Day: 9 Teacher: Mr. Ealy

Subject: Composition Grade: 11 QCC(s) 33, 56, 61

General Objective: Students will:

· Adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences for a variety of purposes.

· Apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, analyze, and discuss print and nonprint texts.

· Use spoken, written, and visual language to accomplish their own purposes.

Introduction: I went over the peer editing assignment, decided that we needed to cover a few comma rules and once we are done, we will watch our second thirty-minute session of Eyes on the Prize, and discuss the effects converging cultures cause in this piece and the implications it could have on the society as a whole.

Specific Objectives: Students will:

· Experience a variety of nonprint resources as a part of the study of literature and vocational/technical writing.

· Use a variety on sentence patterns that emphasize subordination and coordination.

· Organize, select, relate ideas and develops them into coherent, multi paragraph compositions.

Procedures: Teacher will:

1. Administer lesson on coordinating conjunctions as it relates to commas.

2. Allow students to practice the skill that the lesson is teaching.

3. Present video to students.

Closing: Please try to remember the comma rules these mistakes were prevalent in the peer-editing piece of writing. Tomorrow we will cover MLA format which your papers should follow this format.

Evaluation: See Handout

Materials: Transparency, markers VCR, video.

Assignments: Should be finishing up To Kill a Mockingbird also you should begin drafting convergence of cultures paper.

Extender/Back-Up Activities: Read To Kill a Mockingbird or show more of the Eyes on the Prize video.

Provisions For Individual Differences: Allow students with poor vision to sit towards the front of the classroom.

Teacher Notes: I will start the lesson off by asking does anyone know what the coordinating conjunctions are and if no one can name them I will list them on the board. Once they are listed on the board, I will ask if anyone knows what coordinating conjunctions do within the sentence or how they function. I will write a sentence on the board and I will allow the students to practice this technique with a sentence-combining handout. An easy way to remember coordinating conjunctions is fanboys. Which stands for: for, and, nor, but, or, yet, and so. When there are two independent clauses, which are two sentences that can stand on their own and is separated by one of these conjunctions, a comma is placed before the conjunction.

Supplementary Materials: Handout containing sentence exercise.