Lesson Outline for General Education
Candidate: Lexi Garrity
Field Supervisor
Date 01/26/15
Grade # 9
Mentor Teacher test
Lesson Part
Activity description/Teacher does
Students do
Formal/Informal
Assessment of Prior Learning or
Preassessment
(Sequence start)
[The section for formal or informal preassessment begins the lesson sequence (or unit) and does not need to be shown on subsequent lessons.]

Title
How to Identify and Use Parallel Structure
Standard
NCTE/ IRA # 6
Students apply knowledge of language structure, language conventions
Central Focus (CF)
CCSS ELA 9‐10.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1.) Use parallel structure.

Academic Language Identifying and Parallel Structure.
Learning Target
(LT)
I can read, hear, and understand the purpose and flow of parallel structure.
Students will analyze sentence and pinpoint the placements of A and B, C and D, E and F.
Instruction (e.g. inquiry, preview, review, etc.)
The reason for this lesson:

Parallel structure provides rhythm and balance to a sentence. Parallel structure also provides a means to create a more efficient and effective sentence.
Students will look at examples of sentences with parallel structure in comparison to a series of sentences communicating the same meaning as the sentence with parallel structure. This will show students how using parallel structure can make one efficient sentence versus 1-2 sentences saying the same thing.
Informal Assessment
Students will be handed worksheets with examples of sentences using parallel structure. Students will write in the A and B, C and D, E and F, format to show they understand or do not understand the grammar concept.

Practice Activity or
Support
Students will listen to a short power point instruction illustrating and explaining the concept and practice of parallel structure. As a group, teacher and students will identify the pattern in a series of examples.
Students will work aloud with the teacher in a series of sentences to identify, employ, and label the pattern.
Informal Assessment
With a seatmate, students will collaborate on making their own sentences with parallel structure. Each group will write one of their sentences on the board.
Students will work in pairs to create and write a sentence using and identifying parallel structure.
Practice Activity or
Support
As a class, we will go through these sentences together and see if the pattern of parallel structure is identified correctly with the pattern of A and B, C and D, E and F. If they are not correct, as a group we will open the floor to class discussion on how the sentence can be fixed.
Class collaborates together to review and reinforce sentence structure aloud.
Closure Assessment of Student Voice
Students will write an exit slip with one sentence using and labeling parallel structure. This will be handed to me at the end of the lesson.
Students will write and exit slip demonstrating the grammar concept.

Formal
Assessment or Postassessment
(Sequence end)
[The section for formal postassessment ends the lesson sequence (or unit) and does not need to be shown on preceding lessons.]

edTPA Training Prompts (optional or used for coursework)

Context for Learning
1. In what type of school do you teach?

2. Describe special features of the classroom setting.

3. Describe district, school, or cooperating teacher requirements or expectations that affect teaching.

4. What is the name of the course? What is its length? What is the schedule?

5. Is there any ability grouping?

6. Identify textbooks and other instructional programs used during instruction.

7. Describe other resources, such as dry boards or laptops, used during instruction.

8. What is the grade level composition? How many males and females?

9. Summarize the composition of students needing support, such as English Language Learners, gifted, students with IEPs or 504s, struggling readers, underperforming