Writing: English-Language Conventions• Grades 9-12 Capitalization, Punctuation, and Spelling: Edit writing for the mechanics to approximate standard grammatical forms.DAILY LESSON PLANTeacher’s Name: Andrew Barlam Class/Period: English 9 / Period 2Unit: Writing Conventions Date: February 10, 2010Agenda:• Introducing parallel structure• Fixing faulty parallelism • Handout: Creating parallel sentences• Finding our own examples• Journal reflection on lesson• Homework: Self-critiquesCalifornia Content Standards:Grammar and Mechanics of Writing1.2 Understanding sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).ELD Standards Addressed:Writing: English-Language Conventions• Grades 9-12 Sentence Structure and Grammar: Revise writing for appropriate word choice, organization, consistent point of view, and transitions, with some variation in grammatical forms and spelling.• Grades 9-12 Grammar: Create coherent paragraphs through effective transitions and parallel structure.• Grades 9-12 Capitalization, Punctuation, and Spelling: Edit writing for the mechanics to approximate standard grammatical forms.Objectives: When reviewing sentences containing faulty parallelism in their own writing, students will be able to recognize and correct their mistakes, making clearer sentences.Materials Needed: • Whiteboard and dry erase marker• Overhead projector and computer• Handout on creating parallel sentences• Classroom textbook• Student reflection journalsActivities:Time Teacher Procedures Student Responsibilities5 minutes Introduction to parallel structure• Introduce concept of parallelism, with the • Contemplate and share with the class sentence “I came, I saw, I conquered” on the board. the potential benefits of parallel words. Explain how its parallelism makes it powerful. • If called on, explain how the sentence, • Explain that the term “parallel” isn’t just for “I like pizza, rice, and eating hamburgersmath. It also applies to writing. Explain that phrases could be improved using parallelism. such as “Veni, vidi, vici” have their place when used for emphasis. When the extra emphasis is not needed, explain how the words used in a series need to have the same parallel structure (i.e. if one(element is a noun, all elements must all be nouns) for the reader to properly understand its meaning.• Write an example on the board of a series in which the words have faulty parallelism in theirstructure. Use the example, “I like pizza, rice, and eating hamburgers” and ask the students howit can be changed to make the sentence smoother.• Call on students, asking for potential benefits of using parallel words when writing sentences. They need to understand that by using parallelism correctly, their writing will be clearer, more concise, easier for others to understand, and more stylish.5 minutes Fixing faulty parallelism together• Use overhead projector to display six sentences • Identify the cause for faulty parallelism which contain faulty parallelism due to incorrect within a sentence and explain why theword structure. Explain that each of the sentences word is being misused in the sentence.contain mistakes. The class will fix them together.• Unveil each sentence one at a time for the class • Fix the error in a sentence, changing theto see. For the first four examples, point out the words in the series to give it parallelism.error in each sentence and demonstrate how the words could be changed to improve the sentence.• Call on students to fix the remaining twosentences, one at a time. Have the student identify the incorrect word or words being used, explain the effect the word has on the parallelism of thesentence, and provide a way to fix the sentence.15 minutes Handout: “Creating Parallel Sentences”• Distribute handout to the students on creating • Answer the questions independently.parallel sentences. Give students directions for thehandout, which will ask them to combine two or • Ten students will be called on to sharemore phrases or clauses into one parallel sentence. their answers with the rest of the class.• Lead the class in a discussion of their answers. 15 minutes Finding examples in the textbook• Further explain the possible benefits of using • Read a persuasive essay, writing down parallelism effectively in all forms of writing. examples of parallelism found in the text.• Provide directions to the students to open • Spend five minutes writing a response in their textbooks to a persuasive essay and find the reflection journals about the impact examples of strong uses of parallelism. Students the author had with the use of parallelism.will be instructed to examine the effects of these sentences, writing in their reflective journals. • Share responses with classmates.• Navigate the classroom, providing help.• Lead the class in a discussion of their answers.10 minutes Reflection on benefits of the lesson• Instruct students to re-open their journals in order • Write in journals, reflecting on what wasto reflect on what they perceive to be the benefits learned in class and on the advantages of of the day’s lesson on parallel structure. being able to recognize and fix faulty parallelism in the student’s own writing.• Navigate the classroom, providing help. • Share responses with classmates.• Lead the class in a discussion of their answers.5 minutes Wrap up the lesson / assign homework• Do a final check of student understanding. • Write down the homework assignment.• Explain the homework assignment to students. • Clean up desk area before dismissal.Assignment(s)/ Homework: Students will review their own journal entries written earlier in the semester, highlightingfive total examples of either effective use of parallelism or faulty use of parallelism in their writing. For the examples of faulty parallelism found, students will identify the error and re-write the sentence in a way that will be more clear, concise