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Targets for Freshmen Bridges

1. Define “Grammar”2. Recall the eight parts of speech and their functions3. Identify the antecedent of a pronoun

A. Revise incorrect or ambiguous pronouns in a sentenceB. Revise vague nouns and pronouns that create obvious logic problems

4. Identify verbs in their various forms A. form the past and past participle of irregular but commonly used verbs

5. Identify prepositional phrases and their objects 6. Solve such grammatical problems as whether to use an adverb or adjective form, and

which preposition to use in simple context

7. Explain the basic parts of a sentence 8. A. Explain the difference among phrases, clauses, and fragments 9. Use Conjunctions or punctuation to join simple clauses10. Identify the simple and complete subject and predicate in a sentence 11. Identify direct object, indirect object, and complements12. Revise sentences for subject, verb agreement 13. Decide the appropriate verb tense and voice by considering the meaning of the entire

sentence14. Provide appropriate punctuation in straightforward situations (items in a series.)15. Determine the need for punctuation and conjunctions to avoid awkward sounding

sentence fragments and fused sentences16. I can form comparative and superlative adjectives17. Recognize and use the appropriate word in frequently confused pairs such as there, their,

and they’re.18. Revise expressions that deviate from the style of an essay(parallell structure)19. Identify the basic purpose or role of a specified phrase or sentence20. Select the most logical place to add a sentence in a paragraph.21. Delete a clause or sentence because it is obviously irrelevant to the essay22. Delete obviously synonymous and wordy material in a sentence23.

Lesson 1: Objective: I can define grammar.

Materials: Poster board, glue, construction paper. Sample word cloud.Procedures

1. All students will be greeted, and directed to their seats upon entry of the classroom.

2. Students will have a class starter prompt on the board. Class Starter: What is Grammar? As students are writing, teacher distributes syllabi.3. After students complete writing, teacher instructs them to direct their attention to the syllabus and learning targets of the course. The teacher will discuss the syllabus with the students

4. The teacher asks students to volunteer their responses to the class starter. Students will write their responses on the board and also on pieces of construction paper.

5. Students will be placed in groups of four and given ten minutes to create a word cloud that illustrates their understanding of grammar as they see it at this point. Students will be encouraged to include any additional words in the definition that were not written on the board.

6. These word clouds will likely be chaotic in construction. Students will display their word clouds on the wall of the classroom.

7. View Amy Benjamin’s powerpoint of Grammar Visuals (slide 1.)

8. Teacher will have a premade word cloud that is much more organized in construction that will be discussed. Students will place their word clouds around this word cloud.

9. Class will end with a discussion focused around the question: Where do all these other things in your word clouds come in to this definition?

Assessments

Pre: Students will come up with their own definitions of grammar

Formative: students will complete an entry slip upon the next class meeting.

Summative: Students will write this definition from memory.

Lesson 2: Homophones

Objective: I can use the correct form of commonly confused word pairs.

Procedure

1. Explain the meaning of the term “homophone.”

2. Model the correct usage of the homophones “they, their, and they’re”

3.Each student will be given two sets of commonly confused word pairs to research. Students will develop a presentation that teaches the difference between the words. Two students will present each Friday.

Presentation requirements

A). Definitions of the words. 3 points

B) . Examples of the words being used in a sentence. 3 points

C). At least six practice sentences for classmates 4 points

4. Students will complete a section from the Holt Handbook as a further formative assessment if needed.

Assessment

Formative: presentations, Holt Handbook

Summative: Holt Handbook page 387

Lesson 3: Objective: I can recall the eight parts of speech and their functions Note takers.

Materials: Projector, laptop, youtube access http://www.youtube.com/watch?v=Te6amrFh_2k Various books.

Assessment Pre: students will write the eight parts of speechFormative: Students will write the eight parts of speech. They will correct their own papers with a

colored pencil Summative: Students will write the 8 parts of speech and their functions

Procedure1. Students will write the definition of “grammar” as a formative assessment from previous day.2. Students will watch the Youtube clip and complete the notetaker.3. Teacher reviews notetaker with class. To check for understanding. 4. Students will be divided into 8 groups. Each group will look for a different part of speech in a book, for two minutes. At the end of the two minutes, students must present what they have found. Then they will rotate until every group has looked for each part of speech.

http://www.youtube.com/watch?v=Te6amrFh_2k

Parts of Speech Notetaker

1. There are eight parts of speech:___________,___________,_____________,_____________

,_______________,________________,_________________,_____________

2. Nouns: __________,_______________,_____________, and _______________

3. Pronouns: _____________the_____________of_____________

Noah saw some children, and Noah, and them to get into Noah’s van

Other pronouns:____________,____________, and ______________

4. _______________: describing words, they only describe ___________and ______________.

Look at the word it is describing.

5.Verbs:_____________________or state of being words

Action Words:

Linking Verbs (state of being verbs)

Rule: All sentences must contain at least__________ ____________.

6.Adverbs:_________________________adjective, other adverbs.

Example: That would hurt______________.

Usually end in ___________

7. ______________join things together

There are ___________kinds of _______________

________________join equal things

Examples: FANBOYS: F A N B O Y S

________________join unequal things

Example:

8. Prepositions: relate nouns and pronouns to each other.Examples:Test: The mouse ran________________the hollow log.

9._____________________show emotion, but are not grammatically linked to the sentence.

Example

Lesson 4: Objectives1. I can identify the antecedent of a pronoun2. Revise incorrect or ambiguous pronouns in a sentence3. Revise vague nouns or pronouns in a sentence that create obvious logic problems.

Procedure1. Assessment: Definition of Grammar2. View the powerpoint. Discuss for understanding.3. Mad lib paragraph. Students will each contribute a word to a list. Students must then create a focused paragraph using at least one word from each category. Students must demonstrate correct pronoun usage.4. Students proofread each other’s paragraphs for correctness5. Students will present their paragraphs to the class. 6. It is possible that students will bring this on their own, but if not, logic problems will be discussed. Students will be given at least three examples of logic problems

The motorcycle crashed into the tree. Luckily it was not damaged.Mrs. Fitch brought her dog into the house. Hopefully she doesn’t have fleas!The cat puked up a hairball, so Mrs. Fitch picked it up and held it lovingly.

The problems in these examples will be discussed. Students will then write sentences that have their own logic problems. Students will pair and share discussing how to correct these problems. Students will keep a log of these sentences that will be turned in as a formative assessment.7. If time permits, students will write the 8 parts of speech and their functions.

AssessmentFormative: Mad lib paragraph, student generated logic problems.Summative: Quiz

MaterialsComputer, projector, powerpoint, Languge of Style textbook.

Pronoun Quiz

Part I

10 points

Directions: Number your paper from one to ten. Identify the Antecedent of the underlined word. If the antecedent is the speaker, write “speaker.”

Caroline’s birthday party was a huge success! 1.She decided to have 2.it at her Aunt Sharon’s house so that everyone could swim in the pool. 3.Some of her friends had a hard time finding the place, but 4. most found the party without any trouble. Everyone was give a Hawaiin Lei when 5. he or she arrived. The food was delicious, even though everyone got barbecue sauce all over 6. themselves. Caroline’s mother fixed smoothies, and all of 7.them had little umbrellas in the glasses. Caroline’s best friend, Dusty, accidentally spilled 8.his smoothie all over 9.himself, but Caroline washed him off with the water hose. 10 Each of her friends had lots of fun!

Part II

10 points

Each of the sentences below has a vague or ambiguous pronoun. Revise the sentence by rewriting it

1. We unpacked the books from the carton and threw them out.

2. While Marcy and Danielle were talking, she discovered that the Washington Monument was cracked in an earthquake.

3. I changed the baby’s diaper and threw it away.

4. The couple said their vows and they smiled.

5. As soon as the teachers left their rooms, the students destroyed them.

Lesson 5 : Using VerbsObjective I can use regular and irregular verbs correctly.

Procedure

1. Verb discovery activity.2. Students are instructed to bring some type of reading material (book or magazine) with them to class. 3. Students already know what verbs do in sentences. Now students need to see all the different ways that verbs are used. Teacher will need to define “verb phrase” and give an example. Students may also need a brief review of what types of words can be verbs.

4. Students will make a list of verb phrases that is found in their reading material. Students should come up with at least fifteen verbs/ verb phrases. Remind them that the goal is to come up with a variety of verb forms.

5. Group students into pairs. Students must then group their verb phrases in a way that they seem Similar.

6. Discuss why students chose the words from each group. Teacher will explain the types of verb groups to the class. Eventually students will be given this chart. Students will also discuss when it is appropriate to use each of the forms.

Form/ Tense Word ending number Regular Example Irregular exampleBase (infinitive)(present tense, first or second person)

Does not change plural (to) Laugh Eat

Present 3rd person -s singular laughs EatsPast tense -ed Singular

or pluralLaughed Ate

present participle -ing laughing EatingPast participle -en laughed eaten

Other terms to discuss: Linking verb, auxiliary verb, gerund phrase.

AssessmentFormative: allow students to look for more verbs for each type to add to the list. Complete the activity below.Summative: Students will be given two verbs (irregular and regular) and will have to use each correctly in a sentences that use each form (infinitive, present 3rd person, past tense, present participle, past participle, gerund phrase)

Verb Form Exercise(Kolln 62)

Directions: Fill the blanks with the four addition forms of the verbs listed on the left. If you have a problem figuring out the –ed form , simply use it in a sentence with yesterday: “Yesterday I _________.”If you have trouble figuring out the –en form, use it in a sentence with have: “I have _______________.”

Base Present 3rd person Past tense Present Participle Past Participle(infinitive) -s form -ed form -ing form -en form

1. have ____________ __________ _______________ ______________

2. do ____________ __________ _______________ ______________

3. say ____________ __________ _______________ ______________

4. make ____________ __________ _______________ ______________

5. go ____________ __________ _______________ ______________

6. take ____________ __________ _______________ ______________

7. come ____________ __________ _______________ ______________

8. see ____________ __________ _______________ ______________

9. get ____________ __________ _______________ ______________

10. move ____________ __________ _______________ ______________

11.prove ____________ __________ _______________ ______________

12. put ____________ __________ _______________ ______________

13. think ____________ __________ _______________ ______________

14. beat ____________ __________ _______________ ______________

15. meet ____________ __________ _______________ ______________

The first nine verbs in this exercise , along with be (is) and have (has)make up a list of the ten most frequently used verbs in English.

What do these ten verbs have in common?_________________________________________________

Lesson 6 : Using Verbs Correctly 2

Objective: I can decide an appropriate verb tense and voice by considering the sentence.

Procedure1. Think of an activity or task that requires at least five steps such as tying your shoe or baking a cake. Write the steps required to complete this in a bulleted list.

2. Question: Did you write this in past, present, or future tense? (Suggest giving steps a subject)

3. Lecture: What you know are three times: past, present, and future. There are also four different aspects that are used to classify verbs. (Have a student look up “aspect” in the dictionary. Write the definition on the board.) Explain the four aspects: simple, perfect, progressive, and perfect progressive. Give the following example.

Past present futuresimple I ran I run I will runprogressive I was running I am running I will be runningperfect I had ran I have ran I will have ranPerfect progressive I had been

runningI have been running

I will have been running.

4. Ask the question about the class starter again, but this time include the aspect.5. Activity: Choose a verb. Write twelve sentences that use the verb correctly.6. Activity: Rewrite your class starter to make it past perfect.

AssessmentFormative: Class starter, twelve sentences, class starter rewrite.Summative: Quiz (Oliver)

Verb Tense Quiz Instructions:Select the most logical verb tense for each sentence below.

1. Next August, Bob and Sue _______ for 10 years.

A) are married

B) have been married

C) will have been married

D) will marry2. Listen! _______

E) Does the phone ring?

F) Is the phone ringing?

G) Has the phone been ringing?

H) Was the phone ringing?

3. No, I _______ that movie yet.

A) don't see

B) hadn't seen

C) am not seeing

D) haven't seen

4. He _______ to Chicago just a few months ago.

E) has moved

F) had moved

G) would move

I) moved

5. Thanks a lot, but you _______ me a birthday present!

A) didn't have to give

B) hadn't given

C) must not have given

D) couldn't give

6. I wish I could help you, but I _______ his phone number.

A) didn't know

B) haven't known

C) couldn't know

D) don't know

7. When your plane _______ , please call me.

E) will arrive

F) arrives

G) arrived

H) will have arrived

8. _______ in the hospital since last Thursday.

A) He was

B) He's been

C) He's

D) He'd been

9. No, _______ a good time at this party. Let's leave!

E) I'm not having

F) I don't have

G) I won't be having

H) I didn't have

10. What's wrong with Tony? _______ very stressed and nervous lately.

A) He's being

B) He'll have been

C) He must've been

D) He's been

Lesson 7 Objective: I can recognize prepositional phrases and their objects I can choose an appropriate preposition for a sentence

Go over the chart from the previous day. Discuss any lingering issues. Students will complete a summative assessment over this at the next class meeting.

Procedure

1. Review the definition of a preposition. Explain that the only place you will typically find a preposition is in a prepositional phrase because of its definition. This would also be a good time to introduce the term “phrase.”

2. Choose a volunteer to stand in the middle of the room. The students will be asked to write sentences that show the relationship of the teacher to the student. Have a few students read their sentences out loud. Probe further by asking them. When did this happen? Why did this happen? These questions may bring about the prepositions that involve time.

3. Write the prepositions on the board as the students use them. Add any common ones that students miss.

4. The teacher will write some basic sentences: Jill walked. The cat purred. The students screamed. These will placed into a jar of some sort. Students will draw out a sentence; next they must each add a prepositional phrase to the sentence in order to complete it. Students will write their prepositional phrases on the board.

5. Students will be asked if they recognize a pattern. They will likely point out that the phrases end in nouns or pronouns. Teacher will explain that these are the objects of the prepositions.

6. Students will all write two nouns on small pieces of paper and place them in the jar. Students will draw out two pieces of paper. Next, they will write a sentence that uses a prepositional phrase to connect the two nouns.

7. Practice choosing the correct preposition by completing the “Cleaning Up” and “The Correct Preposition Please” handouts (Larson).

Assessment

Formative: Students create prepositional phrases for existing sentences. Students use a prepositional phrase to connect two nouns in a sentence.

Summative: Test(below)

Prepositional Phrase Test

Part IUse an appropriate preposition in each sentence below :5 points1. The bird few _______________the window.2.________________the rain, the grass was very wet.3.We ran ________________the woods to get____________grandmother’s house.4. The mouse ran ______________ the bucket.

Part II Directions: Write the preposition and its object for each sentence below. Some may have more than one. 10 points- 1 point for each preposition and 1 point for each object

1. The cat leaped onto the desk.

2. I went to the movies with Phillip last night.

3. I walked to the store and bought a bottle of water after practice.

4. According to bill, the mouse is hiding under the desk.

5. During the thunderstorm, a huge tree fell through the roof.

Part III :Write a single sentence that uses prepositions to connect the items below. 5 pointsFlashlight desk power outage

Lesson 8 Objective: I can find the simple and complete subject of a sentence I can explain the difference between phrases, fragments, and clauses

Procedure

1. Opening question? How do you know a sentence is a sentence and not a fragment? Students will write responses and share them.2. Write the following eight sentences on the board. Ask: are these sentences? How do you know?

1. i jumped2. running across the room and diving under the bed3. give me a break4. through the park5. unfortunately the house burned completely to the ground6 because I wanted to go swimming7. am sitting on the couch8. the little girl with the pigtails and blue dress

3. Give students note taker sheet (below.) Show powerpoint at http://www.ateg.org/grammar/tips.php “Using a Bike to Teach Sentence Structure.” Pause periodically to clarify meanings. Stop to write the definitions of “Phrase,” “clause,” and “fragment.” This will carry over into the next day. For homework, students are to write a paragraph on any topic. It must be at least five sentences. This will be turned in tomorrow.

5. (day 2) Take up homework. Complete the powerpoint from the previous day. Cover any lingering questions

6. Return to the eight sentences on the board. For the remainder of the period, students are to reevaluate which of these are sentences, and they must explain why.

7. Trade homework paragraphs. Students will evaluate the work of their peers determining if each sentence is written correctly. Once this is completed, students. Will decide if they agree with one another.

AssessmentFormative: Respond to list of sentences to determine if they are sentences. Evaluate the work of a peer to determine correctness.Summative: (Test below)

Follow-up activity for later use: Students are to write a descriptive essay. Choose a place. Describe the sights, sounds, smells, textures, and tastes. Use many adjectives and adverbs. This is to be five paragraphs long, and students will have one week to complete it.

http://www.ateg.org/grammar/tips.php

Subjects and Predicate Quiz

Part I Finding simple subjects and simple predicatesDirections: Read the sentence; find either the subject or the predicate. (1 point each)

1. The cat ate a lot of sandwiches. In the sentence the simple predicate is.......

A) cat C) sandwichesB) ate D) a lot

2. While at the store, Randy bought some candy. In the sentence the simple subject is.....

A) store C) candyB) Randy D) bought

3. While at the store, Randy bought some candy. In the sentence the simple predicate is .....

A) bought C) a lotB) while D)Randy

4. Rodney was eating pineapple that was rotten. In the sentence the simple subject is.......A) pineapple C) rottenB) Rodney D) eating

Part II Finding complete subjects and complete predicatesDirections: Put a box around the complete subject of the sentence and underline the complete predicate. If the item is not a sentence, write sentence fragment. If the subject is understood, write “understood you.” (2 points each)

5. The football player sprinted for the goal line.

6. Running across the floor, the toddler tripped over the toy.

7. The brand-new laptop with all the extra accessories.

8. Do you know what happened to the cookies?

9. Over the river and through the woods to Grandmother’s house we go.

10. Get over here!

Part III Phrase or Clause? (1 point each)Directions: tell if the underlined portion of the sentence is a phrase or a clause. If it is a clause, tell if it is a dependent clause or an independent clause.

1. I will go to the library as soon as it opens.

2. The cat jumped, and the dog barked loudly at it.

3. I had hoped to run with my brother this morning.

4. A gift was given to the secretary.

5.I wanted a cold drink, but I was in a hurry to get to the concert.

6. The mouse that scurried across the floor escaped under the cabinet.

7. Millie’s cooking is something to be admired.

8. John, my best friend, gave me a puppy for my birthday.

9. Darting across the finish line, I screamed a victory cheer.

10. Although Mrs. Fitch really wants us to learn how to use grammar effectively, it isn’t always easy.

Part IV2 points

What does every sentence have to have to be a sentence?

Lesson 9: Verb shiftsObjective

I can decide appropriate verb tense and voice by considering the meaning of the entire sentence.

AssessmentFormative:Summative: Essay correction

ContextStudents have practiced how to create different verb tenses. Here they will learn to avoid verb tense shifts.

Procedure

1. Class starter: Handout: “Pop goes the Verb”(Larson 13).2. View timeline of verbs on page 156 of Holt Handbook. 3. Lecture: Caution students not to shift in verb tense. A paragraph/ essay should have Give an example of a shift.

Example: She stands at the podium and will teach the classRevision: She stands at the podium and teaches the class.

4. Using Students revise their class starter for shifts in verb tense.

Pick a room, any room, and spend 10 to 15 minutes observing it. It can be in school, in a candy store, or in your home. Try to be as descriptive as you can. In the coming assignments, you will work on different types of nonfiction writing, but in each case your ability to find the right words and the colorful details will be what makes your story come to life.

Write several (at least three) paragraphs describing the room — the size and layout, the furniture and decorations, the people in it, etc. Use plenty of details so that the reader can close his or her eyes and picture the room. Your reader would like to hear the sounds (a radio playing, neighbors shouting), smell the odors (bacon cooking, garbage rotting) and, of course, see the sights, but don't just tell them there is a chair, or even a comfortable chair. Tell them where in the room the chair is, what color it is, what fabric it's made of, and what it feels like to sink into the chair.

Be sure that you use all that you have learned up to this point. Use accurate nouns, descriptive adjectives, descriptive adverbs. When appropriate, use pronouns. Check the rubric on the back of this sheet to see what I am looking for in your essay.

I will use this rubric to grade your paper. Please attach it to your final essay. If you lose the rubric, you are required to print off a new one from the class website. Your essay will not be graded until I have your rubric.

Due Date:___________________

Rubric

3 2 1 0Adverbs/ adjectives

Uses plenty of descriptive

Uses too many adverbs and

Uses many adverbs and

Uses zero to few adverbs and

adverbs and adjectives without overloading the paper with them.

adjectives, that overload the paper

adjectives, but some are too vague or general

adjectives

conjunctions Correctly uses both subordinating and coordinating conjunctions to link phrases and clauses.

Attempts to use both coordinating and subordinating conjunctions, but may err slightly: eg in a way that creates a fragment.

Uses either subordinating or coordinating conjunctions correctly to link phrases and clauses.

Neither type of conjunctions is used

pronouns Appropriately uses pronouns. All pronouns use have clear antecedents

Uses pronouns when needed less than 3 errors or unclear references

Uses some pronouns, but there are 3 or more errors/ unclear references

No pronouns used, or many more need to be included.

Prepositional phrases

Uses prepositional phrases correctly with clear objects and references

Uses pp, but 1-2 may have an unclear object or reference

Uses some pp, but 3 or more have unclear objects or references

No prepositions are used, or they are used incorrectly

nouns Uses multiple precise nouns

Uses many nouns, but could be more precise in noun choices,

Uses some precise nouns

Few nouns are used.

Sentences All sentences have a subject and predicate. Varied sentence structures are used.

1-2 sentences are missing a subject or predicate.

3-5 sentences are missing a subject or a predicate.

More than five sentences are missing a subject or a predicate

Format Uses at least three paragraphs that are 5 sentences long.

Uses two paragraphs that are at least five sentences long.

Does not use paragraphs, but contains plenty of information

Does not use paragraphs. Very little effort has been made.

Total /21

Lesson 10: Objective: I can find objects and complements.

Procedure

1. The notes below will be given to the students by writing on the board. After each example, a student will be chosen for a “live example.” Teacher will explain that the chosen student is to choose an item in the room and either do something or pretend to do something to the item. The other students will write what they see.

2. Choose three students to write their examples on the board. The class will then decide on the objects and complements.

3. Writing activity: Pretend that you are trying to get a can open without a can opener. Write a paragraph that details your adventure. Use objects and complements. Students who do not finish in class will finish for homework.

4. Day two: go over paragraphs. A document camera would be ideal for this. Students will practice some exercises in the textbook over pronoun cases.

AssessmentFormative: Students write examples of sentences describing actions they actually see.

Students write a paragraph to use objects and complements.Summative: Qui

Don't use subject pronouns as direct objects.

The chart below contains subject and object pronouns. Because direct objects are objects, always use the objective form of the pronoun when you need a direct object.

Subject Pronouns Object Pronouns

Recognizing: Objects and Complements

Several of the most common errors that persist in adult writing come from this next section are going to discuss.

Direct object: The item in a sentence that directly receives the action( never set this apart from your verb with a comma)

Example: He hit the ball. Explanation: the ball received the action of the verb hit. It is only a direct object if the verb it follows is an action verb. Find it by asking “What did he hit?”

Object Complement: renames or describes the direct object.

Example: Mrs. Fitch named her daughter Maybrie.Explanation: Here “daughter” is the direct object because that is what Mrs. Fitch named. “Maybrie” is the object compliment because it tells us the name of Mrs. Fitch’s daughter. Find this by asking “Mrs. Fitch name her daughter what?”

Indirect object: Tells us for or to whom or what the action is directed.

Example: I gave Chase a pony for his birthday. Explanation: Chase is who received the pony.

Subject complement: follows a linking verb such as “is”

Example: I am tiredExplanation: tired is a subject complement because it is linked to the subject “I” by the linking verb was. “tired” is an adjective that gives us more information about the subject “I.”

Don't use subject pronouns as direct objects.

The chart below contains subject and object pronouns. Because direct objects are objects, always use the objective form of the pronoun when you need a direct object.

Subject Pronouns Object PronounsIweyouhe, she, ittheywho

meusyouhim, her, itthemwhom

Objects and Complements Quiz

16 points

Part I Directions: Match the underlined part of the sentence to the correct letter on the right.

1. The flying bird is a blue. A. subject complement

2. The dog is dirty and stinky, but I still love him. B) Direct object

3. I gave my husband a big hug. C) object complement

4. I had a juicy steak for dinner. D) indirect object.

5. The cat arched her back and hissed.

6. I told my brother Chase a story.

7. Allison carried her bible and her purse to church.

8. Bill and Crystal are hungry.

Part II Directions: Fill in the correct pronoun

1. The basket of cookies was form you and ____________________(I or me)

2. You and _____________need to go to the store (I or me)

3. ______________children can understand things that adults just don’t get (we, us)

4. The girl_______________won the contest was really smart. (who, whom)

5. Mrs. Dimwit consulted an astrologer ___________she met in Seattle.(who, whom)

6. The men, four of____________ are ill, were indicted for fraud(who, whom)

7. The winner was_________________ .(she, her)

8. Is is _________________(she/ her)

Lesson 11. Objective: I can recognize and use various types of phrases.

Procedure1. Pass out the hand out on types of phrases. (below)2. Discuss the examples for each types of phrase. Students will use this handout as a reference sheet.3. Students will use a novel to look for these types of phrases. Each student will select a novel and flip through it to find an example of each type of phrase. 5. Student will use the template below to write a poem. This will serve as the summative assessment for the objective.6. Day two will be a working day. Students will work on their poems in class so that the teacher is available to answer questions.

AssessmentFormative: students find phrases being used in sentencesSummative: Students write a poem that puts the phrases together.

Common Types of Phrases

There are several types of phrases used in English that are named after the most important words used in that phrase. By learning what these phrases look like and how they are used, the writer can construct stronger sentences.

1. Verb phraseVerb phrases are easy to recognize. They consist of a verb and all the related helping words. Verb phrases function as single-word verbs, to express action or to link subject and complement.

1.1 I have been asking for a raise for ten years. (Verb phrases may consist of adjacent words)1.2 Despite being an actor, he has never actually succeeded in learning many lines. (Verb phrases may have other words that interrupt them)1.3 I've just been working on this, and the problem is in the cable. (Verb phrases may contain a contraction)

A. Participial phraseParticipial phrases are formed from participles and all the related words. Participles are formed from verbs and end in "ing" or "ed." Participles function as adjectives; therefore, participial phrases also function as adjectives. They often describe the subject of the sentence.

a.1 Laughing wildly, she ran down the path. (Describes "she")a.2 The actor, pausing for a moment, looked at the crowd. (Describes "actor")a.3 He showed us the cabinet, painted a brilliant green. (Describes the object "cabinet")

B. Infinitive phraseAn infinitive phrase is formed from an infinitive and other related words. An infinitive is the word "to" followed by a verb. This type of phrase functions as a noun, an adjective, or an adverb.b.1 To get an appointment with him requires a great amount of patience. (As a noun subject)b.2 He wanted to see the Eiffel Tower, but he didn't know where it was. (As a noun direct object)b.3 He wrote a letter to raise funds for the foundation. (As an adverb)b.4 The decision to eliminate vacations was very unpopular. (As an adjective)

C. Gerund phraseA gerund phrase if formed from a gerund plus its related words. A gerund is a verb with an "ing" ending that functions as a noun. Gerund phrases look like some participial phrases. The difference is that participial phrases function as adjectives; gerund phrases function as nouns.c.1 Geraldine's singing always enthralls the audience. (As subject)c.2 Sam hates getting a headache when he works late. (As direct object)c.3 His favorite activity is sailing down the Nahanni River. (As subject complement)

2. Prepositional phrasePrepositional phrases start with a preposition (such as in, at, by, for, to, over, etc.), have a noun or pronoun object of the preposition, and may also have other modifiers. Prepositional phrases function as adjectives, or adverbs.

2.1 The announcement for the play arrived after it was over. (As adjective)2.2 He walked into the meeting just as the president arrived. (As adverb)

2.3 She gave the information to me. (As indirect object)

3. Absolute phraseIs a structure independent from the main sentence. In form the absolute phrase is a noun phrase. It’s job is to introduce a new idea or piece of information that is related to the main sentence. Sometimes it may contain a participle that ends in –en or –ing. You can rewrite the absolute phrase as a cause effect relationship using the words because, when, or since. Make sure that it has a noun or pronoun in it.3.1 Our car having developed engine trouble, we stopped for the night.3.2 Lights off and doors locked, the mansion looked spooky in the moonlight.3.3 Many boats—their anchors buried in the sand—lay on the salty bed of the dried-up sea.

4. Noun Phrase A noun phrase is composed of a noun or pronoun and its modifiers. Modifiers that come after the noun might include prepositional phrases, adjective clauses, participle phrases, and/or infinitives.

4.1 A dog on the loose came running into our yard.4.2 The car that was gleaming in the driveway waited patiently for my birthday.4.3 The big, hulking, unhappy student came slouching into the room.

A)Appositive phrase: a phrase that further describes the noun, it interrupts the normal flow of the sentence to add further information about the noun. Set it off with commas or a dash. They follow the structure of noun clausesa.1 The dog, a mangy creature, sniffed the leg of my pants.a. 2 Canoes, long and skinny boats for two people, were used by Native Americans.a. 3 A pair of cardinals has set up housekeeping in our pine tree--an unexpected but welcome event.

http://www.chompchomp.com/terms/infinitive.htm

http://www.chompchomp.com/terms/participlephrase.htm

http://www.chompchomp.com/terms/adjectiveclause.htm

http://www.chompchomp.com/terms/prepositionalphrase.htm

Phrase Poem

Directions: Use the template below to write a poem. *Hints-You are essentially writing two sentences; it s only the form that makes the two sentences poetic. - Listen closely to the example that your teacher gives you. -You may use your notes, but you may not use any of the examples in your poem .-Keep your poem in present tense, with the exception of your relative clause.-does not have to rhyme

Gerund Phrase (Title) Going Out

Absolute Phrase Buckles glistening in the moonlight,Noun phrase my pink high-heeled shoesRelative Clause that I bought at Macy’sVerb phrase are rubbing a blisterPrepositional phrase. on the back of my heel.

Participial phrase, Chewing my flesh,Noun phrase the stilettos ,Appositive phrase, -an $89 purchase-Verb phrase are causingNoun phrase my tired feetInfinitive phrase to bleed.

Rubric

Line 2 1 0Gerund Phrase Your phrase is correct

and could function as the subject of your entire poem.

Your phrase is correct, but does not seem related to your poem

Your phrase is incorrect or missing

Absolute Phrase Phrase describes the noun phrase following. Does not create any logic problems

Phrase is correct, but may create a problem with logic

Phrase is not absolute or phrase is missing.

Noun Phrase Phrase contains a noun and no verbs

Phrase may contain both a noun and a verb.

Phrase does not contain a noun phrase at all

Relative Clause Clause is correct and clearly refers back to the noun

Uses a phrase, but the wrong pronoun is used, or the phrase has an unclear reference

Phrase is missing or completely incorrect

Verb Phrase Phrase contains a verb and no subject

Phrase contains a verb and a subject

Verb is missing

Prepositional phrase. Phrase has a preposition and an object, refers back to a clear noun. Flows with the poem

Phrase has a preposition, but lacks an object. May not flow with poem.

Incorrect or missing phrase

Participial phrase, Correct participial phrase is used

Participial phrase is used with a tense shift.

No participial phrase

Noun phrase Phrase contains a noun and no verbs



,Appositive phrase, Renames or describes the noun, correctly set off with commas

Appositive phrase is not set off with commas

No appositive phrase3

Verb phrase Phrase contains a verb and no subject

Phrase contains a verb and a subject

Verb is missing

Noun phrase Phrase contains a noun and no verbs



Infinitive phrase Uses a correct infinitive phrase

May split the infinitive phrase

No infinitive phrase present

Total__________________________/24

Lesson 12: Objective I can revise sentences for subject-verb agreement

Procedure1. Pretest in Elements of Languge handbook. Grade together.2. Advise students to place their pretest in the page and lay it aside for later use. 3. Play powerpoint of subject verb agreement. http://grammar.ccc.commnet.edu/grammar/sv_agr.htm Advise students to take notes. Stop periodically for clarification4. Allow students to make corrections to their pretests. 5. A review of subjects and predicates may be needed. 6 Homework: Write a paragraph about our school. Talk about the activities, classes, teachers, and students7. At the next meeting. Trade papers and ask students to chart out the simple subjects and simple predicates. Decide if the subject verb agreements are correct.8. Students will practice using the worksheet below from Laugh Your way through Grammar.

Subject and Verb Agreement Quiz

1. Choose the sentence in which the subjects and verbs have been correctly identified and in which the subjects and verbs agree. The subjects are in bold and the verbs are underlined.

A) At the end of the story, they was living happily ever after.

B) At the end of the story, they were living happily ever after.

C) At the end of the story, they were living happily ever after.

D) At the end of the story, they was living happily ever after.


A) Al and Eli go to the beach to surf with their friends.

B) Al and Eli go to the beach to surf with their friends.

C) Al and Eli goes to the beach to surf with their friends.

D) Al and Eli goes to the beach to surf with their friends.


A) When Al and Eli arrive, they find that their friends has waxed their boards.

B) When Al and Eli arrive, they find that their friends has waxed their boards.

C) When Al and Eli arrive, they find that their friends have waxed their boards.

D) When Al and Eli arrive, they find that their friends have waxed their boards.


A) The group of children from that school has never seen the ocean.

B) The group of children from that school have never seen the ocean.

C) The group of children from that school has never seen the ocean.

D) The group of children from that school have never seen the ocean.


A) If our staff members doesn't quit picking at each other, we will not meet our goals.

B) If our staff members don't quit picking at each other, we will not meet our goals.

C) If our staff members don't quit picking at each other, we will not meet our goals.

D) If our staff members doesn't quit picking at each other, we will not meet our goals.


A) Either Gary or I am responsible for allocating the funds.

B) Either Gary or I are responsible for allocating the funds.

C) Either Gary or I am responsible for allocating the funds.

D) Either Gary or I are responsible for allocating the funds.


A) Neither she nor they were willing to predict the election results.

B) Neither she nor they was willing to predict the election results.

C) Neither she nor they was willing to predict the election results.

D) Neither she nor they were willing to predict the election results.


A) Nora is one of the candidates who are worthy of my vote.

B) Nora is one of the candidates who is worthy of my vote.

C) Nora is one of the candidates who are worthy of my vote.

D) Nora is one of the candidates who is worthy of my vote.


A) Nora, of all the candidates who are running, is the best.

B) Nora, of all the candidates who are running, is the best.

C) Nora, of all the candidates who is running, is the best.

D) Nora, of all the candidates who is running, is the best.


A) My problem, which is minor in comparison with others, exists because I dropped out of high

school.

B) My problem, which is minor in comparison with others, exist because I dropped out of high

school.

C) My problem, which is minor in comparison with others, exists because I dropped out of high

school.

D) My problem, which is minor in comparison with others, exist because I dropped out of high

school.


A) His dogs, which is kept outside, bark all day long.

B) His dogs, which is kept outside, bark all day long.

C) His dogs, which are kept outside, bark all day long.

D) His dogs, which are kept outside, bark all day long.

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Lesson 13: Conjunctions

Objective: Use conjunctions or punctuation to join simple clauses.Duration: At least two 45 minute class periodsAssessment

Formative: Oral exercises, Write a paragraph Summative: Quiz over joining clauses. Page 279 Review B

Students scoring below 80% may take Review C page 280

Procedure1. Brief lecture: A)Clauses don’t just float together like sentences elements sometimes do. You must use a comma, a conjunction or a semicolon to join clauses. B) Remember the three types of clauses: dependent, relative, and independent *May review

C) Remember the subordinating and coordinating conjunctions *may review

The comma (Use Holt Handbook)Pg 275 Use a comma before a coordinating conjunction when it joins independent clauses.

View examples on pg 275Do exercise 5 out loud on page 275

D) Write a scenario on the board: A celebrity is coming to our school! Write two sentences using the comma rule you just learned to describe the exciting event.

E) Continue teaching comma rules. After each rule is taught, students are to write two sentences using the rule to describe the celebrity guest appearance.

Non essential clauses and phrases comma rule: If a phrase or a clause is not needed to make the meaning of a sentence clear, set the clause or phrase off with commas.View examples on page 276.Do exercise 6 orally on page 277 GO over and explain any confusion.Add two more sentences to the celebrity guest paragraph

F) Challenge the students to use all seven coordinating conjunctions and at least one subordinating conjunction addition to the sentences they have already composed to complete the celebrity guest paragraph.

G) Allow students to revise their paragraphs for comma correctness with a partner. Some students may choose to read out loud. Be sure to look over these.

Lesson 14: Punctuation

Objective: I can use punctuation to join simple clauses (semicolon)

AssessmentFormative: practice exercises, create graphic organizersSummative: Written quiz

Procedure1. Write the sentence on the board June sat with Tony, Pat, and me, and Josh sat with Flora, Zack, and Geraldo.2. Ask are there two independent clauses here?3. Are they joined by a coordinating conjunction?4. Is the sentence clear? Explain the need for the semicolon.5. Give students the rule for semicolons: Use a semicolon between 2 independent clauses that are closely related in meaning if they are not joined by a coordinating conjunction.6. Working in pairs, create an album cover that uses a graphic organizer to demonstrate this rule.

Example:

BETWEEN

;

-FANBOYS

Reviews-This punctuation is riveting!-Chase out the comma splices with ;

7. Allow students to share their graphic organizers.8. Practice using exercise 1 on page 297

Part II1. Lecture Rule : Use a semicolon between two independent clauses joined by a conjunctive adverb or a transitional expression.2. View examples of conjunctive adverbs and transitional statements on page 2983. Allow students to create graphic organizers to illustrate this rule.4. View a few examples.5. Hands on discovery: Allow students to use books or magazines to find at least three semicolons being used. Write which of the two rules is being applied for each example found.6. Practice Quiz page 299

Quiz: Joining Clauses18 point

Use commas in each sentence to separate the clauses. (1 point each)

1. My teacher who is sometimes a little odd came to class dressed as a scuba diver.2. Even though I already had a library card the new librarian made me get a new one.3. The boy fell into the river but his dog leaped in and pulled him to safety.4. I hit my finger with a hammer so I held an ice pack on it.5. My brother an eccentric fellow wanted to wear moccasins under his graduation robe.

Directions: Insert a semicolon to separate the clauses. (1 point each)

6. I went to the store however, I forgot my money.7. Isabelle the cat likes to chase her shadow Freckles is afraid of hers.8. I didn’t grade the papers right away instead I cleaned up the mess one of the classes made.9. Mother said she would prefer it if I didn’t go to the party in other words, I couldn’t go.10. The students went to their lockers they were surprised to find their belongings missing.

Directions: Join the two sentences using conjunctions and or appropriate punctuation. Use a variety of strategies.( 2 points each)

11. Margaret put a pot of water on the stove. She forgot to turn it on.12. The book I had to read for school was very long. It took me awhile to read it.13. In 1964, my uncle found a fossilized dinosaur egg in his backyard. It was the size of an ostrich egg.14. Baking soda has many purposes. For example, it can be used to clean a bathtub or to deodorize shoes.

Lesson 15: Parallel Structure

Objective: I can use parallel structure.

AssessmentFormative: Write a paragraph displaying parallel structure

Practice quizSummative: Quiz

Procedure1. Pass out Handout: Usage Paralell Structure. Discuss examples. http://www.towson.edu/ows/parallelism.htm

2. Practice Quiz , discuss results 3.Mad lib practice. Tell students to all write a noun on a small slip of paper, and that I will be

selecting a place for all these nouns to come together. Have a student write all the nouns on the board, then write the place on the board.

4. Students are to write a paragraph using all the nouns in the said location, using each example of parallel structure.5. Proofread in pairs. Especially check for parallel structure.6. Share Paragraphs

http://www.towson.edu/ows/parallelism.htm

Parallel Structure

Choose the sentence that demonstrates parallel structure.

Marcus vowed that during his vacation, he would do nothing but sleeping, fishing, and maybe see a movie.

Marcus vowed that during his vacation, he would do nothing but sleep, fish, and maybe see a movie.

Marcus vowed that during his vacation, he would no nothing but get some sleep, fishing, and maybe seeing a movie.


Travis can't sing well, and neither can he act.

Travis is neither a good singer nor a good actor.

Travis is not a good singer, and he can't act either.


The Silver Saloon not only serves great steaks, but they are also reasonably priced.

The Silver Saloon not only serves great steaks, but they are reasonably priced.

The Silver Saloon not only serves great steaks, but they are reasonably priced, too.

This quiz will provide practice in balancing sentence elements and in using correlatives.


Kim practices yoga every day for the relaxation and because it makes her more

flexible.

Kim practices yoga every day because it's relaxing and for flexibility.

Kim practices yoga every day for relaxation and for flexibility.


Bob's duties include answering the phone, the taking of delivery orders and the occasional delivery truck driving.

Bob's duties include answering the phone, taking delivery orders, and occasionally he drives the delivery truck.

Bob's duties include answering the phone, taking delivery orders, and occasionally driving the delivery truck.


The dinner speaker's joke was neither amusing nor tasteful.

The dinner speaker's joke wasn't amusing, nor was it tasteful.

The dinner speaker's joke was not amusing, nor tasteful.

Parallel Structure Quiz

Directions: For each of the following, determine whether each sentence is parallel or not parallel. If it is parallel, write a “P” in the space below the sentence. If it is not parallel, revise the sentence so that it is parallel.

1. She likes to listen to music and reading the latest novels.

2. The teachers have wit, charm, and they have extremely pleasant personalities.

3. He wanted three things out of college: to learn a skill, to make good friends, and to learn about life

4. There's nothing I like better than finding a good trout stream, setting up camp, and to spend a couple of days fishing.

5. Formerly, science was taught by the textbook method, while now the laboratory method is employed.

6. My objections are, first, the injustice of the measure; second, that it is unconstitutional.

7. Paula went to work, a restaurant, and to the movies.

8. We are not for war but peace

9. When he left his home town, he was lonely, scared, and nobody liked him

10. Gilgamesh is determined, confident, and loves his friend.

Usage - Parallel Structure

Sentence elements that are alike in function should also be alike in construction. These elements should be in the same grammatical form so that they are parallel.

Using parallel structure in your writing will help with

1) economy 2) clarity 3) equality 4) delight.

Here are five parallelism rules.

1. Use parallel structure with elements joined by coordinating conjunctions.

2. Use parallel structure with elements in lists or in a series.

3. Use parallel structure with elements being compared. (X is more than / better than Y)

http://www.towson.edu/ows/comma.htm#In%20a%20Series

http://www.towson.edu/ows/conjunctions.htm#COORDINATING%20CONJUNCTIONS

4. Use parallel structure with elements joined by a linking verb or a verb of being.

5. Use parallel structure with elements joined by a correlative conjunction.

http://www.towson.edu/ows/conjunctions.htm#CORRELATIVE%20CONJUNCTIONS

http://www.towson.edu/ows/verbs.htm#Verbs%20of%20being

http://www.towson.edu/ows/verbs.htm#Linking%20verbs

Lesson 16: ColonsKY Core Academic Standard(s): L.CCR.1; L.CCR.2

ACT College Readiness Standards: Conventions of Punctuation: Provide appropriate punctuation in straightforward situations;

Learning Target(s): I can use appropriate punctuation in a straightforward situation.

For the Teacher

Misunderstandings that you may need to clarify: Confusion between colon and semicolon (a semicolon separates rather than introduces) Whether or not to capitalize the first word of a complete sentence a colon introduces Placing a colon before an incomplete sentence

Lesson ActivitiesClass Review

Activity 1The deputy told me to empty my pockets: two quarters, a penny, a stick of gum, and a roll of grip tape for my skateboard. ----Carl Hiaasen, Flush (2005)

Colons are often skipped during the teaching of writing. I’m not sure why, but they usually get passed off as a grammar component rather than a tool in the writer’s toolbox. Colons introduce lists. If we think about how a writer may use this in crafting a piece of fiction or nonfiction the possibilities are pretty much infinite! In fact, the colon is very helpful in revealing things to readers rather than just telling them things about people, places, and things. Consider the sentence above. Hiaasen does not tell us that the character is a skateboarder or that he is in trouble, but we can deduct that based on information in the sentence and the list that follows the colon. How do you know?

As always, the first step in teaching colons is to ask students to notice. You can use the sentence from Flush as a great invitation to notice. As students what they notice about the sentence. Hopefully, they will point out the list and the colon. If not, lead them to those special things about this sentence. Discuss how this list reveals things about the character and gives us clues about what is going on in the story without coming right out and saying it. The colon really is a cool writer’s tool! (This lesson in colons could also be a good place to do a lesson on serial commas and how they work in a list )

Repeat this process with additional mentor sentences. Here are some ideas:

“Empty your pockets!”Reluctantly, one by one, Hugo pulled out dozens of objects: screws and nails and bits of

metal, gears and crumpled playing cards, tiny pieces of clockworks, cogs, and wheels.-------Brian Selznick, The Invention of Hugo Cabret (2007)

But the car is quiet for now, as there are the noontime streets: gas stations, boundless concrete, brick buildings with plywood windows.

---------Steven D. Levitt and Stephen J. Dubner, Freakonomics (2005)

O sinner! Consider the fearful danger you are in: It is a great furnace of wrath, a wide and bottomless pit, full of fire of wrath, that you are held over in the hand of that God, whose wrath is provoked and incensed as much against you, as against many of the damned in hell.

-------Jonathan Edwards, Sinners in the Hands of an Angry God (

In the return of life from the swoon (dream), there are two stages: first, that of the sense of mental or spiritual; second, that of the sense of physical existence.

---------Edgar Allen Poe, The Pit and the Pendulum (

Guided Practice

Activity 2Imitate the crafting of a sentence using a colon in the Writer’s Notebook. Model this work for your students. You may even want to start with a pattern where students can “fill in the blanks”. For example:

__________ told me to empty my___________: ___________, ____________, and ___________.

Try not to use the same content as the sentence that you are imitating for students. Ask them to use different content from yours. Believe it or not, that is pretty tough for students to do! Once they have heard an example they tend to stick on the subject. So, I model for the kids using something that I think they may not use or carry themselves (or maybe they do, but will not have the same contents as me), for example:

The doctor told me to empty my lunch box: a bag of sour cream and onion chips, a candy bar, and a red Coca Cola can tumbled onto the table.

This sentence could really reveal a lot about the writer (me in this case) and what is going on in my life…not to mention it makes for some great conversation! Then, as a class, brainstorm some other containers or receptacles that someone may ask a student to empty: purse, backpack, locker, gym bag, CD case, or wallet. Afterwards, invite kids to imitate the sentence too. Be sure to allow students to share and discuss their imitations.

Activity 3

Pop Rocks, for those of you who have never heard of them, are tiny fruit-flavored candies that come in the shape of finely ground gravel. They’re like any other hard candy---a boiled blend of sugar, corn syrup, flavor, and coloring---except for the secret ingredient: carbon dioxide gas compressed at 600 pounds per square inch. As the candy cools, the pressurized gas is released and shatters the candy. But there are still tiny bubbles of pressurized carbon dioxide inside each of the shards.

And when the shards melt in someone’s mouth, the gas bubbles pop. And I mean pop. Not

just some soggy Rice Krisipies-type pop, but a sound like fat crackling on a skillet---explosions, actual explosions, which register seismically in the teeth, particularly, if like me, one decided to chomp down onto the Pop Rocks and not just let them dissolve on the tongue. Not only that, but Pop Rocks tasted good, sweet and fruity, and the different colors (cherry, grape, orange) actually distinct flavors.----- Steve Almond, Candyfreak (2005)

This is a pretty great excerpt to share with students before asking them to revise their own writing to include colons. You may need to read the passage a couple of times for students to get the intensity and the power of the language in letting us reexperience tasting candy for the first time. The more specific the detail, the more universal the experience. Have students discuss how they might use the colon and more specific detail to revise their freewrites or add impact to a piece of writing they have been working on in workshop. Have students put an asterisk over or near a place where they see they could use more detail to increase intensity or power in writing. Share sentences aloud as a whole group. If students find that they cannot locate a place, maybe the class can help them with the stumbling block or listen for places where they might want more detail and power.

Independent PracticeActivity 4

It is time for students to write their own sentences and lists using a colon. The problem is that using a colon in your writing, well it doesn’t really come naturally. It is one of those skills and tools that is subtle, but calculated as writer using the craft. For this reason it is pretty important that kids don’t go straight to a long piece of their own writing and “look” for a place where a colon might be used. Talk about overwhelming! Instead, think about how you might have them do some freewrites in their Writer’s Notebooks that are shorter and less overwhelming and are crafted with the purpose of going back to practice this skill of using a colon.

If nothing else, hopefully you are able to walk away from all of these Everyday Editing PD’s with the understanding that editing and grammar really have to be taught in the context of what writer’s do when they are doing their work. It is SO important that they see model texts, models all the way down to the sentence level, illustrate for them how writers use the tool you are asking them to use.

Here is a passage from an article that you could share with students:

Daughters and mothers agree on what the hurtful conversations are. They disagree on who introduced the note of contention because they have different views of what the words imply. Where the daughter sees criticism the mother sees caring. She was making a suggestion, trying to help, offering insight or advice. Isn’t that a mother’s job? Both are right, because caring and criticizing are bought with the same verbal currency. Any offer of help or advice—however well intended, however much needed--implies you’re doing something wrong.

Women have told me of their mothers—or their daughters—criticizing almost every aspect of their lives: clothes, weight, home decoration, how they raise their kids—plus trivial things, such as how much salt they put in their soup. But the topic I have heard about more than any other is hair.

What is it about mothers and hair? Pondering this while riding a bus, I scanned the women around me. Every one of them, I thought, would look better if her hair were different: longer or

shorter, curlier or straighter, a more natural-looking color, a more stylish cut. Then I looked at the men. Every one of them had a nondescript hairstyle.

And then I realized: there is not a hairstyle for women that’s nondescript. Every choice sends a message. Long flowing hair that covers one eye: A woman who wants to look sexy. Short, sculpted hair: She’s all business. Pulled back in a bun: Uptight! Repressed! As every hairstyle incurs a value judgment, no wonder mothers fret over their daughters’ hair. And with so many styles to choose from, the chances are slim of picking one that others (including your mother) judge to be perfect.

-------------- Deborah Tannen, My Mother, My Hair (Los Angeles Times/January 24, 2006)

Reread the passage a couple of times so students can really get the gist of what the author is talking about in the article. There is something in this piece that can resonate with nearly every person. The idea of not getting along with a parent, having someone pass judgment on you because of the way you look, passing judgment on someone else because of how they look, or maybe it is just a person in your life that always gives opinions or unsolicited advice. There are so many little ways to identify with the article. Tannen also uses colons in this passage in a few different ways, so students can see that colons not only introduce clear-cut lists, they may also introduce rhetorical lists (kind of like a rhetorical question….something that makes you start thinking of infinite possibilities or personal items you might list), or examples of something. Most importantly, the colon tends to act as a “drumroll” to let readers know something important is coming.

You might share some other examples with students before asking them to write their own sentences using colons. (See examples)

Ask students to practice writing their own sentences using colons in their Writer’s Notebooks or their journals.

Assessment

Activity 5Invite students to apply what they have learned about using colons in their own writing pieces. Be sure to “make a big deal” about how they have used the craft of writing to communicate in new ways with their audiences in their writing. It would be most AWESOME if students had the opportunity to share their edits with small groups, editing partners, or in a whole group so all the writers in the room could admire the craft

Lesson 17: Paragraph Editing

Objective: I can select the most logical place to add a sentence in a paragraph. I can determine the meaning of a specific sentence in a paragraph I can delete a sentence or clause because it is obviously irrelevant.

Duration: At least 3 45 minute class periods

Materials: Sample paragraphs of student informative essays Construction paper Glue 3 cut up paragraphs

AssessmentFormative Assessment: Students will work in groups to arrange the sentences in a paragraph in a way that makes sense. They will also have to add a sentence.

Summative assessment: Arrange a paragraph and add a sentence. Quiz

Procedure1. Students receive the adapted revision checklist for paragraphs (Reinking).

Does the paragraph have one and only one central idea?Does each statement within the paragraph help to develop the paragraph’s central idea?Does the paragraph need additional explanations, examples, or supporting details?Would cutting some material make the paragraph stronger?Would reorganization make the ideas easier to follow?Can the connections between successive sentences be improved?

2. Give each student copies of the student sample paragraphs. Discuss how they do, or do not, meet these guidelines.

3. Group students into pairs.

4. Give each pair a paragraph that is cut up. Give instructions: place these sentences in an order that creates a coherent paragraph. This is a race. When you think you have it, glue your answers to a sheet of paper. Give the teams that gets it correct some type of reward.

5. Discuss what each sentence does in the paragraph. Pass out the graphic organizer “11 Sentence paragraph.” Use this for the discussion. Be sure to explain that if the five sentence paragraph is being used, the support sentences in the handout are missing.

Pass out the second paragraph. This is another race. First the group will have to piece the paragraph together. Once they have done this, they are given an additional sentence, which they must then place in the paragraph.6. Discuss the effect on the paragraph. Pay attention to the role of each sentence in the paragraph.7. Switch gears and ask students to come up with a list of things that come to mind when they hear the term “popular culture.” Write their answers on the board. 8. Assessment: Choose a topic from our culture list and create a web about that topic

Write one well constructed paragraph that describes or explains your topic.

3 2 1 0Central Idea Central idea is

clear and easily distinguished from the rest of the paragraph

Central idea is a bit vague, but meaning is still distinguishable.

There are possibly two main ideas in the paragraph.

Paragraph has no central idea at all

Organization Sentences are related and organized in a way that is easy for the reader to follow.

Sentences are related, but somewhat difficult for the reader to follow

Some sentences seem unrelated to the topic

Sentences are unrelated

Content At least three supporting details have a clear purpose and supports the central idea.

At least two supporting details support the central idea

At least one supporting detail is used to support the main idea

No details used to support main idea

Transitions/ Connections

Sentences smoothly transition from one to the next.

Some rocky sentence transition

Sentences have little relationship to each other.

Sentences are disconnected

Mechanics/ Grammar

0-1 error in mechanics that does not affect the sentences’ clarity

2-4 errors in mechanics that slightly effects the sentences’ clarity

5-9 errors that interfere with sentence clarity

10+ errors in what has been covered in class .

Lesson 18: Paragraph Editing 2

Objective: I can delete phrases and clauses that interfere with an essay’s meaning

Procedure

1. Pass out the complete essay from the last lesson (cut up) now students practice putting the completed essay together.

2. Give students the last few items from the previously mentioned paragraph checklistIs each paragraph clearly and smoothly related to those that precede and follow it.Does the paragraph’s central idea help to develop the thesis?

3. Rewrite the essay to make necessary revisions to the paragraphs. If a paragraph is not altered at all, explain why not.(Explain the difference between revision and proofreading) Students will have two days to complete this.

4. Students take the quiz5. Students write an essay as a final class assessment.

Eleven Sentence Paragraph FrameworkEleven Sentence Paragraph - An eleven sentence paragraph consists of the same method of organization that a five paragraph essay has –Beginning (Lead and Topic sentence), the Middle (Body-facts and supportive information), and the End (Closing sentence). The lead attracts the reader's attention and the topic sentence contains the topic(s) of the paragraph. The body contains the facts and details which are supported by specific evidence and examples. The closing sentence gives the reader the feeling that the paragraph has come to end and sums up the main idea.

Lead: ______________________________________________________________________________

Topic Sentence:______________________________________________________________________

Fact/Concrete Detail:____________________________________________________________

Support/Information Sentence: ______________________________________________


Fact/Concrete Detail:___________________________________________________________



Fact/Concrete Detail:____________________________________________________________



Concluding Sentence:_________________________________________________________________

Paragraph 1 for cutting

Now, I would never underestimate Meyer’s writing skills, or her colorful visions that have brought so many to fall in love with her leading vampire, Edward, but I will question as whether we’ve taken the marketing a little too far. Anytime I step out of my house, I see something about Twilight: a shirt, a poster, a keychain, or even, a bottle of Twilight perfume! People! Your boyfriend will NOT turn into Edward Cullen just because you spray him with Edward scented cologne and I guess that’s where I’m going with this. But wait! Now I don’t even have to leave the house! I can simply go online to check MySpace and see adds for Twilight quizzes claiming to tell you who “your perfect Twilight mach is!” or “which Twilight character you most resemble.” Who takes the time to make this stuff up?

Paragraph 2 for Cutting

Also, I’m extremely glad that Meyer has become successful in her writing career and has gotten movie contracts, but midnight release parties for the books and movies and the release of the DVDs is taking it a little too far. I recently attended the midnight release party for her book Breaking Dawn with Brooklynn, who I mentioned above. It was at a Barnes & Noble store. I was surprised what I found. People were dressed up as the characters and there was a giant wedding cake for Edward and Bella. At the Starbucks, there were Team Edward and Team Jacob drinks. There was a Twilight Fashion Show for the people who came in their best Twilight looks. There were a couple of boys dressed as Jacob and Edward there for pictures with their fans. And when it came time to purchase the book, as they called up the different groups, the people ran to be first. I thought the idea of this was insane. We were all purchasing the same book, we’re just buying it at different times.

Ouiz over Essay/ Paragraph Construction18 points

Directions: Read the passage. Answer the questions on the next page.

Check most teenagers’ computers, laptops, even cellphones, and you are bound to find Facebook among their top websites visited. What started out as an innocent enough social networking site for young adults quickly bloomed into a plethora of photos, messages and annoyingly frequent status updates, all of which are burgeoning from a new generation of Facebook addicts. It is without doubt that Facebook provides invaluable resources for the current generation’s teenager girls and boys. At this age, who would protest being connected to your friends twenty-four seven? But that concept in itself holds Facebook’s greatest value as well as its central defect. Today Facebook is no longer a mere hotline to connect to friends, 1,but a massive social gathering on the internet all in its own right. 2. Being simple, easy to use, and rapidly gaining recognition by teenage word-of-mouth, millions of adolescents signed onto this expanding hub of popular social networking. This miraculous site allows you to do things you would never have thought possible in real life: listen in on the conversations of the people you barely know at school, flip through that cute boy or girl’s personal photos, take a virtual tour of someone else’s life.6 Privacy is a thing of the past here, because a simple scroll of the mouse can reveal someone’s favorite bands, TV shows, or most commonly, their plans for Friday night. 3. It is all spelled out for the taking, and this blatant exposure of information can seem as daunting as it is thrilling. While the impact of Facebook on today’s generation is astounding, it must be questioned whether it brings all value and no vice. 4.For one thing, a seemingly confidential incident at school may become the bearer of four, six, eight or more excruciating comments when the aforementioned ‘private’ altercation becomes humiliatingly posted on the site by a friend you thought you could trust. For another, pictures posted on Facebook may become someone else’s property, snatched up by Facebook itself and possibly other clandestine characters who may use them in additional places unbeknownst to the subject. Yes, that even applies even to that embarrassing drunken photo you made sure to personally delete. So what happens to privacy now? What becomes of being a little mysterious, or not ‘airing out your dirty laundry in public’? There is nothing wrong with connecting with friends online or sprucing up your profile in hopes a certain someone might take notice. But personal lives are just that: personal. A person’s secrets and idiosyncrasies are best discovered by getting to know someone and best revealed to those who deserve it. Posting your life story in a colossal Note just does not hold a candle to sharing intimate relationships with friends, or a boyfriend or girlfriend. 5.So teens of the world, turn off your computers and gadgets today and go do something no-one else is going to find out about unless you tell them. Go on, be a little mysterious.

Read the Passage. Select the correct answers.

1. The author is considering deleting the underlined clause. Should it be kept or deleted?a) Kept because defines an important term in the paragraphb)Kept because it is essential to the paragraph’s central idea.c) Deleted because it is not essential to the understanding of the paragraph.d) Deleted because it distracts from the paragraph’s central idea.

2. The author is considering deleting the underlined sentence. Should it be kept or deleted.

a)Kept because it is the main idea of the paragraphb) Kept because it helps transition between paragraphs.c)Deleted because it is non-essential information in the paragraphd) delete because it is inconsistent with the paragraph.

3. Here the author is considering adding the following sentence: “This information can come in handy.” Should she add it or leave it out?a) Add it because it is an essential supporting detail of the paragraphb) Add it because without it, the paragraph’s main idea is incompletec) Leave it out because it damages the writer’s credibilityd) Leave it out because its information is a shift from the rest of the paragraph’s meaning.

4. The author is considering deleting the underlined clause. Should it be kept or deleted.

a) Kept because it is a transitional statement.b)Kept because it demonstrates the writer’s credibilityc) deleted because it is not essential to the meaning of the sentenced) deleted because it is confusing to the sentence.

5. The author is considering deleting the underlined clause. Should it be kept or deleted.

a. Kept because it sums up all her main points.b) kept because it concludes the essay with a suggestion.c) deleted because it is not neededd) deleted because it contradicts her meaning.

6. The author is considering adding the following sentence “This is the lure of Facebook, to roam the personal lives of friends, peers, or even strangers, while at the same time wondering who may be exploring your own world from the comfort of their home.” Should it be added or left out?a). added because it explains the previous sentence

b.) Added because the paragraph lacks a main ideac) left out because it us non neededd) left out because it gives conflicting information

Final PieceYour final graded assignment for Bridges will be a five paragraph non-fiction writing. Choose a topic from our culture list, and write an opinion piece. Remember the example we read in class, and refer back to it if you hit a snag. The purpose of this paper is not to research, but to make your opinion known in a credible fashion. You will want to be informative and entertaining at the same time.

This must be completed in class. You will have two full days of time to work on the essay. I would advise you to spend the first day prewriting and drafting. The second day, you will want to revise, and then write your final copy. You will not be permitted to use anything you have worked on at home.

9.Grammar & Spelling Writer makes no errors in grammar, punctuation, or spelling.

Writer makes 1-2 errors in grammar, punctuation, or spelling.

Writer makes 3-4 errors in grammar, punctuation, or spelling.

Writer makes more than 4 errors in grammar, punctuation, or spelling.

CATEGORY 4 3 2 1 1.Title Title is creative, sparks

interest and is related to the topic.

Title is related to the topic but needs to be more creative.

Title is present. No title present.

2.Introduction (Organization)

The introduction is inviting, states the main topic and includes a well-written, clever lead that is related to the essay’s topic which attracts the reader’s attention.

The introduction clearly states the main topic, but is not particularly inviting to the reader. A well-written lead is used to attract the reader’s attention.

The introduction states the main topic, but is not particularly inviting to the reader. A lead is used but is not particularly attractive to the reader or does not relate to the topic.

There is no clear introduction of the main topic or structure of the paper. No lead is used.

3.Thesis The thesis statement provides a clear, strong statement of the author's position on the topic.

The thesis statement provides a clear statement of the author's position on the topic.

A thesis statement is present, but does not make the author's position clear.

There is no thesis statement.

4.Support for Position Includes 3 or more paragraphs (that support your thesis statement. Each support paragraph has a clear topic sentence, and supporting details.

Includes 2 supporting paragraphs with topic sentences, and supporting details.

Includes 1 supporting paragraph with a shaky topic sentence

Includes no pieces of evidence (facts, statistics, examples, real-life experiences). Topic sentences appear in few or none of the paragraphs

5. Defense for Position

One or more possible argument(s) in opposition to the author’s stated position is very well identified and refuted.

One possible argument in opposition to the author’s stated position is well identified and refuted.

One possible argument in opposition to the author’s stated position is identified and/or refuted.

A possible argument in opposition to the author’s stated position is neither identified nor refuted.

6.Sentence Structure All sentences are well-constructed and varied without using repetitive ideas throughout.

Most sentences are well- constructed with complete thoughts.

Most sentences are well-constructed but some are run-ons or fragments.

Sentences do not have structure and are incomplete or rambling.

7.Sequencing (Organization)

Details and transition words and phrases are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Details and transition words and phrases are placed in a logical order, but the way in which they are presented makes the writing less interesting.

Some details and transition words and phrases are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized. The transitions between ideas are unclear or non-existent.

8.Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that he/she understands the writer’s point of view. The author suggests an appropriate and reasonable course of action.

The conclusion is recognizable and ties up almost all the loose ends. The author suggests a course of action.

The conclusion is recognizable, but does not tie up several loose ends. The course of action the author suggests is impractical or inappropriate.

There is no clear conclusion, the paper just ends. The author offers no course of action.

10. Revision Writer has revised thoughtfully with multiple changes that add to the ideas or clarity of the writing.

Writer has revised thoughtfully but 1 or 2 issues remain.

Writer has revised but several issues remain.

Writer has only revised spelling and grammar issues, there was no revision, or original copy was not submitted.

11. Form/Neatness Essay is appropriate length and is neatly handwritten in blue or black ink with few or no cross-outs or excessive use of white-out, or is neatly typed in black ink in Times New Roman Font size 12.

Essay is neatly handwritten in blue or black ink, or is neatly typed in black ink in Times New Roman Font size 12.

Essay is not particularly neatly handwritten in blue or black ink, or is neatly typed in black ink in a non-requested font or font size.

Essay is not neatly handwritten in blue or black ink, or is not neatly typed, with a number of cross-outs, messy use of white-out, or is written/typed in ink/pencil that is hard to read.

12. A graphic organizer and a rough draft must be turned in with the essay (6 points)

Works Cited

"11 Sentence Paragraph Framework." Etowah County School System / Overview. Web. 25 Nov. 2011.

<http://www.ecboe.org/site/default.aspx?PageID=1>.

Benjamin, Amy. "Grammar Around the Room: A Collection of Classroom Visuals." Amy Benjamin

Education Services. Web. 25 Nov. 2011.

Dykstra, Pam. "Using a Bike to Teach Sentence Structure." Using a Bike to Teach Sentence Structure.

Assembly for the Teaching of English Grammar. Web. <www.ateg.org>.

“Facebook is a Challenge.”Teen Ink | A Teen Literary Magazine and Website. Web. 19 Nov. 2011.

<http://www.teenink.com>.

Hogan, James D. "Grammar Brief and Naughty: Part 1." Teach Kids | James D. Hogan - on the Web. 2011.

Web. 25 Nov. 2011. <http://www.jamesdhogan.com/tk/video.html>.

Kolln, Martha, and Robert Funk. Understanding English Grammar. New York: Pearson Education, 2006.

62-63. Print.

Larson, Randy, and Judith Ann. Larson. Hot Fudge Monday: Tasty Ways to Teach Parts of Speech to

Students Who Have a Hard Time Swallowing Anything to Do with Grammar. Fort Collins, CO:

Cottonwood, 2007. 13+. Print.

Laurennnnn. "The Twilight Phenomenon: "It's All Too Much"" Teen Ink | A Teen Literary Magazine and

Website. Web. 19 Nov. 2011. <http://www.teenink.com>.

Oliver, Dennis. "Verb Tense Review." Dave's ESL Cafe. Arizona State University. Web. 25 Nov. 2011.

<http://www.eslcafe.com/quiz/vtr.html>.

Pieper, April. "Teaching Colons." English Transitional Course Framework. Kentucky Department of

Education. Web. 25 Nov. 2011.

<http://www.education.ky.gov/KDE/Instructional+Resources/Secondary+and+Virtual+Learning/

English+

Language+Arts+Transitional+Courses.htm>.

Reinking, James A., Andrew W. Hart, and Der Osten, Robert. Von. Strategies for Successful Writing: a

Rhetoric, Research Guide, Reader, and Handbook. Upper Saddle River, NJ: Prentice Hall, 2002.

42. Print.

Straus, Jane. The Blue Book of Grammar and Punctuation: the Mysteries of Grammar and Punctuation

Revealed. Mill Valley, CA: Jane Straus, 2006. Print.

Van Praet, Terry. "Persuasive Essay Rubric." Grey Hun Academy. Grey Hun Academy. Web. 25 Nov. 2011.

<http://www.gnaedu.org/gna/Student%20Services/Classroom%20Pages/Terry%20Van%20Praet

/6th%20Grade%20OnTarget%20Integrated%20Language%20Arts/Persuasive%20Essay%20Rubri

c.pdf>

Warriner, John E. Holt Handbook: Grammar, Usage, Mechanics, Sentences. Austin, TX: Holt, Rinehart

and Winston, 2003. Print.

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