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Instructional Procedures
The teacher will
Introduction
1. be able to identify participles in sentences and
1. TO: The teacher will begin the lesson with the
phrases,
question, What did we learn yesterday about
participial phrases? Can anyone tell what a participle
2. recognize participial phrases in sentences,
is and what a participial phrase is? Write their
identifying that they begin with participles,
thoughts on the board while scaffolding them towards
todays lesson by writing their sentences with
3. discuss the difference between an essential and a
participles and participial phrases. The answers can
nonessential phrase in sentences and how they are
also be found on Slide 2 of the PowerPoint.
punctuated, and
Ex.: Beginning a participial phrase with a
participle is essential. Point out the participle and
4. distinguish these differences by answering the
the participial phrase.
formative assessment to show prior knowledge and
inferring.
Closure
1. compose participial phrases in their own writing
1. BY: Finish PowerPoint by displaying Slide 8. Ask
without the assistance of a teacher,
the students to take out their agendas and write down
2. identify these phrases as participial phrases, and
that their homework assignments are a worksheet and
3. rearrange nonessential participial phrases in their
a composition.
own writing and real-world examples.
2. Give out the worksheet and the directions to the
composition. Each worksheet will have:
a quick run-through of what we learned,
problems where the student circle the participial
phrase, box the participle, and write if it is
essential or nonessential, and
directions for the composition.
3. Conclude the lesson evaluating the students
knowledge by asking specific questions:
What is a participle?
What is a participial phrase?
What does the participial phrase do in writing?
Extension:
Name___________________________________________
Date_______________________
1. The homeless man holding out a tin cup was asking for money for food.
2. Reading a book, Ms. Lee began to feel sleepy and started to prepare for bed.
3. Juniper growing in the flower bed can treat sore throats and be boiled down to a tea.
4. Carrying her own books, Megan began to tire and dropped them on her boyfriends feet.
5. Ann Marie, sashaying into the room, began her book report on lemurs and monkeys.
6. Brandon studying in the library was engrossed in his textbook until his thoughts began to
wander aimlessly.
7. Glancing at the time, Nina prayed and wished that class would end early today.
Assignment:
Name___________________________________________
Date_______________________
A participial phrase begins with a participle (a word that ends in ing and modifies a noun)
and add elaboration to sentences without making them sound choppy Participial phrases
can be moved around if they are nonessential. Remember that nonessential participial
phrases are separated by commas.
Circle the participial phrase in each sentence. Draw a box around the participle in the participial
phrase. Then, write the sentence after moving the participial phrase to another place.
1. Holding her close, I embraced her gently.
2. The flowers, blossoming in the spring, were the most beautiful sight Eliza had ever seen.
3. Henry, infuriating her with his pompous attitude, strut around the room like a peacock
during mating season.
Gifted students: They will find three sentences in the first chapter of a book that use
participial phrases to add elaboration. They will then write it down in their notebooks on
the page entitled Moving Participial Phrases. After that, they will move the
nonessential participial phrases in the sentences, changing the order in the sentence
without destroying the meaning. They will then write down their modified
Special needs students: See IEP or 501
Describe evaluation:
Formative: Review assessment in class
Self: Participial phrase homework handoutwhile doing it and when we go over the
work
Peer: Peer evaluation of construction of sentences
Summative: Final draft of personal narratives
Rationale:
Why is the topic of this lesson important for students? The purpose of this lesson is to add
elaboration to sentences through the use of essential and nonessential participial phrases.
If the students are able to move nonessential participial phrases, then it demonstrates a
higher level of understanding and a more advanced writing structure.
How will this specific instruction be effective in helping students learn? It gives students
a sense of freedom in writing. As educators, we have a duty to present our students with
alternate ways to write effectively. Through this lesson and its implementation in their
writing, the students can see that they can elaborate on their own at an advanced level
without demeaning the essence of their writing. It helps clarify their personal voice in
writing and speaking.
Sources for ideas/materials:
Benjamin, A., & Berger, J. (2010). Teaching grammar: What really works. Larchmont, NY: Eye
on Education.
ASSESSMENTS
Summative Self-Evaluation
Lesson 3 Checklist for
Instructional Design
Instructional procedures model, scaffold, and teach, using the to, with, by
methodnot just test and have students practicea specific identified
grammar writing skill. (10)
Instructional procedures clearly explain what the teacher will do, including
discussion questions, prompts, sample sentences, lecture notes. (10)
Instructional procedures on right match specific learning objectives on the left
and should assure that students learn the identified skills. (10)
Specific learning objectives use appropriate Bloom verbs from all levels. (10)
Contents & Materials
Rationale explains why concepts are important and why the activities will be
effective. (5)
All materials needed to teach the lesson are included and are instructionally
Points
40/40
45/45
10/10
5/5
100/100