Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

Individual Learning Contract 4 Grade Language Arts: Parts of Speech Unit

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COMPACTED TOPIC AND COMMON CORE STANDARDS* The student will participate in an individual learning contract to gain a deeper understanding of the parts of speech within the context of reading and writing. ELACC4L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb aspects. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. g. Correctly use frequently confused words (e.g., to, too, two; there, their). ELACC4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. *These are the relevant language arts standards to be compacted, but additional reading, writing, and other content area standards will also be addressed throughout the learning contract activities.

TIMELINE FOR THE INDIVIDUAL LEARNING CONTRACT The Learning Contract will last for three weeks, the length of time of the Parts of Speech Unit. The contract will begin on February 3, 2014 and end on February 21, 2014.

Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

RULES FOR WORKING ON THE INDIVIDUAL LEARNING CONTRACT The student will 1. Stay on task at all times with the activities you are completing, whether in our classroom or in the library. 2. Ask for help during work time not while the teacher is teaching. You may write any questions you have on sticky notes, which we can address when the teacher is not teaching. 3. If you are unable to ask for help and cannot move on to anther part of the activity, you may either spend more time engaging in the websites listed in Activity #1 or read from your current book. 4. Have permission from the teacher to leave the room to work in the library, and keep your signed hall pass with you when not in the room. Enter and leave our room quietly. 5. Turn in all work by the last day of the unit, 2/21. 6. Complete all regular class homework activities. 7. Participate in the whole class mini-lessons and activities for the following topics: Prepositions (on 2/17) Conjunctions (on 2/18) Interjections (on 2/19) 8. Use quiet, respectful behavior at all times. NEVER brag about using the contract because every student has different learning needs. 9. Have fun, and enjoy this exciting learning experience! The teacher will 1. Provide all necessary learning materials and resources for the learning contract activities. 2. Assist and answer all your questions while not teaching. 3. Sign your hall pass before or after teaching to allow you to work in the library. 4. Routinely check in with you to ensure that you understand the activities and are working diligently. 5. Remind you when to join the rest of the class in specific whole class lessons and activities. 6. Provide regular feedback on your progress and work. 7. Assess your completed work in a timely manner using a checklist (for completing all activities and learning contract requirements), assessment of your parts of speech identification and usage within both activities (for accuracy), and a rubric (for your final speech).

Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

CONSEQUENCES Positive 1. The student will earn at least satisfactory grades on all activities by engaging in compacted activities. Higher grades will be earned based on the quality of work. 2. The student will have the continued opportunity to engage in compacted learning experiences and individual learning contracts. 3. The student has the opportunity to engage in learning topics of interest. 4. The student will have the opportunity to share completed work product with classmates and possibly earn recognition beyond the classroom. Opportunities can be sought by both the teacher and student.

CONSEQUENCES, continued Negative 1. The student will earn unsatisfactory grades in areas where expectations and rules were not met. 2. The student may not be considered again for future compacted learning experiences and individual learning contracts. 3. The student may face more severe behavioral consequences or infractions if behavior during independent work time is off task and/or not appropriate after warnings are given.

I, _______________________________________, promise to complete all required activities in this learning contract. I will work on them independently and to the best of my ability. I also promise to follow the contract rules.

Student Signature __________________________________

Date ___________

Teacher Signature __________________________________

Date ___________

Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

Checklist for the Parts of Speech Individual Learning Contract Student fulfilled all requirements of the learning contract. (_____/20 points) Notes: Student completed all parts of both activities fully. Activity 1: Parts of a Womans Speech (_____/20 points) Notes: Activity 2: Parts of Your Speech (_____/20 points) Notes: Student remained on task at all times. (_____/10 points) Notes: Student turned in all work by the deadline, 2/21. (_____/5 points) Notes: Student completed all homework assignments on time. (_____/5 points) Notes: Student participated in required whole class lessons and activities. (_____/15 points, 5 points per lesson) Notes: Student work products were neat and organized. (_____/5 points)

Total Points: _____/100 points

Accuracy of Activity 1, Parts of Speech Identification: _____% Accuracy of Activity 2, Parts of Speech Usage and Identification: _____%

Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

Rubric for Activity 2: Parts of Your Speech Requirements 15-11 points

Perspective of speech

10-6 points

5-0 points

Components of giver, topic, type of speech, and audience are Speech

clear, even if not explicit. Speech is at least five paragraphs in length and includes an introduction, supporting details, transitions, and a conclusion. Proper grammar (spelling, punctuation, sentence structure) is used throughout the entire speech. Final draft is typed and printed or written in neat, legible cursive. Final draft includes students name and title of the speech. Speech is presented with appropriate animation and emotion, and student speaks clearly and audibly. The speech effectively impacts the audience based on the genre of speech through the use of rich and meaningful details.

Only 2 or 3 of the speech components are clear.

1 or 0 of the speech components are clear.

Length and Body

Speech is not 5 full paragraphs or is missing an introduction, supporting details, transitions, and/or a conclusion. Some proper grammar usage is appropriate, but mistakes or misuses are consistently evident.

Speech is not 5 full paragraphs and is missing an introduction, supporting details, transitions, and/or a conclusion. Little or not proper grammar is used in the speech.

Grammar

Final Draft

Final draft is written in print or is missing the students name and/or speech title. Speech is presented with little animation and emotion, or student speaks quietly and/or not clearly. The speech impacts the audience based on the genre of speech through the use of some rich or meaningful details. Final draft is turned in on time, and the speech is presented on the designated presentation date.

Final draft is written in print and is missing the students name and/or speech title. Speech is presented with little animation and emotion, and student speaks quietly and/or not clearly. The speech does not effectively impact the audience and does not include rich or meaningful details. Final draft is not turned in on time, and/or the speech is not ready to be presented on the designated presentation date.

Presentation

Effectiveness of Speech

Deadline

---

Total Points: _____/100 points Notes:

Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

Activity 1: Parts of a Womans Speech What better way to analyze the parts of speech than by reading actual speeches?! Many historical and present-day women have given profound and influential speeches. These have been important in shaping history and have led to many changes in our country and the world, such as by increasing womens rights. Use the following two websites to browse some of the most famous speeches given by women: (Helpful hint: This means skim! You do not have to read every speech completely. Spend about 20 minutes browsing these websites and skimming speeches.) http://www.famous-speeches-and-speech-topics.info/famous-speeches-by-women/ http://www.emersonkent.com/famous_speeches_in_history_women.htm Select three speeches that stood out to you. What made these speeches stand out to you? Below, write each speechs name, the woman who gave the speech, and 1-2 sentences about what drew your attention to that speech. Speech #1: ___________________________________________________________ Speaker: _____________________________________________________________ Why did this speech stand out to you?

Speech #2: ___________________________________________________________ Speaker: _____________________________________________________________ Why did this speech stand out to you?

Speech #3: ___________________________________________________________ Speaker: _____________________________________________________________ Why did this speech stand out to you?

Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

Now, for each speech, locate two words for each part of speech, and write them in the chart below. Dont just select easy words! Challenge yourself , and choose words you may not have read before or for which you are unsure of the meaning. Use context clues (and a dictionary, if necessary) to figure out the parts of speech for each word. Then, answer the questions following the chart, and use complete sentences. Parts of Speech 1. Noun 2. 1. Pronoun 2. 1. Verb 2. 1. Adjective 2. 1. Adverb 2. 1. Preposition 2. 1. Interjection 2. 1. Conjunction 2. 2. 2. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. Speech #1 1. Speech #2 1. Speech #3

Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

1. Which part of speech was generally the easiest for you to locate? Why?

2. Which part of speech was generally the most difficult for you to locate? Why?

3. Were there numerous hard to understand words in each of the speeches? Explain your answer, and give a reason why you think yes or no.

4. Do you think that using a variety of parts of speech and a variety of interesting words is necessary in a speech? Why or why not?

5. If you were to write a speech, would you try to use a variety of parts of speech and a variety of interesting words? Why or why not?

Guess what! You now have the opportunity to join the ranks of influential women and write your own speech!

Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

Activity 2: Parts of Your Speech You now have the opportunity to use all eight parts of speech as you write a speech of your own! Every speech has a purpose, and there are four general types of speeches: 1. 2. 3. 4. Informational Speech: provides information to its audience Persuasive Speech: attempts to persuade (convince) its audience of something Demonstrative Speech: tells the steps of how to do something Entertaining Speech: entertains its audience

(Source: http://www.reference.com/motif/society/4-types-of-speeches)

Think about these four types of speeches as you think about a topic that interests you. Do you want to provide information to a group of people? Do you want to try to persuade a group of people to agree with you about a topic or to take action on something? Do you want to teach a group of people how to do something? Or do you simply want to entertain a group of people? Lastly, to whom will you give this speech? (This is your audience.) Use the space below to brainstorm some speech topic ideas, types of speeches, and your audience. Get creative! You may write about something of interest to you in your current life as a fourth grader, or you may pretend to be giving a speech from another perspective of someone in history, real or imaginative, about a real historical topic or event. You may even write from the perspective of an animal about something important to it. Your possibilities are endless!

Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

Now that you have finished brainstorming, select just one topic, a type of speech, and your audience. Also tell who is giving the speech.

Topic: ________________________________________________________________ Type of Speech: ________________________________________________________ Audience: _____________________________________________________________ Speech Giver (if different from your own perspective!): __________________________

Submit this idea to your teacher for approval before continuing to the next step. If your teacher is currently busy teaching, spend this time to more thoroughly read some of your favorite speeches on the websites you used previously.

Teacher Feedback:

Students Name: Eileen Jacobs

Teachers Name: Ms. Vande Corput

You have a speech topic! Hooray! In order to produce a speech, you will first write a rough draft. You will revise and edit it using our class tools then produce your final draft. Finally, to share what you have created, you will have the opportunity to share your speech with your classmates!

Here are the requirements for writing your speech: Your perspective, topic, type of speech, and audience must be clear, although these do not have to be explicitly stated within the body of the speech. Your speech must be at least five paragraphs in length. These five paragraphs must include an introduction, supporting details, transitions, and a conclusion. You must use proper grammar throughout your written speech. Your final draft must either be typed or written in cursive. It must include a title and your name. You must appropriately use at least three words from each part of speech. You will circle these 24 words (3 words x 8 parts of speech) in your final copy and also turn in a separate list with each word categorized under its part of speech.

You can use your writing journal to write your rough draft, to edit, and to revise, and you may conference with me individually when I am not teaching for feedback and assistance. Your final draft will be due to me on 2/21. In addition, you will give your speech to our class on this final day of the unit, which is when the rest of your classmates will also be presenting their final parts of speech projects. Dont stress: you will be able to have a copy of your speech with you, just like in Readers Theatre. You will be expected to use animation and fitting emotions because this is how the best speech-givers give their speeches. Practice reading your speech in front of a mirror or in front of your parents a few times (or me, if you would like!). To see other students give really well done speeches, view some of the TED talks presented by kids at the following link: http://blog.ted.com/2012/10/17/9-talks-by-impressive-kids/ Pay attention to the kids body language, confidence, and use of rich details to enhance their speeches, or make them more engaging. What tips can you take from watching them? Also, for your speech, you may dress up as the person (or animal) from whose perspective you are speaking, if you choose. You will do GREAT!