Stage 1 Desired Results

Cypress Creek High School

IB Diploma Programme: Unit Planner

Unit Title

Image Grammar 1 of 5: Action Verbs

Subject: Pre-IB English II Grade:Level: 10 Standard / Higher

Time Frame and Duration: two weeks

Teacher(s): Lee Ann Spillane

Desired Results

Significant concept(s):Action verbs: go from passive voice to active voice by deleting the be verbs

verb the engine of the sentencestate of being verbs: am, are, is, was, werepassive voice- a person, place or thing is ACTED onactive voice- a person, place or thing DOES

verb tenses: See Purdue OWL Sequence of Tensespastpresentfuturepast perfectpresent perfect } require helping verbs and indicate action that may/may not continuefuture progressiveverb moods: See Purdue OWL Verbs: Voice and MoodIndicativeused for statements of fact and for asking questionsSubjunctivemakes a statement contrary to factThis is the only mood that may sound strange, so you need to be aware of it.Example: If I were you, I would stay in school.I can never be someone else, so this is contrary to fact.Imperativeexpresses a commandConditionalused for statements that depend on each other; one statement is true only if another statement is true

Essential Question(s):How is art a part of life? How does art enrich? The writer is an artist, painting images of life with specific and identifiable brush strokes. Harry Noden, Image Grammar

He began to see grammar as the process of creating art, it seemed unnatural to him not to view grammar as a continuous spectrum in a while work. - Harry Noden, Image Grammar

Writing is not constructed merely from experiences, information, characters, plots, but from fundamental artistic elements of grammar. Harry Noden, Image Grammar

Standards: L 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.1.B Form and use verbs in the active and passive voice.

L 3 Apply knowledge of language to understand how language functions in different contexts; make effective choices for meaning/style, and comprehend more fully when reading or listening.

L.8.3.A Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

W 4 Produce clear and coherent writing appropriate to task, purpose, and audience.

W 10 Write routinely over extended time frames for a range of tasks, purposes, and audiences.

Understanding (s)/aims (from Subject Guide):The aim is to: introduce students to a range of texts from different periods, styles and genres. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections. develop the students powers of expression, both in oral and written communication. encourage students to recognize the importance of the contexts in which texts are written and received. encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning. encourage students to appreciate the formal, stylistic and aesthetic qualities of texts. promote in students an enjoyment of, and lifelong interest in, language and literature. develop in students an understanding of the techniques involved in literary criticism. develop in students an understanding of the techniques involved in literary criticism. develop the students ability to form independent literary judgments and to support those ideas.

Learning objectives/outcomes (from Standards/ Subject Guide):

Unit Goal: The purpose of this unit is to teach students how to write in active voice and the impact of active or passive voice on meaning and tone using texts by Usula LeGuin, Etgar Keret and others (Collection One). I will know students understand active voice and its impact when they can discuss it during Socratic circle discussion and write in active voice.

Learning Plan and Teaching StrategiesFormative AssessmentsSummative Assessments

Learning Experiences/Activities:daily close reading of mentor sentences

weekly Socratic circle discussionsmini-lessons examining/analyzing verbs in sentencesclosed word sort (verbs: active/passive)peer support before, during and after writing to process and provide feedback

journal writingclosed word sortpre-test (sentence part and verb identification)self-reflection with scale

short response writinginformative writing about a mentor artistwritten analysis or argument

Resources

Lesson plans posted online at:http://www.laspillane.org/ib.html

Various texts from HMH Florida Collections textbook

Grammar, Tony Hoagland on and other poems from Poetry 180

Purdue Online Writing Lab (OWL)https://owl.english.purdue.edu/owl/resource/539/01/

Click here to enter text.

Standards: Language: L 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; L.8.1.B Form and use verbs in the active and passive voice.

Unit Goal: The purpose of this unit is to teach students how to write in active voice and the impact of active or passive voice on meaning and tone using texts by Usula LeGuin, Etgar Keret and others (Collection One). I will know students understand active voice and its impact when they can discuss it during Socratic circle discussion and write in active voice.

SkillEvidence

4Student can analyze the impact of the authors choices regarding active or passive voice in terms of meaning and tone. Students can edit peers writing for active or passive voice. Students can analyze an authors use of active or passive voice in terms of meaning and or tone.

3Students can revise writing by using active verbs. Students can revise a piece of writing for active voice. Students can write in active voice.

2Student understand how verbs work in sentences and can writing using a variety of verbs, active and passive. Students can revise a sentence for active voice. Students question verb types. Students can diagram a sentences subject and verb. Students can identify verbs in writing. Students can categorize action and state of being verbs. Students know the difference between an action verb and an auxiliary.

1Student can identify subjects and verbs in sentences and write multi-sentence paragraphs.

Students can identify subjects and verbs in sentences.

Entry LevelStudent can name the parts of speech and write in complete sentences.

Students can name the parts of speech. Students can use verbs in sentences.

Interdisciplinary Links: Click here to enter text.

IB Core Connections

Learner Profile Inquirers Knowledgeable Thinkers Communicators Principled Open-Minded Caring Risk-Takers Balanced

CAS Connections increased their awareness of their own strengths and areas for growth undertaken new challenges planned and initiated activities shown perseverance and commitment in their activities engaged with issues of global importance considered the ethical implications of their actions developed new skills worked collaboratively with others

TOK Links Is a work of literature enlarged or diminished by interpretation? What makes something a good or bad interpretation? How can a literary work of fiction, which is by definition non-factual, convey knowledge? What is the proper function of literatureto capture a perception of reality, to teach or uplift the mind, to express emotion, to create beauty, to bind a community together, to praise a spiritual power, to provoke reflection or to promote social change? Does familiarity with literature itself provide knowledge and, if so, of what kindknowledge of facts, of the author, of the conventions of the form or tradition, of psychology or cultural history, of oneself? What knowledge of literature can be gained by focusing attention on the author? Can, or should, authors intentions and the creative process itself be understood through observing authors or knowing something of their lives? Is the creative process as important as the final product, even though it cannot be observed directly? Are an authors intentions relevant to assessing the work? Can a work of art contain or convey meaning of which the artist is oblivious? What knowledge of literature can be gained by focusing attention solely on the work itself, in isolation from the author or the social context? What knowledge of literature can be gained by focusing attention on its social, cultural or historical context? How important is the study of literature in individual/ethical development? In what ways? What constitutes good evidence within the study of literature? What knowledge can be gained from the study of literature? What is lost in translation from one language to another? Why? Can literature express truths that cannot be expressed in other ways? If so, what sort of truths are these? How does this form of truth differ from truth in other areas of knowledge?

Reflections and Evaluations

Reflection is an essential part of the learning process for both teachers and students. Reflection should take place at each stage of the Unit Plan. There are many possibilities. For example:Stage 1: Desired Results:Click here to enter text.

Stage 2: Assessments & Evidence:Click here to enter text.

Stage 3: Learning Plan & Teaching Strategies: Click here to enter text.

ResourcesClick here to enter text.

DP Unit Planner.