permission to file these sheets away for future consideration and alert
them that we will be shifting gears
Ask students to imagine that I am a space alien (not a stretch) and I am discussing
the English language with you. I had noticed while trying to read the strange
symbols you use for your written language, I became confused as to what these
dots (periods) signified. How do you know when to place a dot in your writing?
QUICKWRITE: Respond to the space aliens question. Describe to me how the
English language is structured. What is the subject of a sentence? Review definition
of noun during discussion
Ask students to edit the following passage from Fahrenheit 451
Working with Punctuation errors- Exercise from Keith Polettes Teaching Grammar
through Writing page 82
7

Passage from Fahrenheit 451 by Ray Bradbury page 58

Instructions:
There are 17 punctuation errors in the following passage. Eight of the errors are
missing periods. Two are missing question marks and the rest are easy, the
final seven are the capitalized letters after the periods.
a book is a loaded gun in the house next door burn it take the shot from the
weapon breach mans mind who knows who might be the target of the well-read
man me I wont stomach them for a minute and so when houses were finally
fireproofed completely, all over the world (you were correct in your assumption the
other night) there was no longer need of firemen for the old purposes they were
given the new job, as custodians of our peace of mind, the focus of our
understandable and rightful dread of being inferior: official censors, judges, and
executors thats you, Montag, and thats me

Corrected version (errors are in red):

A book is a loaded gun in the house next door. Burn it. Take the shot from the
weapon. Breach mans mind. Who knows who might be the target of the well-read
man? Me? I wont stomach them for a minute. And so when houses were finally
fireproofed completely, all over the world (you were correct in your assumption the
other night) there was no longer need of firemen for the old purposes. They were
given the new job, as custodians of our peace of mind, the focus of our
understandable and rightful dread of being inferior: official censors, judges, and
executors. Thats you, Montag, and thats me.
o

Engage in a description of Subject and Predicate as follows (Doc Cam) SUBJECT

AND PREDICATE DOC CAM VISUAL

o

After reiterating in their own words definitions of subject and predicate, write list of
prepositions on the white board and ask them to explain the function of these words
to that same space alien
PREPOSITIONS:
about

around

beneath

besides

above

across

between

for

through
since

below

over
upon
throughout

until
8

o Ask students what these words have in common, and tell them these are all
prepositions and have them write in their journal what they think a preposition is.
Give them the definition of Subject, Predicate and Preposition and tell them to write
these down in their own words on their terms sheet or in their notebooks
TYPEWRITER TAKEAWAY: After every class, you will be asked to give a one sentence description of
the most important or memorable idea from the day. Each day we will review the previous Takeaways
from the unit to help you remember previous lessons and to show you all youve learned

SUBJECT AND PREDICATE DOC CAM VISUAL

Subjects
The subject is the noun in the sentence or clause that takes action. To find the
subject, merely ask yourself, What is the action? Once you have found the action, ask
yourself, Who or what is taking this action? The answer to that question will be the subject
of the clause.
Examples
John went to the store.
In this sentence, the action is went. Ask yourself, Who went? Since John went, John is the
subject.
It was hot outside.
The predicate in this sentence is was. So we ask ourselves, What was? In this case the
subject is it.

Predicates
Predicates are actions in the clause or sentence. Action verbs are pretty easy to
identify, but many students have a difficult time identifying verbs of being (am, is, are, was,
were) as predicates. There only way to improve in this regard is to study verbs, verb
phrases, and gerunds. A sentence can have one predicate or many, but every grammatically
complete sentence requires at least one predicate.
Examples
We ate pizza.
In this sentence, the predicate is ate, because it is the action that occurs in the clause.
Love was his only motivation.
This sentence does not use an action verb, but rather expresses a state of being in which
Love, the subject, existed in the past as his motivation; therefore, the predicate in the
example sentence is was.

10

Objects
Objects are nouns in the sentence or clause that do not take actions. Remember, if
a noun takes the predicate, it is the subject; therefore, if a noun is not a subject then it must
be an object.
Examples
We ate chicken.
In this sentence, the action is ate. Ask yourself, Who ate? Since we take the predicate,
pizza is an object. Ask yourself, What does pizza do in this sentence? You might reply that
it gets eaten, but in that sentence it does not get eaten. Pizza was eaten in the sentence,
Pizza was eaten. But in the sentence, We ate pizza, pizza does nothing. Since it does
nothing it is an object.
I forgot my shoes.
The predicate in the above sentence is forgot, so we ask ourselves, Who forgot? Since I
forgot, I is the subject. Since shoes is a noun in the sentence that doesnt do anything, shoes
is an object.

Compound Subjects and Predicates

A compound subject or predicate occurs when a clause has more than one subject
or predicate functioning as a single unit. A compound subject is when two or more
separate subjects take the same predicate or group of predicates. A compound predicate is
a when a subject or group of subjects take two or more predicates.
Examples
John and I played a game.
In this sentence, the predicate is played. So we ask ourselves, Who played? Of course both
John and I played, so the clause has two subjects or a compound subject.
I went home and studied.
What is the verb in the above sentence? You might notice that there are two: went and
studied. Since the subject I takes both of these predicates, the clause has a compound
predicate.

11

12

Day 2: Mistakes were made Passive voice verbs, Active

voice verbs and Pronouns (80 min)
Terminology for Today:

Active Voice Verbs: the subject of the sentence (the noun performing the action) is present before the verb
Passive Voice: subject of the sentence is usually not present, if it is it is at the end of a prepositional phrase
Pronoun: a word that takes the place of a noun
Relative Pronouns: introduce clauses which, who whose that
Indefinite Pronouns: point to generally, not specifically, places or things (all, any, anyone, both, either)
Demonstrative Pronouns: Indicate specific persons places or things (this, that, these, those)
Reflexive Pronouns: refer to themselves e.g. myself, yourself, himself
Interogative Pronouns: introduce questions (what, which, who, whom, whose)

Daily Plan:
o
o
o

INTRODUCE- Fahrenheit 451, brief discussion of historical context and Ray Bradbury
as an author
Assign Part one of Fahrenheit 451 due in one week (pg1-69)
Review Prepositions, Subjects, Predicates via Preposition Poem activity from Polette
pg 25 Writing Activity II: Prepositions- Replacing words and combining sentences

13

with prepositions

o
o

o
o

Continuing from what we mentioned in the previous class, we have explained to our
pretend space alien some of the conventions of the English language, review
definition of Pronoun, Define relative, indefinite, demonstrative, reflexive and
interrogative pronouns and have them write a definition for each in their own words
in their notebooks or terms sheet
have them write ten examples of pronouns in their class notebook, labeling each
kind
Now we are going to watch two videos, one of them is about using active voice
verbs, and the second is about using passive voice verbs. We will be discussing the
definitions of both after we read them, but I want you thinking about what active
voice and Passive voice might mean.
VISUALS :https://www.youtube.com/watch?v=edGcU6YM9Mo
https://www.youtube.com/watch?
v=dzeI93MszMk&list=PL0nC9dGvhYsDjXFxl5CBXXhuKyoYE_wi4&index=2

14

o
o
o
o

o
o

How might you define Active Voice Verbs? How Might you define Passive Voice
Verbs?
Give them the definition of these terms and suggest they write these in their own
words in their notebook or on their terms sheet.
QUICKWRITE: What are you thinking about writing you short story on? Brainstorm
for ten minutes. Think about what you know about Point of View, plot and
characters to come up with a few ideas. How might you use active or passive voice
verbs in your story?
EXIT SLIP: One sentence written in the passive voice (aka Zombie voice)
TYPEWRITER TAKEAWAY: After every class, you will be asked to give a one sentence description of
the most important or memorable idea from the day. Each day we will review the previous Takeaways
from the unit to help you remember previous lessons and to show you all youve learned

15

Day 3: Phrases and Clauses Day One (80 min)

Terminology for Today:

Phrases: a small group of words standing together as a conceptual unit typically forming a component of a clause
(synonyms: expression, group of words)
Prepositional Phrases: a group of words (not a complete sentence) that is made up of a preposition and an object.
Prepositional phrases usually act like nouns, adjectives or adverbs
-Prepositional phrases that act like an adjective The wolf in the next room wants to become a vegetarian
(modifies wolf)
-Prepositional phrases that act like adverbs The ranting ogre flung the mug across the room. ( modifies
ogre)

Participial Phrases: A group of words (not a complete sentence) that is made up of a present participle (an ing
word) or a past participle (an ed word.) Participial phrases act like adjectives because they give more information
about a noun or pronoun. In participial phrases the participle is often followed by a noun, an adverb, or a
prepositional phrase. Participles at the beginning of the sentence end with a comma.
Present participles: The wolf reading a non-meat cookbook wants to become a vegetarian. (modifies wolf)
Past Participles: Banished from Mount Olympus, Hercules found a job as a rodeo clown. (Modifies Hercules)
Appositive Phrases: a group of words (not a complete sentence) that follows a noun that is often the subject of the
sentence. An appositive phrase restates the noun; it gives more precise info about the noun it follows. Many
appositive phrases are made of an article (a, an, be) plus an adjective plus a noun. Appositive phrases can also
include participial phrases, prepositional phrases, infinitive phrases, and clauses. E.g. Jack, the bold thief,
absconded with the giants bag of gold. (Adjective + noun)
Infinitive phrases: A group of words (not a complete sentence) that acts like a noun. Begin with the word to
followed by a verb. e.g. To go home again was what Dorothy wanted most.
Gerund Phrases: A group of words (not a complete sentence) that acts like a noun. Gerund phrases begin with an
ing word. The ing word is usually followed by a noun of prepositional phrase. E.g. Collecting tolls is the trolls
favorite thing.
Absolute Phrases: A group of words (not a complete sentence) that usually gives more information about a noun or
pronoun. One kind of absolute phrase is made from a noun or pronoun plus a participle (a verb that ends with ing
or ed) another kind is made from a noun and an adjective. E.g. Eyes wide open, mouth shut noun + adjective

Daily Plan:
o
o
o
o
o
o

o
o
o

Class discussion of Part One of Fahrenheit 451

REVIEW pronouns, prepositions, predicates, active and passive voice verbs Using
prepositions to describe (Polette pg 25)
Definitions of phrases
Definitions of each type of phrase with examples
Smartboard ACTIVITY: sort the phrase by type or if SMARTBOARD is not available
or working, can utilize paper slips for each individual type
QUICKWRITE: Brainstorm for ten minutes about your short story. Think about what
you know about Point of View, plot and characters to come up with a few more
ideas. How might you use specific phrases in your story?
ASSESSMENT: Fist to five activity gauging their understanding of phrases thus far
REMINDER: QUIZ on identifying active and passive voice verbs next class period,
ASSIGN: Part Two of Fahrenheit 451 due next week
16

Using Prepositions to describe: Look at a picture from a book in the

classroom, or from your memory. Use at least 5 prepositions to describe what
you see in the picture.
Example: A picture from Where the Wild Things Are
Max is running down the stairs
Max is running toward the dog
Max has a fork in his hand
Maxs wolf suit has ears on top of its head
o

TYPEWRITER TAKEAWAY: After every class, you will be asked to give a one sentence description of
the most important or memorable idea from the day. Each day we will review the previous Takeaways
from the unit to help you remember previous lessons and to show you all youve learned

17

Day 4: Phrases and Clauses Day Two (80 min)

Terminology for Today:

Clause: a unit of grammatical organization below a sentence in rank and in traditional grammar said to consist of a
subject and a predicate
Adjective Clauses: A group of words that has a subject and a predicate. An adjective clause is not a complete
sentence, however, because it cannot stand alone. Adjective clauses give more information about a noun or
pronoun. Adj. clauses usually begin with who, whose, which, that, when ex: The princess who wears size 12 shoes,
won the royal foot race.
Adverbial Clauses: A group of words that has a subject and a predicate. An adverbial clause is not a complete
sentence, however, because it cannot stand alone. Adverbial clauses give more information about a verb, an
adjective, or an adverb. Adverbial clauses tell time, cause or reason, purpose or result or condition; they begin with
subordinating conjunctions.
-Time: after, before, since
-Place: where, wherever
-Cause/reason: as, because, since, whereas
e.g. Baba Yaga lived where no one else did.

Noun Clauses: A group of words that has a subject and a predicate. A noun clause is not a complete sentence,
however, because it cannot stand alone. A noun clause acts like a noun and can be the subject, the subjective
component (a clause that follows a linking verb) or the direct object of a sentence, it can also be the subject of a
preposition

Daily Plan:
o

Start with something you know Review: Pronouns, active and passive voice verbs
QUIZ on identifying active and passive voice verbs example Question: Identify the
active verb sentence
Thomas plays the guitar.
The guitar is played by Thomas.

o
o
o
o
o

REVIEW Phrases, pronouns, active and present voice verbs

Find two examples of pronouns, phrases, and active or passive voice verbs
in Fahrenheit 451
Define different types of phrases and clauses, give multiple examples and assess for
understanding throughout
Smartboard ACTIVITY: sort the phrase and clause by type or can utilize paper slips
or chalkboard if SMARTBOARD is unavailable
Infinitive phrase poem activity from Polette. Read the examples and then create
your own infinitive phrase poem
18

19

o
o

QUICKWRITE: Brainstorm for ten minutes about your short story. Think about what
you know to come up with a few more ideas feel free to write in your own words or
L1. How might you use specific Phrases and Clauses in your story?
Assign Part Three Fahrenheit 451
TYPEWRITER TAKEAWAY: After every class, you will be asked to give a one sentence description of
the most important or memorable idea from the day. Each day we will review the previous Takeaways
from the unit to help you remember previous lessons and to show you all youve learned

20

Day 5: Character Development (80 min)

Terminology for Today:

Character development
Varied Sentence Structure

Daily Plan:

Start with something you know Review: Phrases and Clauses JEOPARDY GAME in
teams
Transactional and interactional language (Andrews 73)

o
o

Go over Final Unit Project Expectations again

Character Development tips and tricks discussion (Privately inform ELL students
that they are encouraged to write their story in their L1 first, and then translate,
if that that is more comfortable for them and, additionally, inform them that if
they have trouble translating they are free to explain passages in BIC style

language and I will be happy to assist them in translation)

Character Bio Poem exercise first for a character of your choosing from
Fahrenheit 451 and secondly for one of your proposed characters for your final

o
o
o

project
FREEWRITE: time in class for catching up on reading in Fahrenheit 451 or
working on final project
Reminder: Fahrenheit 451 finished by Day 7
TYPEWRITER TAKEAWAY: After every class, you will be asked to give a one sentence description of
the most important or memorable idea from the day. Each day we will review the previous Takeaways
from the unit to help you remember previous lessons and to show you all youve learned

21

22

Day 6: Five Recursive steps of the writing process (80 min)

Terminology for Today:

Five Recursive steps of the writing process (Pg 87 in Andrews)

Dialogue

Daily Plan:

Start with something you know Review: Phrases and Clauses WHO WANTS TO BE

A MILLIONAIRE? STYLE QUIZ GAME, allow students to phone a friend and use BICS
Description of the Five Recursive Steps in the writing process

QUICKWRITE: How do you approach writing a paper? Are there some tricks and
tips you would offer your fellow students? Is there something you would like to

o
o
o

know more about?

Class discussion on Quickwrite responses
Guided discussion on what makes good or bad dialogue in a story
Review tips and tricks for creating realistic Character Dialogue via this video
https://www.youtube.com/watch?v=tvSNTiRe4KI
23

Cartoon thought bubble Dialogue assignment RAFT on dialogue creation

(Ortmeier-Hooper) The Dialogue assignment will be recursive in that this classs

previous unit was on Harry Potter and the Deathly Hallows

The Dialogue assignment incorporates both transactional and interactional
language Interactional language is the language used when we interact with
others socially, showing friendliness, cooperation, hostility, pain, or pleasure.
Interactional language is frequently listener oriented and intends to maintain
effective relationships and social bridges. The purpose of transactional language, on

the other hand, is to transmit knowledge, skills, and information. (Andrews pg 73)
REMINDER: peer review of rough draft next class, ROUGH DRAFT OF FINAL

PROJECT DUE NEXT CLASS

o

TYPEWRITER TAKEAWAY: After every class, you will be asked to give a one sentence description of
the most important or memorable idea from the day. Each day we will review the previous Takeaways
from the unit to help you remember previous lessons and to show you all youve learned

Dialogue assignment
Prompt (Is it inclusive, inquiry-based, and rhetorically savvy?): Yes, it is
inclusive because ELLs can use BICS in their cartoon captions. It is inquiry-based
because students will have to use in-text references to deduce the content for their
characters dialogue. It is rhetorically savvy because it allows students to explore
the psychological motivations of multiple people/characters and to engage in a
meta-cognitive analysis of their own assumptions and thinking processes.
Prompt (Is it high context?): Yes, because this prompt asks students to make
deductions about peoples motivations and feelings based on their actions and
words. It asks students to empathize with characters, and thus, other people. By
placing themselves in someone elses shoes, they may be better at both
understanding and writing dialogue and understanding inter-personal conflicts in
their own lives.
Individually or Jointly Constructed: This prompt is jointly constructed because
the text is produced by two to three students.
Stand Alone or Sequenced Writing Assignment: The prompt is sequenced
because students will be relying on and responding to the captions created by their
peers.
Sample Text and How it Affects the Writing Assignment: The sample text, is
an example of dialogue between three characters. There are a lot of feelings
explicitly stated and a number of sentiments that are more contextual and require
students to address their background knowledge on the characters and their

24

histories and motivations. The students will be asked to back up their dialogue with
specific references from the text and will be encouraged to edit quotations for
clarity, form, accuracy to character, and adjective/adverb variety and complexity.
Prompt: Your task is to modify a cartoon strip featuring two or more
characters and write your own dialogue. Feel free to use the template provided or
to look up or draw a cartoon strip of your own! (Just be sure to properly cite your
source at the end of your project, and to keep in mind that the task focuses on
dialogue, not drawing skills, so spend the majority of your time on the captions).
Role (Subject): Two to three people per group, each person will be writing the dialogue for
one character from Harry Potter and The Deathly Hallows.
Audience: Fellow readers of Harry Potter
Form (Genre): Cartoon Strip
Task/topic (Purpose): (After reading Harry Potter and The Deathly Hallows and the sample
texts and examples below)
A.
Characters: Imagine that you are a character from HP&TDH. You are
talking to another character in the book. What are you going to tell them? What are
you concerned about? What do you want to say, but cant? Fill in the speech or
thought bubbles in your cartoon strip with the characters thoughts. You will write
one caption, hand the strip to your partner(s) and have them write the next
caption, and then you will respond to their quote.
B.
Be sure to use a variety of adjectives and adverbs, you are expected to
use complex dialogue while remaining true to character.
C.
Each group member will be required to write at least two lines of
dialogue/quotes.
D. Each group member is required to re-write their caption on a separate piece of paper and
describe why they chose to have their character respond that way citing passages from the
text.
E. You will be sharing these quotes with your class so be appropriate and be prepared to
defend your choice of response using what you know about your character from the book.
Example:
EXAMPLE FAN FICTION DIALOGUE/CAPTIONS

Harry Potter and the Deathly Hallows (From https://www.scribd.com/doc/56830763/HarryPotter-Script)

Setup: Daniel, Rupert, and Emma all sitting around campfire discussing what to do next,
dusk sets in, head for tent.
Ron: Its getting a bit cold, isnt it?

25

Harry: Yes, Ron. Shutup.

Ron: Bother.
Hermione: Stop it, the both of you! Youll probably get us killed, or worse, expelled!
Harry: Hermione, were not in school anymore.
Hermione:(begins to cry)But I miss school, Harry! I miss the horribly mean teachers and the
suckish food and the stress of taking all of the hardest classes when Im so young and
unprepared for them!
Ron: I miss bothering Snape. Remember that one time when we pushed him up against the
wall and Harry: Shutup Ron! Im going to read from Snapes diary again.
Ron:(moves in to hug Harry)Im sorry, your greatness.
Harry: Ew, get off, Ron! (begins to read)
Dear Diary,
Today, I had a bowl of oatmeal. It was watery and tasteless. I was reminded of my mother.
Snape
Hermione: Well that was odd!
Harry: Im so awesome.
Suddenly, there is a loud crack followed shortly by a puff of blue smoke, which
Professor Dumbledore walks out of.
Dumbledore: Oh look, Ive stumbled upon three students of mine who seem to be skipping
school in order to save the whole world from the Dark Lord! Lets see what theyve got in
their pockets
Harry: Oh Lord, not again Professor?
Dumbledore: Yes.
All three quickly empty their pockets, at which point Dumbledore hastily pockets their cash
and belches quite loudly.
Harry: Professor Dumbledore, if you dont mind me asking, why are you here?
Hermione: Yes, Professor! Are we in trouble for skipping school? See Ron, I told you wed get
expelled!

Reading: From Harry Potter and the Deathly Hallows

26

SAMPLE TEXT:

Voldemort: "And who is this? Who has volunteered to demonstrate what

happens to those who continue to fight when the battle is lost?"
Bellatrix: "It is Neville Longbottom, my Lord! The boy who has been giving
the Carrows so much trouble! The son of the Aurors, remember?"
Voldemort: "Ah, yes, I remember. But you are pureblood, aren't you, my
brave boy?"
Neville: "So what if I am?"
Voldemort: "You show spirit and bravery, and you come of noble stock. You
will make a very valuable Death Eater. We need your kind, Neville
Longbottom."
Neville: "I'll join you when hell freezes over. Dumbledore's Army!"
Neville confronts Voldemort.
(Rowling, 554).

27

http://fc08.deviantart.net/fs4/i/2004/253/4/a/Harry_Potter_Comic_001_by_W1LLSUN.j
pg

SOURCES:
Bugg, Jimm. "Harry Potter Script." Scribd. 1 June 2011. Web. 24 Oct. 2014.
<https://www.scribd.com/doc/56830763/Harry-Potter-Script>.
Rowling, J. K. Harry Potter and the Deathly Hallows. New York, NY: Arthur A. Levine,
2007. Print.

28

#001 Can't Stand Her." Deviant Art. 9 Sept. 2004. Web. 24 Oct. 2014.
<http://fc08.deviantart.net/fs4/i/2004/253/4/a/Harry_Potter_Comic_001_by_W1LLSU
N.jpg>.

29

Day 7: Character Development via multimodal character

analysis paragraph (80 min)
Terminology for Today:

Multimodal Character analysis paragraph (Pg 87 in Andrews)

Dialogue

Daily Plan:

o
o

Start with something you know Review: tips and tricks for dialogue,
Class discussion share some of the characters and settings you have created for

your final project

QUICKWRITE: How has your final project progressed up to this point? What are some
things that you still need to work one? What would you like your peer reviewer to

look for or give you advice on?

Reiterate parameters of final project assignment, list specific elements to look for in
peers drafts (ex: correct number of sentences containing language terminology,

o
o

interesting characters and story development)

Peer review of rough drafts
Freetime for working on final project and incorporating peers suggestions
REMINDER: Finish reading Fahrenheit 451 for next class

TYPEWRITER TAKEAWAY: After every class, you will be asked to give a one sentence description of
the most important or memorable idea from the day. Each day we will review the previous Takeaways
from the unit to help you remember previous lessons and to show you all youve learned

30

Day 8: Final Project self assessments and finish Fahrenheit

451(80 min)
o

Turn in final projects with self assessment form

STUDENT SELF ASSESSMENT FORM
I think that I did well with:

I think that something that I need to work on is:

The most helpful part of the peer review was this:

Something I found difficult about this project:

Something I would like to know more about:

o
o

Closing dialogue regarding Fahrenheit 451

Quotes from Fahrenheit 451 presented, students are to describe who said this
quote, what was the context, why is it significant, what does the quote mean? They
may also discuss which ones they found most significant and why (Doc Cam) every
student is to respond at least once because this is in lieu of a text on the book.

Discussion on the concept of the hero and anti-hero in literature. Is Montag a hero? When
does he become a hero, if so? Do you have any heroes in your short story? What makes
them heroic? Use your own words or write it in your own words in your journal
Exit ticket: Write one sentence describing a character from your story, a peers story, or
Fahrenheit 451 using a term you remember from this unit

FINAL TYPEWRITER TAKEAWAY: After every class, you will be asked to give a one sentence
description of the most important or memorable idea from the UNIT. Each day we will review the
previous Takeaways from the unit to help you remember previous lessons and to show you all youve
learned.

31

32

Fahrenheit 451 quotes

You're not like the others. I've seen a few; I know. When I talk, you look at me. When I
said something about the moon, you looked at the moon, last night. The others would never do
that. The others would walk off and leave me talking. Or threaten me. No one has time any
more for anyone else. You're one of the few who put up with me. That's why I think it's so
strange you're a fireman, it just doesn't seem right for you, somehow.(23-24)

Let you alone! That's all very well, but how can I leave myself alone? We need not to
be let alone. We need to be really bothered once in a while. How long is it
since you were really bothered? About something important, about something real?
(52)
School is shortened, discipline relaxed, philosophies, histories, languages dropped,
English and spelling gradually neglected, finally almost completely ignored. Life is
immediate, the job counts, pleasure lies all about after work. Why learn anything save
pressing buttons, pulling switches, fitting nuts and bolts? With school turning out more
runners, jumpers, racers, tinkerers, grabbers, snatchers, fliers, and swimmers instead of
examiners, critics, knowers, and imaginative creators, the word `intellectual,' of course,
became the swear word it deserved to be. You always dread the unfamiliar. (page 58)
She didn't want to know how a thing was done, but why. That can be embarrassing. You
ask Why to a lot of things and you wind up very unhappy indeed, if you keep at it. The
poor girl's better off dead. (60)
If you don't want a man unhappy politically, don't give him two sides to a question to
worry him; give him one. Better yet, give him none. Let him forget there is such a thing
as war. (61)

33

Story Writing : Short Story incorporating language and

grammar terminology

Student Name:
Final project- Short story, may incorporate visual elements such as graphic novella, students
need to vary their structure and include dialogue. The short story must include and label five
sentences
containing
different
language terms from the unit.
Student
Name:
________________________________________
CATEGORY
Characters

4
The main characters
are named and
clearly described in
text as well as
pictures. Most
readers could
describe the
characters
accurately.
There is an
appropriate amount
of dialogue to bring
the characters to life
and it is always clear
which character is
speaking.
Student devotes a
lot of time and effort
to the writing
process (prewriting,
drafting, reviewing,
and editing). Works
hard to make the
story wonderful.
Student included one
sentence per term
and labeled this
sentence clearly and
accurately

3
The main characters
are named and
described. Most
readers would have
some idea of what
the characters
looked like.

2
The main characters
are named. The
reader knows very
little about the
characters.

1
It is hard to tell who
the main characters
are.

There is too much

dialogue in this
story, but it is always
clear which
character is
speaking.

There is not quite

enough dialogue in
this story, but it is
always clear which
character is
speaking.

It is not clear which

character is
speaking.

Student devotes
sufficient time and
effort to the writing
process (prewriting,
drafting, reviewing,
and editing). Works
and gets the job
done.
Student included
sentences for the
majority of terms
and labeled some of
them

Student devotes
some time and effort
to the writing
process but was not
very thorough. Does
enough to get by.

Student devotes
little time and effort
to the writing
process. Doesn\'t
seem to care.

Student included a
sentence for fewer
than half of terms
and/or labeled some
incorrectly

Student did not

include or label
sentences related to
unit terminology

Requirements

All of the written

requirements (# of
pages, # of graphics,
type of graphics,
etc.) were met.

Almost all (about

90%) the written
requirements were
met.

Most (about 75%) of

the written
requirements were
met, but several
were not.

Many requirements
were not met.

Creativity

The story contains

many creative
details and/or
descriptions that
contribute to the
reader\'s enjoyment.
The author has really
used his imagination.

The story contains a

few creative details
and/or descriptions
that contribute to
the reader\'s
enjoyment. The
author has used his
imagination.

The story contains a

few creative details
and/or descriptions,
but they distract
from the story. The
author has tried to
use his imagination.

There is little
evidence of
creativity in the
story. The author
does not seem to
have used much
imagination.

Dialogue

Writing Process

Terminology

Date Created: Dec 03, 2014 08:38 pm (CST)

34

35

36

Terminology:
Preposition: words that tell how nouns and pronouns relate to other words in a
sentence or other parts of a sentence e.g. about above among behind below
between but except through like until without
Predicate: the part of a sentence or clause containing a verb and stating something
about the subject (e.g. went home in John went home)
Active Voice Verbs: the subject of the sentence (the noun performing the action) is
present before the verb
Passive Voice: subject of the sentence is usually not present, if it is it is at the end of
a prepositional phrase
Pronoun: a word that takes the place of a noun
Relative Pronouns: introduce clauses which, who whose that
Indefinite Pronouns: point to generally, not specifically, places or things (all, any,
anyone, both, either)
Demonstrative Pronouns: Indicate specific persons places or things (this, that,
these, those)
Reflexive Pronouns: refer to themselves e.g. myself, yourself, himself
Interogative Pronouns: introduce questions (what, which, who, whom, whose)
Phrases: a small group of words standing together as a conceptual unit typically
forming a component of a clause (synonyms: expression, group of words)
Clause: a unit of grammatical organization below a sentence in rank and in
traditional grammar said to consist of a subject and a predicate
Preposition: any member of a class of words found in many languages that are used before

nouns, pronouns, or other substantives to form phrases functioning as modifiers of verbs, nouns,
or adjectives, and that typically express a spatial, temporal, or other relationship, as in, on, by, to,
since.
Prepositional Phrases: a group of words (not a complete sentence) that is made up
of a preposition and an object. Prepositional phrases usually act like nouns,
adjectives or adverbs

37

-Prepositional phrases that act like an adjective The wolf in the next room
wants to become a vegetarian (modifies wolf)
-Prepositional phrases that act like adverbs The ranting ogre flung the mug
across the room. ( modifies ogre)
Participial Phrases: A group of words (not a complete sentence) that is made up of a
present participle (an ing word) or a past participle (an ed word.) Participial
phrases act like adjectives because they give more information about a noun or
pronoun. In participial phrases the participle is often followed by a noun, an adverb,
or a prepositional phrase. Participles at the beginning of the sentence end with a
comma.
-

Present participles: The wolf reading a non-meat cookbook wants to become a

vegetarian. (modifies wolf)
Past Participles: Banished from Mount Olympus, Hercules found a job as a rodeo
clown. (Modifies Hercules)
Appositive Phrases: a group of words (not a complete sentence) that follows a noun
that is often the subject of the sentence. An appositive phrase restates the noun; it
gives more precise info about the noun it follows. Many appositive phrases are
made of an article (a, an, be) plus an adjective plus a noun. Appositive phrases can
also include participial phrases, prepositional phrases, infinitive phrases, and
clauses. E.g. Jack, the bold thief, absconded with the giants bag of gold. (Adjective
+ noun)
Infinitive phrases: A group of words (not a complete sentence) that acts like a noun.
Begin with the word to followed by a verb. e.g. To go home again was what
Dorothy wanted most.
Gerund Phrases: A group of words (not a complete sentence) that acts like a noun.
Gerund phrases begin with an ing word. The ing word is usually followed by a
noun of prepositional phrase. E.g. Collecting tolls is the trolls favorite thing.
Absolute Phrases: A group of words (not a complete sentence) that usually gives
more information about a noun or pronoun. One kind of absolute phrase is made
from a noun or pronoun plus a participle (a verb that ends with ing or ed) another
kind is made from a noun and an adjective. E.g. Eyes wide open, mouth shut noun
+ adjective
Adjective Clauses: A group of words that has a subject and a predicate. An adjective
clause is not a complete sentence, however, because it cannot stand alone.
Adjective clauses give more information about a noun or pronoun. Adj. clauses
38

usually begin with who, whose, which, that, when ex: The princess who wears size
12 shoes, won the royal foot race.
Adverbial Clauses: A group of words that has a subject and a predicate. An adverbial
clause is not a complete sentence, however, because it cannot stand alone.
Adverbial clauses give more information about a verb, an adjective, or an adverb.
Adverbial clauses tell time, cause or reason, purpose or result or condition; they
begin with subordinating conjunctions.
-Time: after, before, since
-Place: where, wherever
-Cause/reason: as, because, since, whereas
e.g. Baba Yaga lived where no one else did.
Noun Clauses: A group of words that has a subject and a predicate. A noun clause is
not a complete sentence, however, because it cannot stand alone. A noun clause
acts like a noun and can be the subject, the subjective component (a clause that
follows a linking verb) or the direct object of a sentence, it can also be the subject of
a preposition

39

WORKS CITED
Ortmeier-Hooper, Christina. The ELL Writer: Moving Beyond Basics in the Secondary
Classroom. New York, N.Y.: Teachers College Press, 2013. Print.
Polette, Keith. Teaching Grammar Through Writing: Activities to Develop Writer's
Craft in All Students in Grades 4-12. 2nd ed. Boston, M.A.: Pearson, 2012.
Print.
Colorado Academic Standards in Reading, Writing, and Communicating and The
Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects. Colorado
Department of Education. Colorado Department of Education, 10 Dec. 2009.
Web. 04 Dec. 2013. <
http://www.cde.state.co.us/sites/default/files/documents/coreadingwriting/doc
uments/rwc_9th_grade.pdf>.
Andrews, Larry. Language Exploration and Awareness: A Resource Book for
Teachers. 3rd ed. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc., 2006.
Print.
Bradbury, Ray. Fahrenheit 451. New York: Simon & Schuster, 1953. Print.

40

Summary:

Reflective Commentary:
During the course of this project, the concept of scaffolding as it applies to language
instruction became clearer. Though previously I understood it as a concept, the
application of the concept proved to be considerably more challenging than I would
have thought. I did, however, eventually learn that these basic language concepts
could be arranged like building blocks to form a foundation upon which a deeper
understanding of language could unfold. I learned this through trying to arrange
these concepts in a sequential order that built upon itself gradually. By physically
arranging and rearranging index cards containing definitions of terms, I was able to
see different potential combinations and attempt to figure out how to address these
concepts in a progressive order.
I look forward to assisting my students in understanding that language is a mutable
concept and that these symbols are arbitrary and our language is living, and
therefore they can play with it and build upon it. One of the ways that this playful
element is evident in the scope and sequence is via the Passive Voice and
Zombies exercise. This exercise shows that there is an order to the written and
spoken word, and that this order matters. However, it also exhibits how we can use
this order to arrange words to our advantage, or to change the tone and voice of a
piece of writing. This mutability makes language instruction more accessible.
This project gave me the opportunity to address some language concepts that I
struggle with, and I took this opportunity to address a myriad of concepts which are
difficult for me. The different types of phrases and clauses still elude me. I chose to
include these concepts with the hope that practice would lead to mastery, but
unfortunately, these concepts will have to continue to be part of my education as
time goes on. I like to think that by finding different ways to describe these
concepts to my students, I will come to a better understanding of them myself.
There are a number of improvements I would like to make to this scope and
sequence. Formatting issues rank highly on my list of concerns. I would like to find a
way to make this document more visually appealing, as a person who is easily
distracted by design incongruities, I want to make this as clear, concise,
informative, and educational as possible. Additionally, I would like to create more
activities and manipulatives and visuals for the phrases and clauses components to
assist in both the students understanding of the concept and my own.

41