Thematic Unit - Derek R. Sherman - 503 Thematic Unit 1 Thematic Unit: ... Within this lesson, ... Standards Met (Common Core State Standards):

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  • English 503 Thematic Unit

    1

    Thematic Unit: Pieces of the Puzzle

    By:

    Derek Sherman

  • English 503 Thematic Unit

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    Table of Contents

    Thematic Unit: Introduction Pgs. 3-5

    Warm Up Activity: Language is

    Power

    Pg. 6

    Semicolon Practice Pg. 7

    Dear John Exercise 1 Pg. 8

    Dear John Exercise 2 Pg. 9

    The Crucible Acts I, II, and III

    Quotes

    Pgs. 10-24

    Punctuation as Power

    Assignment/Rubric

    Pg. 25

    Internal Punctuation I Worksheets Separate

    Comma, Semicolon, and Colon

    PowerPoint

    Separate

    Power of Punctuation PowerPoint Separate

    Thematic Unit Rationale Separate

  • English 503 Thematic Unit

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    Thematic Unit: Pieces of the Puzzle

    Summary: Within this lesson, grammars foundational elementsspecifically punctuationwill

    be discussed, analyzed, and put into praxis in relation to Arthur Millers The Crucible. This

    lesson should be completed during Acts III and IV, as a working knowledge of the play is

    needed. An introductory lesson on how Language is Power will be discussed in relation to

    punctuations purpose in the English language and The Crucible. After the introductory lesson,

    individual punctuation markssemicolon, colon, and commaswill be introduced and students

    will be asked to create their own sentences that relate to the plot of The Crucible. Once students

    have utilized punctuation marks, they will then be required to take an important quote from The

    Cruciblepreferably a quote that is at least 5 lines longand change, add, or delete punctuation

    from the original quotation to create a new meaning for the quote. The student will then have to

    juxtapose the original quote with their new quote and write a paragraph that utilizes the elements

    of punctuation discussed to show the differences in meaning and how their change of

    punctuation could alter the plot, characters, and purpose of the play. Students will be assessed

    on correctness of punctuation, creating a new meaning for the quote, and writing a paragraph that

    illustrates the differences in meaning and how it affects The Crucibles characters, plot, and

    purpose.

    Lesson Objectives:

    1. Students will be able to use semicolons, colons, and commas properly 2. Students will be able change the meaning of a quote by using semicolons, commas, and

    colons

    3. Students will be able see that how language is structured matters and that punctuation can change that meaning positively or negatively

    4. Students will be able to increase their knowledge of composing in the realms of linguistics, literature, and rhetoric

    Standards Met (Common Core State Standards):

    1. L. 9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking

  • English 503 Thematic Unit

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    2. L. 9-10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing

    3. L. 9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend

    more fully when reading or listening

    Lesson 1 Activities:

    Warm Up: Please write a one-paragraph response (7 complete sentences) to this question: Do you believe that Language is Power? Can you think of a time when

    language was used to persuade you in a positive or negative manner? Also, point to an

    example of how language has been a negative influence within Acts I and II of The

    Crucible.

    Introducing commas: Students will be given a presentation on the proper placement of commas. This presentation utilizes modeling of comma rules and guided practice of these

    rules.

    Additional practice: Students will be given a grammar worksheet to further practice commas.

    The Crucible: As a class we will be reading Act III.

    Lesson 2 Activities:

    Sentence Creation: Students will participate in a refresher of comma rules by creating sentences as a class. For the sentence creation, students will be given a plethora of

    laminated notecards and will have to, as a class, create sentences that utilize comma

    rules. Students will be reminded of these rules during the creation of the sentences.

    Introducing Semicolons: Students will be given a presentation on the proper placement of commas. This presentation will utilize a modeling and practice methodology.

    Additional practice: Students will be given a grammar worksheet to further practice semicolons.

    The Crucible: We will read Act III

    Lesson 3 Activities:

    Practice Quizzes: Students will complete the comma quiz (http://www2.ivcc.edu/eng1002/practice_comma_quiz.htm) and will have to show me

    their score for a participation grade. However, the students real grade will be taken

    down so that a better understanding of the students knowledge can be understood.

    Additionally, students will have to write five sentences that use semicolons properly,

    which will also be used as a participation grade.

    Introducing Colons: Students will be given a presentation on the proper use of colons. As with the previous two presentations, the presentation will utilize a modeling and practice

    approach.

    Additional practice: Students will be given a grammar worksheet to further practice colons.

    The Crucible: We will continue reading Act III

    Lesson 4 Activities:

    http://www2.ivcc.edu/eng1002/practice_comma_quiz.htm

  • English 503 Thematic Unit

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    Activating Prior Knowledge: Students will have to take the commas, semicolons, and colons practice quiz

    (http://www.niu.edu/writingtutorial/punctuation/quizzes/Comma.htm). Students will

    have to show their final score to me as participation; however, as with the previous

    scores, the real scores will be marked down to assess students actual knowledge.

    The Power of Punctuation Activity: Students will be guided through a presentation that will show the power of punctuation and why it is necessary to be careful of where

    punctuation is placed. Additionally, students will be asked to analyze the Dear John

    letter before punctuation has been changed, which will require them to see what the letter

    has to say and whether or not it is positives. Afterwards, students will get the Dear

    John letter that has its punctuation changed and they will be asked to analyze the new

    letter in the same manner as the previous.

    Quote Analysis: Students will be split into groups and will be asked to analyze several quotes from Acts I, II, and III. The student will have to make sure they are taking notes,

    as they will have to save these analyses for tomorrows activities.

    Lesson 5 Activities:

    Review Quotes: Review what the quotes handed out in yesterdays Quote Analysis meant.

    Changing Meaning: Students will be given an assignment where they have to re-punctuate a quote from the quote analysis exercise yesterday. Students will have to work

    on changing the original meaning of the quote by changing the punctuation, sentence

    structure, and grammar. Students will be assessed on their ability to change the original

    meaning, using semicolons, colons, and commas properly, and creating a one-page

    analysis on how they changed the meaning of the original quote and how this new

    meaning would change the play. Students will be given a rubric so that they know what

    they will be assessed on.

    Work-time: Students will be given the remainder of the time for this lesson to work on changing the meaning of the quote.

    Lesson 6 Activities:

    Turn-in: Students will turn-in their final one-page analysis of changing the quote and their changed quote.

    http://www.niu.edu/writingtutorial/punctuation/quizzes/Comma.htm

  • English 503 Thematic Unit

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    Warm Up Activity: Language is Power

    Please write a one-paragraph response (7 complete sentences) to this question:

    Do you believe that Language is Power? Can you think of a time when language was used to

    persuade you in a positive or negative manner? Also, point to an example of how language has

    been a negative influence within Acts I and II of The Crucible.

  • English 503 Thematic Unit

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    Semicolon Practice

    Your goal is to write me 5 sentences that utilize semicolons properly. Additionally, your 5

    sentences should demonstrate your knowledge of The Crucible; therefore, create sentences that

    demonstrate the plot, characters, relationships, and etcetera within the play.

    1.

    2.

    3.

    4.

    5.

  • English 503 Thematic Unit

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    Dear John Letter Exercise

    You will be given a letter below that I want you to analyze for what it says, literally. Also, tell

    me whether or not this letter is positive or negative in nature. Your analysis should point to at

    least one specific piece of evidence that proves its meaning and be at least 5 sentences.

    Dear John:

    I want a man who knows what love is all about. You are generous, kind, and thoughtful. People

    who are not like you admit to being useless and inferior. You have ruined me for other men. I

    yearn for you. I have no feelings whatsoever when were apart. I can be