Ideas for Teaching

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Ideas for TeachingGrammar and Mechanics

Objectives Covered by Language ISAT

Created by Meighan Perry and Rebecca Pyper


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Order in Which Objectives Appear

Nouns

Linking Verbs

Action Verbs

Helping VerbsAdjectives

Adverbs

ConjunctionsInterjections

Prepositions

PronounsSubject Complements

Clauses

PhrasesSemicolons and Colons

Quotation Marks and ItalicsCommas

End PunctuationApostrophes

Types of Sentences

Fragments and Run-OnsCapitalization

Active and Passive Voice

Comparatives and SuperlativesEight Parts of Speech

Common Usage Problems

Each objective has approximately five possible lesson activities, and some contain

supplementary assignment materials as well. The activities meet the needs of different

learning styles and differing ability levels, and the title of the activity will inform the

teacher of the learning style and difficulty level of each activity.


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Nouns

1. Noun Categories (auditory, low)

Play the game like Scattegories; choose a letter and everyone must

come up with a word starting with that letter covering each kind of

category of nouns. There may be no repeats. Each student keeps hisown score for his or her own original words.

Categories: people (citizen), places (beach), visible things (tree),

qualities (wisdom), ideas (freedom), actions (decision), conditions

(health)

2. Forming Plural Nouns (visual, low)

Visualize one of the rooms in your house and all the objects in it.List as many of the objects as you can remember. Beside each word on

your list write its correct plural form. If in doubt about the form, checka dictionary (Writers Inc. Teachers Guide, pg. 98).

3. Collective Nouns (visual, linguistic, low)

The students will look at the group of animals and write the groupnames (see attached).

4. Proper Nouns (auditory, low)

As a class ask the students to come up with people with proper titles.

Discuss how those titles are capitalized.

5. Noun Clause Flip and Folds (kinesthetic, visual, auditory, high)

Hands-on Grammar (Prentice Hall Writing and Grammar

Communications in Action Platinum Level, pg. 335)

Curriculumobjective:Review

753.02a Thestudent will identifyand use subjectsand verbs thatagree in numberand pronouns thatagree with theirantecedents inperson, case, andnumber.

753.04cThe student willwrite descriptivetext that portrayspeople, places,

objects, emotions,or events andcommunicates acomplete sense ofand the writersfeelings of thesubject.

753.02a Thestudent will identifyindependent anddependent clausesand prepositional,appositive, andverbal phrases (ex.Gerund, participial,and infinitive) to

write compound,complex, andcompound complexsentences.

Suppliesneeded:

Scrabbleletter blocks

Small paperbags

Dictionary

3 X 5 cards

Pictures ofanimals fromthe listprovided

Coloredpaper


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Nouns supplementary materials

Singular Plural

Donkey Herd

Bear SleuthCat Clutter/Clowder

Cattle Drove/HerdChicken Brood/Clutch

Deer Herd

Dog PackDuck Brace/Herd

Elephant Herd

Fox Skulk

Goat Tribe/TripGoose Flock/Gaggle

Horse HerdLion PrideMonkey Band/Troop

Sheep Flock/Drove

Swan BevySwine Litter

Whale Gam/Pod

Wolf Pack

(Sebranek, Patrick, Verne Meyer, and Dave Kemper. Writers Inc. Burlington: Write SourceEducational Publishing House, 1992.)


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Linking Verbs

1. Linking Verb is Like an Equals Sign (logical, low)

Have students write sentences on construction paper with one word on

each sheet and with an equals sign in place of the linking verb.

Ex. Charlie = an excellent runner.

On the back of the sheet with the equals sign, have students list as

many linking verbs as could possibly complete the sentence/replace the

=.Ex. Is, was, has been

Share sentences with the class.

2. Linking Verb Song (musical, low)

Have students memorize the list of common linking verbs to a song

tune (the list included can be sung to the chorus of Yellow

Submarine. Sing daily for a week, then quiz students daily for a week,having them list all the linking verbs.

3. Linking Verb Identification (kinesthetic, low)

Put students in groups or teams. Show one sentence on overhead and

ask them to find the linking verb. When they have identified it, theymust run to the chalkboard and be the first to write it down. Keep score

and give incentives for being the winner.

4. Linking Verb Confusion (linguistic, high)

Sometimes a group of linking verbs will be separated or divided by aword that is not a linking verb (ex. She hasnotbeen very friendly

lately.). After students complete a short worksheet dealing with this,

give each student a section of the newspaper and have them identifyfive more sentences that demonstrate this. Write the sentence and page

number where it was found and underline the linking verbs; do not

underline the potentially confusing word.

5. Linking Verbs as Links (interpersonal, high)

Students will interview a classmate and then write 20 sentences aboutthat person, each sentence containing a different linking verb. They will

then underline the linking verbs used.

Look at the list of linking verbs before writing interview questions tohelp students come up with 20 questions so the resulting sentences will

contain the different linking verbs.

Curriculumobjective:

753.02a Thestudent willidentifyand/orcombinesubjects andpredicates towritecompletesimple andcompoundsentences.

Suppliesneeded:

Constructionpaper

Linking verblist

Sentenceswith linkingverbs onoverheadtransparency

Newspaper


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Linking verb supplementary materials

Linking verb list

Am

Are

IsWasWere

Am being

Are beingIs being

Was being

Were beingCan be

Could beMay be

Might beMust beShall be

Should be

Will be

Would beHave been

Has been

Could have beenMay have been

Might have been

Must have beenShall have been

Should have been

Will have been

Would have beenAppear

Become

FeelGrow

Look

Remain

SeemSmell

Sound

StayTaste

Turn


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Action Verbs

1. A Picture is Worth a Thousand Verbs (visual, low)

Cut out pictures in magazines that show action. Glue these to a sheet of

paper and label them with an action verb.

Teacher idea: Cut out pictures in magazines that show action. Post

these on a large sheet of butcher paper and have student walk around

the room and label them with action verbs that describe the photo, not

repeating any action verbs that have already been written by otherstudents.

2. Action in Newspaper (linguistic, low)

Cut story from newspaper or magazine and identify/highlight 30 actionverbs.

3. Action Verb Charades (kinesthetic, low)

Draw from a bag of action verbs and act it out. Other students willidentify the action verb being demonstrated.

4. Complete the Analogy (logical, high)

Present the following analogy: Action verbs are to sentences as________ is/are to _________. In small groups, have students complete

analogy and prepare an explanation. Share these with the class.

5. Commemorate Action Verbs (visual, high)

Famous people and events are often celebrated in commemorative

stamps produced by the United States Postal Service. Ask students tocreate a stamp commemorating action verbs and their contribution to

society. Students will need to include an image and phrase making their

message clear. Post these around the room when completed.



Suppliesneeded:

Magazines

Newspapers

Butcher paper

Bag

Action verbstrips

White paper

Coloring utensils


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Helping Verbs

1. ing Verbs (linguistic, low)

Write a list of verbs ending with ing on the board. Ask students to

write one sentence for each of these words. When they are done, talk

about the sentences; many or most of the sentences will also contain ahelping verb. Identify the helping verbs and discuss their role in the

sentence as helpers rather than main (action) verbs.

2. Action Verbs to Helping Verbs (linguistic, low)

Provide students with a list of sentences containing action verbs (nohelping verbs). Ask them to change the verbs in the sentences so that

each one contains helping verbs. The tense of the sentence will likely

change, which is fine; focus on maintaining the gist of the sentence.

3. When Were Helping, Were Happy (naturalist, high)

Those who possess the naturalist intelligence relate a concept to an

experience in the natural world. Helping verbs literally help out the

action verbs or other verbs with which they appear. However, thehelping verb sometimes goes unnoticed, just making the complete

sentence possible. Ask the students to identify someone or something

in the real world that functions the same way a helping verb does:

giving aid without much recognition. Have students write a paragraphin which they describe these helpers and how they are like helping

verbs.

4. Now Lets Review (logical, high)

After describing helping verbs and showing several examples ofsentences with helping verbs, have the students put all books and

resources away and write their own definitions of what a helping verb

is. When do you see these kinds of verbs? Why? What is their purpose?Then check for understanding.



Suppliesneeded:

List ofhelpingverbs


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Adjectives

1. Bulky Billboards (visual, low)

As you walk or drive through town notice the advertising billboards.

Take a moment to write down one ad and highlight the adjectives.

Then write another adjective to replace it.

2. Acrostic Poems (interpersonal, intrapersonal, low)

Write your first middle and last name vertically. Come up with

adjectives that that begin with each letter that describe you.

Write your friends full name vertically and write adjectives that begin

with the letters of that persons name to describe him or her. Exchange

papers and compare your thoughts.

3. Slang and Adjectives (auditory, high)

Discuss slang and why its used. Tell your students to listen to their

friends talk. What adjectives do they use? Write down the adjectivesand the nouns they describe. Interpret or define the adjectives and what

they mean

4. Adjective Card Game (interpersonal, high)

Students will write adjectives on 3 X 5 cards. Four students will play

in a group. They must have twelve different cards with differentadjectives. Lay the cards in a pile and shuffle them. Each student will

pick up three cards from the pile and one picture from the picture pile,

which is provided by the teacher. Students will ask for cards from their

group like the game Go Fish with the adjective cards until they have atleast ten cards that accurately describe their object.

5. Turning Verbs into Adjectives (linguistic, high)



Curriculumobjective:753.02a The

student willidentify anduse thecorrect formsof adjectivesand adverbsand avoid useof misplacedmodifiers.

Supplies

Needed:

Advertisements

Highlighters

3 X 5 cards

Pictures ofobjects


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Adjective supplementary materials


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Adverbs

1. Adverb Commercial (interpersonal, low)

In groups of two or three, students will write commercials urging

consumers (other students) to use action verbs. Encourage students to

really extol the virtues of action verbs: What can they do for yourwriting? Why does everyone need action verbs? What makes action

verbs appealing? Practice commercials with groups, then act them out

in class.

2. Acting Adverbially (kinesthetic, low)

Give each student a sentence containing an adverb or give all students

same sentence with differing adverbs. Put students into small groups

with students who have different adverbs in their sentences. The

students will take turns acting out that sentence, paying particularattention to the adverb. Others in the group will guess the adverb.

3. Multitasking Adverbs (visual, low)

Give each student one verb and have them illustrate how that verbcould be demonstrated using the four questions adverbs answer (see

attached; the words in italics represent student answers.)

4. Categorizing Adverbs (logical, high)

Students will be given a list of adverbs (see attached) and will

determine how to categorize these. After students are done, ask them

what their categories were. List these on the board and show how eachcategory represents one of the questions adverbs answer (how, when,

where, to what extent/degree).

(Tusken, Vicky. Introduction to Adverbs.A to Z Teacher Stuff. 3August 2006.http://www.atozteacherstuff.com/pages/1890.shtml)

5. Students Select who Responds (kinesthetic, interpersonal, high)

Start by tossing one student a beanbag. Teacher then asks that student

for a sentence demonstrating one of the questions adverbs answer, andthe student with the beanbag must come up with a sentence that

contains an appropriate adverb. For instance, the teacher may ask for a

sentence demonstrating when, and the student may respond, I wentto schoolyesterday. The teacher or the student may explain answers.The student who answered then tosses the beanbag to another student,

and the teacher asks for another example of a specific type of adverb

To make this easier, you could allow students to supply sentences from

an adverb worksheet already completed or notes previously taken in

class.


753.02a Thestudent willidentify anduse thecorrect formsof adjectivesand adverbsand avoid useof misplacedmodifiers.

Suppliesneeded:

Constructionpaper

Linking verblist

Sentenceswith linkingverbs on

overheadtransparency

Newspaper


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Adverb supplementary materials

Multitasking Adverbs

RUN

How?

quickly

When?

yesterday

Where?there

To what extent?

breathlessly


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Categorizing Adverbs

Very

Run

Swiftly

Today

Jump

So

Quite

Quickly

Gently

Write

Chew

Everywhere

Here

There

Sleepily

Tomorrow

Amazingly

Strongly

Neatly

Cry

Shout

Wash

Yesterday

Somewhat

Tonight

Carefully

Outside

Now

Kindly

Inside

Immediately

Soon

Never

Close

Far

Gracefully

Finally

Too


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Conjunctions

1. Grammar Rock(s) (musical, low)

If you have the tape ofGrammar RockConjunction Junction, listen

and /or watch it with the students. Then hand out the lyrics to the song.

Tell the students to sing or follow along with the tape. The lyrics areavailable online at http://www.school-house-rock.com/. Assign the

song as an assignment or for extra credit. Many students may already

know it.

2. Coordinating Conjunctions (visual, kinesthetic, low)

Write FANBOYSfor, and, nor, but, yet, or, soon the board oroverhead. Assign the students to draw the word in a caricature of a

person that demonstrates the concept of a word. Post the pictures and

allow the students to vote for their favorite pictures.

3. Correlative Conjunctions or Paired Conjunctions (linguistic, high)

Correlative conjunctions are regularly used together. Write the

correlative conjunctions on the board: bothand; not onlybut also;eithernor; neithernor; whetherso. Write one sentence based on

an emotion or action they experienced this week using the correlative

conjunctions.

Ex. Neither Jim nor I smiled when we saw the bill on our

credit card statement.Assign the students to one sentence per pair.

4. Subordinating Conjunction (visual, high)

Allow the students to choose a theme. Tell each student to write in

large print a simple sentence about that theme on an 8 X 11 piece ofpaper. Post the papers on a wall.

Assign one subordinating conjunction to each student.

ORThe student will write the subordinating conjunction in large print on

an 8 X 11 piece of paper. Assign a student to choose two sentences.

He or she will hold them up for all to see. Tell the students to stand ina semi circle around the person with the sentences. They must decide

whose conjunction goes in the proper place. The person with the best

conjunction will stand with the conjunction in the proper place.

Discuss why some conjunctions work and others do not.Ex. Navajo men work as silversmiths. The women are weavers. (high)

5. Fill in the Blanks with Conjunctions (visual, high)



Curriculumobjective:753.02a Thestudent willidentify and orcombine

subjects andpredicatesusingappropriatephrases to writecompletesimple andcompoundsentences.

Suppliesneeded:

Non-fictionarticle

CD-, DVD-, orVHS-copy ofGrammar Rock

Constructionpaper

Supplementarylist


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6. What is itConjunction, Preposition, or Adverb?

After, before, since, till, and until can be subordinating conjunctions or

prepositions. After, before, and since can also be adverbs. The part ofspeech of these words depends on their use within a sentence.

Ex.

Subordinating Conjunction: She started to weave before she turned ten.

Preposition: The weaver starts workbefore sunrise.

Adverb: Have you ever watched a weaver make a blanket before?

Write three sets of sentences using after, before, and until assubordinating conjunctions, prepositions, and adverbs. Ask them to

write the sentences on the board. Their peers will determine which is

which.

(Carroll, Joyce Armstrong, Edward Wilson, and Gary Forlini. Prentice

Hall Writing and Grammar Communications in Action Platinum Level,

Handbook Edition. New Jersey; Pearson Education, Inc., 2003. 267-

277.)

Conjunction supplementary materials

Lists of Conjunctions

Coordinating: for and nor but or yet so

Correlative: bothand eitheror neithernor whetheror notonly but also

Subordinating:after because now that untilalthough before since whenas even if so that wheneveras if even though than whereas long as if though whereveras soon as in order that till whileas though lest unless


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Interjections

1. The Effect of Interjections (linguistic, low)

Write one sentence on the board. Ask students to supply different

interjections to see how they affect the meaning or change the tone of

the sentence.

2. Interjections in Song Lyrics (musical, low)

Listen to songs and identify interjections.Ex. Crazy by GnarlsBarkley has three interjections:yeah, ha ha ha, and well

3. Interjection Self-Analysis (intrapersonal, high)

Identify several sentences you have used lately or phrases you

frequently use that contain interjections. List five of these and share

with a classmate.

4. Whats the Point of Interjections? (logical, high)

Give a list of interjections and have students identify what message

or impression each one carries when used at the beginning of asentence. Ex. Hey = getting someones attention

5. More Common than You Think (interpersonal, naturalist, high)

Give students a tally sheet with interjections listed and have them keeptrack of how many interjections are used during some conversation

they have that day (i.e., at dinner with family, at lunch with friends,

etc.)


Suppliesneeded:

Songs and lyrics

List ofinterjections


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Prepositions

6. Showing Prepositions with a Teddy Bear (spatial, low)

Read the list of prepositions. Ask student to

demonstrate the preposition with the teddy bear.

7. Preposition Song (musical, low)

Listen to the Preposition song from Grammar Rock.

Sing along with the Grammar RockCD

8. Illustrating Prepositions (kinesthetic, low)

Choose a picture from a magazine. Cut it out and past it to a piece of

construction paper. Write prepositions on the construction paper

around the picture. Partner with a classmate and share pictures. Thepartner will write sentences relating to the picture with the prepositions.

9. Preposition Scavenger Hunt (spatial, kinesthetic, high)

Give the students a list of prepositions. The student will create ascavenger hunt with at least twelve different prepositions by writing

directions to a secret place in or around the school. Once the teacher

approves the directions, the whole class will follow the directions and

find those places.

10.Compound Prepositions (interpersonal, high)

The students will write the compound prepositions. Outside of class

the student must ask twenty different people to use the compound

prepositions in sentences. The student must write down the sentenceand write who said it.

OR

Interview a classmate and then write 20 sentences about that person,

each sentence containing a different linking verb. Look at the list of

linking verbs before writing interview questions to help you think of 20

sentences. Underline the linking verbs used.


Suppliesneeded:

Teddy Bear

Grammar Rock

CD

Construction-paper

Colored Pencils

Supplementarylists


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Preposition supplementary materials

Frequently Used Prepositionsaboard before despite off throughout

about behind down on till

above below during onto to

across beneath except opposite toward

after beside for out under

against besides from outside underneathalong between in over until

amid beyond inside past up

among but into regarding upon

around by like round with

at concerning near since within

barring considering of through without

Compound Prepositionsaccording to because of in place of in view of owing to

ahead of by means of in regard to next to prior to

apart from in addition to in spite of out of

aside fro in front of instead of on account of


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Pronouns

1. Pronouns and Antecedents (linguistic, interpersonal, low)

Review a list of pronouns. Read through a magazine article and

highlight all of the pronouns used. Exchange the highlighted article to

a friend. That person will highlight the antecedents to those pronouns.

2. Pronouns and Antecedents (logical, low)

Read a list of singular and plural pronouns. Gather together groups of

three. One student will toss one die for a number. The other twoplayers must call out a pronoun to match the number (singular or

plural). The dice thrower must give an antecedent for the pronoun(s).

Ex. If someone rolls a three then the other two players can say any

plural pronoun. Them and Jim, Scott, David Pronouns and

antecedents may not be repeated, so the die thrower should write downthe words that have been used.

3. Pronoun Scramble (kinesthetic, low)

Write the pronoun categories (personal, reflexive, intensive,

demonstrative, relative, interrogative, and indefinite) on the side of

seven boxes. Divide student into teams of three. Give the students

colored cards with a pronoun written on each one (color code thepronouns for the teams). Allow the students to read the cards they have

and then crumble them. Line the students in four rows and allow the

first set of people to throw the crumbled cards into the boxes in which

they think they belong. After they have a chance to throw them in,

unfold the cards to see if they are correct. Read the correct answers.Then allow the students to discuss the answers and decide on the boxes

in which they belong. Continue through the lines until every student

has had a turn. Tally up the score of the most correct pronouns andreward the team with the most points.

4. Grammar in Your Writing (linguistic, high)

Pronoun Case (Prentice Hall Writing and Grammar Communications

in Action Platinum Level, pg. 44)

5. Pronoun Fold-Over (intrapersonal, high)



Curriculumobjective:753.02a Thestudent willidentify anduse subjects

and verbsthat agree innumber andpronouns thatagree withtheirantecedentsin person,case, andnumber.

The studentwill identifyand use thecorrectnominative,

objective, andpossessiveforms ofpronouns

Suppliesneeded:

Paper

Constructionpaper

Dice

Boxes

Magazinearticles

Highlighters


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Pronoun supplementary materials

Nominative Objective Possessive

I

you

he, she, it

wethey

who

whoever

me

you

him, her, it

usthem

whom, whomever

my, mine

your. Yours

his, her, hers, its

our, ourstheir, theirs

whose, whosever


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Subject Complements

1. Discussion/Intro to Subject Complements

First ask students if they know what the word complementmeans. It is

likely that they will confuse the word compliment(to give praise) with

complement(to complete). A subject complement is just a word in thepredicate part of the sentence that completes the sentence.

A few mnemonic devices:

Predicate nominative means name, renames the subject, and is a

noun (see the repeating ns?). A predicate adjective just describes the

subject; all adjectives are descriptive.

Subject complements will only appear in a sentence containing alinking verb (remember linking verb is like an equals sign). So in the

sentence President Bush is a man, President Bush = man. Does that

make sense? Yes. Is the word man a noun? Yes. So man is a predicate

nominative.

2. Identifying Subject Complements in Reading (linguistic, low)

Give students a short passage (one page) of biographical information.

Then have students write five sentences with predicate nominatives and

five with predicate adjectives about the person featured. Have studentsswitch with a partner and identify the subject complements and label

them PN or PA.

3. Celebrity Subject Complements (visual, low)

Show pictures of celebrities one at a time on the overhead. Ask studentsto share sentences containing predicate nominatives renaming these

people. Then ask students to share sentences containing predicate

adjectives describing these people. Prompt the students to keep theirresponses school appropriate!

4. Linking Subjects and Complements (kinesthetic, low)

Make chains with linking verbs and complements. Have students write

ten sentences, five with predicate nominatives and five with predicate

adjectives. Have them write the subject on one strip of paper, the

linking verb on one, and the rest of the predicate on another. Glue or

staple the strips into rings and link together the subject and thecomplement with the linking verb in the middle.

5. Complementing Yourself (intrapersonal, visual, high)

Students will create self-representations by first writing twentysentences describing themselves; ten of the sentences must contain

predicate nominatives and ten must contain predicate adjectives. Then

students will arrange the sentences artistically on a poster or white

sheet of paper so they become a poster representing the student. Forinstance, sentences may be arranged in the outline of a girl or boy, the

sun, a peace sign, a guitar, etc.

Curriculumobjective:753.02a Thestudent willidentifyand/or

combinesubjects andpredicates towritecompletesimple andcompoundsentences.

Suppliesneeded:

Biographicalpassage

Celebrityphotos

Paper strips

Glue orstapler

Poster paperor whitepaper


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Clauses

1. Clauses in Song Lyrics (musical, low)

Songs are loaded with clauses used in different combinations. Assign

students to bring in a copy of the lyrics to a school-appropriate songthey like (or provide song lyrics for them). Have them go through the

song and color the dependent clauses green and the independent clauses

blue.

2. Dependent vs. Independent? (intrapersonal, high)

Before a student can really understand the different kinds of clauses,

they have to understand the difference between the words independentand dependent. Define and explain these words, then ask the students to

take out a sheet of paper. (Note: It may also be helpful for students to

know that dependentclauses are sometimes called subordinate; use

both these synonyms together at first.)

Have them write the description of a dependent person they know and

what makes that person dependent. Then have them write the

description of an independent person they know. Discuss answers.

3. Poster Contest (visual, high)

An independent clause is called independent because it can stand alone

and form a complete thought; a dependent clause is weak and cannotstand alone or form a complete thought. Ask students to create a poster

showing how these clauses work. They will need to do the following:

Come up with a sentence containing a dependent andindependent clause.

Create a poster showing how the dependent clause is

dependent and the independent clause is independent.

Include illustrations.

4. Stump the Chump (interpersonal, high)

Have student write three dependent clauses. Then invite a student to

write one of these clauses (the one he or she thinks is best) on the board

and to choose another student to come change it into an independentclause. After the second student has changed the clause to independent,

he or she will be able to write his or her favorite dependent clause on

the board and choose another student to come change it. Continue untilall students have had a chance at the board or use this activity as a time-

filler for when assignments run short.

5. Dependent to Independent (linguistic, high)

Provide students with a list of dependent clauses (see attached). Askthem to race other students, with partners or as individuals, to see who

can change the dependent clauses to independent clauses first. The

teacher will check all finished answers to determine who is the real

winner. Discuss answers once everyone is finished.

Curriculumobjective:753.02a Thestudent will identify

independent anddependent clausesand prepositional,appositive, andverbal phrases towrite compound,complex, andcompound-complexsentences.

Suppliesneeded:

Song lyrics

White paper

Coloringutensils

Dependentclause list


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Clause supplementary materials

Dependent to Independent

Change the dependent clauses to independent clauses. Hurry fastthis is a race!

1. after the race had ended

2. which is my favorite kind of candy

3. because she had been disobedient

4. who is my friend [not a question]

5. before he began his sophomore year of school

6. when she slammed into a tree

7. while the sun was setting

8. since Mr. Bailey was the oldest, grossest teacher around

9. after her mom picked up the groceries

10. when Peter got his drivers license


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Phrases

1. Making Adverbs into phrases (linguistic, low)

Tell the students to revise

Ex.The park is near. The park is near the zoo.

Will she jump in the ______?Walk around the ________

Dont go off the ______.

2. Adding Appositives (mathematical, low)

In math a positive is an addition. It is easy to compare the two in

language and math. Give the students sentences and tell them to add

descriptions about the nouns in the sentences

3. Identify prepositional phrases in writing (linguistic, high)

The student will scan the newspaper or a magazine for one adverb

prepositional phrase and one adjective prepositional phrase. Share itwith the class. The student will scan the newspaper or a magazine for

infinitive phrases.

4. Phrase Conversion (linguistic, high)

Study the definitions of gerund, infinitive, and participle phrases. Read

the following examples:

I study a map.

We take a vacation.We camp in a tent.

Convert each of the three short sentences into first, a gerund phrase;

second, an infinitive phrase; and third, a participial phrase. After doingthat, write a complete sentence for each phrase you made. (Writers

Inc. Teachers Guide)

5. Infinitive Phrase-To be or not to be (interpersonal, high)

Begin an open-ended thought beginning with To. Tell the students to

add a verb and then tell them to finish the sentence.

To + a verb ____________________________.

Curriculumobjective:753.02a Thestudent will identifyand/or combinesubjects and

predicates usingappropriatephrases to writecomplete simpleand compoundsentences.

753.02a Thestudent will identifyindependent anddependant clausesand prepositional,appositive, andverbal phrases towrite compoundcomplex, and

compoundcomplexsentences.

Suppliesneeded:

Oldnewspapersandmagazines


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Semi-Colons and Colons

1. Semi-Colon Connections: Compound-Complex Sentences(linguistic,high)



2. Indecisive punctuation (linguistic, low)

The semicolon is a period that cant make up its mind.

Think of a semicolon as a period thats indecisive.

(Haynes, Georgia).

3. Introduction to Eats, Shoots and Leaves (auditory, low)

Read page 7. It helps to hear the different analogies. Choose other

appropriate excerpts from the book to share with your students.

4. Skimming (linguistic, high)

Skim through the newspaper. Tell the students to find examples of theuse of the semicolon and colon. Tell the students to look for a pattern

of the rule. What do they think the pattern is?

5. Pin the punctuation on the sentence (kinesthetic, high)

Post sentences without punctuation on the bulletin board. Without

reviewing choose volunteers to place the colon in the correct places.

Use two thumbtacks for the colon.

Curriculumobjective:753.02a Thestudent willidentify thecorrect placement

and use ofcommas:commas to set offnon-restrictive,non-essentialwordsintroductoryphrases, orclauses, acomma toseparate aquotation formthe rest of thesentence andquotation marksfor literary titles ofshort works,

quotation marksto set off a directquotation,apostrophes,colons, semi-colons,parenthesis,hyphens, dashes,brackets, andellipsis

753.01a and753.02.a Thestudent willproofread andrevise written text

for theconventions ofstandard writtenEnglish, includingword usage,agreement ofsubjects andverbs, agreementof pronouns andantecedents, verbtense, passivevoice,capitalization,punctuation, andinformallanguage.

Suppliesneeded:

Eats, Shoots and

Leaves by LynneTruss

Newspapers

Thumbtacks


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Semi-colons and colons supplementary materials


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Quotation Marks and Italics

1. Discussion of Punctuating Titles Correctly

A mnemonic device:

If the length of a work is short (i.e., a poem, a song title, a newspaper

article title, a short story), you will use the short lines (quotation marks)to punctuate the title.

If the work is long (i.e., a novel, a music album, the name of anewspaper, the name of a movie), you will use a long line

(underliningwhich is the same as italics) to punctuate the title.

Clarify that the length we are talking about here is not the length of

titleit is the length of work itself

2. Student-Created Assignments (linguistic, interpersonal, low)

Students will create an assignment reviewing the concept of quotation

marks and italics and exchange with a partner. After everyone has

finished, students will switch back and correct the assignment they

wrote.

3. Quotation Marks and Italics Pamphlet (visual, logical, high)

There are several important ways to use quotation marks and italics,

and one way to present these is in a pamphlet. Students will create apamphlet showing how quotation marks and italics work, including all

rules with examples of each rule and a section with review questions.

These pamphlets can be created in class by folding a sheet of computerpaper in three or in Microsoft Word, depending how much time the

teacher wants to spend on the project.

4. Dialogue for Quotation Marks (linguistic, low)

Students will write approximately 100 words of dialogue, using

quotation marks appropriately as each character speaks and includingcorrect end punctuation and commas where needed.

5. Quotes and Italics Advertisement (visual, high)

Students will create magazine or newspaper advertisements explainingand selling quotes or italics. Encourage students to use color and catchy

phrases and focus on their favorite aspect of these punctuation marks.

This activity could be especially effective if given in conjunction with

lessons on propaganda, persuasion, etc., as are also outlined in the

English curriculum objectives.

Curriculumobjective:753.02a Thestudent willidentify thecorrect

placementofquotationmarks forliterary titlesof shortworks, [and]quotationmarks to setoff a directuotation

Suppliesneeded:

White paper

Computers

Coloring utensils


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Commas

1. Introduction to the Four Comma Rules

Give students a handout of the four comma rules (see attached) and

emphasize simplicity of these. Quiz students later on this.

2. Race to Place the Comma (linguistic, kinesthetic, low)

Make an overhead of many sentences that are missing their commas

(see attached for answer key). Divide the students into teams and askthem to take turns writing the answer on the board. Show a sentence

and have a student from each team race to the board when they know

where the comma goes. Rather than requiring them to write the whole

sentence, have them write the word before the comma, the comma, andthe word after the comma to save time. Also mention that not all the

sentences need a comma, so read carefully!

3. Playing the Commas Role (kinesthetic, low)

Put students into groups and have them create sentences demonstrating

each of the comma rules. Have groups trade sentences. Write thesentences largely on the board. Take turns being the comma and,

standing in front of the class, put yourself where the comma should go.

4. Paragraph Practice (linguistic, high)

Students will write a short paragraph about them and their friends. In

each sentence, ask them to show how one of the comma rules words. In

other words, one sentence will include a list or series, one sentence willbe a compound sentence one sentence will contain introductory

elements, and one sentence will contain extra information.

5. Sentence Categorization (visual, logical, high)

Provide students with twelve sentencesthree for each of the four

comma rules. Students will categorize sentences based on comma rule

exemplified (leave comma out and have students include them for

higher RITs). Create graphic organizer and rewrite sentences in

appropriate categories (see attached for example).

Curriculumobjective:753.02a Thestudent willidentify thecorrect

placementand use ofcommas:commas toset offnonrestrictive(non-essential)words,introductoryphrases orclauses; acomma toseparate aquotationfrom the rest

of thesentence

Suppliesneeded:

Four CommaRules handout

Sentences onoverheadtransparency

Coloring utensils


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T h e F o ur C o mma R ul es

1. Use a comma when independent clauses are connected with a coordinatingconjunction.

An independent clause is a group of words that contains a subject and a

verb and expresses a complete thought. The coordinating conjunctions arefor, and, nor, but, or,yet, and so

(FANBOYS).

Ex. I ate the worm, and I puked.

She burned the chicken, so they decided to go out to eat.

He liked Thanksgiving, but this years celebration was not fun, so

he decided never to celebrate it again.

2. Use commas to separate items in a simple series.

Ex. I like cats, the color red, and spike heels.

His favorite sports are football, basketball, and baseball.

3. Use a comma after introductory elements. Introductory elements come before the subject part of a sentence.

Oftentimes, the introductory elements are a dependent clause.

Ex. Whenever the fire bell rings, I accidentally scream.In the beginning ofSummer of My German Soldier, we dont

realize that Patty is being abused by her parents.

4. Use commas to offset extra information. An appositive is a word or phrase that renames or describes a noun or

pronounin other words, appositives provide extra information.

Ex. Dr. Roberts, a physician at Mount Sinai Hospital, performed the

operation.He misbehaved in class and was sent to see the principal, Mr.

Pymm.

She will, therefore, be tired when she gets home.

Thats it?Only four

rules?

Wait! I thought you used a colon to introduce a list.Sometimes you do, but only when the sentence itself tells the reader that a listis coming.Ex. The following ingredients are in cookies: flour, sugar, and eggs.


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Race to Place the Comma

W h er e D o es t h e C o mma G o ?

Answer key

1. After ruling for over thirty years, he lost power to Francisco Madero.

2. Although much of it was Greek in origin, Romans were proud of their

civilization.

3. Both sea and game birds are numerous.

4. Corn, cotton, fruits, wheat, beans, coffee, tomatoes, and rice are grown in Mexico.

5. France has a lower population growth rate than its neighbor Germany.

6. I brought my brother, a boy of six, a souvenir from the Louvre.

7. I knew that I was right and that Chichen Itza was Mayan.

8. I wont forget that you gave me the ticket and that I thoroughly enjoyed the

performance.

9. In order to reach Acapulco, you must travel quite far south.

10.It was here, not there, that we found the answer.

11.Many rural people, farmers, are moving to urban areas.

12.Mexico is a federal republic and has jurisdiction over several islands.

13.Mudslides will engulf these hillside villas, and some will be ruined.

14.Musical instruments around the world vary in purpose and design, and they can be

made from natural or human-made materials.

15.My favorite food was cassoulet, a hearty stew.

16.Natural resources in Mexico include petroleum, silver, copper, gold, lead, and

zinc.

17.On Friday, April 17, we will have a special meeting.

18.Plant and animal life vary with climatic zone, altitude, and precipitation.

19.Reptiles found in Mexico include turtles, iguanas, rattlesnakes, and lizards.

20.Sixty million people, Frances population, are dispersed throughout the country.

21.Soon after landing in Mexico, Cortes found someone who could speak Aztec.

22.Sound arises from vibrations transmitted by waves to the ear, but some vibrationsare simply noise.

23.Store the onions in the cellar, a cool, dry place.

24.The boy who is holding the book is going to Mexico.

25.The flowers, in my opinion, have never looked healthier.

26.The Greeks were conquered by Rome, but culturally the Greeks were the

conquerors.


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27.The most mountainous area, the southeast, has experienced a large decline in

population in recent years.

28.The oldest instrument family consists of idiophones, and they are also the most

widespread of instruments.

29.This loss occurred on February 2, 1848.

30.Today, nearly one sixth of the population is located near Paris, the capital.

31.We will go as soon as your father arrives, Marge.

32.When the Spaniards decided to conquer Mexico, they appointed Hernan Cortes to

lead the army.

At eight that morning, as Jeros and I climbed the observation tower, about forty-

five Swainsons hawks were just taking off from the nearby canyon where they had

spent the night. Shortly afterward, we saw hundreds of them turning circles in the

thermal columns of hot air, effortlessly gaining altitude. By eleven, the Swainsons

had joined smaller numbers of broad-winged hawks and turkey vultures, forming long

streams of migrants. Such large flocks, totaling more than 20,000 birds at times, can

take up to thirty minutes to pass overhead. (Work that Counts)

[Prentice Hall Writing and Grammar: Communication inAction (Platinum Level). Upper Saddle River, New Jersey:

Prentice Hall, 2003.]


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Sentence Categorization

Rewrite each sentence in the appropriate category based on the comma rule it follows.

Series Compound sentence Intro elements Extra info


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End Punctuation

1. Reporters Formula (auditory, low)

Ask the student to recite the reporters formula. Ask what kind of

punctuation each one would use if it were used in a sentence.

2. Creativity with the Reporters Formula (intrapersonal, low)

Write the five Ws and one H. Begin a creative writing story, character-

outline. Write complete sentences and punctuate them correctly.

3. Declarative, Imperative, and Exclamatory (visual, low)

Teach the types of sentences. Assign the students to draw a cartoon

with at least three boxes. In each box give one type of sentence with

the proper end punctuation for each dialogue bubble.

4. Sparking Questions (linguistic, low)

Ask a question like: Why should we have school uniforms? The

students will undoubtedly have an opinion. Tell them to write a

paragraph explaining their opinions on paper. Collect the papers andscan the papers for exclamation points. Later in the week share the best

answers with the students.

OR

Give the students a theme to think about. On the overhead write thesentences that the students dictate about the topic. Leave out the

punctuation. Assign the student to copy down the paragraph and

include the correct punctuation. Collect the papers and check theirwork without marking their papers, but make your own notes and

tallies. Later in the week share the correct answers with the students

and allow them to make corrections on their own papers.

5. Asking questions (logical, high)

Thinking involves asking and answering questions. Write a

mathematical story problem in question form. Answer it. Explain how

to get the correct answer. Punctuate these sentences correctly.

Suppliesneeded:

Paper

Writingutensils

Curriculumobjective:753.01.a and753.02.a Thestudent willproofread and

revise writtentext for theconventionsof standardwrittenEnglish,includingwork usage,agreement ofsubjects andverbs,pronouns andantecedents,verb tense,passivevoice,

capitalization,punctuation,and spelling.


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Apostrophes

5. Choosing the Right Words (kinesthetic, low)

Tell the student to write a cheerful, thankful, or loving card to a parent

or grandparent. They must use the words: your, yours, and youre, in

the card correctly.

2. Apostrophes and Possession (visual, low)

Review the rule of possession of singular and plural nouns. Then

explain that Jesus and Odysseus in the plural form is: Jesus andOdysseus. Tell the students to come up with as many examples of

using an apostrophe for possession as they can think of and write them

on the board.

3. Classification Chart for Apostrophes. (visual, low)

Make a classification mobile (see attached)

4. Eat, Shoots and Leaves by Lynne Truss

Read pages 37-45 aloud to the class. Write the charts and examples on

an overhead to show to the students.

5. Apostrophes and Contractions (linguistic, high)

Find an excerpt from Shakespeares use of contractions and

apostrophes and make copies for the students to use. Teach the rules ofapostrophes when used in contractions. (In her bookEats, Shoots and

Leaves, Lynn Truss tells us that this was the first reason apostrophes

were used.) Tell the students to write in the missing letters. Reread the

excerpt with the new words.

Curriculumobjective:753.02aThe student willidentify the correctplacement and

use of commas:commas to set offnonrestrictive(non-essential)words,introductoryphrases, orclauses; a commato separate aquotation from therest of thesentence, andquotation marksfor literary titles ofshort works,quotation marks to

set off a directquotation;apostrophes,colons,semicolons,parenthesis,hyphens, dashes,brackets, andellipses.

Suppliesneeded:

Eats, Shoots and

Leaves by LynneTruss


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Apostrophe supplementary materials

Classification Mobile

apostrophes

possessionscontractions


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Types of Sentences

1. Clause Grab Bag (logical, low)

Students will draw from a bag of unlabeled/labeled clauses (depending

on ability level). Ask students to create one of each type of sentence

containing the clause they drew.

2. Searching for Different Sentences (linguistic, low)

Post sentences around the room with one in each location (see included

list). Make sure each sentence is numbered and ask students to number

their answers. Have students walk from sentence to sentence and writedown which type of sentence they see. After everyone is done, discuss

answers.

3. Best of Show (linguistic, high)

Students will present an award for the best type of sentence (based on

their own opinion). Have them prepare a short written speechexplaining their selection and at least three reasons they believe that

type of sentence is best. For instance, one student might say,Compound sentences are the best because they allow you to combine

two related ideas into one sentence. Ask some students to present

these in class or read samples from the speeches yourself.

4. Q & A (intrapersonal, high)

After discussing the concept of different sentence types, pass out 3 X 5cards. Students will list in their own words what they know about the

concept and then list at least one question they have. Gather cards andanswer questions. Check for understanding later and address needs or

misconceptions at next class as means of review.

5. Concept Pattern Organizer (visual, high)

Create and complete graphic organizer found on page 78 ofClassroom

Instruction that Works (see attached for example).

Curriculumobjective:753.02b Thestudents will produce avariety of

sentencetypes.

753.02b Thestudent willidentify anduse simple,compound,complex, andcompound-complexsentences.

Suppliesneeded:

Clause strips

3 X 5 cards


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Types of sentences supplementary materials

Searching for Different Sentences

Claudia likes to go to the mall and spend her days shopping.

Bud, on the other hand, likes the races at the car speedway, and he enjoys talking to the

drivers after the races.

Bud hates shopping at the mall; he always gets very bored and irritated.

Bud tends to get bored sitting on the benches, watching the shoppers, and knowing his

wife will spend all their money.

This year, after a big argument, they took separate vacations.

Bud went to the Indianapolis 500, and Claudia went to the Mall of America.

Although they are not in the same city, they talk to each other on cell phones.

Concept Pattern Organizer

Types of

Sentences

Simple sentence

Compound sentence

Complex sentence

Compound-complex sentence

Characteristics:

Characteristics:

Characteristics:

Characteristics:

Example:

Example:

Example:

Example:


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Fragments and Run-Ons

1. Illustrating Fragments and Run-Ons (visual, low)

Take a roll of toilet paper to class. Tear off a piece of a square.

Explain that it is a fragment. Then pull many pieces of the paper from

the roll but do not tear it off. Explain how this is like a run-on because

it keeps going without punctuation to end it.

2. Talk to Me! (interpersonal, auditory, low)

Allow students to chat amongst themselves. Give an audiocassetterecorder to some of the students to record the conversations. Replay

the conversations and write down what was said. The students will

determine if they are speaking in complete sentences or not.

3. Composing Complete Sentences with the Class (linguistic, low)

Divide the class into eight groups for each part of speech. Each student

will write in large pint one word on the 8 X 11 paper. Gather thepapers. Choose a volunteer to be the organizer to move the words

around. Send three or four volunteers out of the room while the rest ofthe class makes up sentence fragments and run-ons for the volunteers to

correct. Invite the volunteers back. They will have a timed limit to fix

the sentences to be complete and correct. They may any words from thepapers that the teacher has in hand.

4. Composing Complete Sentences with Partners (interpersonal, low)

Tell one half of the class to write about their favorite animals. They

may only write run-ons. The other half of the class will write about an

animal with fragments. Pair up the people who wrote about the samekind of animal. Tell them to exchange papers and complete and fix the

sentences. They should read the papers to each other and discuss thechanges as they make them.

5. Turning Headings into Sentences (intrapersonal, high)

Give students a newspaper. The students will write the headings down

on a piece of paper and make the heading into a complete sentence thatthey think the article is about. Then the students will read the article to

check to see if their sentences were accurate.

Curriculumobjective:753.02b Thestudents willproofreadwritten work

for sentencefluency andvariety byevaluatingsubordinationandcoordination,creatingparallelstructures,correctionrun-onsentences,andinappropriatesentencefragments,andcombiningsentencepairs andsentences toproduce avariety ofsentencetypes.

Suppliesneeded:

Roll of toiletpaper

Ream of 8 X11 paper

Newspapers


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Capitalization

1. Capitalization Card (linguistic, low)



2. Formal Letter (linguistic, low)

Write a letter to the principal about a change youd like to see at your

school. Give suggestions on the steps to take for the process. Make

sure to capitalize everything correctly.

3. Story Critique (linguistic, low)

Write a letter about your favorite stories and explain why you like

them. Capitalize everything correctly.

4. Wheel of Fortune (linguistic, high)

Before playing the Wheel of Fortune game in class, you or students will

need to make pie graph with prices on it and a spinning arrow.

Tell the class to come up with a list of titles that should be capitalized.

They will turn in their answers prior to playing the game.

Play Wheel of Fortune with five volunteers. Three are the spinners,one is Pat Sajack, and one is Vanna White. As the students accumulate

points from the correct letters they will eventually need to buy vowels.

The students must also buy capitalized letters for one-hundred points.

The spinners must guess the titles and capitalize them correctly to win.When someone wins by guessing a title and capitalizing it correctly

then a new round of five students will get to play. The rest of thestudent will be the audience and may coach the players as theywatch.

5. Judging Capitalization (intrapersonal, high)

Review all the rules of capitalization. Put the students in groups. The

groups must come up with examples of their own for each rule. The

students with the best examples will win points. Keep a set of students

out of the groups to be the judges.

Curriculumobjective:753.02a Thestudent will usecapitalizationcorrectly for

titles of literaryworks and thesalutation orcomplimentaryclose of a letter.

Supplies:

A ream of 8 X11 paper

Makeshift piegraph withdollar amountsin each pie.and a spinningarrow


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Capitalization supplementary materials


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44

Active and Passive Voice

1. Sentence Dissection (linguistic, low)Students cut a statement written in active voice from an advertisementin a magazine or the newspaper. They will then determine how to

rearrange the words and possibly add new words to make it passive

voice, cut the statement into individual words, insert (handwrite)necessary words, and glue new, passive-voice sentence to paper.

2. Adding Action (linguistic, low)

Passive voice can be pretty boring! Spice up your writing by usingactive voice. Give students a paragraph written in passive voice (see

attached). Have them rewrite the paragraph using as much active voice

as possible.

3. Teaching New Terms (interpersonal, visual, logical, high) Present students with brief explanation or definition of the new terms.

Then present students with a nonlinguistic illustration of the terms.

For example, draw a picture of a stick figure chopping down a tree.Who is performing the action? The man. So to describe the picture in

active voice, one would say, The man chopped down the tree. Then

ask what is receiving the action. The tree. To describe the picture inpassive voice, one would say, The tree was chopped down by the

man.

Next ask students for their own illustration of the terms and an active

and passive sentence to describe the picture they draw. Check students work and give feedback (Marzano 129).

See page 129 in Classroom Instruction that Works for further

examples. Write a letter about your favorite stories and explain why

you like them. Capitalize everything correctly.

4. Active and Passive in the Real World (naturalist, high)

Invite students to look up the words active andpassive in the

dictionary. Once they have done so and have written down the

definitions, ask them to identify the characteristics of an active personand compare those to the characteristics of a passive person. Which is

better? Why? Which is the student more like? Why? Write responses as

a paragraph.

5. Novel Quotations (linguistic, high)

While reading a novel, have students choose a quote they like. Write

this on a piece of paper and identify if it is spoken with active or

passive voice. Then rewrite the quote in the opposite voice. Does itsound better? Worse? How does the voice change the sound of the

quote? Why? Discuss with a partner and then as a class.

Curriculumobjective:753.01a and753.02a Thestudent willproofread and

revise writtentext for theconventions ofstandard writtenEnglish,including wordusage,agreement ofsubjects andverbs,agreement ofpronouns andantecedents,verb tense,passive voice,capitalization,

punctuation,and spelling.

Suppliesneeded:

Magazines

Newspapers

Passiveparagraph

Dictionaries


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Active and passive voice supplementary materials

Adding Action

The car was wrecked by Benji. A lot of alcohol had been drunk by him that

night, and the tree was smashed into because the car was being driven

crazily by Benji. The ambulance was driven by paramedics to the scene, and

a police report was taken by Officer Jaramillo. Benji was loaded into the

ambulance by the paramedics, but he was handcuffed by the police before he

got in. At the hospital, Benjis blood was taken by the nurses, and his heart

rate was checked by a doctor. Once he was released by the doctor, he was

taken by the police to jail.


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Comparatives and Superlatives

1. Introduction to Comparatives and Superlatives

Focus on the words within the words: Comparative sounds like

compare, and thats what comparatives do. Superlative contains the

word super, which comes from superior, meaning excessive or great.In other words, comparatives will compare things, and superlatives will

say which is the best or most supreme form.

2. I Agree, I Disagree (interpersonal, low)

Each student will write one sentence containing a superlative and onesentence containing a comparative. For instance, one student might

write, Chocolate is the best ice cream for his sentence containing a

superlative. The goal is to write statements that most students in the

class will agree with. Share these statements in small groups and havethe groups decide whose sentences are the most popular. Then share the

most popular statements with the class to find the overall winner.

3. My Own Collection of Comparatives and Set of Superlatives(intrapersonal, interpersonal, low)

Give students the attached questionnaire and ask them to fill it out

based on their own opinions. Once they have done so, give them five

minutes to mingle with other students, recording the names of others

who have the same opinions as they do.

4. Comparisons Using Comparatives (logical, low)

Provide students with two objectsfor instance, a flower vase and apencil. Time students for one minute and see who can come up with the

most sentences containing comparatives to compare the two objects.

Ex. The vase is prettier than the pencil.

The pencil is skinnier than the vase.The pencil is cheaper than the vase.

The vase is heavier than the pencil.

5. Interactive Assignment on the Web (linguistic, low)

Take class to a computer lab and direct them to

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/regcom.htm.

Once they have read the information on comparatives and superlatives,

invite them to complete as many of the activities as you would like.

(Regular Comparatives and Superlatives.English Language CentreStudy Zone. 4 August 2006.

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/regcom.htm)

Curriculumobjective:753.02a Thestudent willidentify anduse the correct

forms ofadjectives andadverbs andavoid use ofmisplacedmodifiers.

Suppliesneeded:

Questionnaire

Two objects

Computers


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Eight Parts of Speech

1. Eight Parts of Speech (kinesthetic, visual, auditory, low)

List the eight parts of speech on the board. Let the students come with

words and write at least four words to describe each part of speech forthe object.

Ex.CD player

nouns: CD player laser screenverbs:play spins skips stops

adjectives: color hot smooth round

adverbs: softly loudly quick slowpronouns: it its they them

prepositions: on under in around

conjunctions: for and nor but

interjections: Awesome! Far out! Groovy! Cool!

Write a paragraph about the object using words from your list.

Ex. My silver CD player is smooth and round. It spins while

the laser reads the disk. I like to play it loudly, but my mom

doesnt like my music. The CD player gets hot when its ontoo long. Sometimes it skips when I go running with it.

2. Eight Parts of Speech and Mad Libs (auditory, low)

Take turns filling in the blank spaces on a Mad Libs sheet. One studentreads the story. Its fun and a little silly.

3. Speech in Action (visual, kinesthetic, auditory, low)

View a television ad once. View it again. While ad is playing, students

can hold up a card when they recognize a part of speech. Pause when

the student holds up the card. List the labeled part of speech on theboard. If playing with teams each team must get through each part of

speech then they may add more to the list. There may be no repeats.

4. Language Review (auditory, low)

Write down a sentence that you hear someone say in the hall during

passing time. Find a list of the eight parts of speech. Write the eight

parts of speech across the top of a piece of paper. Identify how eachword is use in the sentence. Exchange your paper with a classmate and

check your work.

5. Diagramming Sentences with Sticks (kinesthetic, linguistic, high)

Review sentence diagramming rules. Choose three sentences to

diagram. Make a model diagram from the sticks. Classmates will tryto make up sentences that will fit into your diagram.


Suppliesneeded:

CD player

Toothpicks,Popsiclesticks, ortwigs from atree

Twine orglue

TV and VCR

Recording oftelevision

commercial

Mad Libs

Index cards


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Common Usage Problems

1. Tall Tales and Transitions (interpersonal, auditory, low)

Begin a fictional story. When the story passes to the next person he or

she must use a transition to continue the story.

2. Top Ten List of Irregular Verbs (linguistic, high)



3. Illustrating Usage Problems on Index Cards (visual, high)

Hands-on Grammar (Prentice Hall Writing and GrammarCommunications in Action Platinum Level, pg. 454)

4. Comparison Flip Chart (linguistic, high)



5. Sentence Lesson-Inverted Sentence Cards (linguistic, high)



6. Who Needs Whom? (logical, high)

Invite students to read discussion of who and whom at

http://www.wsu.edu/~brians/errors/who.html. Then invite them toargue both for and against using whom. Why should we use it? Whyshouldnt we? Should we just eradicate it from the English language?

After students have written a paragraph about the necessityor lack

thereoffor the word whom, have the class vote and share their

opinions, even having a debate if possible.(Who/Whom. 4 August 2006.

http://www.wsu.edu/~brians/errors/who.html)

Curriculumobjective:753.02.a Thestudent willidentify and usethe correct

nominative,objective, andpossessiveforms ofpronouns alongwith otherpronoun forms.

The student willuse the correctforms ofadjectives andadverbs andavoid use ofmisplacedmodifiers.

The student willidentify and usethe correctforms of regularand irregularconsistent verbtense in writing.

Suppliesneeded:

Paper

Scissors

Computers


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Common usage problems supplementary materials


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Resources

All activities are original except those with citations attached. The following is a list of

resources we used to spark ideas.

Curriculum Resources. www.d91.k12.id.us-/curriculum/Curriculum Resources/.

Carroll, Joyce Armstrong, Edward Wilson, and Gary Forlini. Prentice Hall Writing and

Grammar Communications in Action Gold Level, Handbook Edition. NewJersey: Pearson Education, Inc., 2003.

Haynes, Georgia. Bonneville High School English Teacher, Lessons.

Marzano, Robert J., Debra J. Pickering, and Jane E. Pollock. Classroom Instruction thatWorks. Alexandria, Virginia: Association for Supervision and Curriculum

Development, 2001.

Mitchell, Diana, and Leila Christenbury.Both Art and Craft: Teaching Ideas That SparkLearning. Urbana, Illinois: National Council of Teachers of English, 2000.

Prentice Hall Literature: Teacher Desk Reference-High School. New Jersey: PrenticeHall, 1995.

Sebranek, Patrick and Dave Kemper et al. Writers Inc. Sourcebook: Student WritingGuidelines, Models and Workshops. Burlington: Write Source Educational

Publishing House, 1995.

Truss, Lynne.Eats, Shoots and Leaves. New York: Gotham Books, 2003.

Writers Inc: Teachers Guide. USA: D.C. Heath and Company, 1996.

Excellent Internet Sources

http://www.lessonplanspage.com

http://www.teach-nology.com/themes/lang_arts/grammar

http://www.edhelper.com

http://www.primaryresources.co.uk

http://www.computerlab.kids.new.net

http://about.com

http://towerofenglish.com


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http://712educators.about.com

http://www.education-world.com

http://www.english.vt.edu

http://www.foridahoteachers.org/

http://www.d91.k12.id.us-/curriculumweb/curriculumresources/

http://www.school-house-rock.com

http://www.english.vt.edu/~IDLE/gym2/index.html

Sample Lesson Plan for 50-Minute Class Period

1. Post and read objective and lesson

2. Post sample ISAT question. Students will answer it and then check answer.Sample questions are available online athttp://wwwforidahoteachers.org/isat_resources.htm

3. Create a Word Wall for each topic you cover. As you complete activities for a

topic such as nouns, writeNoun on a strip of paper and place it on your WordWall. Whenever you have a few extra minutes in class, review the phrases on the

Word Wall4. Concentrate on one objective per day and one or two activities

5. Review

Supplies for class Pens (black and red)

Pencils (optional)

One large spiral notebook (with pockets) labeledLANGUAGE. Studentswill number each page-the lessons will be written here. Each page

corresponds with the lesson so that everyone is on the same page. It willhelp keeping track of understanding and attendance.

Documents

Ideas for Teaching