Objectives and Assessment Report: Apply a Clause in a Grammatically Correct Sentence

EDCI 57200 Darlene Ferri-Kurjack 11/15/2014

Darlene Ferri-Kurjack

EDCI 57200 Purdue University

OBJECTIVES AND ASSESSMENT REPORT: APPLY A CLAUSE IN A GRAMMATICALLY

CORRECT SENTENCE

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1. Introduction

The Initial Analysis supported the need for the College to provide instruction to assist unpracticed

adult learners and non-native English speaking students with writing skills specific to the creation

of complex sentence structure, with content focus on clause comprehension and demonstration.

The Learning Context will consist of a teacher facilitated one-hour face-to-face instructional

workshop. The instruction is led by a qualified technical writing instructor at varying schedules,

twice a day, during the first week of each semester.

Since the Initial Analysis, it was decided that each workshop session is limited to 24 students. A

varied schedule accommodates both current and new recommended students. The instruction will

be facilitated in the Lecture Hall residing at the Academic Writing Center on campus. This

instructional setting is appropriate as it affords scheduling flexibility, can hold fifty students and

offers a variety of technical resources for presenting information. For students new to the college,

utilizing this venue will also serve the purpose of introduction to the writing resources and support

materials that the college provides through the Academic Writing Center.

In order to perpetuate student’s knowledge transfer, the workshop instructional content and

materials are available for future reference via printing or handout from the respective online and

physical resources provided by the Academic Writing Center on Campus. These elements will be

incorporated into the instructional design of the workshop to include content, materials, handouts,

and take home reference materials to be supplied to students. Since the Initial Analysis, it was

decided to include correlative conjunctions to the needed subordinate skills described in the Goal

Analysis.

The population described in the Learner Analysis estimates workshop participation to be 150

members of the student body ranging between 28-40 years old; with some participants being

slightly younger or older. Students who participate in the workshop have satisfied entry skills

relative to basic knowledge of sentence components, being: a noun or sentence subject, predicate,

adjective, verb and adverb.

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2. Performance Objectives

Main Instructional Goal Terminal Objective Demonstrate clause use in a grammatically correct complex sentence.

Upon completion of the workshop students will be able to demonstrate various methods of clause use in a complex sentence by writing a complete grammatically correct sentence and revise fragments to create a grammatically correct sentence using clauses and relative grammatical components such as punctuation, conjunctions and compound sentences.

Main Step in an Instructional Goal Objective 1. Demonstrate the ability to locate and classify a clause in a complex sentence.

Classify the clauses in a complex sentence as independent or dependent. Accuracy is determined by the number of correct responses.

Subordinate Skills Objective 1.1 Identify the basic parts of a sentence.

Given a list of sentences, identify basic sentence components. The number of correct responses determines accuracy.

1.2 Classify the dependent clause by type based on grammar rules.

Utilizing grammar rules, classify a dependent clause as an adjective clause, noun clause or adverbial clause. The number of correct responses determines accuracy.

Main Step in an Instructional Goal Objective 2. Classify a conjunction as subordinating, coordinating or correlative.

Classify conjunctions to the categories of subordinating, coordinating or correlative. The number of correct responses determines accuracy.

Subordinate Skills Objective 2.1 Demonstrate a sentence using a subordinating conjunction and a dependent clause.

Write a sentence using a subordinating conjunction and dependent clause. Accuracy is defined by student’s ability to demonstrate a dependent clause and subordinating conjunction in their writing sample.

2.2 Demonstrate a sentence using a coordinating conjunction and a clause.

Write a sentence using a coordinating conjunction and clause. Accuracy is defined by students’ ability to demonstrate either a dependent clause(s) or independent clauses(s) and coordinating conjunction in their writing sample.

2.3 Demonstrate a sentence using a correlative conjunction and a clause.

Write a sentence using a correlative conjunction (s) and clause(s). Accuracy is defined by students ability to demonstrate either a dependent clause(s) or independent clauses(s) and correlative conjunction in their writing sample

2.4 Demonstrate the ability to re-convey the same idea or information by utilizing clauses, conjunctions.

Revise sentences and fragments to convey the same idea or information by demonstrating a sentence utilizing clauses, conjunctions, and compound sentences. Accuracy is assessed by the ability to convey consistent meaning to the example and the accurate demonstration of grammar rules for clauses and conjunctions.

Main Step in an Instructional Goal Objective

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3. Demonstrate punctuation rules in complex sentences utilizing clauses.

Demonstrate punctuation rules by reviewing and correcting writing assignments (2.1, 2.2, 2.3 and 2.4) conducted in the workshop. Accuracy is correlated to punctuation rules as they apply to clauses and conjunctions.

3. Assessment Instruments

ASSESSMENT PLAN

Entry Skills Assessment: Students who participate in the workshop require entry skills relative to

basic knowledge of sentence components, being: a noun or sentence subject, predicate, adjective,

verb and adverb. This entry skill is satisfied prior to college admission, whereas, pre-admission

screening requires a student assessment for basic college freshman writing skills and grammar

comprehension. Scores must be in the range of 80-100 as a requirement to college admission. In

speaking with the college teachers, they affirm that both adult learners and non-native English

speaking students possess basic writing and grammar skills.

A practice exercise supporting recall of these entry skills is included as Performance Objective 1.1.

Pretests: The students participating in the workshop will enter the workshop with varied skill

level in utilizing clauses in a grammatically correct sentence. A pre-test is offered several weeks

prior to the workshop sessions to assess learners’ skill levels for the terminal objective and several

key subordinate objectives, The pre-test is conveyed via electronic delivery to include the

automated assessment of test responses keyed to the student’s identification number. The testing

content will consist of multiple-choice responses to questions, specific to classifying underlined

clauses and conjunctions for a given sentence, students will also be provided a true or false

assessment to determine the grammatically correctness of a sentence based on clause use and

punctuation rules. The assessment of student responses will serve the instructor as a guide to

revising workshop content and focus to specific areas of emphasis.

Practice Tests: Practice Activities are designed and presented in a format to scaffold the learners’

knowledge base to the objective of writing a grammatically correct complex sentence utilizing

clauses and conjunctions. Practice Activities include:

1. The classification of a clause as either dependent or independent.

1.1 The identification of basic sentence components (noun or subject, verb, adjective,

adverb, or predicate)

1.2 Classifications of dependent clauses (adjective clause, adverbial clause, or noun clause)

2. Utilizing clauses and conjunctions by written demonstration of sentence construction and

revision

3. A demonstration of punctuation rules as these apply to clauses and conjunction use for

the construction of a grammatically correct sentence.

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The specific context of all practice activities is listed in the “content presentation and learner

participation” portion of this analysis.

Posttests: A post-test will be delivered that aligns to both the pre-test and terminal objective to

assess the effectiveness of workshop instruction. The post-test is conveyed via electronic delivery

to include the automated assessment of test responses keyed to the student’s identification

number. The post-test is taken within 7 days of completing the workshop. Students will be provided

immediate feedback to their responses and be directed to resource materials provided online

through the Academic Writing Center. Comparing pre-test and post-test assessment measures will

allow the instructor to assess skills and take home materials gained through the workshop

instruction. The post-test will also serve the instructor as a guide to revising workshop content and

focus to specific areas of emphasis.

The posttest will contain 60 questions, described by the following constructs:

1. Content will consist of multiple-choice responses to questions, specific to classifying underlined clauses and conjunctions for a given sentence – (20 questions)

2. Students will also be provided a true or false assessment to determine the grammatically

correctness of a sentence based on clause use and punctuation rules. (20 questions)

3. An exercise will be provided for workshop participants to review the noted sentences or fragments, and determine through multiple-choice selection, the complete sentence that demonstrates grammar rules as best applied to clause use. Students are instructed to assess the response to questions for consistency of the same idea, and to consider punctuation rules. – (20 questions)

Follow-through Activities

Memory Aids for Retention: Workshop participants will be provided handout and reference

materials aligned to each workshop cluster. In addition, participants will be provided a take home

workbook that will allow them to have a resource for grammar rules and additional practice for

clauses, conjunctions and punctuation as demonstrated in a grammatically correct sentence.

Transfer: During the workshop, students are urged to utilize the writing resources available

through the College’s Academic Writing Center. Online and onsite resources include workshop

content, and various other aids to improved writing skills. The Academic Writing Center also

provides writing support in the form of peer review meetings delivered at varied schedules every

week throughout each term. College faculty supports the sessions and students are encouraged to

bring in writing samples, or drafts for collaborative peer review questions and comments.

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DESIGN EVALUATION CHART

Main Instructional Goal Terminal Objective Test Demonstrate clause use in a grammatically correct complex sentence.

Upon completion of the workshop students will be able to demonstrate various methods of clause use in a complex sentence by writing a complete grammatically correct sentence and revise fragments to create a grammatically correct sentence using clauses and relative grammatical components such as punctuation, conjunctions and compound sentences.

Accumulated scores based on the successful completion of Practice Tests, Simple Writing assignments and post-tests will evidence content specific mastery levels acquired through the workshop instruction.

Main Step in an Instructional Goal Objective Test 1. Demonstrate the ability to locate and classify a clause in a complex sentence.

Classify the clauses in a complex sentence as independent or dependent. The number of correct responses determines accuracy.

Given a list of (5) complex sentences, underline the clause(s) and through short answer classify the clauses in the complex sentence as independent or dependent with 80-100% accuracy. A score below 80% demonstrates a need for improvement.

Subordinate Skills Objective Test 1.1 Identify the basic parts of a sentence.

Given a list of sentences, students identify basic sentence components. The number of correct responses determines accuracy.

Given a multiple-choice exercise of (10) sentences, identify the underlined word in the sentence as a noun or subject, verb, adjective, predicate or adverb with 80-100% accuracy. A score below 80% demonstrates a need for improvement.

1.2 Classify the dependent clause by type based on grammar rules.

Utilize grammar rules to classify a dependent clause as an adjective clause, noun clause or adverbial clause. The number of correct responses determines accuracy.

Given a multiple-choice exercise of (5) items, utilize hand out materials and for the grammatical rule noted (adjective cause, adverbial clause or noun clause) choose the answer that applies with 80-100% accuracy. A score below 80% demonstrates a need for improvement.

Main Step in an Instructional Goal Objective Test

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2. Classify a conjunction as subordinating, coordinating or correlative.

Classify conjunctions to the categories of subordinating, coordinating or correlative. The number of correct responses determines accuracy

Given the exercise provided, three types of conjunctions are defined, based on these descriptions, review the (10) listed conjunctions, and classify each conjunction as subordinating, coordinating or correlative by circling the appropriate classification via multiple choice selection with 80-100% accuracy. A score below 80% demonstrates a need for improvement.

Subordinate Skills Objective Test 2.1 Demonstrate a sentence using a subordinating conjunction and a dependent clause.

Write a sentence using a subordinating conjunction and dependent clause. Accuracy is defined by the student’s ability to demonstrate a dependent clause and subordinating conjunction in their writing sample.

In writing, create (2) complex sentences using a subordinating conjunction and a dependent clause. Students must provide at least one subordinating conjunction and dependent clause according to grammar rules as these apply to a complete sentence. A score of 100% demonstrates mastery. A score below 100% demonstrates a need for improvement.

2.2 Demonstrate a sentence using a coordinating conjunction and a clause.

Write a sentence using a coordinating conjunction and clause. Accuracy is defined by the student’s ability to demonstrate either a dependent clause(s) or independent clauses(s) and coordinating conjunction in their writing sample.

In writing, create (2) complex sentences using a coordinating conjunction and a dependent clause(s). Students must provide at least one clause (dependent or independent) and a coordinating conjunction according to grammar rules as these apply to a complete sentence. A score of 100% demonstrates mastery. A score below 100% demonstrates a need for improvement.

2.3 Demonstrate a sentence using a correlative conjunction and a clause.

Write a sentence using a correlative conjunction (s) and clause. Accuracy is defined by students ability to demonstrate either a dependent clause(s) or independent clauses(s) and correlative conjunction in their writing sample

In writing, create (2) complex sentences using a correlative conjunction and a clause(s). Students must provide at least one clause (dependent or independent) and a correlating conjunction according to grammar rules as these apply to a complete sentence. A score of 100% demonstrates mastery. A

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score below 100% demonstrates a need for improvement.

2.4 Demonstrate the ability to re-convey the same idea or information by utilizing clauses, conjunctions.

Revise sentences and fragments to convey the same idea or information by demonstrating a sentence utilizing clauses, conjunctions, and compound sentences. Accuracy is assessed by the ability to convey consistent meaning to the example and the accurate demonstration of grammar rules for clauses and conjunctions.

Given the following (2) examples of fragments or multiple sentences, revise each example to convey the same idea or information utilizing clauses, and conjunctions. Students are evaluated on the accurate demonstration of grammar rules for clauses and conjunctions into a grammatically complex sentence structure as well as the ability to revise sentences or fragments without changing the interpretation of an idea or information. A score of 100% demonstrates mastery. A score below 100% demonstrates a need for improvement.

Main Step in an Instructional Goal Objective Test 3. Demonstrate punctuation rules in complex sentences utilizing clauses.

Demonstrate punctuation rules by reviewing and correcting writing assignments (2.1, 2.2, 2.3 and 2.4) conducted in the workshop. Accuracy is correlated to punctuation rules as they apply to clauses and conjunctions.

Revert to practice tests 2.1, 2.2, 2.3 and 2.4. Utilize handout materials to support this exercise. For each practice test review your sentences for consistency with punctuation rules and make any necessary corrections. Accuracy is assessed by the correct application of punctuation rules to written sentences. A score of 80-100% demonstrates mastery. A score below 80% demonstrates a need for improvement.

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4. Instructional Strategy

Objectives Sequence and Clusters

CLUSTER

TIME FRAME OBJECTIVES LISTED IN ORDER OF INSTRUCTION

1 10 minutes 1 1.1 1.2

2 35 minutes 2 2.1 2.2 2.3 2.4

3 15 minutes 3

CONTENT PRESENTATION AND LEARNER PARTICIPATION

Cluster 1 Objective 1: Classify the clauses in a complex sentence as independent or dependent. The number of correct responses determines accuracy. Content Presentation Content: a. Introduction to the difference between an “independent clause” and “dependent clause” b. Overviews the necessary grammar components to classify an independent clause can stand alone

as a complete sentence. Examples: a. Stand-alone independent clauses b. Independent clauses as part of a sentence c. Stand-alone dependent clauses d. Dependent clauses as part of a sentence Student Grouping and Media Selection: Instructor led to whole group, with PowerPoint media presenting an overview of the differences between a dependent and independent clause. Student Participation Practice Items and Activities: Practice Test to classify underlined clauses as dependent or independent. Feedback: Students’ correct their individual practice test. Answers are presented on a Power Point slide. A brief question and answer session exists with the instructor for the whole group. Student Grouping and Media Selection: Whole group with Power Point slides. Handout materials are provided for class participation and to aid in the instructed activity.

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Objective 1.1: Given a list of sentences, identify basic sentence components. The number of correct responses determines accuracy. Content Presentation Content: An overview of the basic sentence components that exist in an independent clause and a complete sentence, to include a noun or subject, verb, adverb, adjective and predicate. Examples: a. Sentence components of various independent clauses are highlighted and classified to include a

subject or noun, a verb and main idea b. Sentence components containing clauses are highlighted and classified to include a subject or

noun, a verb and main idea, and either of the following such as adverb, adjective and predicate. Student Grouping and Media Selection: Instructor led to whole group, with PowerPoint media presenting a brief overview of basic sentence components. Student Participation Practice Items and Activities: A multiple-choice exercise of (10) sentences of which they are to identify the underlined word in the sentence as a noun or subject, verb, adjective, predicate or adverb. Feedback: Students’ correct their individual practice test. Answers are projected on a Power Point slide. A brief question and answer session exists with the instructor for the whole group. Student Grouping and Media Selection: Whole group with Power Point slides. Handout materials are provided for class participation and to aid in the instructed activity. Objective 1.2: Utilize grammar rules in order to classify a dependent clause as a noun, adjective, or adverb. The number of correct responses determines accuracy. Content Presentation Content: Overview of the three types of dependent clauses (adjective clause, noun clause and adverbial clause) a. Overview of how to identify a noun clause in a sentence b. Overview of how to use a noun clause in a sentence c. Overview of how to identify an adjective clause in a sentence d. Overview of how to use an adjective clause in a sentence e. Overview of how to identify an adverbial clause in a sentence f. Overview of how to use a adverbial clause in a sentence Examples: a. Sentences highlighting a noun clause b. Sentences highlighting an adjective clause c. Sentences highlighting an adverbial clause Student Grouping and Media Selection: Instructor led to whole group, with PowerPoint media presenting examples of dependent clauses.

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Student Participation Practice Items and Activities: A multiple choice practice activity is provided to identify in a sentence the highlighted as adjective cause, adverbial clause or noun clause. Students are encouraged to reference grammar rules provided in the handout materials for this exercise. Feedback: Students’ correct their individual practice test. Answers are presented on a Power Point slide. A brief question and answer session exists with the instructor for the whole group. Student Grouping and Media Selection: Whole group with Power Point slides. Handout materials are provided for class participation and to aid in the instructed activity. Cluster 2 Objective 2: Classify conjunctions to the categories of subordinating, coordinating or correlative. The number of correct responses determines accuracy Content Presentation Content: Definitions of conjunctions (subordinating, coordinating and correlative) Examples: Lists for each type of conjunction (subordinating, coordinating and correlative) Student Grouping and Media Selection: Instructor led to whole group, with PowerPoint media presenting definitions for subordinating, coordinating and correlative conjunctions. Student Participation Practice Items and Activities: Utilize descriptions and lists to classify conjunctions to the categories of subordinating, coordinating or correlative. Feedback: Students’ correct their individual practice test. Answers are projected on a Power Point slide. A brief question and answer session exists with the instructor for the whole group. Student Grouping and Media Selection: Whole group with Power Point slides. Handout materials are provided for class participation and to aid in the instructed activity. Objective 2.1: Write a sentence using a subordinating conjunction and dependent clause. Accuracy is defined by student’s ability to demonstrate a dependent clause and subordinating conjunction in their writing sample. Content Presentation Content: a. Overview of how subordinating conjunctions are used with a dependent clause to make a

complete sentence

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Examples: Handout materials and power point slides demonstrate multiple examples and explanations of writing a dependent clause and a subordinating conjunction in a grammatically correct sentence. Student Grouping and Media Selection: Instructor led to whole group, with PowerPoint media and handouts presenting an overview of how to demonstrate writing skills utilizing a subordinating conjunction and a dependent clause. Student Participation Practice Items and Activities: Paired students share ideas about the sentences they will construct for the exercise. Feedback: Instructor and two assistants visit paired groups for comments in response to the completed activity. Group meets back as a whole for quick questions and answers sessions with the instructor. Student Grouping and Media Selection: Students begin working in pairs and develop sentences together, then meet back as a group to conduct a discussion as a whole. Handouts are provided to assist in the instructed activity. Objective 2.2: Write a sentence using a coordinating conjunction and clause. Accuracy is defined by students’ ability to demonstrate either a dependent clause(s) or independent clauses(s) and coordinating conjunction in their writing sample. Content Presentation Content: a. Overview of how coordinating conjunctions are used with an independent clause to make a

complete sentence b. Overview of how coordinating conjunctions are used with more than one independent clause to

make a complete sentence c. Overview of how coordinating conjunctions are used with a dependent clause to make a complete

sentence d. Overview of how coordinating conjunctions are used with more than one dependent clause to

make a complete sentence Examples: a. Guidelines for using coordinating conjunctions with an independent clause to make a complete

sentence b. Guidelines for using coordinating conjunctions with more than one independent clause to make

a complete sentence c. Guidelines for using coordinating conjunctions with a dependent clause to make a complete

sentence d. Guidelines for using coordinating conjunctions with more than one dependent clause to make a

complete sentence Student Grouping and Media Selection: Instructor led to whole group, with PowerPoint media presenting an overview of how to demonstrate writing skills utilizing a coordinating conjunction and a clause(s). Student Participation Practice Items and Activities: Paired students share ideas about the sentences they will construct for the exercise.

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Feedback: Instructor and two assistants visit paired groups for comments in response to the completed activity. Group meets back as a whole for quick questions and answers sessions with the instructor. Student Grouping and Media Selection: Students begin working in pairs and develop sentences together, then meet back as a group to conduct a discussion as a whole. Handouts are provided to assist in the instructed activity. Objective 2.3: Write a sentence using a correlative conjunction (s) and a clause(s). Accuracy is defined by students’ ability to demonstrate either a dependent clause(s) or independent clauses(s) and correlative conjunction in their writing sample. Content Presentation Content: a. Overview of how correlative conjunctions are used with an independent clause to make a

complete sentence b. Overview of how correlative conjunctions are used with more than one independent clause to

make a complete sentence c. Overview of how correlative conjunctions are used with a dependent clause to make a complete

sentence d. Overview of how correlative conjunctions are used with more than one dependent clause to

make a complete sentence Examples: a. Guidelines for using correlative conjunctions with an independent clause to make a complete

sentence b. Guidelines for using correlative conjunctions with more than one independent clause to make a

complete sentence c. Guidelines for using correlative conjunctions with a dependent clause to make a complete

sentence d. Guidelines for using correlative conjunctions with more than one dependent clause to make a

complete sentence Student Grouping and Media Selection: Instructor led to whole group, with PowerPoint media presenting an overview of how to demonstrate writing skills utilizing a correlative conjunction and a clause(s). Student Participation Practice Items and Activities: Paired students share ideas about the sentences they will construct for the exercise. Feedback: Instructor and two assistants visit paired groups for comments in response to the completed activity. Group meets back as a whole for quick questions and answers sessions with the instructor. Student Grouping and Media Selection: Students begin working in pairs and develop sentences together, then meet back as a group to conduct a discussion as a whole. Handouts are provided to assist in the instructed activity. Objective 2.4: Revise sentences and fragments to convey the same idea or information by demonstrating a sentence utilizing clauses, conjunctions, and compound sentences. Accuracy is assessed by the ability to convey consistent meaning to the example and the accurate demonstration of grammar rules for clauses and conjunctions.

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Content Presentation Content: a. Overview of how ideas and information can be misrepresented when summarized into a

sentence. b. Things to consider when summarizing information for consistency in a sentence c. How the use of clauses and conjunctions can be used to convey consistent information with

multiple sentences and fragments. Examples: a. Guides to consider when summarizing information b. Multiple sentences and fragments that utilize conjunctions and clauses to convey consistent

information in complete sentence Student Grouping and Media Selection: Instructor led to whole group, with PowerPoint media presenting an overview of how to revise sentences and fragments to convey the same idea or information by demonstrating a sentence utilizing clauses, conjunctions, and compound sentences. Student Participation Practice Items and Activities: Paired students share ideas about the sentences and fragments they will revise to summary for the exercise. Feedback: Instructor and two assistants visit paired groups for comments in response to the completed activity. Group meets back as a whole for quick questions and answers sessions with the instructor. Student Grouping and Media Selection: Students begin working in pairs and develop sentences together, then meet back as a group to conduct a discussion as a whole. Handouts are provided to assist in the instructed activity.

Cluster 3 Objective 3: Demonstrate punctuation rules by reviewing and correcting writing assignments (2.1, 2.2, 2.3 and 2.4) conducted in the workshop. Accuracy is correlated to punctuation rules as they apply to clauses and conjunctions. Content Presentation Content: a. Punctuation rules are overviewed as these apply to clauses and conjunctions in a grammatically

correct sentence. b. Overview of decision-making diagram for punctuation rules relevant to clauses and

conjunctions Examples: Decision-making diagram for punctuation rules relevant to clauses and conjunctions Student Grouping and Media Selection:

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Instructor led to whole group, with PowerPoint media presenting an overview of Instructor led to whole group, with PowerPoint media presenting an overview of punctuation rules that apply to clauses and conjunctions. Student Participation Practice Items and Activities: Paired students share ideas about the sentences and fragments they will punctuate for the exercise. Feedback: Instructor and two assistants visit paired groups for comments in response to the completed activity. Group meets back as a whole for quick questions and answers sessions with the instructor. Student Grouping and Media Selection: Paired students divide the exercise and then when completed exchange for peer review and correction notes. Punctuation rules for clauses and conjunctions are displayed via Power Point media and handout reference materials are provided to assist this activity and discussion.