Standard Alignment Materials Charts of new SPIs Strips of old SPIs Tape Picture of trash can Description This is a hands-on activity that will enable participants to visualize the changes in SPIs, which ones are the same as the old, which ones are new, and which ones have been discarded. Step-by-Step 1. Post charts on the wall. 2. Give participants strips of old SPIs (about 2 per person) 3. Ask them to open their notebook and see if they can find these old SPIs anywhere or something that is similar. 4. Tell them when they locate them on the new list, to tape them on the poster over the new SPI is they are the same, beside the new SPI if they are similar, and on the trash can if they are no longer on the list. 5. Discuss 6. Participants can now highlight the new SPIs in their notebooks. 1
Sentence Strips Materials 2 envelopes for each pair (one with sentence strips and the other with corrections) Description Sentence Strips is a versatile approach to applying rules of grammar, mechanics, punctuation, organization, parallel structure, sentence combining, and many other skills. Sentences can be tailored to address a wide array of language skills. The teacher can create sentences that address specific skills being taught. Step-by-Step 1. Divide participants into groups of two or more. 2. Give each group the baggie with the sentence parts. Tell them there are three different sentences, and each one is a different color. 3. Ask them to put the three sentences in order to make three complete, logical sentences. 4. Give the participants the other baggie. 5. Tell them to use any of the punctuation marks or words to make corrections in the three sentences. 6. Discuss what each group did to make the sentences correct. 2
CONTENT STANDARD 1.0 LANGUAGE Course Level Expectations CLE 3001.1.2 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, spelling). CLE 3002.1.1 Demonstrate control of standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling) State Performance Indicators SPI 3001.1.13, SPI 3002.1.13, SPI 3003.1.6 Select the appropriate word in frequently confused pairs. SPI 3001.1.7, SPI 3002.1.8 Recognize correct subject-verb agreement with intervening elements. SPI 3001.1.4, SPI 3002.1.3 Combine a set of simple sentence into a single compound or complex sentence. SPI 3002.1.4 Use sentence combining techniques, effectively avoiding problematic comma splices, run-on sentences, and sentence fragments. SPI 3001.1.5, SPI 3002.1.5 Use commas correctly with appositives and introductory words, phrases, or clauses. SPI 3001.1.5, SPI 3002.1.5 Use commas to set off nonessential elements in a sentence. SPI 3001.1.11, SPI 3002.1.9 Select correct pronoun-antecedent agreement using collective nouns and indefinite pronouns. SPI 3001.1.10, SPI 3002.1.12 Recognize the correct placement of end marks and other marks of punctuation with quotation marks used in dialogue. Materials needed: Laminated copies of sentence strips in envelopes Assessment Activity Title: Sentence Strips Description of Activity: 1. Distribute the envelopes of sentence strips to groups of three or four. 2. Put the sentences in logical order. (Each sentence is a different color) 3. Distribute second envelope with corrections. 4. Make corrections to the original strips. Assignment Extensions: The sentence strip strategy can be used to identify any grammar, usage, and/or mechanic errors at every course level. Use dictation or daily oral grammar to teach skills. 3
Mary said We can learn much from the literature of the passed by reading Greek Drama one of the principle Greek dramatists was Aeschylus who wrote Oresteia a powerful story of murdering getting revenge and divine mercy in his plays all roles including those of a female character was performed by men murder revenge committing murder and asking for divine mercy,.,,,,,. ;,,.. and but or therefore however past principal 4
Word Sorts Materials Bags of prefix (2) and suffix (1) sorts Description Sorting is a wonderful activity to develop vocabulary and comprehension skills. It works because students actively become involved in how words, processes, formulas, and concepts are connected within the content. In classes where sorts are used regularly, students look forward to learning new words and begin thinking about where they fit with what they already know. As students manipulate words, they learn to use what they know about them and make new connections that transfer to their reading and writing. Step-by-Step 1. Randomly give out sorts to groups of two. Some will work with scientific prefixes, some with common prefixes, and others with suffixes. 2. Tell them one card has a prefix or suffix and a word with that affix; the other card has a definition or meaning for the affix. 3. They are to match the affix to its meaning. 4. To close, tell participants there are several kinds of sorts. This was a closed sort, which is the one most used. There are open sorts in which the teacher provides only the words, and students decide the sort categories based on the words they have. There are speed sorts, a timed sort. Students can record the time it takes to sort and then try to beat their own record. Blind sorts are auditory closed sorts in which the teacher calls out the words. The students point to or say the categories they see listed on the worksheet, board, or overhead. In writing sorts, students have a sorting card with key words written as column headers. They write words under the appropriate categories as the teacher calls them out. 5
CONTENT STANDARD 1.0 LANGUAGE Course Level Expectations CLE 3001.1.2, CLE 3002.1.2, CLE 3003.1.2, CLE 3005.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases. State Performance Indicators SPI 3001.1.12, SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3003.1.5 Use previously learned techniques such as recognizing cognates, root words, affixes, allusions, and textual contest to identify unfamiliar words. Materials needed: Copies of laminated affixes sorts for small groups. Assessment Activity Title: Word Sorts Description of Activity: 1. Distribute word sorts. 2. Match affixes to their meaning. Assignment Extensions: Use sorts for root words, suffixes, and vocabulary 6
Aero Aerobic, aerospace Cardi, cardio Cardiac, cardiology Exo Exoskeleton, exocytosis Hepato Heparin, hepatitis Leuc, leuko Leukemia, leukocyte Eco Ecology Bio Biology, biotic De dehydrate Geno genotype Inter Interphase Lyso, lysis Lysol, lysosome Mort Mortality, mortician 7
Osteo Osteoarthritis, osteoporosis Pneumo pneumonia Paleo Paleontology, Paleolithic Pre Prehistoric Silica silicosis Toxi toxicology race Terra Terrarium Tele, telo Telephone, telophase Destruction Air, oxygen Old 8
land environment lung Poison Heart Between, among Outside Death Sand, glass, crystal Bone Before Removal, separation 9
White life 10
Teaching Communication using Martin Luther King s I Have a Dream Speech Materials I Have a Dream script Video clip of speech Guided viewing cards Paraphrase samples Description Reader's Theater is a strategy in which students read from scripts. Lines are not memorized, but students are encouraged to read with expression. Students love to perform Reader's Theater scripts more than once which is a good idea; repeated reading builds comprehension and fluency as it improves students' self-esteem, reading confidence, and enthusiasm for reading. Somebody Wanted But So (SWBS) is a summarizing strategy where the reader identifies the main idea by completing the Somebody (character) Wanted (motivation) But (conflict) So (resolution) graphic organizer. The Guided Viewing Cards give students a purpose for listening. Paraphrase Samples give students a chance to select the best paraphrase for a speech. Step-by-Step 1. Assign parts and read the script. 2. Discuss the thesis using SWBS. 3. Give participants the guided viewing cards (one for each group of 5). 4. Watch the video clip. 5. Share answers to guided viewing cards. 6. Give out envelopes of paraphrasing. 7. Have participants select the best paraphrase for the excerpt from the speech. 11
CONTENT STANDARD 2.0 COMMUNICATION Course Level Expectations CLE 3001.2.1, CLE 3002.2.1, CLE 3003.2.1, CLE 3005.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion. CLE 3001.2.2, CLE 3002.2.2, CLE 3003.2.2, CLE 3005.2.4 Analyze the style and structure of a challenging/complex speech. State Performance Indicators SPI 3001.2.1, SPI 3002.2.1, SPI 3003.2.1 Identify the thesis and main points of a challenging speech. SPI 3001.2.2, SPI 3002.2.2, SPI 3003.2.3 Select the best paraphrase of a challenging speech. SPI 3001.2.3, SPI 3002.2.3, SPI 3003.2.2 Discern the structure of a challenging/complex speech (e.g., sequential, problem-solution, comparecontrast, cause-effect. SPI 3001.2.4, SPI 3002.2.4, SPI 3003.2.4 Identify rhetorical devices used in a challenging/complex speech (e.g., rhetorical questions, parallelism and repetition, analogies, metaphor, simile, hyperbole, antithesis). SPI 3001.2.5, SPI 3002.3.5 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). Materials needed: Copies of Martin Luther King s speech I Have A Dream adapted for reader s theater. Video clip of I Have A Dream. Guided Viewing Cards Paraphrase samples Assessment Activity Title: Using I Have A Dream for communication skills. Description of Activity: 1. Assign parts and read script. 2. Discuss thesis using SWBS and discuss structure. 3. Distribute guided viewing cards. 4. Watch video clip 5. Share answers to guided viewing cards. 6. Select best paraphrase from scenarios. Assignment Extensions: Do research on Martin Luther King. 12
Excerpt from I Have a Dream speech: Reader 1: I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. Reader 2: I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." Reader 3: I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. Reader 4: I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. Reader 5: I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. All: I have a dream today. Reader 6: I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. All: I have a dream today. Reader 7: I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. Reader 3: This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. Reader 5: This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring." 13
Reader 2: And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Boys: Let freedom ring from the snowcapped Rockies of Colorado! Girls: Let freedom ring from the curvaceous slopes of California! Boys: But not only that; let freedom ring from Stone Mountain of Georgia! Girls: Let freedom ring from Lookout Mountain of Tennessee! Boys: Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. Reader 1: And when this happens, When we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, All: "Free at last! free at last! thank God Almighty, we are free at last!" 14
Guided Viewing Cards Write a summary of the speech Write a critique of the speech Identify parallel structure in the speech Listen for and identify repetition in the speech Look for ways the speaker engages the audience 15
Teamwork Posters Materials Markers Construction paper Masking tape White board Description In this lesson students learn how to work in groups. They will define teamwork and develop 3 or 4 guidelines for working in a group together. Step-by-Step 1. Put participants in groups of 4 or 5. 2. Tell them to give their group a name be creative. 3. Each group will have 3 minutes to brainstorm words that mean teamwork to them. They may want to write these words on a sheet of paper. (Maybe the white board) 4. Each group is to come up with its own definition of teamwork in a sentence or two what does team work mean to them. 5. Each group will now come up with three guidelines for working in groups. 6. Give each group a piece of construction paper and markers. 7. On the construction paper, they are to put the group s name, definition of teamwork, guidelines for working in groups, and post them on the wall. 16
Materials 4 volunteers Blindfold Chairs and desk arranged in a maze Maze Description The maze activity is a fund way of demonstrating the importance of working as a team to accomplish a goal. It demonstrates the different kind of people who often end up in a group: the poor worker trying to get the job done, the real helper, and the worker who throws obstacles in the way. Step by Step 1. Arrange desks, chairs, etc. into a maze. 2. Ask for 4 volunteers 3. One person will be blindfolded. 4. One person will be the good worker and help the blindfolded person get through the maze. 5. One person will be the poor worker and gives negative advice and comments. 6. The other person will try to throw obstacles in the way. CONTENT STANDARD 2.0 COMMUNICATION Course Level Expectations CLE 3001.2.4, CLE 3002.2.5, CLE 3003.2.7, CLE 3005.2.7 Participate in work teams and group discussions. State Performance Indicators SPI 3001.2.7, SPI 3002.2.7, SPI 3003.2.5 Select the most appropriate strategies for participating productively in a work team. Materials needed: Markers Construction Paper Masking Tape Assessment Activity Title: Teamwork Posters and Maze Description of Activity: 1. Name teams in your city or region (Examples: Bradford Argos, Blue Jays, Volunteers, Mockingbirds, Super Stars) 2. Give each group a piece of paper and markers. Each group is to 17
brainstorm 3 minutes words that mean teamwork to them. 3. Each group is to come up with its own definition of teamwork in a sentence or two what does team work mean to them. 4. Each group will come up with three guidelines for working in groups which will help all groups succeed. 5. On construction paper, put group s name, definition of teamwork, guideline for working in groups, and post them on the wall. Assignment Extensions: Give an oral presentation of meaning and guidelines for teamwork. 18