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Hello, my name is Jeremy Oshman. This is my wikipage. (Note: this is not an actual wikipage) I like learning by doing, that is what I want to instill in my students. Instead of a focus of writers of old; I hope to pursue a future of new writers by making them use techniques established, and techniques they have yet to discover. I hate when teachers use "fear" in the classroom, any form of enlightenment or understanding is washed out by the student yeilding to the teachers own selfish sense of empowerment in tormenting the student for ineffective results. What I hate outside of class is the fact that no one smiles anymore, juxtaposed to that is my love to make people smile, usually by some form of craziness or respect destroying action on my part.

I like many things. Road trips, camping, lifting, swimming, sleigh riding, partying, learning to play guitar, partying, games, game of things, and I just LOST THE GAME (so did you).

I want to write more. I love writing but time, being the wicked bastard that he is, eludes me. Or the more important part to writing consistently... Motivation. Maybe a combina

Favorite song: American pie. The classic amongst classics. Perfect for anytime. Favorite movie: thats tough, Inception's layers were amazing, the action in Crank, A-Team, and The Expendables was insane, and the characters in The Rock, and The Rundown were just perfect. There are just too many good movies to truthfully answer this.

I am taking votes for what I should be for this halloween. Last year I was the Macho Man Randy Savage. I want to try (if that's even possible) to outdo that costume. So I am open to any and all ideas, please make them known to me :D

Before Bloomsburg, I lived in… Elysburg, I still live in Elysburg… L

At Bloomsburg, I want to major in… English Secondary Ed

Right now, I’m most interested in… Truthfully, Games, then learning the guitar, Thennnnnn writing, Then teaching.

My favorite musical artist is….Nothing specific, just mostly oldies, except for Pendulum… Listen to them.

My favorite movie is…. REFER TO MY WIKIPAGE but I think its between The Rock, Inception, Snatch, and A Team

One thing I like to do in my spare time is… Write, learn to play the guitar, and find more ways to get more spare time

When it comes to technology, I’m most comfortable with…(put X next to all that apply)

Microsoft Word X Microsoft Powerpoint X  Email X  Cellphone X  Text messaging X  Taking cellphone pictures Taking cellphone video Taking cellphone audio Video editing Blogging or Social Networking (e.g., Facebook) X Making websites

My favorite teachers were the ones who… Used the classroom’s excitement to helped learn, and gained our respect by teaching us effectively in a comfortable, fun loving, enviroment

But I didn’t like classes in which… the teachers felt the students must be scared into doing their work, the teachers who actively used fear to control their kids

In this class, I’m most nervous about… Public speaking, my true weakness

In this class, I’m most excited about… possibly overcoming that fear

If there’s one thing you should know about me as a student, it’s… that I always try to improve the mood of the class by joking constantly, I love good conversations, I just wish I could feel more comfortable with my own oppinions

If there’s one thing you should know about me in general, it’s… that I don’t ever want to grow up. If I am the same as I am when I am an old man, I have lived a happy life. (though with some improvements to my shoulder press and public speaking skills)

For my personal unit plan I hope to focus on making the students as comfortable and enthusiastic as I can with their own type of writing. My plan includes them having to read (or reread) one of their favorite authors, whether that be a poet, or novelist, and actively search for the technique or techniques that make this writer's work memorable and worth reading. I would then propose they keep a journal throughout their time that they read their author's works and attempt to delve into these specific techniques. They should and would be able to write about anything and everything in these journals, they will never be forced to read them out loud in class but I would make sure that they are at least writing about the author myself by collecting them monday mornings. I would then ask them to compile in a 2-3 page paper what they have found through their readings and ask them to possibly do a powerpoint that shows these findings to the class. I would then, if this is even possible, try to make them mimic their favorite author in their very own piece that they would create and share with the class. The class having heard the presentation, and having a small grasp on what that author's specialty is, would have a small say in the final grade of the mimicked piece, and would help workshop the said piece before a final grade is given.

The reasoning behind this whole type of unit is to help (much like in Tali's plan) to get the student's motivated and give them a helping hand in establishing a safe and effective way to let their own ideas be heard. I want all of them to become the next great author someday, and I feel that the more practice they have in the writing they enjoy, the better the chances they have of becoming this writer. In my plan I think I effectively hit many different ways to teach. The only problem I would have is making sure that each student stays on task during the workshopping process and that they keep an updated journal on their author. I feel that pairing writing and reading together helps a student in both aspects greatly. As I have stated before, I think the most important part to any plan is to get the student motivation up and keeping it up, thus ensuring effective and long lasting learning that they can carry and call upon throughout their lives.

Assessment for rationale: (subject to much change and revision, not to mention change)

As I had stated before (without really even realizing it) my final grade would be a combination of their power point presentation, journal reviews, and the mimicked piece. This course of action combines both summative and formative assessment in the journals and participation in mini lessons that discuss certain author's techniques, and the production of both written and oral presentation in the powerpoint and the mimicked piece. The biggest part to all of this is an accurate assessment of each author's technique, I could see this being a bigger problem as I come across authors and techniques I may be unaware of. Hopefully the children would be somewhat familiar with deciphering some advanced techniques an author may use so that both I and the student can learn more about our wonderful world of literature.

Admittedly alot of my assessment would be based on my own observations and not on true measurable data. I could foresee this being a problem with some parents who need proof that their kid is either doing well or being useless. Hopefully, the journals would help me in such battles if the kid is being less than enthusiastic about his own book, it would most likely show in the journal as well. Combating my own personal bias though in discussion participation and legitimately giving a grade to a smart child who may be shy would also pose problems. If such problems occur, I could possibly develop a buddy plan where students would write their journals to each other and discuss and pose questions and idea through said journals to help provide a springboard for cooperative learning as well. ( works in progress)



**__Unit title:__** Basics of language (week 1)

**__ Areas of interdisciplinary integration: __** History (lesson 3: Possible inclusion of famous speeches and other history changing literature) Technical Education (Lesson 3: The inclusion of the use of computers to find and explain relevant information using the internet) A stress on the effective communication of ideas in all 3 lessons, proper communication can help in all forms of education.

**__Grade levels:__** 6-8

**__Introduction__**: This unit will focus on the basics of language starting with gaining a proper respect for each other and how we communicate in lesson 1. In lesson 2, the students will get a taste of one of the many parts of language that we will be studying through the year in the Homonym Game. Finally, in lesson 3, the students will use discovery learning techniques and cooperative learning to find and experience language that they find powerful in their own ways.

**__ Academic Standards: __** __ Lesson 1: __  1.6.8 A  Listen to others. Ask probing questions. Analyze information, ideas and opinions to determine relevancy. Take notes when needed.  1.6.8 D Contribute to discussions. Ask relevant, probing questions. Respond with relevant information, ideas or reasons in support of opinions expressed. Listen to and acknowledge the contributions of others. Adjust tone and involvement to encourage equitable participation. Clarify, illustrate or expand on a response when asked. Present support for opinions. Paraphrase and summarize, when prompted.  1.7.8 B Analyze the role and place of standard American English in speech, writing and literature.

__ Lesson 2: __ 1.1.8 B Identify and use common organizational structures and graphic features to comprehend information. 1.3.8 C Analyze the effect of various literary devices. (in this case the pun)  1.5.8 F Edit writing using the conventions of language.( punctuation, spelling, grammar, capitalization) 1.6.8 A Listen to others (using probing questions, analyzing information, opinions, and ideas to determine relevancy, and taking notes when needed) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.6.8 D Contribute to discussions. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 1.6.8 F Use media for learning purposes. (computer to find puns) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.8.8 B Locate information using appropriate sources and strategies. (computer for puns)

__ Lesson 3: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.1.8 B Identify and use common organizational structures and graphic features to comprehend information. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.3.8 C Analyze the effect of various literary devices. (in this case powerful language) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.6.8 A Listen to others (using probing questions, analyzing information, opinions, and ideas to determine relevancy, and taking notes when needed) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.6.8 D Contribute to discussions. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 1.6.8 F Use media for learning purposes. (computer to find powerful language examples) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.8.8 B Locate information using appropriate sources and strategies. (computer for powerful language examples) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">**__Unit Goals:__**

__ Lesson 1: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1. The Children will know their fellow classmates names and one thing that describes them.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">2. The Children will attain be able to name at least 3 reasons why we use language instead of other forms of communication like charades.

__ Lesson 2: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1. The students will learn the correct definitions for a predetermined list of commonly misused homonyms.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">2. The students will use each of the words on the list correctly in a sentence.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">3. The students will recognize that writing words that sound alike requires the writer to be careful and more specific than when speaking.

__ Lesson 3: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1. The students will find and be able to explain at least one example of powerful use of language.

**__ Pre-assessment __**

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson 1:__ Pre-assessment will consist of gathering information during charades in how well the student performs as well as answers the questions and discussion following the activity.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson 2:__ Pre-assessment will consist of simply asking students if any of them have any ideas what homonyms are and if they can possibly name any of them before the activity.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson 3:__ Pre-assessment will consist of helping them find and discover what they find as powerful language and will depend on their prior knowledge of powerful speakers, if any.

**__ Motivational Device for the unit: __**

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson 1:__ Bribery trick to make kids want to play charades more (brownies to the one who win). Charades to help establish the importance of language.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson 2:__ Give a reward (examples: candy, bonus points, money) to the winners to make kids want to play the game even more and participate to win it. Game and group activity will help them get motivated and cooperate.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson 3:__ The students will be given time to find something that sparks their own interests rather than be relegated to what I find powerful.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">**__Content__** (found on following pages)

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Jeremy Oshman

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson #:__ 1 <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Name of Lesson:__ Why language and how we communicate is important.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Objectives: <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1. The Children will know their fellow classmates names and one thing that describes them.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">2. The Children will attain be able to name at least 3 reasons why we use language instead of other forms of communication like charades.

<span style="line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> __Academic Standards:__ 1.6.8 A <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> Listen to others. Ask probing questions. Analyze information, ideas and opinions to determine relevancy. Take notes when needed.

<span style="line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 1.6.8 D <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Contribute to discussions. Ask relevant, probing questions. Respond with relevant information, ideas or reasons in support of opinions expressed. Listen to and acknowledge the contributions of others. Adjust tone and involvement to encourage equitable participation. Clarify, illustrate or expand on a response when asked. Present support for opinions. Paraphrase and summarize, when prompted.

<span style="line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 1.7.8 B <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Analyze the role and place of standard American English in speech, writing and literature.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Motivational Device:__ Bribery trick to make kids want to play charades more (brownies to the one who win). Charades to help establish the importance of language.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Materials/Instructional resources and Technology__: <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">PowerPoint will be used for the visual instruction on the rules of the game and the communication of the ideas behind each charade.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson Elements:__

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1. Ask students for their names and at least one thing to describe themselves <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-indent: 0.5in;">**Why?** To make people comfortable and help each other remember their names

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">2. Open power point and discuss the objectives on slide 2 <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-indent: 0.5in;">**Why?** To give the students a focus to that day’s lesson.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">3. Open power point to Slide 3 to discuss the rules of charades <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in;">**Why?** To give everyone equal ground for participating in charades and to help them participate more fully in the event

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in;">Rules of charades: <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">1. Can’t talk <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">2. May use “sounds like” and “little word” “Big word” tricks <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">A. Little word: for words like, am, the, these, its, <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">B. Big word: for longer words <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">3. Syllables can also be used to help with understanding usually with in conjunction with the “sounds like” trick. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">4. The one with the shortest time wins an extra candy.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">4. Open to power point slide 4 and begin playing charades. Using predetermined sentences that I have already made, students will draw from the hat and try to act out what was given to them. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in;">**Why?** Charades is fun way to show students just how hard it is to communicate without using words. Also the students will be rewarded with candy for participating.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">5. Ask follow up questions: <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> A. Was it hard? Looking for: Yes

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in; text-indent: 0.5in;">a. Why was it hard? Looking for: The words were hard to describe with body motions alone. The length of the sentences were too long. The words were abstract. We’re not used to communicating with our body motions alone.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in;">B. Why don’t we communicate with our bodies more? ( trick question make sure to reveal that it was a trick question *) Looking for: It would take too long. It’s much easier to just say the words.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in;">a. Reveal that it was a trick question. Human’s actually use inflection and body language more than what we say to infer a certain feeling.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in;">b. Examples: Shut up (happily joking). SHUT UP (mad and hurtful). I’m sorry, please forgive me. (Looking into their eyes and saying slowly with inflection)

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">6. Show them the 4 sentences that everyone had. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in;">**Why?** To show why some things are harder to explain than other things. To give confidence to those who might have felt rigged by their pick.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">a. Birds fly in the sky.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">a. Why is this one easy? Looking for: It has both short words and small amount of words. The things that are being described are solid objects that everyone can see and experience every day in their mind clearly.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">b. Life, Liberty, and the pursuit of happiness.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">a. Why it might be easy? Looking for: Everyone has heard of it before. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">b. Why would this one be difficult? Looking for: The ideas in it are abstract

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">c. My favorite color is purple.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">a. Why is this one the hardest? Looking for: None of the words rhyme so you can’t use the “sounds like” rule a lot. All of the words, except for my, is somewhat abstract.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">d. Sisterhood of the travelling pants.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">a. Why might this one be difficult? Looking for: Although the words are not that girly, it is a chickflick and it might make some men actually have a tougher time trying to act it out with that stigma fresh in their mind. Also, travelling and sisterhood might be hard due to their abstract nature and difficultly of trying to find something to rhyme with it.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">7. Ask: Write down at least three reasons why you think we use words to communicate? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> Possible answers: 1. Easier than trying to communicate with hands <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 2. Faster than trying to communicate with hands <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 3. Allows for greater variety of feelings and things to be communicated <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 4. We just do it because we learn it so early in our lives <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 5. Words can be written down in books to last for ages <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">8. Closing <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> Ask: Does everyone remember everyone else’s name? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> Why? To make sure they have started to get to know who they are sitting with.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> Ask: If anyone else would like to try again with their own charade for extra candy? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in;">Why? To help people feel more comfortable with each other and finish off class in an easy, non-thinking intensive way.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Differentiated Learning Activities:__ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Audio Learners: Discussion and lecture based lesson <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Visual learners: Powerpoint and writing down their own reasons why they think we use words to communicate <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Kinetic learners: Charades

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Formative Assessment:__ Checking for understanding by the various questions is the basis of the assessment for this lesson.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Reflection:__ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">How long did it take to do charades?

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Did they get what they needed to out of it?

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> What would you change the next time you did this lesson?

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> What wouldn’t you change?

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Jeremy Oshman

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson #:__ 2 <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Name of Lesson:__ Homonym game

__ Objectives: __

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1. Learn the correct definitions for a predetermined list of commonly misused homonyms.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">2. Use each of the words on the list correctly in a sentence.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">3. Recognize that writing words that sound alike requires the writer to be careful and more specific than when speaking.

<span style="line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__ Academic Standards: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.1.8 B Identify and use common organizational structures and graphic features to comprehend information. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.3.8 C Analyze the effect of various literary devices. (in this case the pun) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 1.5.8 F Edit writing using the conventions of language.( punctuation, spelling, grammar, capitalization) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.6.8 A Listen to others (using probing questions, analyzing information, opinions, and ideas to determine relevancy, and taking notes when needed) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.6.8 D Contribute to discussions. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 1.6.8 F Use media for learning purposes. (computer to find puns) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.8.8 B Locate information using appropriate sources and strategies. (computer for puns)

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Motivational Device:__ Give a reward (examples: candy, bonus points, money) to the winners to make kids want to play the game even more and participate to win it. Game and group activity will help them get motivated and cooperate.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Materials/Instructional resources and Technology__: <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">There should be at least one Chalkboard or Whiteboard for students to actively follow and participate on. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Students will need paper and pencil for the activity.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson Elements:__

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1. Ask students for their names and at least one thing to describe themselves <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-indent: 0.5in;">**Why?** To make people comfortable and help each other remember their names. (note: this is a carryover from last lesson to make sure that people still remember each other’s names)

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">2. Open power point and discuss the objectives on slide 2 <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-indent: 0.5in;">**Why?** To give the students a focus to that day’s lesson.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">3. Open power point to Slide 3 and discuss the meaning of homonym. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> **Why?** So the kids understand what a homonym is for the game that follows this slide.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">4. Open power point to Slide 4 to discuss the rules of the game <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in;">**Why?** To give everyone equal ground for participating in charades and to help them participate more fully in the event

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in;">How to play the homophone game: <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">1. The class will be split into 2 equal groups <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">2. Each team will receive a list of the homophones that we will be using (use this to get ready for the sentences you will be making) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">3. One student from each team will stand at the board ready for the homophone given. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">4. The teacher will speak the homophone, and at this time both students will attempt to create a sentence that uses that homophone and in all of its usages correctly in one sentence. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in; text-indent: -0.25in;">5. After you have received your turn, you may sit down and direct your next teammate to the board for his or her turn.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in;">Scoring: The first student to make a correct sentence that utilizes all of the forms of the given homophone will receive 2 points.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in;">The second student to finish will still receive 1 point for his or her team if their sentence is correct.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in;">No points will be awarded if there are any punctuation, capitalization, grammar, or spelling mistakes.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">5. Open to power point slide 5 and begin playing the homophone game. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in;">**Why?** The homophone game is fun way to show students just how many words sound similar and how to use each of those words correctly. Also the students will be rewarded with candy for winning.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">6. Ask follow up questions: <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> A. Where was the last time you’ve seen some of these homophones being misused? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-indent: 0.5in;">Looking for: Aim, my own papers, texts.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> B. Why do you only see it there? Reason: Because they are written forms of communication, we can’t misuses homonyms in spoken language. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> a. Why can’t we misuse homonyms in spoken language? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in;">Looking for: Homonyms only deal with words that sound the same but are spelled differently it has no impact on how we pronounce them, people will know what we mean by what we say.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-indent: 0.5in;">C. Why is it important for the writer to express himself clearly before and after these homonyms? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in;">Looking for: How the writer expresses himself dramatically affects how the homonym should be used, since they each have their own separate meanings.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">8. Closing Statement: Great writers have an excellent understanding of their language. This is how some add humor and style to some of their works, by misusing these homonyms, and other words a writer can create nebulous meanings in his work and create humor through puns.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Ask: Does anyone know what a pun is or can anyone give us an example? A pun is a play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words. Example: Yesterday I accidentally swallowed some food coloring. The doctor says I'm OK, but I feel like I've dyed a little inside.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">7. Class work: (If you have extra time): Ask: For right now I want everyone to sign into a computer and find me a funny pun or pun that sticks out to you. Make sure to copy down where you got it from and the author.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Differentiated Learning Activities:__ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Audio Learners: Discussion and lecture based lesson <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Visual learners: PowerPoint and writing down their own sentences on the board <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Kinetic learners: Playing a game

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Formative Assessment:__ Checking for understanding by the various questions is the basis of the assessment for this lesson.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Reflection:__ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">How long did it take to do the game?

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Did they get what they needed to out of it?

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> What would you change the next time you did this lesson?

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> What wouldn’t you change?

<span style="font-family: Calibri; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Did it go better than the charades game? <span style="font-family: Calibri; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Why?/Why not?

<span style="font-family: Calibri; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Homophones list
 * 1) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">to, too, two
 * 2) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">who's, whose
 * 3) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">your, you're
 * 4) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">there, their, they're
 * 5) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">past, passed
 * 6) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">close, clothes
 * 7) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">blue, blew
 * 8) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">aloud, allowed
 * 9) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">acts, ax
 * 10) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">guessed, guest
 * 11) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">so, sew, sow
 * 12) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">sight, cite, site
 * 13) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">stationary, stationery
 * 14) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">principal, principle
 * 15) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">capital, capitol
 * 16) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">its, it's
 * 17) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">patience, patients
 * 18) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">pair, pear, pare
 * 19) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">sail, sale
 * 20) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">sent, scent, cent

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Jeremy Oshman

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson #:__ 3 <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Name of Lesson:__ The use of language: Emphasis!

__ Objectives: __

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1. Find and be able to explain at least one example of powerful use of language.

<span style="line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__ Academic Standards: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.1.8 B Identify and use common organizational structures and graphic features to comprehend information. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.3.8 C Analyze the effect of various literary devices. (in this case powerful language) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.6.8 A Listen to others (using probing questions, analyzing information, opinions, and ideas to determine relevancy, and taking notes when needed) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.6.8 D Contribute to discussions. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> 1.6.8 F Use media for learning purposes. (computer to find puns) <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1.8.8 B Locate information using appropriate sources and strategies. (computer for puns)

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Motivational Device:__ The students will be given time to find something that sparks their own interests rather than be relegated to what I find powerful.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Materials/Instructional resources and Technology__: <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Each student will need an internet capable computer to work on. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Students will need paper and pencil for the activity.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Lesson Elements:__

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">1. Ask students for their names and at least one thing to describe themselves <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-indent: 0.5in;">**Why?** To make people comfortable and help each other remember their names. (note: this is a carryover from last lesson to make sure that people still remember each other’s names)

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">2. Open power point and discuss the objectives on slide 2 <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-indent: 0.5in;">**Why?** To give the students a focus to that day’s lesson.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">3. Open power point to Slide 3 and discuss the effects of inflection and tone in language and written communication. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> **Why?** So the kids understand what a homonym is for the game that follows this slide.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> Certain words create an emotional response in the reader, for example if someone says, “The building went kablooey!”, you are most likely thinking in a much gentler, and funnier state of mind compared to when someone says, “The building was utterly decimated.” How we say something has a huge effect on the audience, the difference between choosing the right words and choosing almost the right words is HUGE!

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">4. Open power point to Slide 4 to discuss the activity <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in;">**Why?** To give everyone an accurate goal to achieve and work for during the activity

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in;">Powerful language activity <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in;">1. You and a partner, if you so choose, are to find one example of powerful language or one example of weak language skills. We are looking for something that stirs emotions or evokes something in you, so if you’re interested in it, TELL US WHY! <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in;">2. Explain in 1 to two paragraphs why this is powerful or weak language and why you selected it. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in;">3. Explain any other legitimate parts to this language that you believe contributes or detracts from the message that the communicator is trying to express. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in;">4. It can be any form of media from any source, please try to avoid vulgar or racist material, check with the teacher if you have ideas you are unsure about.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">5. Allow them to form their groups of two and allow them to start working on finding their example. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> **Tips:** Make sure to go around to each group and see that they are staying on task. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> Suggest powerful speakers such as Martin Luther King, Abraham Lincoln, and President Obama. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> Suggest weaker speakers such as Nixon, and George Bush.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">6. Ask groups or individuals to explain and depict what they have found. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> **Why?** So that we can collectively learn from each other’s experiences. Also, It allows us to improve public speaking skills and public

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">7. Ask follow up questions: <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> A. What did you learn today? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in;">Why? To structure a proper discussion and get ideas on how well the kids did on the activity.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in;">B. Why is it important to have strong language? What does it do for the speaker? What does it do for the audience? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in;">Looking for: It can effect audiences in so many ways, it can make them love you or hate you, agree with you or condemn you. Effective use of language can create some form of control over audiences and vice versa if used improperly.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> C. What are some other things that affect how effective a speaker is? <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 1in; margin-right: 0in; margin-top: 0in;">Looking for: Their confidence, stuttering, word choices, dialect, ease of vocabulary, truthfulness, body language, good posture, volume, emotion,

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">8. Closing Statement: So many thing effect how we communicate, one thing that effects just about every form of communication though is confidence. I hope by the end of this year, we all will become more vocal in our ideas and become less afraid with speaking our mind. The dumbest question is never asked, the dumbest statement isn’t said, it’s what we fail to say that is our biggest failure.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">9. Class work: (If you have extra time): Ask: For right now, I want everyone to find the opposite of what you found before, meaning if you found an example of powerful language find an example of weak language use instead. If you found something that inspires, find something that condemns. Something joyful? Find something that angers!

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Differentiated Learning Activities:__ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Audio Learners: Discussion <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Visual learners: PowerPoint and writing down their own experiences as well as others experiences, possible video and or <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Kinetic learners: Searching on the internet and using computers

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Formative Assessment:__ Checking for understanding by the various questions is the basis of the assessment for this lesson. Also gauging understanding from what they have from their own statements and participation.

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">__Reflection:__ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">How long did it take to do the activity?

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Did they get what they needed to out of it?

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> What would you change the next time you did this lesson?

<span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"> What wouldn’t you change?

<span style="font-family: Calibri; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Did you get through all of the students presentations?

<span style="font-family: Calibri; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Why?/Why not?

**__ Differentiated learning activities: __** __ Lesson 1: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Audio Learners: Discussion and lecture based lesson <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Visual learners: PowerPoint and writing down their own reasons why they think we use words to communicate <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Kinetic learners: Charades

__ Lesson 2: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Audio Learners: Discussion and lecture based lesson <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Visual learners: PowerPoint and writing down their own sentences on the board <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Kinetic learners: Playing a game

__ Lesson 3: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Audio Learners: Discussion <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Visual learners: PowerPoint and writing down their own experiences as well as others experiences, possible video and or <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Kinetic learners: Searching on the internet and using computers

**__ Instructional Resources and Technology: __** __ Lesson 1: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">PowerPoint will be used for the visual instruction on the rules of the game and the communication of the ideas behind each charade.

__ Lesson 2: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">There should be at least one Chalkboard or Whiteboard for students to actively follow and participate on. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Students will need paper and pencil for the activity.

__ Lesson 3: __ <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Each student will need an internet capable computer to work on. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Students will need paper and pencil for the activity.

**__ Summative assessment: __** <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Their participation and portfolio of their work will be the basis of assessment for all 3 lessons. <span style="font-family: Calibri; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">A possible test on the basic concepts will most likely be issued on the week following the three lessons.

<span style="font-family: Calibri; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">LET IT BE KNOWN THIS IS ALSO A WORK IN PROGRESS! I WILL BE ADDING TWO ADDITIONAL PLANS TO THIS! THOUGH I DO HOPE YOU WILL BE CONSTRUCTIVE AND HELPFUL WITH WHAT I HAVE. THANK YOU (ALSO PLEASE GET AFTER IT)

NOT QUITE FINISHED BUT STILL TURNING IT IN UNIT PLAN Also note, i was not able to access the notes from the pervious unit plan from my home computer, forgive me Dr. Sherry, this was an unforeseen but utterly avoidable consequence that I should have dealt with before the eve of its due date.

<span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">**__ Unit title: __** Basics of language (week 1 &2)

History (lesson 3: Possible inclusion of famous speeches and other history changing literature, possible inclusion of soviet history in the discussion of literary criticism and the ) Technical Education (Lesson 3: The inclusion of the use of computers to find and explain relevant information using the internet, along with possible online journals, powerpoints for their book review) A stress on the effective communication of ideas in all 10 lessons, proper communication can help in all forms of education.
 * __Areas of interdisciplinary integration:__**


 * __Grade levels:__** 6-8

<span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> In lesson 2, the students will get a taste of one of the many parts of language that we will be studying through the year in the Homonym Game. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> In lesson 3, the students will use discovery learning techniques and cooperative learning to find and experience language that they find powerful in their own ways. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> In lesson 4, they will begin to discuss what works were powerful to them and find an author that can suit their own intrinsic needs and prepare to give presentations on their own thoughts about the piece they've chosen. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> In lesson 5, students will attain two powerful tools and an understanding of why each can help them in their own writing in vocabulary and journaling. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> In Lesson 6, students will learn of a variety of new ways they can consider reading to attain a deeper understanding of the complexities of the written world. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> In Lesson 7, students will attain or review literary techniques that they can use in their own writing to improve their own writing's depth and style. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> In Lessons 8 and 9, students will gain a few minutes of valuable public speaking time and allow them to learn proper etiquette in the critiquing process. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> In Lesson 10, the Unit will be winding down and the students will be given the chance to relax and start to think about the following unit on character development and effectiveness.
 * __Introduction__**: This unit will focus on the basics of language starting with gaining a proper respect for each other and how we communicate in lesson 1.

__Lesson 1:__ 1.6.8 A Listen to others. Ask probing questions. Analyze information, ideas and opinions to determine relevancy. Take notes when needed. 1.6.8 D Contribute to discussions. Ask relevant, probing questions. Respond with relevant information, ideas or reasons in support of opinions expressed. Listen to and acknowledge the contributions of others. Adjust tone and involvement to encourage equitable participation. Clarify, illustrate or expand on a response when asked. Present support for opinions. Paraphrase and summarize, when prompted. 1.7.8 B Analyze the role and place of standard American English in speech, writing and literature.
 * __Academic Standards:__**

__Lesson 2:__ 1.1.8 B Identify and use common organizational structures and graphic features to comprehend information. 1.3.8 C Analyze the effect of various literary devices. (in this case the pun) 1.5.8 F Edit writing using the conventions of language.( punctuation, spelling, grammar, capitalization) 1.6.8 A Listen to others (using probing questions, analyzing information, opinions, and ideas to determine relevancy, and taking notes when needed) 1.6.8 D Contribute to discussions. 1.6.8 F Use media for learning purposes. (computer to find puns) 1.8.8 B Locate information using appropriate sources and strategies. (computer for puns)

__Lesson 3:__ 1.1.8 B Identify and use common organizational structures and graphic features to comprehend information. 1.3.8 C Analyze the effect of various literary devices. (in this case powerful language) 1.6.8 A Listen to others (using probing questions, analyzing information, opinions, and ideas to determine relevancy, and taking notes when needed) 1.6.8 D Contribute to discussions. 1.6.8 F Use media for learning purposes. (computer to find powerful language examples) 1.8.8 B Locate information using appropriate sources and strategies. (computer for powerful language examples) <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 4: __ I made the judgment call here, I would have included these if I wasn't an idiot and made more time to do this. I know where to find these standards and they would be included on the lessons and in the areas that apply. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 5: __ <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 6: __ <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 7: __ <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 8: __ <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 9: __ <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 10: __ <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
 * __Unit Goals:__**

__Lesson 1:__ 1. The Children will know their fellow classmates names and one thing that describes them.

2. The Children will attain be able to name at least 3 reasons why we use language instead of other forms of communication like charades.

__Lesson 2:__ 1. The students will learn the correct definitions for a predetermined list of commonly misused homonyms.

2. The students will use each of the words on the list correctly in a sentence.

3. The students will recognize that writing words that sound alike requires the writer to be careful and more specific than when speaking.

__Lesson 3:__ 1. The students will find and be able to explain at least one example of powerful use of language. __ Lesson 4: __ 1. In a group setting, allow the students to define popular works they feel everyone should read. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> 2. From that large selection of books, help each person discover a new book they would like to start reading. __ Lesson 5: __ 1. Improve, if not reverse student's generally lackluster view on vocabulary 2. Students will be able to consistently write at least one page of journal per chapter of their selected book __ Lesson 6: __ 1. Students will grasp at least one major way to possibly improve their experience when reading 2.Students will be able to speak at least once in class about a possible view they had on a poem. __ Lesson 7: __ 1. Students will be able to effectively use at least 3 different literary techniques in their own writing __ Lesson 8: __ 1. Students will be able to speak for 5 minutes about types of effective writing they have discovered while reading 2.Students will be able to make at least one improvement on their public speaking skills with the help of our critique

__ Lesson 9: __ 1. Students will be able to speak for 5 minutes about types of effective writing they have discovered while reading 2. Students will be able to make at least one improvement on their public speaking skills with the help of our critique

__ Lesson 10: __ 1.The students will be able to list at least 3 ways to make an effective character 2. The students will be able to gain a better understanding of their character by acting like them for one class period.


 * __Pre-assessment__**

__Lesson 1:__ Pre-assessment will consist of gathering information during charades in how well the student performs as well as answers the questions and discussion following the activity.

__Lesson 2:__ Pre-assessment will consist of simply asking students if any of them have any ideas what homonyms are and if they can possibly name any of them before the activity.

__Lesson 3:__ Pre-assessment will consist of helping them find and discover what they find as powerful language and will depend on their prior knowledge of powerful speakers, if any. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 4: __ Pre-assessment will consist of how many books the student was able to come up with and how they described each. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 5: __ Pre-assessment will consist of how much each student wrote in each of their journals as you gave them time to write. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 6: __ Pre-assessment will consist of activity and amounts of questions students may have about certain literary criticism basics they may have developed before. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 7: __ Pre-assessment will consist of questions leading up to the discussion of literary techniques. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 8: __ Pre-assessment will consist of discovering how each student prepares their presentation and what form of presentation they have chosen. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 9: __ Pre-assessment will consist of discovering how each student prepares their presentation and what form of presentation they have chosen. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 10: __ Pre-assessment will consist of what they may have discussed at the end of lesson 9.


 * __Motivational Device for the unit:__**

__Lesson 1:__ Bribery trick to make kids want to play charades more (brownies to the one who win). Charades to help establish the importance of language.

__Lesson 2:__ Give a reward (examples: candy, bonus points, money) to the winners to make kids want to play the game even more and participate to win it. Game and group activity will help them get motivated and cooperate.

__Lesson 3:__ The students will be given time to find something that sparks their own interests rather than be relegated to what I find powerful. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 4: __ Helping students find a book that they may feel comfortable with reading so that they may grow to love reading in general instead of finding it as a form of busywork. Allows for students to be happy about what they have read and find comfort in maybe finding that they are not alone in the love of certain genres. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 5: __ Establishing that vocabulary doesn't just come from complex works but also magazines and the internet. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 6: __ Students will be able to choose a type of literary criticism that they may like the most. These are all ways that they may improve their own enjoyment of close reading of a novel. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 7: __ Students will have a chance to focus on techniques they may want to improve on or ones they feel are most essential to their particular style. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 8: __ Students will be given a chance to discuss what THEY felt was effective about their book they have read. This is a very free form sort of presentation where they discover for themselves through their own thoughts and through the thoughts of others what they believe good writing to be. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 9: __ Students will be given a chance to discuss what THEY felt was effective about their book they have read. This is a very free form sort of presentation where they discover for themselves through their own thoughts and through the thoughts of others what they believe good writing to be. <span style="background: white; line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__ Lesson 10: __ Students will be able to become a completely different person for one day, only limited by their imagination and willingness to totally immerse themselves in a character.


 * __Content__** (found on following pages)

Jeremy Oshman

__ Lesson #: __ 1 __Name of Lesson:__ Why language and how we communicate is important.

Objectives: 1. The Children will know their fellow classmates names and one thing that describes them.

2. The Children will attain be able to name at least 3 reasons why we use language instead of other forms of communication like charades.

__Academic Standards:__ 1.6.8 A Listen to others. Ask probing questions. Analyze information, ideas and opinions to determine relevancy. Take notes when needed.

1.6.8 D Contribute to discussions. Ask relevant, probing questions. Respond with relevant information, ideas or reasons in support of opinions expressed. Listen to and acknowledge the contributions of others. Adjust tone and involvement to encourage equitable participation. Clarify, illustrate or expand on a response when asked. Present support for opinions. Paraphrase and summarize, when prompted.

1.7.8 B Analyze the role and place of standard American English in speech, writing and literature.

__Motivational Device:__ Bribery trick to make kids want to play charades more (brownies to the one who win). Charades to help establish the importance of language.

__Materials/Instructional resources and Technology__: PowerPoint will be used for the visual instruction on the rules of the game and the communication of the ideas behind each charade.

__Lesson Elements:__

1. Ask students for their names and at least one thing to describe themselves
 * Why?** To make people comfortable and help each other remember their names

2. Open power point and discuss the objectives on slide 2
 * Why?** To give the students a focus to that day’s lesson.

3. Open power point to Slide 3 to discuss the rules of charades
 * Why?** To give everyone equal ground for participating in charades and to help them participate more fully in the event

Rules of charades: 1. Can’t talk 2. May use “sounds like” and “little word” “Big word” tricks A. Little word: for words like, am, the, these, its, B. Big word: for longer words 3. Syllables can also be used to help with understanding usually with in conjunction with the “sounds like” trick. 4. The one with the shortest time wins an extra candy.

4. Open to power point slide 4 and begin playing charades. Using predetermined sentences that I have already made, students will draw from the hat and try to act out what was given to them.
 * Why?** Charades is fun way to show students just how hard it is to communicate without using words. Also the students will be rewarded with candy for participating.

5. Ask follow up questions: A. Was it hard? Looking for: Yes

a. Why was it hard? Looking for: The words were hard to describe with body motions alone. The length of the sentences were too long. The words were abstract. We’re not used to communicating with our body motions alone.

B. Why don’t we communicate with our bodies more? ( trick question make sure to reveal that it was a trick question *) Looking for: It would take too long. It’s much easier to just say the words.

a. Reveal that it was a trick question. Human’s actually use inflection and body language more than what we say to infer a certain feeling.

b. Examples: Shut up (happily joking). SHUT UP (mad and hurtful). I’m sorry, please forgive me. (Looking into their eyes and saying slowly with inflection)

6. Show them the 4 sentences that everyone had.
 * Why?** To show why some things are harder to explain than other things. To give confidence to those who might have felt rigged by their pick.

a. Birds fly in the sky.

a. Why is this one easy? Looking for: It has both short words and small amount of words. The things that are being described are solid objects that everyone can see and experience every day in their mind clearly.

b. Life, Liberty, and the pursuit of happiness.

a. Why it might be easy? Looking for: Everyone has heard of it before. b. Why would this one be difficult? Looking for: The ideas in it are abstract

c. My favorite color is purple.

a. Why is this one the hardest? Looking for: None of the words rhyme so you can’t use the “sounds like” rule a lot. All of the words, except for my, is somewhat abstract.

d. Sisterhood of the travelling pants.

a. Why might this one be difficult? Looking for: Although the words are not that girly, it is a chickflick and it might make some men actually have a tougher time trying to act it out with that stigma fresh in their mind. Also, travelling and sisterhood might be hard due to their abstract nature and difficultly of trying to find something to rhyme with it.

7. Ask: Write down at least three reasons why you think we use words to communicate? Possible answers: 1. Easier than trying to communicate with hands 2. Faster than trying to communicate with hands 3. Allows for greater variety of feelings and things to be communicated 4. We just do it because we learn it so early in our lives 5. Words can be written down in books to last for ages 8. Closing Ask: Does everyone remember everyone else’s name? Why? To make sure they have started to get to know who they are sitting with.

Ask: If anyone else would like to try again with their own charade for extra candy? Why? To help people feel more comfortable with each other and finish off class in an easy, non-thinking intensive way.

__Differentiated Learning Activities:__ Audio Learners: Discussion and lecture based lesson Visual learners: Powerpoint and writing down their own reasons why they think we use words to communicate Kinetic learners: Charades

__Formative Assessment:__ Checking for understanding by the various questions is the basis of the assessment for this lesson.

__Reflection:__ How long did it take to do charades?

Did they get what they needed to out of it?

What would you change the next time you did this lesson?

What wouldn’t you change?

Jeremy Oshman

__ Lesson #: __ 2 __Name of Lesson:__ Homonym game

__Objectives:__

1. Learn the correct definitions for a predetermined list of commonly misused homonyms.

2. Use each of the words on the list correctly in a sentence.

3. Recognize that writing words that sound alike requires the writer to be careful and more specific than when speaking.

__Academic Standards:__ 1.1.8 B Identify and use common organizational structures and graphic features to comprehend information. 1.3.8 C Analyze the effect of various literary devices. (in this case the pun) 1.5.8 F Edit writing using the conventions of language.( punctuation, spelling, grammar, capitalization) 1.6.8 A Listen to others (using probing questions, analyzing information, opinions, and ideas to determine relevancy, and taking notes when needed) 1.6.8 D Contribute to discussions. 1.6.8 F Use media for learning purposes. (computer to find puns) 1.8.8 B Locate information using appropriate sources and strategies. (computer for puns)

__Motivational Device:__ Give a reward (examples: candy, bonus points, money) to the winners to make kids want to play the game even more and participate to win it. Game and group activity will help them get motivated and cooperate.

__Materials/Instructional resources and Technology__: There should be at least one Chalkboard or Whiteboard for students to actively follow and participate on. Students will need paper and pencil for the activity.

__Lesson Elements:__

1. Ask students for their names and at least one thing to describe themselves
 * Why?** To make people comfortable and help each other remember their names. (note: this is a carryover from last lesson to make sure that people still remember each other’s names)

2. Open power point and discuss the objectives on slide 2
 * Why?** To give the students a focus to that day’s lesson.

3. Open power point to Slide 3 and discuss the meaning of homonym.
 * Why?** So the kids understand what a homonym is for the game that follows this slide.

4. Open power point to Slide 4 to discuss the rules of the game
 * Why?** To give everyone equal ground for participating in charades and to help them participate more fully in the event

How to play the homophone game: 1. The class will be split into 2 equal groups 2. Each team will receive a list of the homophones that we will be using (use this to get ready for the sentences you will be making) 3. One student from each team will stand at the board ready for the homophone given. 4. The teacher will speak the homophone, and at this time both students will attempt to create a sentence that uses that homophone and in all of its usages correctly in one sentence. 5. After you have received your turn, you may sit down and direct your next teammate to the board for his or her turn.

Scoring: The first student to make a correct sentence that utilizes all of the forms of the given homophone will receive 2 points.

The second student to finish will still receive 1 point for his or her team if their sentence is correct.

No points will be awarded if there are any punctuation, capitalization, grammar, or spelling mistakes.

5. Open to power point slide 5 and begin playing the homophone game.
 * Why?** The homophone game is fun way to show students just how many words sound similar and how to use each of those words correctly. Also the students will be rewarded with candy for winning.

6. Ask follow up questions: A. Where was the last time you’ve seen some of these homophones being misused? Looking for: Aim, my own papers, texts.

B. Why do you only see it there? Reason: Because they are written forms of communication, we can’t misuses homonyms in spoken language. a. Why can’t we misuse homonyms in spoken language? Looking for: Homonyms only deal with words that sound the same but are spelled differently it has no impact on how we pronounce them, people will know what we mean by what we say.

C. Why is it important for the writer to express himself clearly before and after these homonyms? Looking for: How the writer expresses himself dramatically affects how the homonym should be used, since they each have their own separate meanings.

8. Closing Statement: Great writers have an excellent understanding of their language. This is how some add humor and style to some of their works, by misusing these homonyms, and other words a writer can create nebulous meanings in his work and create humor through puns.

Ask: Does anyone know what a pun is or can anyone give us an example? A pun is a play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words. Example: Yesterday I accidentally swallowed some food coloring. The doctor says I'm OK, but I feel like I've dyed a little inside.

7. Class work: (If you have extra time): Ask: For right now I want everyone to sign into a computer and find me a funny pun or pun that sticks out to you. Make sure to copy down where you got it from and the author.

__Differentiated Learning Activities:__ Audio Learners: Discussion and lecture based lesson Visual learners: PowerPoint and writing down their own sentences on the board Kinetic learners: Playing a game

__Formative Assessment:__ Checking for understanding by the various questions is the basis of the assessment for this lesson.

__Reflection:__ How long did it take to do the game?

Did they get what they needed to out of it?

What would you change the next time you did this lesson?

What wouldn’t you change?

Did it go better than the charades game? Why?/Why not?

Homophones list <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 1. to, too, two <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 2. who's, whose <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 3. your, you're <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 4. there, their, they're <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 5. past, passed <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 6. close, clothes <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 7. blue, blew <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 8. aloud, allowed <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 9. acts, ax <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 10. guessed, guest <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 11. so, sew, sow <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 12. sight, cite, site <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 13. stationary, stationery <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 14. principal, principle <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 15. capital, capitol <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 16. its, it's <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 17. patience, patients <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 18. pair, pear, pare <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 19. sail, sale <span style="background: white; line-height: normal; margin-left: 0in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> 20. sent, scent, cent

Jeremy Oshman

__ Lesson #: __ 3 __Name of Lesson:__ The use of language: Emphasis!

__Objectives:__

1. Find and be able to explain at least one example of powerful use of language.

__Academic Standards:__ 1.1.8 B Identify and use common organizational structures and graphic features to comprehend information. 1.3.8 C Analyze the effect of various literary devices. (in this case powerful language) 1.6.8 A Listen to others (using probing questions, analyzing information, opinions, and ideas to determine relevancy, and taking notes when needed) 1.6.8 D Contribute to discussions. 1.6.8 F Use media for learning purposes. (computer to find puns) 1.8.8 B Locate information using appropriate sources and strategies. (computer for puns)

__Motivational Device:__ The students will be given time to find something that sparks their own interests rather than be relegated to what I find powerful.

__Materials/Instructional resources and Technology__: Each student will need an internet capable computer to work on. Students will need paper and pencil for the activity.

__Lesson Elements:__

1. Ask students for their names and at least one thing to describe themselves
 * Why?** To make people comfortable and help each other remember their names. (note: this is a carryover from last lesson to make sure that people still remember each other’s names)

2. Open power point and discuss the objectives on slide 2
 * Why?** To give the students a focus to that day’s lesson.

3. Open power point to Slide 3 and discuss the effects of inflection and tone in language and written communication.
 * Why?** So the kids understand what a homonym is for the game that follows this slide.

Certain words create an emotional response in the reader, for example if someone says, “The building went kablooey!”, you are most likely thinking in a much gentler, and funnier state of mind compared to when someone says, “The building was utterly decimated.” How we say something has a huge effect on the audience, the difference between choosing the right words and choosing almost the right words is HUGE!

4. Open power point to Slide 4 to discuss the activity
 * Why?** To give everyone an accurate goal to achieve and work for during the activity

Powerful language activity 1. You and a partner, if you so choose, are to find one example of powerful language or one example of weak language skills. We are looking for something that stirs emotions or evokes something in you, so if you’re interested in it, TELL US WHY! 2. Explain in 1 to two paragraphs why this is powerful or weak language and why you selected it. 3. Explain any other legitimate parts to this language that you believe contributes or detracts from the message that the communicator is trying to express. 4. It can be any form of media from any source, please try to avoid vulgar or racist material, check with the teacher if you have ideas you are unsure about.

5. Allow them to form their groups of two and allow them to start working on finding their example. Suggest powerful speakers such as Martin Luther King, Abraham Lincoln, and President Obama. Suggest weaker speakers such as Nixon, and George Bush.
 * Tips:** Make sure to go around to each group and see that they are staying on task.

6. Ask groups or individuals to explain and depict what they have found.
 * Why?** So that we can collectively learn from each other’s experiences. Also, It allows us to improve public speaking skills and public

7. Ask follow up questions: A. What did you learn today? Why? To structure a proper discussion and get ideas on how well the kids did on the activity.

B. Why is it important to have strong language? What does it do for the speaker? What does it do for the audience? Looking for: It can effect audiences in so many ways, it can make them love you or hate you, agree with you or condemn you. Effective use of language can create some form of control over audiences and vice versa if used improperly.

C. What are some other things that affect how effective a speaker is? Looking for: Their confidence, stuttering, word choices, dialect, ease of vocabulary, truthfulness, body language, good posture, volume, emotion,

8. Closing Statement: So many thing effect how we communicate, one thing that effects just about every form of communication though is confidence. I hope by the end of this year, we all will become more vocal in our ideas and become less afraid with speaking our mind. The dumbest question is never asked, the dumbest statement isn’t said, it’s what we fail to say that is our biggest failure.

9. Class work: (If you have extra time): Ask: For right now, I want everyone to find the opposite of what you found before, meaning if you found an example of powerful language find an example of weak language use instead. If you found something that inspires, find something that condemns. Something joyful? Find something that angers!

__Differentiated Learning Activities:__ Audio Learners: Discussion Visual learners: PowerPoint and writing down their own experiences as well as others experiences, possible video and or Kinetic learners: Searching on the internet and using computers

__Formative Assessment:__ Checking for understanding by the various questions is the basis of the assessment for this lesson. Also gauging understanding from what they have from their own statements and participation.

__Reflection:__ How long did it take to do the activity?

Did they get what they needed to out of it?

What would you change the next time you did this lesson?

What wouldn’t you change?

Did you get through all of the students presentations?

Why?/Why not?

__ Lesson #:4 __

__Name of Lesson:__​ Reading for personal enjoyment book discussion day **__(library day)__**

__Objectives:__ 1. In a group setting, allow the students to define popular works they feel everyone should read. 2. From that large selection of books, help each person discover a new book they would like to start reading.

__Academic Standards:__

__Motivational Device:__​ Helping students find a book that they may feel comfortable with reading so that they may grow to love reading in general instead of finding it as a form of busywork. Allows for students to be happy about what they have read and find comfort in maybe finding that they are not alone in the love of certain genres.

__Materials/Instructional resources and Technology__: Using the various resources that the library encompasses (including books, magazines, and internet capabilities) i I hope to form a collaborative teaching session/discussion with the help of the librarian.

__Lesson Elements:__ 1. For the first 5 minutes of class. Please take the time to list at least 5 books that you would recommend to anyone, why you would recommend them, their genre, and if possible, a short synapses that could enthrall another person enough to make them possibly read it. ** Why? ** To build up a selection of books that the students can select from, and learn to love together. 2. Have each student read out their five favorite books, and allow them to speak freely about what they loved about each book. Have the students take notes on ones they may be interested in. ** Why? ** So that the students may become empowered by their reading habits and find others who share their feelings about certain books, also to help others find books they may enjoy themselves. 3. With the help of the librarian discuss the different genres of books and what may be popular that the students may have missed. ** Why? ** To enlighten students who possibly have not been avid readers in the past to the vast array of knowledge and fun they can have from reading books. 4. Explain the Rubric for their personal goals ** Why? ** So that students know what is required of them for the upcoming presentations. Reminds those that there is going to be a presentation soon that they should prepare for (for those who may not look at the rubric) 5. Allow the students to get started on their books so that they may, if the case is that they do not like the beginning of the book, that they may switch right then and there. ** Why? ** To save time and help them start to get situated with a book they can be comfortable with.

__Differentiated Learning Activities:__ Audio Learners: Discussion Visual learners: writing their favorite books and taking notes on what they could possibly want to read Kinetic learners: Searching throughout the library for their own books, actively seeking out a book that fits them

__ Formative Assessment: __ based upon my observations and their activeness to participate in the discussions and maintaining focus.

__Reflection:__ How long was spent for the first part of this lesson? Was this a good use of time? Did you notice any students become more enthusiastic about reading because of this activity? What would you change about this lesson now that you have done it?

__ Lesson #:5 __

__Name of Lesson:__ ​ Mini lesson: Vocab and Journal introduction

__Objectives:__ 1. Improve, if not reverse student's generally lackluster view on vocabulary 2. Students will be able to consistently write at least one page of journal per chapter of their selected book

__Academic Standards:__

__Motivational Device:__ Establishing that vocabulary doesn't just come from complex works but also magazines and the internet.

__Materials/Instructional resources and Technology__: Journals, possibly zoho.com to allow for online journaling. My own examples of journaling.

__Lesson Elements:__ General question: What effect can a good vocabulary have on our forms of communication? Looking for: It projects an image of innate understanding and impressiveness. You have many more different things in different ways to ensure different readings that may not have been possible with a more limited vocabulary*. What makes a word the right word? Looking for: context of its use, the effects and mood the author wishes to instill in his reader, the sound of the word in relation to the words that surround the said word (how are songs different by using words that rhyme and ones that do not?) In your search of powerful speakers, would you say they had a stronger vocabulary or was their power derived from other methods, or a mixture of both? Consider the implications of their vocabulary on their piece. Looking for: Generally, those with a larger or more robust vocabulary is seen as more intelligent and much more ready to defend their thoughts and feelings and a more diverse method. General question: Where do you usually read? Looking for: We read every where every day. Usually we are not as challenged by what we read but at times we are surprised by new words that we have never been seen before. 1. Begin discussion of vocabulary tests and the bonus vocab. Why? So that the children may begin to implement the power of better vocab in their own writing and language. 1a. Every monday I will begin by issuing 10 vocabulary words to you and their definitions. 1b. By Friday of the same week you are to compose a written piece that includes at least 6 of those words. 1c. You are allowed to include other vocabulary words you have attained through your reading throughout your week as long as it is used correctly and underlined within the piece. 1d. I trust you to make smart decisions about your personal vocabulary choices, and I reserve the right to ask for a redo if said piece is not up to the standards I expect from you. ** Why? **To empower them to making stronger decisions about what they are reading and to make them more active in their reading and understanding of language instead of the run of the mill vocabulary test. 2. Introduction of Journal. (just try to get the jist of this) I am not going to lie to any of you. College is going to kill you if you cannot defend your views on certain aspects of a novel. So I'm going to give you a tool that can help get you ready for the rigors of such a life. (reveal notebooks) Notebooks. But more specifically, your own mind. Your greatest weapon, and possibly your greatest failure if you refuse to use it constantly and hone its ability to let yourself be known, not only to others but to yourself. So for every chapter that you read I will be requiring at least 1/2 page of your thoughts about what you have just read. I will be checking periodically throughout the year so please try to keep up. 3. Open up a poem by Robert Frost 3a. Allow for a first chance writing response. 3b. Allow for students comfortable reading their responses out loud to do so, and discuss why they wrote about what they did. ** Why? ** To make sure they are using their notebooks correctly and to improve upon their thinking process while they are writing. 4. "In your journals feel free to ask questions about whatever you felt inquisitive about, decipher meanings that make sense to YOU, find vocabulary words that enhance your reading and write about them or with them. How do you relate to the characters? What do you think of their decisions? What could the author be trying to make you feel with a certain piece? All of these are valid and worthy of any sort of thought you can attribute to them.  **  Why?  ** To make sure that they know that writing journals is about them, that journals are used to help their thoughts and to give them some ideas about how they can better their questions to learn more from their reading.    5. Repeat number 3 for other poems suggested by the class until bell rings.   **  Why?  ** To give more practice and build upon their understanding of the journaling process.

__Differentiated Learning Activities:__ Audio Learners: Discussion Visual learners: Writing their own journals, possibly seeing their favorite poets get reviewed Kinetic learners: Possibly allowing for group journals and conversation amongst others if a favorite book is being discussed. __ Formative Assessment: __ I will be walking around the room making assessments of how much each student writes and what they may be writing about. I will not ask students to read out loud if they are not comfortable with their thoughts yet.

__Reflection:__ Was this a good use of time? What would you change about this lesson now that you have done it?

__ Lesson #:6 __

__Name of Lesson:__ Mini lesson: How to read for more. __Objectives:__ 1. Students will grasp at least one major way to possibly improve their experience when reading 2.Students will be able to speak at least once in class about a possible view they had on a poem. __Academic Standards:__

__Motivational Device:__ Students will be able to choose a type of literary criticism that they may like the most. These are all ways that they may improve their own enjoyment of close reading of a novel.

__Materials/Instructional resources and Technology__: A notebook to take notes in, along with a writing utencil. Powerpoint, projector, computer, screen.

__Lesson Elements:__ 1. Using the powerpoint provided, you will elaborate upon various theorist's work and how they may be used to improve their reading. This includes the many different and advanced ways of reading s that are the basis of literary criticism... including but not limited to Russian formalism, new criticism, structuralism, and post-structuralism. Including authors such as John Keats, Ralph Waldo Emerson, William Wordsworth, Leo Tolstoy, Karl Marx, Sigmund Freud, Noam Chomsky, Viktor Shklovsky, and Yuri Tynianov. ** Why? ** To establish within the students the VAST amount of ways they can possibly read a book to increase their enjoyment, their understanding, and their respect for literature and human thought in general. 2. Using their favorite form of literary criticism, the students will be asked to decipher "Ode on a Grecian Urn" by John Keats. This can also be used as a discussion time amongst groups who may have the same feeling about a certain type of literary criticism. ** Why? ** Again to show that the ways that you read a poem does not matter so much as how you prove your thinking.

__Differentiated Learning Activities:__ Audio Learners: Discussion and lecture based lesson Visual learners: PowerPoint and writing down their own notes Kinetic learners: None __ Formative Assessment: __ Assessment will be based upon the observations of the teacher. As long as focus is maintained and the tangents are kept to a minimum, the student should receive high marks.

__Reflection:__ Was this a good use of time? What would you change about this lesson now that you have done it? Was there enough time given to each theory and author to obtain a basic idea of their views? How was their response to "The urn"? Would you change the poem? __ Lesson #:7 __

__Name of Lesson:__ Game of words __Objectives:__ 1. Students will be able to effectively use at least 3 different literary techniques in their own writing

__Academic Standards:__ <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">

__Motivational Device:__ Students will have a chance to focus on techniques they may want to improve on or ones they feel are most essential to their particular style.

__Materials/Instructional resources and Technology__: Paper hand out with all the possible techniques they may use. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> Laptops for writing if available. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">[]

__Lesson Elements:__ <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> 1. Begin the lesson by introducing the variety of techniques and examples. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">** Why? ** To give the students a very basic idea and starting point for their activity for today. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> 2. Explain the rules of the game. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> 2a. This is a game of both quality and quantity. A piece of candy will be given for each correct usage of the literary technique. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> 2b. There will be 3 rounds each lasting 5-10 minutes. At the end of each round I will collect the pieces and then judge for who had the best of each literary term. (TRY TO MAKE SURE THAT EVERYONE HAS AT LEAST ONE BEST, THIS COULD MEAN YOU'D HAVE TO TIE AT TIMES) Winners for the quality of usage will be given 2 pieces of candy. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">** Why? ** To give an extrinsic boost to the learning experience and to make them want to write more than they may have wanted otherwise. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> 3. At the end discuss: <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> 3A. Which techniques could you see yourself using often? Why? <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> 3B. Which techniques were the hardest to use? Why? <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> 3C. Why would someone use these techniques in their writing? <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> Looking for: To change the mood of the piece. To increase the depth of their work. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> 3D. Are there any other techniques that you have found or were impressed by in your own readings recently? <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> Any other questions?

__Differentiated Learning Activities:__ Audio Learners: Discussion and lecture based lesson with possible read alouds on good examples of technique usage Visual learners: PowerPoint and writing their own Kinetic learners: May allow students to write where they want as long as they maintain focus <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> __ Formative Assessment: __ Assessment will consist of observations of how effectively they may use their time in how many they can complete. And quality of answers will be reviewed after every round

__Reflection:__ Was this a good use of time? What would you change about this lesson now that you have done it? Which did students shoot for: quantity or quality? How can I change this to make it more balanced? What is the effect that the time limit had on the quality of their writing? How many students seemed to be legitimately enlightened by this lesson? Or was it mostly a review? Figurative Language Resource Page A tool that an author uses to help readers visualize what is happening in the story. Some Types of Figurative Language Alliteration: Repeated consonant sounds at the beginning of several words in a phrase (Robbie saw rabbits resting by roses.) Hyperbole: An exaggeration (That building can touch the clouds.) Idiom: An expression that cannot be understood from the individual meanings of its elements, as in kick the bucket or under the weather. Irony: The opposite of what is meant. Metaphor: A comparison of two unlike things that suggests a similarity between the two items. (Love is a rose.) Onomatopoeia: Words that sound like what they are. (POP! BAM! Slosh) Personification: Making an inanimate object or animal act like a person Puns: A word or words, which are formed or sounded alike, but have different meaning; to have more than one possible meaning. (Using    that pencil is pointless.) Simile: A comparison using "like" or "as" (She sings like an angel.) __ Lesson #:8 __

__Name of Lesson:__ Report day

__Objectives:__ 1. Students will be able to speak for 5 minutes about types of effective writing they have discovered while reading

2.Students will be able to make at least one improvement on their public speaking skills with the help of our critique

__Academic Standards:__

__Motivational Device:__ Students will be given a chance to discuss what THEY felt was effective about their book they have read. This is a very free form sort of presentation where they discover for themselves through their own thoughts and through the thoughts of others what they believe good writing to be.

__Materials/Instructional resources and Technology__: Computer for powerpoint if needed. Powerpoint. Space in front of the room (may need to rearrange desks in a more appropriate manner for presentation)

__Lesson Elements:__ 1. Students will be given 5 minutes each to give their presentation. ** Why? ** 5 minutes seems like the bare minimum for public speaking skills at an 8th grade level. I do not want to scare them away from using spoken language to elaborate upon their thoughts. 2. There will be given a 5 minute downtime between presentations for setup of the next presentation and critique of the previous presentation, with focus on public speaking aspects that include, but are not limited to : enthusiasm, projection, eye contact, flow/organization, and professionalism. This will hopefully be a more positive than negative critique of the speakers. ** Why? ** I want to be balanced. I feel that it is only fair that we have an equal amount of time to help them learn and cool down after a stressful situation like this. I feel that using the students may help bring up confidence if they find friends in their audience and build upon that confidence in the audience throughout the school year. 3. I will most likely allow for the last ten minutes of class to be dedicated to the reflection on the presentations. This includes, but is not limited to: Things they felt they did great on, things they may not have felt they did great on, how they might improve their public speaking skills, ways to prepare better for next time, and techniques to conquer public speaking fears. ** Why? ** So that we have an accurate portrayal of where we should be focusing our efforts on for improving ourselves as a whole. This is also to get an idea of where I can focus following lessons on to improve their public speaking skills.

__Differentiated Learning Activities:__ Audio Learners: Discussion and presentation based lesson Visual learners: PowerPoint Kinetic learners: Giving presentations __ Formative Assessment: __ Students will be critiqued by both the students and myself, with a focus on how they may improve, rather than what they have done wrong.

__Reflection:__ Was this a good use of time? What would you change about this lesson now that you have done it? Was this a good amount of time per presentation? Or did they seem rushed? Should you have allotted more time to reflection at the end of each presentation? At the end of class? __ Lesson #:9 __

__Name of Lesson:__ Report day

__Objectives:__ 1. Students will be able to speak for 5 minutes about types of effective writing they have discovered while reading 2. Students will be able to make at least one improvement on their public speaking skills with the help of our critique

__Academic Standards:__ Computer for powerpoint if needed. Powerpoint. Space in front of the room (may need to rearrange desks in a more appropriate manner for presentation)

__Motivational Device:__ Students will be given a chance to discuss what THEY felt was effective about their book they have read. This is a very free form sort of presentation where they discover for themselves through their own thoughts and through the thoughts of others what they believe good writing to be.

__Materials/Instructional resources and Technology__:

__Lesson Elements:__ 1. Students will be given 5 minutes each to give their presentation. ** Why? ** 5 minutes seems like the bare minimum for public speaking skills at an 8th grade level. I do not want to scare them away from using spoken language to elaborate upon their thoughts. 2. There will be given a 5 minute downtime between presentations for setup of the next presentation and critique of the previous presentation, with focus on public speaking aspects that include, but are not limited to : enthusiasm, projection, eye contact, flow/organization, and professionalism. This will hopefully be a more positive than negative critique of the speakers. ** Why? ** I want to be balanced. I feel that it is only fair that we have an equal amount of time to help them learn and cool down after a stressful situation like this. I feel that using the students may help bring up confidence if they find friends in their audience and build upon that confidence in the audience throughout the school year. 3. I will most likely allow for the last ten minutes of class to be dedicated to the reflection on the presentations. This includes, but is not limited to: Things they felt they did great on, things they may not have felt they did great on, how they might improve their public speaking skills, ways to prepare better for next time, and techniques to conquer public speaking fears. ** Why? ** So that we have an accurate portrayal of where we should be focusing our efforts on for improving ourselves as a whole. This is also to get an idea of where I can focus following lessons on to improve their public speaking skills. 4. AND IF you have gotten through all of the presentations, start brainstorming ideas for tomorrow's character party with the students about who they may attempt to be. And why they may want to choose certain characters over other to act out as. ** Why? ** To start building up excitement and get the kids mentally prepared for a relaxing time amongst friends while also building confidence amongst their decisions on what characters to be.

__Differentiated Learning Activities:__ Audio Learners: Discussion and presentation based lesson Visual learners: PowerPoint Kinetic learners: Giving presentations __ Formative Assessment: __ Students will be critiqued by both the students and myself, with a focus on how they may improve, rather than what they have done wrong.

__Reflection:__ Was this a good use of time? What would you change about this lesson now that you have done it? Was this a good amount of time per presentation? Or did they seem rushed? Should you have allotted more time to reflection at the end of each presentation? At the end of class? __ Lesson #:10 __

__Name of Lesson:__ Character analysis __Objectives:__ 1.The students will be able to list at least 3 ways to make an effective character 2. The students will be able to gain a better understanding of their character by acting like them for one class period.

__Academic Standards:__

__Motivational Device:__ Students will be able to become a completely different person for one day, only limited by their imagination and willingness to totally immerse themselves in a character.

__Materials/Instructional resources and Technology__: Writing necessities __Lesson Elements:__ 1. This is structured to be a very free form and intrinsic sort of lesson in which the students are to find out for themselves why they may love that character they have chosen and explore how they feel they would act in a real world setting amongst other fantastic characters. I want this to be more of a cool down period for after a job well done on the presentations. ** Why? ** I feel that the students can't be constantly berated by endless work. Relaxing amongst friends and colleagues in learning can also be a learning experience if they let it be. This is also to find out if the students are capable of acting correctly in a classroom party setting. Thought: The effectiveness of this lesson may entirely hinge on the teacher's enthusiasm behind his or her own character and how well they may do in acting out their own part. 3.Ask the students to reflect on how they felt doing this in their journals. Ask them to explain why they acted how they did. Find out if they are more intune with how their favorite character is, and if they had any second thoughts about why they chose them. ** Why? ** To give them time to learn about themselves and their own feelings towards their characters. TO MAKE SURE TODAY WASN'T A WASTED DAY.

__Differentiated Learning Activities:__ __Lesson 1:__ Audio Learners: Can enact a different tone and voice to better find their character Visual learners: Allowed to dress up to become their character Kinetic learners: Can be as action packed or shy as their character calls for. __ Formative Assessment: __ Observations will be the main source of assessment, with the teacher on the prowl for those who may not maintain character integrity and focus.

__Reflection:__ Was this a good use of time? What would you change about this lesson now that you have done it? Did anyone act out too enthusiastically? Not enough? How can you change this?

__Lesson 1:__ Audio Learners: Discussion and lecture based lesson Visual learners: PowerPoint and writing down their own reasons why they think we use words to communicate Kinetic learners: Charades
 * __Differentiated learning activities:__**

__Lesson 2:__ Audio Learners: Discussion and lecture based lesson Visual learners: PowerPoint and writing down their own sentences on the board Kinetic learners: Playing a game

__Lesson 3:__ Audio Learners: Discussion Visual learners: PowerPoint and writing down their own experiences as well as others experiences, possible video and or Kinetic learners: Searching on the internet and using computers __ Lesson 4: __ Audio Learners: Discussion Visual learners: writing their favorite books and taking notes on what they could possibly want to read Kinetic learners: Searching throughout the library for their own books, actively seeking out a book that fits them __ Lesson 5: __ Audio Learners: Discussion Visual learners: Writing their own journals, possibly seeing their favorite poets get reviewed Kinetic learners: Possibly allowing for group journals and conversation amongst others if a favorite book is being discussed. __ Lesson 6: __ Audio Learners: Discussion and lecture based lesson Visual learners: PowerPoint and writing down their own notes Kinetic learners: None __ Lesson 7: __ Audio Learners: Discussion and lecture based lesson with possible read alouds on good examples of technique usage Visual learners: PowerPoint and writing their own Kinetic learners: May allow students to write where they want as long as they maintain focus __ Lesson 8: __ Audio Learners: Discussion and presentation based lesson Visual learners: PowerPoint Kinetic learners: Giving presentations __ Lesson 9: __ Audio Learners: Discussion and presentation based lesson Visual learners: PowerPoint Kinetic learners: Giving presentations __ Lesson 10: __ Audio Learners: Can enact a different tone and voice to better find their character Visual learners: Allowed to dress up to become their character Kinetic learners: Can be as action packed or shy as their character calls for.

__Lesson 1:__ PowerPoint will be used for the visual instruction on the rules of the game and the communication of the ideas behind each charade.
 * __Instructional Resources and Technology:__**

__Lesson 2:__ There should be at least one Chalkboard or Whiteboard for students to actively follow and participate on. Students will need paper and pencil for the activity.

__Lesson 3:__ Each student will need an internet capable computer to work on. Students will need paper and pencil for the activity. __ Lesson 4: __ Using the various resources that the library encompasses (including books, magazines, and internet capabilities) i I hope to form a collaborative teaching session/discussion with the help of the librarian. __ Lesson 5: __ Journals, possibly zoho.com to allow for online journaling. My own examples of journaling. __ Lesson 6: __ A notebook to take notes in, along with a writing utencil. Powerpoint, projector, computer, screen.

__ Lesson 7: __ <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> Paper hand out with all the possible techniques they may use. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> Laptops for writing if available. And projector to have techniques up at all times possibly. [] __ Lesson 8: __ Computer for powerpoint if needed. Powerpoint. Space in front of the room (may need to rearrange desks in a more appropriate manner for presentation) __ Lesson 9: __ Computer for powerpoint if needed. Powerpoint. Space in front of the room (may need to rearrange desks in a more appropriate manner for presentation) __ Lesson 10: __ Writing necessities

Their participation and portfolio of their work will be the basis of assessment for the first 3 lessons. A possible test on the basic concepts will most likely be issued at a later date following the two weeks. They will be informed of the date and what will be on it. FOCUSING ON THE ACTUAL USE OF THE TECHNIQUES LEARNED.
 * __Summative assessment:__**

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