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6.W.6.1a Pronouns – Using a Objective 1: Students will be able to define See Rubric
variety of pronouns, including what a pronoun is, as well as demonstrate
subject, object, possessive, and the appropriate usage of it. Students will be
reflexive; ensuring pronoun able to recognize the different types of
antecedent agreement; pronouns and interpret the correlating
recognizing and correcting agreements.
vague pronouns (i.e., ones with
unclear or ambiguous
antecedents).
6.W.6.1b Verbs – Students are Objective 2: Students will be able to define See Rubric
expected to build upon and what a verb is, as well as demonstrate the
continue applying conventions appropriate usage of it in different contexts.
learned previously.
6.W.6.1c Adjectives and Objective 3: Students will be able to define See Rubric
Adverbs – Students are and identify adjectives and adverbs, and
expected to build upon and use them correctly in sentences of their
continue applying conventions own.
learned previously.
6.W.6.1e Usage – Writing Objective 4: Students will be able to See Rubric
simple, compound, complex, distinguish the differences between simple,
and compound-complex compound, compound-complex, and
sentences; recognizing complex sentences, as well as practice
sentence fragments and creating their own.
run-ons.
Key Terms & Definitions:
● Noun: A word used to identify people, places or things.
● Pronoun: A word that stands in for a noun
● Antecedent: A noun to which a pronoun refers
● Subject: The person, place or thing that a phrase is being said about
● Object: Noun or pronoun that receives action of the verb
● Possessive Pronoun: A pronoun indicating possession of something (ex: hers, mine, his,
theirs)
● Reflexive Pronoun: Used when the object is the same as the subject
● Verb: A word used to describe an action
● Adjective: A word added to a noun to describe it.
● Adverb: A word or phrase that modifies the meaning of a verb, adjective or other adverb.
● Predicate: A part of a sentence explaining something about the subject
● Compound Sentence: A sentence with more than one subject or predicate
● Complex Sentence: A sentence containing a subordinate clause
● Compound-Complex Sentence: A sentence having two or more independent clauses
and one or more dependent clauses
● Sentence Fragments: groups of words that look like sentences but are not.
● Run-On Sentences: A sentence in which two or more objectives are connected without a
word or punctuation mark to separate them.
Lesson Introduction (Hook, Grabber): kahoot
Estimated Time: 10 min
We will first start off with a Kahoot! Game that will be an introduction to the lesson. Each student
will need to get an iPad or laptop to log onto kahoot.it, they will need to type in the entrance
code displayed on the screen. The Kahoot! will be filled with important vocabulary terms and
sentence examples that the students will need to know in order to be familiar with the
terminology used in the upcoming lecture. The students will have most likely learned a lot of this
information beforehand, but this will be a good refresher to introduce them to the harder content.
This Kahoot! Will engage the students up front, and get them more excited about the content
they are learning. If students have any questions during the kahoot, they may ask them; however,
there will be an entire lecture going more in depth on the subject.
Kahoot!: https://play.kahoot.it/#/k/5d60b270-2815-464c-98ab-c32712e6ba29
Lesson Main: Celebrity Tweets
Estimated time: 15-20 min.
Following the Kahoot, we will start the Celebrity Tweet Lecture Activity. Each student will need a
white board and an expo marker to participate. This activity will be composed of several “tweets”
from celebrities that have errors within them. Throughout this activity, the students will be
practicing their computational thinking. Decomposition and Algorithm specifically. The student
will practice decomposition by breaking down parts of the sentence and identifying them. They
will also be using this in reverse by Algorithmic thinking. Each sentence has a structure that takes
steps to complete.
Student Role: The tweet will be displayed on the projector, and the students will be asked to
modify the tweet or identify specific parts of the tweet. They will do so on their white-board. They
may work with a partner if they would like, or collaborate quietly with each other.
Teacher Role: The teacher will be giving instructions to the students on what to do with the
tweet. These instructions can include, but are not limited to: “Modify this tweet to make it into a
complex/compound/compound-complex sentence”, “Identify the verbs/nouns/adverbs/adjectives
in the tweet”, “Change the structure of this sentence, so there are no run-on sentences or
fragments.” If the students need help, the teacher will be around to offer slight suggestions or
hints to move them along. They are also the mediator and will facilitate the instructions and group
discussions that spawn from the activity.
Lesson Ending: MadLib Creation
Estimated time: 15-20 min.
This final activity is to make a madlib. The students will have a partner that they will give their
MadLib to when they are finished. The students will need to create their own original MadLib that
incorporates their knowledge of Conventions of Standard English. This MadLib activity will target
all four parts of Computational thinking. Decomposition: breaking down sentences, Algorithm:
Steps to build up a sentence, Pattern Recognition: pronouns will always serve the same purpose
in each sentence, as will all other parts of speech, Abstraction: when completing the Mad Lib, you
will leave out the parts of the sentence that makes it unique and add it back in with a partner.
Student Role: The objective is to make a MadLib composed of AT LEAST 2 simple sentences, 2
compound sentences, 2 complex sentences, and 1 compound complex sentence. The student
will also need to incorporate AT LEAST 3 of each: adverbs, adjectives, nouns, and verbs, and at
least 1 pronoun slot. They can choose to either complete this electronically with a website, or on
paper. After they finish their creation they will be asked to contribute to their partners madlib, so
they can finish it!
Teacher Role: The teacher will be walking around during this activity to provide help for the
students when they need it. They can help give ideas to struggling students, and make sure the
students are using their knowledge correctly.
Assessment Rubric:
Excellent (10-9 Good (8-7 Satisfactory (6-4 Poor (3-1 Points)
Points) Points) Points)
Organization The MadLib is well The MadLib is The MadLib is The MadLib
organized with a organize pretty not organized shows no
clear beginning, well, but lacks well and is beginning,
middle and end. clear beginning, missing parts middle, and/or
middle, and end. such as the end.
beginning,
middle, and/or
end.
Use of The student The student The student The student
Vocabulary includes all required includes almost includes some, includes does
aspects of MadLib all of the but not all, not complete the
(2 types of required vocabulary required amount
Sentence, and 3 vocabulary, most terms, some may of vocabulary
types of each part of are correct. be used
speech) and incorrectly.
correctly uses all of
them.
Effort It can be seen that Effort was put Effort was Little to no effort
there was a lot of into the MadLib, lacking, and the is evident.
effort put into the little to no MadLib may not Incomplete
MadLib. It is neat distraction was be MadLib. The time
and organized. show. There are completed/meet given was not
some requirements used wisely.
Creativity The MadLib is very The MadLib is The MadLib The MadLib is
original and shows a creative, and pretty creative, not an original
lot of thought and very original. but is not original idea and/or is
creativity put into it. enough. not creative.
Resources / Artifacts:
● Kahoot!: https://play.kahoot.it/#/k/5d60b270-2815-464c-98ab-c32712e6ba29
● Celebrity Tweet PowerPoint:
https://docs.google.com/presentation/d/1b0Wd_e1QkYcz7DQmyk_Xs2mDbf1DNKIikghqE
WROuec/edit?usp=sharing
● MadLib Instruction Sheet:
https://docs.google.com/document/d/1sSARCfOF6pBTx7HRhulBKuKCC6Hk9aamMRFEG
Q15GoI/edit?usp=sharing
● MadLib Example:
https://docs.google.com/document/d/1lkVkV7wnMrpmukFniD5p-ngIZi2SnN5dUi3yBsa-1J
A/edit?usp=sharing
Differentiation:
1. Differentiation for low ability learners
● Low ability learners will be assigned the same things as every other student in the class.
However, if they are having trouble understanding vocabulary words, creating new
sentences from the tweets, or struggling with creating a MadLib, there are ways to
combat it. The teacher will offer short explanations of each word after each question of
Kahoot. Although the student may not receive a lot points for answering the question
correctly, or on time, they will still benefit from learning the word twice and seeing it used
in context. This is also the same for understanding how to recreate tweets. The teacher is
always there to provide a different way of explaining something to a student who cannot
get the hang of it the first time around. Regarding the MadLib the low ability student will
be asked to create a condensed version of the “story”.
2. Differentiation for Culture
● In today’s age, it's important to highlight different cultures of our nation. It is important for
young children to see that there’s examples of a lot of different cultures within Hollywood
and the celebrity group. Creating questions with an equal amount of cultures represented
will help the students see that there’s room for everyone in everything.
3. Differentiation for hearing impaired students
● Most of the activities in this lesson are paired with words. One of the things that may be
difficult is the short explanations after each question, and instructions going forward
during the class. In order to help a student with hearing impairment, the teacher can print
out an instruction worksheet as well as the definitions/descriptions of the vocabulary
terms.
4. Differentiation for students without Computers or WiFi access
● If for some reason students foresee that they would not finish their MadLib in class, they
have the option to write it on paper. Each student will have the option to choose whatever
method they want to create their story, as long as the teacher approves.
Anticipated Difficulties:
With any sixth grade class there are difficulties capturing and maintaining the attention of the
students. The goal of this lesson was to have multiple interactive parts so that the students would
not feel a need to get distracted. Using a game is a very intentional way of keeping the attention
of adolescents. Although actions were taken to avoid difficulties, there will still be obstacles that
arise. When sixth graders get distracted during this lesson, the teacher will help them to get back
on track with friendly reminders.
One difficulty that can be foreseen is trouble with correctly re-wording sentences so they meet
the requirements, and so that they also make sense in the context of the original tweet.
Another obstacle students may face is with the MadLib. They may have trouble with coming up
with an original idea, or using the website if they choose to do their MadLib electronically.
When a student needs help with this, the teacher will be more than willing to help and offer
alternative directions, or provide some lenience with the MadLib.