Georgia Standards Lesson Plan Format

Name: Kristie Kannaley

School: Lost Mountain Middle School

Lesson Title: Enrichment Jeopardy!

Annotation: This lesson is meant to give students more time to work on their newspaper articles and to reinforce ideas and concepts we have been studying for the past two weeks. There will be a formal assessment tomorrow, and this review should prepare the students to complete it successfully.

Primary Learning Outcome: The primary learning outcome is that the students learn how to apply what they have studied about figurative language, compound sentences, prepositions, mood, and tone in a practical context (through the creation of a newspaper article). This lesson is also meant to reinforce these concepts through a review game.

Assumptions of Prior Knowledge: It is assumed that although students may be on different levels of understanding, they should have some familiarity with figurative language, similes, metaphors, tone, mood, prepositions, and compound sentences and how each of these elements can be used in literature and writing from previous lessons.

Assessed GPS’s:

ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.

ELA6W2 The student demonstrates competence in a variety of genres.

National Standards:

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Materials: Lesson Plan 9 “J Game” PowerPoint, Lesson Plan 8 slide with directions for “Robot Writing” and “Superhero Writing”

Total Duration: 50 minutes

Technology Connection: Students will experience playing a Jeopardy game that was created on PowerPoint

1) The first twenty minutes of class will be spent on giving the students time to finish their drafts of their “robot” and “superhero” newspaper articles. The teacher should upload the informational PowerPoint slide to remind the students of the requirements. Any student who does not finish should complete their article for homework.
2) Next, the class will play a review game to prepare them for the test they will take on Friday. The students will be divided into two groups (by halves of the room).
Rules of the game:
Each student will get to choose one question to answer.
The students will get to choose their question in order by their rows.
There are five separate categories, and each student will pick a category and a point value.
When the teacher clicks on the point value on the screen, a question will pop up.
If the student gets the question right, they will have earned that point value for their team.
Each point value in each category can only be chosen once.
There is no penalty for getting the question wrong, however, the other team will have the opportunity to make a guess to “steal” the points. The teacher will call on one student from the opposing team to answer for the whole group (preferably a student who is raising his/her hand).
Students may not have their notes out (unless the question specifies that they are allowed to use their notes).
Also, each time someone yells out the answer out of turn or tries to whisper the answer to a teammate, their team will lose 50 points.
Each group will want to score as many points as possible to win, and the teacher will write the points on the board. This should take about thirty minutes.

Assessment: Students will be assessed in multiple ways. Firstly, they will be assessed through their newspaper articles. They must include compound sentences and figurative language. Also, they must demonstrate their ability to write in a particular mood or tone. Furthermore, the students will be informally assessed of their knowledge of different elements of this mini unit (figurative language, ect) through the PowerPoint game, since each student must attempt at least one question.

Extension: As stated in the previous lesson plan, students who are not challenged by writing in the newspaper genre may attempt to write in a different genre, such as poetry. Furthermore, students who feel comfortable with all that we have covered so far may want to take the risk of attempting to answer questions that are worth a lot of points during the Jeopardy game.

Remediation: Students who are struggling with the writing assignment can work individually or in groups with the teacher during the drafting time. Furthermore, students who are struggling with some of the questions on the Jeopardy game may want to write down the questions and answers so that they can study them after class.

Works Cited:

James Madison Center of James Madison University. Educational Resources for Teachers. JMU, 04. Web. 16 Oct. 2010.

Scieszka, Jon. The True Story of the 3 Little Pigs. New York: Puffin Books, 1989. Print.

Lesson Nine Jeopardy Game Answer Key
Figurative Language
100 Points a type of figurative language that involves exaggeration
200 Points simile
300 Points a simile uses “like” or “as,” while metaphors are more direct
400 Points ex: The cars were screaming as they sped down the road.
500 Points The language allows them to create a scene that causes a reaction from the reader

Mood and Tone

100 Points happy, sad, angry
200 Points the feeling the reader gets from the setting and language of a text
300 Points the writer’s attitude toward a text
400 Points Mood is the overall reaction the reader gets from the text, while tone is the writer’s attitude toward the text. Although they are different, they are also closely related.
500 Points Writers may use figurative language or settings to help establish mood and tone

Simple and Compound Sentences

100 Points simple
200 Points coordinating
300 Points I went to the store, and I bought a cake.
400 Points For, And, Nor, But, Or, Yet, So
500 Points Simple sentence + comma + coordinating conjunction + simple sentence

Prepositions and Prepositional Phrases

100 Points at
200 Points at the mall
300 Points mall
400 Points to add further description to the sentence, ect.
500 Points They jumped on the bed.

Test Your Luck

100 Points: a cup of sugar
200 Points: bias in tone
300 Points: his grandmother
400 Points: They can use it to establish mood and tone/be more specific, ect.
500 Points: Free Points