Adjunct Certification Program Portfolio

Ann G. Kroger
Adjunct Certification Program

28 April 2016
Syntax Structure and Punctuation

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Table of Contents
Syllabus Snapshot: 4
Student Preparatory Strategy: 5
BOPPPS Lesson Plan: 6-7
Socrative Quiz/ Technology: 8-9
Handout: 10
Test Questions: 11
Journal Rubric: 12
Lesson Presentation: 14-22
Reflection: 23-25

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English 0309
Welcome to English 0309. I look forward to getting to know all

of you. You can find the syllabus for the class under the
“Content Tab” in D2L. Please read it before the next class, and

let me know if you have any questions.

E-mail: [email protected]
Office/Mailbox location: CLB 125

Course & Section: ENGL 0309, Section 2211, TTh 8:30-10:20

Textbooks can be found in the
bookstore in the SCC building, at
the reference desk in the library,

and on Amazon.com.

The Norton Sampler by Cooley, 8th edition; ISBN 9780393919462, The Little Seagull
Handbook with Exercises, 2nd edition; ISBN 9780393935813

Assignment % of Final Important Dates: Classes move at different paces. Therefore, these dates are
Grade subject to change.
Teaching Lab 5%
Participation 5% January 19: First day of class
Attendance 5% January 26: Journal #1
Journals 10%
Commentaries 10% January 28: Commentary #1
Essay #1 10% February 9: Journal #2
Essay #2 10%
Essay #3 10% February 11: Commentary #2
Mid Term Test 15% February 23: Journal #3
Final Test 20%
100% February 25: Commentary #3
March 1: Rough Draft Essay #1

March 3: Paper #1
March 10: Mid-term Exam
March 14-19: Spring Break
March 29: Rough Draft Essay#2

March 31: Essay #2
April 12: Journal #4
April 14: Commentary #4
April 14: Library Day
April 26: Rough Draft Final Essay
April 28: Final Essay

May 10: Final

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Student Preparation Strategy

As I sit here, I realize that I do not ask my students to read the textbook in preparation for when we work on
grammar. I often teach the lesson, and use the book as secondary information or a resource for additional
help.

One of the major problems with instruction of grammar fall into one of two categories. Half of my students
have struggled to understand grammar for years. They quit before ever starting. The other half falsely
believe they understand grammar or that they understand it “enough” and so they breeze through it, not
giving it the critical thought necessary.

For both my lesson objectives, students need first to have a clear understanding of subjects and predicates
(Little Seagull Handbook pages 252-253, 260-261).

There are exercises in The Little Seagull Handbook that correspond to the readings (pages 356-357). The
even numbered questions have the answers in the back. Students will answer the evens number questions
at home and self-correct. Then, at the beginning of class, I will assign the odd numbered questions as a
Socrative Quiz.

1. Which is the subject? Sometimes, fast food is referred to as a convenience food.
(Remembering)
A fast food
B convenience food
2.
Which is the subject? Eating fast food may not save consumers money, however, according
to some
reports.
A eating fast food
B some reports
3.
Which is the predicate? Among the facial expressions used in ASL is mouthing, or moving the
mouth
to form, but not speak, words.
A Among the facial expressions used in ASL is
B moving the mouth to form, but not speak, words.
4.
Which is the predicate? Vicars, who teaches ASL at California State University- Sacramento,
created
and manages Lifeprint.com, a website about ASL.
A Vicars, who teaches ASL at California State University- Sacramento,
B created and manages Lifeprint.com, a website about ASL.

https://b.socrative.com/teacher/#edit-quiz/21893481

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Ann G. Kroger
Adjunct Certification Program
26 April 2016

BOPPPS LESSON PLAN

COURSE: English 0309
Lesson Title: Sentence Structures: Simple, Complex, Compound

Bridge: youtube.com/watch?v=8Gv0H-vPoDc: Weird Al Yankovic’s “Word Crimes.” The song is both
informative and upbeat. I think the students will appreciate it because it is a mix of caustic humor and
grammar.

Estimated time: 4 Minutes
Course Student Learning Outcome: Upon successful completion of this course, students will be able to
recognize and apply the conventions of standard English in reading and writing.

Learning Objectives:
1. By the end of this lesson, students will be able construct sentences based on four sentence
patterns: simple, compound, complex. (Bloom’s Taxonomy: Application)
2. By the end of this lesson, students will be able to demonstrate the use of commas in compound,
complex, and compound-complex sentences. (Bloom’s Taxonomy: Comprehension)

Pre-Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the
student preparation strategy you developed.
For both my lesson objectives, students need first to have a clear understanding of subjects and predicates (Little
Seagull Handbook pages 252-253, 260-261).
https://b.socrative.com/teacher/#edit-quiz/21893481
Questions 1-4 are the reading preparation strategy focused around identifying subject and predicates.
Questions 5-8 are the pre-assessment focusing on sentence types.
Estimated time: 10 Minutes (5 Minutes each set of questions)
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

10 Introduction to lesson: If one Think, Pair, Share: With a https://pinitto.me/n/krogerenglish#

Min does not write well, how might partner make a list of all the
this affect one’s employment? comma rules you can think of.

(Evaluating) One person from each group

contributes a rule to the online

Why might authors use corkboard.

different types of sentences?

(Evaluating)

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5 Min Instruction: Simple sentences, Write out three simple
independent clauses. Define sentences
and explain. Most students do
not know there is an actual
definition of a sentence.

10 Instruction: Compound Definition of compound- a
Min sentences mixture of two things. FANBOYS.

Think about each of the words
For, And, Nor, But, Or, Yet, So.
What do those words mean? I
like cake, and I like cookies. I like
cake, but I do not like cookie. I
do not like cake, nor do I like
cookies.

Use your three simple sentences
and combine them in a new way
using three different FANBOYS.
(Creating)

10 Instruction: Complex Sentences Use your three simple sentences
Min to write complex sentences. How

did your dependent words
change the meaning of your
sentences? (Creating and
Evaluating)

Post-assessment: https://b.socrative.com/teacher/#edit-quiz/21893481 A continuation of the Socrative
questions covering the various parts of the lesson.
Estimated time: 7 Minutes
Summary: 1 Minute Journal entry for each of 2 questions: How might 4 short sentences read differently than
1-2 longer sentences? (Evaluating)
Therefore, how does sentence structure affect tone? (Evaluating)
Estimated time: 4 Minutes

Presentation: ps://www.haikudeck.com/acp-showcase-portfolio-uncategorized-presentation-
ed30bb2215#slide0

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Socrative Quiz:

1. Which is the subject? Sometimes, fast food is referred to as a convenience food. (Remembering)

A fast food

B convenience food

2.Which is the subject? Eating fast food may not save consumers money, however, according to some

reports.

A eating fast food

B some reports

3.Which is the predicate? Among the facial expressions used in ASL is mouthing, or moving the mouth

to form, but not speak, words.

A Among the facial expressions used in ASL is

B moving the mouth to form, but not speak, words.

4.Which is the predicate? Vicars, who teaches ASL at California State University- Sacramento, created

and manages Lifeprint.com, a website about ASL.

A Vicars, who teaches ASL at California State University- Sacramento,

B created and manages Lifeprint.com, a website about ASL.

5.Because Mark has to miss class because he is sick, he emailed his professor to explain why he was

not there.

A Simple Sentence

B Compound Sentence

C Complex Sentence

6.When Mark realized he was starting to feel really bad, he realized he needed to do a few things in

case he got worse and had to miss class the next day.

A Simple Sentence

B Compound Sentence

C Complex Sentence

7.He made sure that he included the assignment that was due that day to the professor, and he

offered to get a doctors note.

A Simple Sentence

B Compound Sentence

C Complex Sentence

8.Mark then texted one of his classmates to find out what was covered in class and what the

homework was.

A Simple Sentence

B Compound Sentence

C Complex Sentence

9. A simple sentence must have all of the following except...

A A complete thought

B A subject

C A predicate

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D A prepositional phrase.
10. A compound sentence must have all of the following except...
A Two complete thoughts
B Two predicates
C A co-ordinating conjunction.
D Two subjects
E A subordinating conjunction.
11. A complex sentence has all of the following except...
A Two Subjects
B A subordinating conjunction
C Two predicates
D A coordinating conjunction
E One complete idea.
12.Because it is incredibly disruptive to the class as a whole, most professors require students to show
up on time and prepared for class.
A Simple Sentence
B Compound Sentence
C Complex Sentence
13.Additionally, being on time and prepared every single day is good preparation for employment, so it
is beneficial for students to get in the habit of being punctual.
A Simple sentence
B Compound sentence
C Complex sentence.
14. All of the following are co-ordinating conjunctions except
A Because
B For
C So
D And
E Nor
15. All of the following are subordinating conjunctions except...
A Because
B Since
C For
D Although
E While

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Test Questions
Directions: Where should the missing comma go?

1. Because I enjoy writing and traveling to other countries I think I want to
A BC

study either travel journalism or diplomacy. (Apply)
D

2. On the other hand, since I like music so much I could become a concert
AB

reviewer or a writer for a radio station. (Apply)
CD

A writer has written the following sentences:
The Wright brothers, Orville and Wilbur, were two American brothers. They invented the world's first
successful airplane. They flew it on December 17, 1903. The flight took place four miles south of Kitty Hawk,
North Carolina.

3. Use the sentences to compose a compound complex sentence. Make sure your punctuation is
correct. (Create)

4. Why might the information on the Wright Brothers read better as a longer sentence than as the four
shorter sentences? (Evaluate)

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Journal Rubric

Content/Idea College level work: 95 Needs more time: 85 Not yet:70

 Has a clear topic and  Has a clear topic  Does not have a clear
thesis  Reflects some critical topic or a thesis

 Reflects a high level of thinking  Does not reflect
critical thinking  Is interesting and critical thinking

 Is interesting and compels the reader to  May not be
compels the reader to continue reading
continue reading interesting or
 Has a thesis compelling to read
Structure/Organization  Has a clear thesis statement
statement  Does not have an
  Organized, but thesis
Reflect clear wanders may wander
 organization and does in some places  Does not have a clear
not wander organization
 Has proper
Has proper paragraphs  Paragraphs are not in
paragraphs the proper places
 Is a clear mode of
Word Choice  Is a clear mode of  Is not a clear mode of
writing
writing (Descriptive, writing
Expository, Narrative,  Is written with
Persuasive) academic vocabulary  Is not written in
academic vocabulary
 Is written with  Has no more than 3
academic vocabulary.  Has more than 3
banned words
Fluency  Has no banned words: banned words
 Has slight fluency
I, you, contractions, issues  Has fluency problems
good, bad, or slang.
 Has some transition  Transitions are
 Has no fluency issues
between paragraphs awkward between
Tone/Voice  Has smooth paragraphs
 Has Academic Tone
transitions between  Does not have an
paragraphs  Has few than 10
academic tone
 Has academic tone errors
 Has more than 10
Mechanics and  Has fewer than 5
Conventions errors
errors

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Ann G. Kroger
Prof. Chamness
Adjunct Certification Program
28 April 2016

ACP Final Reflection
A few weeks ago, during one of the Adjunct Certification Program classroom meetings, a conversation came up
regarding the evolution of technology. The idea bounced around that the degrees in technology and communication, the
programming code, is changing at such a rapid rate that by the time the current student is graduating, the information
they are learning today will be outmoded.
I have thought a lot about that conversation since that day. I have heard it before, of course, regarding
technology, but I have never really considered the implication of rapidly changing technology on education and the role
of the professor. I think, partially, this has to do a bit with the lovers of English own trepidation regarding technology.
English teachers love books. They love cracking the spine and smelling the pages. I have never met an English teacher
who preferred his Kindle to a hardback. I think by default, my degree plan likes to stick with paper and a highlighter at all
costs.
Therefore, when asked what I found to be as the most significant aspect of the ACP, my response is a new
appreciation for technology in the classroom. My thought is that technology should not simply be integrated as a
platform to make my class time more interesting or participatory, but that it needs to be woven into it seamlessly, so
that my students become familiar with all aspects of technology from research databases to Turnitin.com to D2L. The
day is coming when teaching, as well as many occupations, will happen remotely. People will work from home to
diagnose and treat diseases, create and start online businesses, build websites, and yes, educate. Writing continues to
come under scrutiny as more and more communication transpires through the internet, on blogs, and through emails.
My classroom needs to better reflect this changing transition so that my students are prepared. The result of the
Adjunct Certification Program is that it is revolutionizing my entire teaching philosophy to be one that moves drastically
towards the greater utilization of technology.

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The largest immediate change in my classroom has been the implementation of the BOPPPS lesson plan,
including the post assessment, in to my daily lesson. Before the ACP, I tended to fall back on the, “Everyone understand?
Good, good. Email me if you have any questions,” closing of my class. I would be confused when I receive no emails
asking questions, and yet my students clearly had no idea what is happening come time for the summative assessment. I
knew this was a weak area. It occurred to me during the ACP that I cannot trust my students to tell me when they do not
understand, or that if they do understand, that this information will make it out of short-term memory and into long-
term memory. Because of this, I realized I need to start implementing and practicing a post assessment system that
allows me to track individual understanding as well as group growth. So far, the system has been successful. I am
currently doing a one-minute paper to end the class, though I would like to eventually find a system of online record
keeping so that students can be able to record their thoughts as a journal and keep track of them.

I think the way that the ACP has made me a stronger, more efficient professor is in the way it has helped me
self-assess my strengths and weaknesses as an educator. I know that I am keenly aware of when my lessons carry
strength and when they do not. I have always chunked my lessons into pieces and worked to have classes that are
engaging and thoughtful. I now know that one of the area where I need to grow is in my planning of questions. In the
past, I did not plan my questions out in advance, but merely made them up as I went along, based on the material I
knew we need to cover that day. I think because of this, I may not be as clear as I could have been. When I plan my
questions out in advance, I am sure that they cover the length and the breath of the course, building in complexity, and
raising the level of Blooms in my classroom. I have also considered teaching Blooms in my classroom as a way for my
students to be able to self- raise the critical reading skills they need when they are reading across curriculum.

One of the reasons I found the ACP to be so advantageous was that I knew every other Thursday, for two hours,
I would be dedicating myself to professional development. I tend to be a fairly systematic person, so being able to
commit myself to a program, to hold myself accountable to it, is very helpful. I do not know if there is a way to design
professional development so that one is signing up for a series of classes rather than individual classes, but the
accountability to a larger momentum would be beneficial for someone like me. Additionally, I know I need to sign up for
more technology classes. I think teaching online is simply going to continue to grow, and I think learning how to better
instruct from a distance, though not what I am doing now, will be important.

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The ACP has been an incredible opportunity. It allowed me to look at, assess, and readdress some of my
weaknesses as an educator. In addition, I was able to feel what it is like to be a student again. I think sometimes we, as
professors, forget what it is like to not want to read that day or the anxiety that may come when looking blank screen on
the computer not sure where to begin. It was beneficial to get in touch with those emotions. Finally, I fully appreciated
being able to meet and interact with professors outside of my degree field. As an adjunct, I have very little interaction
with other departments. I was grateful to meet some friendly faces and exchange some ideas.

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