NameSemester Lesson Information Class This lesson is the Lesson title Lesson description, including goal(s), concepts and skills Lesson length Grade level and course Source of lesson plan and how I modified it lesson in a series of . Misplaced Modifier Cartoons Students will each be given a sentence that contains a misplaced modifier. Their job will be to 1) identify the misplaced modifier, 2) correct and rewrite the sentence, and 3) draw a cartoon that demonstrates the humor/confusion found in a misplaced modifier. After they have completed their cartoons, the students will get into groups and share their sentence and creation with their peers. After this, students will then be asked to write a sentence with a purposely misplaced modifier that they can trade with a partner. For homework, each student must create a second cartoon based off of the sentence their partner wrote. 40 minutes 9th grade English Inspired by this classroom website: Burnham, J. (2011, April 21). Cartoons for Misplaced Modifiers. Pelican Rapids High School. Retrieved September 9, 2015, from http://www.pelicanrapids.k12.mn.us/education/components/album/default.php? gaid=4267>ag=**&grid=2458 Sentences with misplaced modifiers found: Snipes, E. (2011, July 8). Funny dangling and misplaced modifiers. EddieSnipes.com. Retrieved September 8, 2015, from http://www.eddiesnipes.com/2011/07/funny-dangling-and-misplaced-modifiers/ My lesson is similar to the lesson that Joyce Burnham posted on her school’s website, but I took the lesson a step further by asking my students to write a “misplaced modifier” sentence of their own. Lesson plan summary Prior knowledge needed for success How I will address students who do not have this prior knowledge Materials for instruction (including rationale for why the materials are appropriate) An understanding of what a modifier is and how it can be misplaced. We will review sentence structure with slips of paper/magnets that have different clauses on them. I will easily be able to move modifiers around in a hypothetical sentence, and we will review where a modifier needs to be placed in a sentence. 1. Slips of paper (made my myself) that contain various clauses and modifiers (for the above step) 2. Slips of paper that each convey a sentence that contains a misplaced modifier 3. Computer paper, crayons and/or markers (for the cartoon drawing) Pre-test and post -test formats (using the same format for both tests.) Pre & post tests may be for unit. Collection method for pretest & post-test Materials for informal assessment Materials for formal assessment Targeted learning styles and/or intelligences Accommodations/Modifica tions 4. Sheet of misplaced modifier sentences (for my own personal use as I create their slips of paper) Before we begin the activity, students will be shown two sentences on the board. One will be correctly written, and one will contain a misplaced modifier. (The sentences will contain different content so it is not too obvious). I will ask the class which sentence they think is better written, and we will vote (heads down, hands up, anonymously). We will discuss the better answer, which will lead us into our discussion about modifiers (addressing the prior knowledge). After we complete the activity, I will write two different sentences on the board, and see how easily the class is able to determine the better-written sentence. I will record the votes during the above ^ pre-test and post-test procedures. The four “test” sentences and a show of hands The paper containing the cartoons, the original + rewritten sentences Linguistic, Visual-Spatial, Logical, Interpersonal Will accommodate for all IEPS. Lesson plan details Opening Activity – PASS Objective – Number and text Standard 3.3b Correct dangling and misplaced modifiers. Learning Objective – in terms of what students will do (using Bloom’s taxonomy verbs & ABCD format) Students will correctly revise one sentence to demonstrate their understanding of the misplaced modifier. Estima ted time for each activity Lesson Activities (step by step activities student will complete in the classroom) Materials needed for those activities. Each student will receive a slip of paper with a sentence written on it. 5 minutes Each student will recognize that the 15 Formal and Informal Assessments sentence is written in an ambiguous/humorous way. They will demonstrate this understanding by rewriting the sentence in a way that properly places the modifier. They will further demonstrate this understanding by illustrating the “unintended meaning” that the misplaced modifier causes via a cartoon drawing. The students, in groups, will share their sentences and the cartoons that accompany them with the rest of the group. Students will informally demonstrate their understanding of misplaced modifiers by voting between two sentences that I write on the board (mirroring the pre-test assessment). If over 75% of the class is correct, I have reason to believe that they grasped the lesson. Students will further display their understanding of the lesson by writing their own sentence with a misplaced modifier that will be given to their partner. Each partner will check that the sentence they are given is appropriate. If it is correctly (incorrectly) written, in a way that it is ambiguous and easily rearranged (fixed), the student has demonstrated that they have successfully mastered the lesson. Students will draw a second cartoon, based off of their partner’s sentence, for homework. minutes 5 minutes 5 minutes 10 minutes N/A Closing Activity - Students must stand up and explain their cartoon to the rest of the class before they may leave. Data and reflection (Suggested for use after lesson plan is presented in a classroom) Data Pre-test Informal assessments Formal assessments Post-test Reflection How I will change the lesson Results What did it tell you?