Summary
This lesson allows the student to step into the teacher’s role, providing the ultimate ownership of comprehension and facilitation of meeting students’ needs. Students are researching, creating, collaborating, and inspiring their classmates to learn and attain mastery of grammar concepts, particularly the eight parts of speech.
After the students are differentiated and grouped based on their NWEA scores, they must choose at least two parts of speech to focus on during their lesson. They are given broad guidelines on required sections of the lesson they will create. For instance, the following are pieces of the lesson plan format: engagement, exploration, application, elaboration, and evaluation. It’s up to the students how they achieve high scores in these areas.
The lesson was further differentiated by collaborating teachers, since these teachers taught student groups with different characteristic. One group was comprised of Advanced English students, one was comprised of General English students, one of General English students combined with collaborative special education students, and one was specifically comprised of small group special education students.
The lesson as used in General Education English students with collaborative special education students provided greater scaffolding by providing students with information about specific parts of speech and direct instruction of properly applying this knowledge in writing. The lesson incorporated less research and information fluency, but still incorporated communication and collaboration as students identified groups to work in together. Students in small group special education classes worked as a class to research parts of speech chosen by the teacher to meet curriculum and assessed individual needs. They collaborated on Google Doc presentations and created a rubric and a template for each slide of the presentation.
TIPC Ratings
In order to enhance their own knowledge and familiarity of the grammar terms selected for teaching, as well as effectively teach the class about the terms, students must use research and information fluency skills to gain a wealth of material to provide to their classmates. They must identify search terms to use and must evaluate the validity of sources they find in their research.
The small groups of students act as teachers as they communicate and collaborate to research, design, and present their lesson in a professional manner. They must also incorporate challenges for their peers to perform in groups through the form of guided practice questioning.
Critical thinking and problem solving skills are consistently activated throughout this lesson for both the student presenters, as well as their audience, the class. Student presenters must formulate thought-provoking questions, and provide accurate feedback regarding the grammar terms being taught by creating a quiz to evaluate their classmates’ understanding.
Use of technology is an evaluated area that the students must utilize throughout their lesson as the student-teacher and the student-learner. Showcasing their innovative talents and ideas through activities and games to engage their audience is instrumental in producing an effective grammar lesson.
Student Artifact
Download Files
7849_GrammarProjectLessons
Contents:
- Lesson Plan
- Lesson Rubric
- Lesson Templates
- Student Samples
- Organizer Examples
