Digital Agenda for ELA Support 11.15-21.12
11.15Subject/Course: ELA Support
Grade: 9
21.12
CA Standard(s):
Station 1: G5 1.2 Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns.
Station 2: G4 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g.,
international).
Teacher:
Holmlund
Date:
Learning Objective (s):
 Station 1: Given _a real life non-fiction text and initial teacher guidance (condition-materials, amount of time, who you will work with) the
learner will _identify in text (knowledge) pronouns and their antecedents, produce their own examples (application) of pronouns and
antecedents, and evaluate why we use pronouns rather than strictly using nouns______________ (level of cognition/thinking-What will be the
level of thinking? Bloom’s Taxonomy) _______________________________
(specific content-What is the fact, concept, principle, skills, attitude to
be learned?) by eventually doing these activities independently (Observable, relevant student proving behavior-Activity, What will the learner
do at the end of the lesson that will serve as proof that learning was achieved?) With 80% accuracy (accuracy-100%).
Station 2: Students will learn new root words and vocabulary, practice using them in context, and find new words based on root words.
Essential Question(s): Why does grammar matter? Why do we have pronouns? What do pronouns do? Why look for the antecedents?
Assessment: Formative: Observation of student progress in class on pronoun exercises; quiz on Wednesday 11/21/12.
Do Now: Do Now: Review and refresh nouns vs. proper nouns vs. pronouns.
 Day 1: Venn diagram/circle map definitions.
 Day 2: categorize a list of words as general nouns, proper nouns, or pronouns.
WHOLE GROUP
Do Now: Review and refresh nouns vs. proper nouns vs. pronouns.
 Day 1: Venn diagram/circle map definitions.
 Day 2: categorize a list of words as general nouns, proper nouns, or pronouns.
Grammar: DIRECT INTRUCTION
STATION
Grammar Station:
Identify pronouns and antecedents in context.
 Review definitions and view examples as a
group.
 Students find examples in LA Times article.
o Share findings.
 Students write own sentences with pronouns
and antecedents.
Vocabulary: INDEPENDENT STATION
Vocabulary Station:
Students work independently on activities aimed at
learning “Root List 3” (http://quizlet.com/15977117/rootlist-3-bal-to-chronos-flash-cards/).
 Matching activities.
 Fill in the blank sentences.
 Find new words based on each root.
 Study flashcards.
Readers Workshop
1.
2.
3.
4.
Book talks.
MiniLesson: Text-to-Text Connections.
Independent Reading.
Respond: Text-to-Text practice.

o Share findings.
Students evaluate purpose for having pronouns.