Вы находитесь на странице: 1из 15

Writing and Revising Unit Plan

Title of the Unit: Writing and Revising

Grade Level: 9

Length of Unit: Two Weeks

Instructors Name: Katy Sanderlin

UNIT OVERVIEW

Students will focus on different writing mistakes that are commonly found in high school writing. After they review the grammatical
concepts behind these rules, they will put them into practice with activities that demonstrate the consequences and side effects of such
mistakes. At the end of the unit, the students will participate in a Grammar Olympics that is designed to keep these writing rules
memorable and interesting. As part of their focus on revising, the students will learn about misplaced modifiers, passive and active
voice, run-on sentences, comma splices, and other common grammatical mistakes.

MAJOR GOALS

Students will understand what a misplaced modifier is and how to fix it


Students will recognize the unintentional ambiguity or humor that accompanies a misplaced modifier
Students will learn to identify passive and active voice
Students will determine when passive or active voice is better suited for particular writing styles
Students will understand the different between independent and dependent clauses
Students will use their knowledge of independent and dependent clauses to properly apply commas and conjunctions
Students will identify run-on sentences and comma splice (and know how to fix them)
Students will practice their revising skills by identifying grammar and usage mistakes in everyday writing
Students will remember the writing rules they have learned by applying them in fun and interesting ways
Students will work in teams to complete challenges (some involving active, field-day inspired games)
Students will respect their classmates in the form of polite but spirited competition

Prior knowledge for unit:


Must understand basic structure of a sentence (noun, verb, modifiers)
Must know usage rules for punctuation such as commas, semicolons, etc.
Must understand the function of conjunctions
Strategy for those who lack the necessary prior knowledge:
1. I will give a thorough explanation of the basic grammatical principles during involved in the revising techniques during each lesson
2. The class will review their comma rules by watching the How To Use A Freakin Comma video on shmoop.com
(http://www.shmoop.com/video/how-to-use-a-freakin-comma)
Pre-assessment: There will be a simple grammar and usage quiz at the beginning of the unit to gauge what the students need to focus on
the most

LEARNING STYLES AND DIVERSITY ISSUES (Includes targeted learning modes)


Students with verbal-linguistic intelligences will benefit from the heavy focus on writing and editing techniques
Students with visual-spatial intelligences will come to an understanding of these techniques by using illustrative learning methods (such as
the misplaced modifier drawings)
Students with logical intelligences will appreciate the puzzle-aspect of the misleading modifiers challenges
Students who learn well kinesthetically will enjoy the physical aspects of the Grammar Olympics challenges

INSTRUCTIONAL OBJECTIVES
Upon completion of this unit of study, students will
1. identify and use grammatical terms (noun, verb, subject, predicate, clause, etc.) with correct term usage.
2. Identify and correctly fix a run-on sentence or comma-splice (as measured by their final written Grammar Olympics quiz,
70% accuracy)
3. collaborate in groups to revise three sentences, focusing on conjunctions and punctuation, with 100% accuracy.
4. Recognize the appropriate and inappropriate uses of passive voice by drawing conclusions from class discussions and
real-world examples
5. Demonstrate their ability to change passive voice into active voice (and vice versa) (measured by a written homework
assignment and the final Grammar Olympics quiz, 70% accuracy)
6. demonstrate their understanding of misplaced modifiers by drawing a cartoon that correctly illustrates their ambiguity
and/or humor correctly.
7. Identity misplaced modifiers in a sentence and correctly fix them (measured by the final Grammar Olympics quiz, 70%
accuracy)
8. Identify and correct simple grammar mistakes in everyday life based on their accumulated knowledge of grammar and
usage rules (measured by an in-class worksheet packet and the final Grammar Olympics quiz, 70% accuracy)
9. collaborate in groups in order to complete four field-day style challenges, all prompting physical activity and the
application of the grammar knowledge they have previously studied as a class
10. demonstrate their understanding of the unit by completing the aforementioned Grammar Olympics quiz (70% accuracy)

Unit Pre-test: Students will be given a non-graded grammar quiz, based on the upcoming lessons, to gauge what grammar rules
need to be strongly reviewed.

Unit Post-test: Students will be given another quiz, same in format, but more expansive, as their post-Grammar Olympics test. It
will be their comprehensive, final grade for the Writing and Revision Unit. (For clarification, it will be administered the day after
the Grammar Olympicsnot the same day)

Lesson Title

PASS Objective

Activities

Materials

Assessment

and a brief
description
ABCD Format
Objective

Lesson 1
Run-On
Sentences and
Comma Splices

Standard 2. 3. c.
:Correct run-on
sentences.
Standard 2. 3. e.:
Correct comma splices.
Standard 2. 3. f.:
Differentiate between
dependent/independent
and
restrictive/nonrestrictiv
e
(essential/nonessential)
clauses.
Students will work in
groups to correctly revise
three sentences* to
demonstrate their
understanding of clauses,
punctuation, and run-on
sentences.

*The original three


sentences will be divided
into even more sentences
by the end of the
assignment.

Adaptations and
Modifications

IEPs will be followed


Opening Activity - Quote
Quick Write: Get the brain
warmed up, start by getting
their mind on writing
Students will be asked to
define independent and
dependent clauses. If
students cannot define them,
they will be given an
explanation. I will briefly
review the importance of
clauses within sentences for
the class, as well as how to
properly punctuate them.
Students will be asked to
define independent and
dependent clauses. If
students cannot define them,
they will be given an
explanation. I will briefly
review the importance of
clauses within sentences for
the class, as well as how to
properly punctuate them.
Students will be divided into
groups of three. Each group
will receive three rolls of
receipt paper. Each roll will
have a (very) long run-on
sentence written on it. They
will also be color-coded to
indicate Sentence 1,
Sentence 2, and Sentence 3.
(The rolls will have been
created by myself)
Directions: No group may
unravel their roll until they

Receipt Paper Rolls


Colored Markers
Candy (as prizes)

Will visually assess the


students progress as
they work together
Will check that the
students have correctly
punctuated their
sentences before
teaching it to the class
Homework will be
collected the next day

are instructed to do so. On


the count of three, each
group will unravel one roll at
a time, starting with
Sentence 1. Whichever
group correctly punctuates
their sentence (with commas,
periods, etc.) and brings it up
to the front first wins the
round!
Note: once they bring their
roll up to the front of the
room, it must be graded by
me.
Once the revised sentence
has been deemed correct,
the group must explain their
corrections to the class,
using the terminology we
discussed. They will also
write the correct versions of
the sentences on the board.
There will be a total of three
rounds, one for each
sentence.
Candy will be awarded to
each group that wins a
round.

Closing Activity Students


will record the correct
sentences in their
notebooks for future
reference.

Lesson Title

PASS Objective

Activities

Materials

Assessment

Adaptations and
Modifications

Opening Activity - Students


will watch two videos that
compare and contrast a
news reporter speaking and
a live sports broadcaster
speaking. This will warm
them up to the idea of
different voices.

Highlighters (two
different colors)

Visual

IEPs will be followed

and a brief
description
ABCD Format
Objective

Lesson 2
Passive and
Active Voice:
Students will
explore the
differences
between passive
and active voice
by examining
different texts
(including some
in graphic
novels). They will
also learn
different ways to
identify passive
and active voice
in their own
writing. They will
learn about
passive and
active voice so
they can
recognize the
appropriate uses
of both tenses.

Standard 3.1.d. Use


active and passive
voice.
Students will correctly
highlight the subject and
verb of the sentences
they are provided to
demonstrate their
understanding.
Students will correctly
label each of the
sentences as passive
or active voice to
demonstrate their
understanding of the two
styles.

Students will be given a


packet that contains two
pages of traditional literary
text and two pages of graphic
novel text. The packet will
also feature a page that
contains a bullet-point list of
sentences (selected by
myself) from these four
pages.
Students will take the time to
highlight the subject and verb
of each sentence (one in
each color).
I will define passive and
active voice for my students,
and we will discuss the
difference between the two
styles as a class. There will
be examples and memory
tricks involved in my
explanation.
Students will then label each
of the selected sentences as
either passive or active
voice. (Includes visual
assessment by me)
After the sentences are

Pages of
provided literary
text (two pages
of graphic novel,
two pages of
traditional text)
Paper provided
by students (for
writing)

Highlighted worksheets
within packets will be
collected

labeled, we will discuss the


impact of the voice choice
on the sentence as a whole.
We will finally discuss the
sentence and its
passive/active nature in the
context of the text it was
taken from. This will
demonstrate the appropriate
and inappropriate uses of
passive and active voice.
Closing Activity Students
will be given a list of
sentences. For homework,
they are to 1) identify which
sentences are passive, and
which are active 2) rewrite
each sentence so it is the
opposite.

Lesson Title

PASS Objective

Activities

Materials

Assessment

Adaptations and
Modifications

Opening Activity - Each


student will receive a slip of
paper with a humorously
misleading sentence on it.

Slips of paper
(made my
myself) that
contain various
clauses and
modifiers (for the
above step)

Visual

IEPs will be followed

and a brief
description
ABCD Format
Objective

Lesson 3
Misplaced
Modifiers
Students will
each be given a
sentence that
contains a
misplaced
modifier. Their
job will be to 1)
identify the
misplaced

Standard 3.3b : Correct


dangling and
misplaced modifiers.
Students will correctly
revise one sentence to
demonstrate their
understanding of the
misplaced modifier.

Each student will receive a


slip of paper with a sentence
written on it.
Each student will recognize
that the sentence is written in
an ambiguous/humorous
way.
They will demonstrate this
understanding by rewriting
the sentence in a way that

Slips of paper
that each convey
a sentence that
contains a
misplaced
modifier
Computer paper,

Cartoons (both in-class


and homework) will be
collected and put on
display

modifier, 2)
correct and
rewrite the
sentence, and 3)
draw a cartoon
that
demonstrates the
humor/confusion
found in a
misplaced
modifier. After
they have
completed their
cartoons, the
students will get
into groups and
share their
sentence and
creation with
their peers. After
this, students will
then be asked to
write a sentence
with a purposely
misplaced
modifier that they
can trade with a
partner. For
homework, each
student must
create a second
cartoon based off
of the sentence
their partner
wrote.

properly places the modifier.


They will further demonstrate
this understanding by
illustrating the unintended
meaning that the misplaced
modifier causes via a cartoon
drawing.
The students, in groups, will
share their sentences and the
cartoons that accompany
them with the rest of the
group.
Students will informally
demonstrate their
understanding of misplaced
modifiers by voting between
two sentences that I write on
the board (mirroring the pretest assessment). If over
75% of the class is correct, I
have reason to believe that
they grasped the lesson.
Students will further display
their understanding of the
lesson by writing their own
sentence with a misplaced
modifier that will be given to
their partner.
Each partner will check that
the sentence they are given
is appropriate. If it is correctly
(incorrectly) written, in a way
that it is ambiguous and
easily rearranged (fixed), the
student has demonstrated
that they have successfully
mastered the lesson.
Closing Activity Students
will draw a second cartoon,
based off of their partners
sentence, for homework.

crayons and/or
markers (for the
cartoon drawing)
Sheet of
misplaced
modifier
sentences (for
my own personal
use as I create
their slips of
paper)

Lesson Title

PASS Objective

Activities

Materials

Assessment

Adaptations and
Modifications

Opening Activity - Each


student will receive a slip of
paper with a humorously
misleading sentence on it.

Slips of paper
(made my
myself) that
contain various
clauses and
modifiers (for the
above step)

Visual

IEPs will be followed

and a brief
description
ABCD Format
Objective

Lesson 4
Misplaced
Modifiers
Students will
each be given a
sentence that
contains a
misplaced
modifier. Their
job will be to 1)
identify the
misplaced
modifier, 2)
correct and
rewrite the
sentence, and 3)
draw a cartoon
that
demonstrates the
humor/confusion
found in a
misplaced
modifier. After
they have
completed their
cartoons, the
students will get
into groups and
share their
sentence and
creation with
their peers. After
this, students will
then be asked to

Standard 3.3b : Correct


dangling and
misplaced modifiers.
Students will correctly
revise one sentence to
demonstrate their
understanding of the
misplaced modifier.

Each student will receive a


slip of paper with a sentence
written on it.
Each student will recognize
that the sentence is written in
an ambiguous/humorous
way.
They will demonstrate this
understanding by rewriting
the sentence in a way that
properly places the modifier.
They will further demonstrate
this understanding by
illustrating the unintended
meaning that the misplaced
modifier causes via a cartoon
drawing.
The students, in groups, will
share their sentences and the
cartoons that accompany
them with the rest of the
group.
Students will informally
demonstrate their
understanding of misplaced
modifiers by voting between
two sentences that I write on
the board (mirroring the pretest assessment). If over
75% of the class is correct, I
have reason to believe that

Slips of paper
that each convey
a sentence that
contains a
misplaced
modifier
Computer paper,
crayons and/or
markers (for the
cartoon drawing)
Sheet of
misplaced
modifier
sentences (for
my own personal
use as I create
their slips of
paper)

Cartoons (both in-class


and homework) will be
collected and put on
display

they grasped the lesson.

write a sentence
with a purposely
misplaced
modifier that they
can trade with a
partner. For
homework, each
student must
create a second
cartoon based off
of the sentence
their partner
wrote.

Students will further display


their understanding of the
lesson by writing their own
sentence with a misplaced
modifier that will be given to
their partner.
Each partner will check that
the sentence they are given
is appropriate. If it is correctly
(incorrectly) written, in a way
that it is ambiguous and
easily rearranged (fixed), the
student has demonstrated
that they have successfully
mastered the lesson.
Closing Activity Students
will draw a second cartoon,
based off of their partners
sentence, for homework.

PASS Objective

Activities

Materials

Assessment

ABCD Format
Objective

Final Lesson/
Culminating
Activity
Grammar
Olympics
Students will
apply their newly
developed skills
and knowledge in

Standard 3:
Grammar/Usage and
Mechanics. The student
will demonstrate
appropriate practices in
writing by applying
grammatical knowledge
to the revising and
editing stages of writing
and participate
independently and in
groups to create oral

Adaptations and
Modifications

IEPs will be followed


Opening Activity Each
team will select which
country they would like to
represent. Students will be
given their Olympics
scoresheets. Instructions for
each activity will be given,
and the class will then
proceed to the gym (outside
area, empty classroom,
whatever is available) for the
games.

Laminated receipt
paper rolls
Applicable commas,
periods, and
conjunctions
Paper plates
Ping Pong Balls
Computer paper

Will visually assess the


students progress during
the games
All score sheets (slash
worksheets will be
collected)
The following day, the
Grammar Olympics Final
Quiz will be
administered.

Students who are


unable to participate or
elect to sit out of the
activities are welcome
to be on the awards
team, aka the game
facilitators, score
keepers, and
announcers.

a fun and
memorable way:
an interactive
Grammar
Olympics.
Multiple
grammar-themed
games will be
arranged
stations-style (in
a gym or other
spacious area)
and the students
will compete in
teams to earn
points and win a
prize.

presentations.
Students will collaborate
in small teams in order to
apply their knowledge of
grammar in interactive,
(lightly) physical
challenges. Each team
will work toward excelling
at each activity (to earn
points), and each student
will complete a grammar
worksheet-packet by the
end of the event.

Each score sheet will function


as 1) a place to tally each
teams score and 2) a
worksheet that must be
successfully completed to
earn full points.

Colored
pencils/crayons

Students will take turns


participating in the following
activities:

Scoresheets

Run-On Sentences and


Running:
Students will be given
excessively long run-on
sentences (laminated receipt
paper), and they will work as
teams to repair them. They
must repair the sentence by
retrieving the correct
punctuation marks from the
end of the hallway. Only one
team member may hustle
down the hallway to retrieve
each punctuation mark at a
time, and it must be a
different student who fetches
each punctuation mark. Each
team will earn points for each
sentence correctly repaired.
Passive and Active Voice
Relay
Students will prove their
knowledge of passive and
active voice by becoming
active in a relay. Their
instructions for the relay will
be written in the passive
voice, and to successfully
earn their points they must be
able to rewrite their given
sentences in the active voice.
Misplaced Modifier

Cornhole boards
Bean bags

Timers (aka
smartphones)
Whistle (For me)
Prizes

Pictionary
Students will each be given a
sentence that contains a
misplaced modifier. Their job
will be to 1) identify the
misplaced modifier, 2) correct
and rewrite the sentence, and
3) draw a cartoon that
demonstrates the
humor/confusion found in a
misplaced modifier. Each
team member will draw their
cartoon pictionary-style, and
the team will score points for
every picture successfully
guessed.
Everyday Grammar
Cornhole
Students will examine real
photos (taken from the
Internet) of grammar errors in
everyday life, including those
on signs, emails, and human
bodies (tattoos). They must
correctly identify the grammar
mistake on their olympics
packet, and they may score
points by tossing bean bags
through the correctly-labeled
cornholes.
There will be groups of
students who are waiting to
do their activity. These
students will be in charge of
observing each of the
stations while the games are
in progress. This, hopefully,
will keep students from
cheating/being distracted.
Each group will rotate, either
to play a game or to facilitate
a game, each round. Each
round will be timed and

announced by myself.
Closing Activity Points will
be tallied, worksheets will be
assessed, and award
ceremony will commence.
The winning team receives a
prize!