Student:

Ryan Murray
Course EDU:
521
Grade:
9 _
Topic:

Professor:
Date:
Parallel Structure _

Maria Esposito
_
December 15, 2015
_
Content Area:
ELA _

Instructional Objective(s):
After watching a video and participating in a class discussion about parallel structure,
students will be able to identify sentences with incorrect parallel structure and create their
own sentences with at least 80 percent accuracy.
Standards and Indicators:
English Language Arts Standard (CCS): Language; Conventions of Standard English
(L.9-10.1a.)
Students demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
Indicator:

This will be evident when students work collaboratively to create a sentence

utilizing parallel structure from sentence fragments and by choosing the correct
word to form complete sentences that employ parallel structure.

English Language Arts Standard (CCS): Speaking and Listening; Comprehension and
Collaboration (L.9-10.1)
Students participate effectively in a range of collaborative discussions (one-onone and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
Indicator:

This will be evident when students work collaboratively to discuss how to form
sentences utilizing parallel structure.
This will be evident when students participate in a teacher-led class discussion
about famous speeches and excerpts from texts.

Motivation:

Ask students to contemplate a sentence, focusing on what sounds incorrect

Materials:

SMARTboard
SMARTboard slideshow presentation/file

Two worksheets
Pencils
Teacher constructed rubrics
Exit slips

Strategies:

Cooperative learning
Group discussion
Teacher demonstration
Direct instruction
Student participation
I do, we do, you do
Turn and talk

Adaptations:

Students with significant distractibility and poor eyesight will have preferential
seating in the front row of the classroom

Differentiation of Instruction:

Students having difficulty will only be required to incorporate three of the five
words in the sentence creation activity.
Students performing above grade level will be encouraged to construct a
paragraph using all five words in the sentence creation activity.

Developmental Procedures:

Teacher will introduce Parallel Structure to the students and provide them with the
definition (Is anyone familiar with parallel structure?)
Provide examples of famous texts that fully utilize parallel structure (How did the
parallel structure exhibited in these texts make them more powerful?)
Show brief video that describes the topic (Has anyone applied these strategies to
their writing before?)
Teacher will correct an excerpt of text that contains an error to demonstrate the
impact of proper utilization of parallel structure (Compare sentences in the lyrics.
What makes the sentences different?)
Students will work with a partner to discuss and create a sentence with correct
parallel structure using sentence fragments that are provided by the teacher (When
constructing your sentence with your partner, what did you do to make sure you
followed parallel structure?)

Entire class will share their group work with each other and discuss (Consider
each others ideas and determine whether each group created a successful
sentence using parallel structure.)
Students will take turns participating in an interactive web based exercise
focusing on identifying parallel structure (Describe what you are looking for in
these sentences to determine whether or not they contain parallel structure?)
Using worksheets, students will work independently to complete sentences that
use parallel structure effectively. Answers will be discussed as a class. (Did you
have difficulty developing particular sentences?)
Students will demonstrate what they have learned by completing an Exit Slip

Assessment:

Students will successfully formulate a sentence utilizing parallel structure from

five sentence fragments.
Students will work independently to complete sentences that use parallel structure
effectively, using a worksheet.

Independent Practice:

Students will continue practicing parallel structure for homework, by locating

passages in a text of their own choosing, in which the author utilizes parallel
structure effectively.

Follow-up:
Direct Teacher Intervention:

The student, under direct intervention with the teacher, will use sentence strips
and different colored markers to create sentences using parallel structure. The
colored markers will emphasize the structure needed.

Academic Enrichment:

The student will write a passage utilizing parallel structure, where the structure is
evident throughout the entire passage, not restricted to specific sentences.

Teacher References:
Dickens, C. (2001). Enriched classics ser.: A tale of two cities (Reprint ed.). Pocket
Books.
Shmoop Editorial Team. (2014). Parallel Structure. Retrieved November 22, 2014
from http://shmoop.com/video/parallel-structure
King, M. L., Jr. (n.d.). [Speech]. Retrieved November 26, 2014, from
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Legend,J.(2004).Getlifted/Ordinarypeople[CD].NewYorkCity,NY/US:Sony
Music.
ParallelStructureExercise1.(n.d.).RetrievedNovember30,2014,fromGrammar
Biteswebsite:http://www.chompchomp.com/structure01/structure01.htm