My presentation is intended for high school students.
Step 1: Engage and Explore
I will engage students with a few simple examples of sentence diagramming; then we will explore the subject further with a brief video. http://www.brainpop.com/english/grammar/diagrammingsentences/
Step 2: Explain
I will explain how to diagram sentences using a power point presentation.
Step 3: Extend
To extend the lesson, I will discuss more complicated examples of sentence diagramming.
Step 4: Evaluate and e-search
I will evaluate the class with a short quiz during the power point presentation and finish by having some of the students diagram a few sentences on the white board.
Sunday, September 27, 2009
Tuesday, September 22, 2009
In-Class, Sept. 23: Sentence Diagramming
For this exercise, you need a pencil, eraser, and lots of paper ;-)
When repairing our pretest, we already learned how to diagram simple sentences:
REVIEW
rule A: start with a baseline
rule B: separate noun and verb by a vertical line through the baseline
rule C: nouns always go on horizontal lines
rule D: adverbs go on lines parallel to the adjectives they are modifying
The first sentence contained only verb, subject, adverb:
"Big, bright rainbows appear very often." Diagram this sentence on a piece of paper and see how much you remember. The difficulty here was where the word "very" goes.
The second sentence was a prepositional phrase:
"The ship of my dreams sank quickly on Tuesday." Diagram this sentence on a piece of paper. What you had to remember here is that "Tuesday" is a noun, and nouns go on horizontal lines, so "Tuesday" goes on a horizontal line under the baseline, and parallel to it, going off from the preposition "on."
Check with your teacher on the board whether you were correct.
Now, we will learn to diagram three new categories of sentences.
1) Direct objects: using perpendicular lines
"Today I will hit the board with gusto."
The problem in this sentence is that you need a perpendicular line for the direct object. The direct object is the one you ask for with "whom", that is, "Whom will I hit?" "The board."
Do this sentence alone accordingly:
"I would not have done a thing like that to you."
2) Subjective Complements: using back slashes
"He was a man with a chip."
Here, you need a back slash for the complement, which is the word "man."
Who can continue the sentence with "on his shoulder"??? Hint: is it a prepositional phrase (what we've had before)?
Do this alone for the following sentences:
"The soup tastes foul."
"The Germans became impatient."
3) Gerunds: how to use pedestals
"Walking a big dog alone at night can be scary."
The gerund is written on a pinnacle, diagonally over a step.
Do it alone for the following sentence:
Swimming is fun.
Now, use all the three categories we have just learned (direct object, subjective complement, and gerund) in one phrase: Diagram the ultimate sentence,
"The ENG300 students grew weary of their teacher explaining stupid sentence diagrams on the board."
Exercise in group work (4 groups): You may use your textbook for help! But don't take sentences literally from it...
EASY TASK
Take a big poster from your teacher, and write on it one sentence that contains more than one of the categories we have already learned. Give this sentence to your partner group to diagram it. Check their diagram with your solution to see whether they were correct.
DIFFICULT TASK
Draw a complicated diagram on a big poster you get from your teacher, but leave out the words!! (You need the completed diagram WITH the words on a separate small piece of paper.) Give the blank diagram to your partner group. Your partner group has to determine which categories you demand, and has to fill your blank diagram with words that work and make a correct sentence. Of course, their sentence will be different from yours, but check whether they did it correctly.
If we don't finish in class, we'll continue Monday.
REMEMBER: Friday, Sept. 25th, no class, because teacher will be at a meeting!!!!! (see your email)
Homework for Monday is to read chapter 2 from the black textbook.
When repairing our pretest, we already learned how to diagram simple sentences:
REVIEW
rule A: start with a baseline
rule B: separate noun and verb by a vertical line through the baseline
rule C: nouns always go on horizontal lines
rule D: adverbs go on lines parallel to the adjectives they are modifying
The first sentence contained only verb, subject, adverb:
"Big, bright rainbows appear very often." Diagram this sentence on a piece of paper and see how much you remember. The difficulty here was where the word "very" goes.
The second sentence was a prepositional phrase:
"The ship of my dreams sank quickly on Tuesday." Diagram this sentence on a piece of paper. What you had to remember here is that "Tuesday" is a noun, and nouns go on horizontal lines, so "Tuesday" goes on a horizontal line under the baseline, and parallel to it, going off from the preposition "on."
Check with your teacher on the board whether you were correct.
Now, we will learn to diagram three new categories of sentences.
1) Direct objects: using perpendicular lines
"Today I will hit the board with gusto."
The problem in this sentence is that you need a perpendicular line for the direct object. The direct object is the one you ask for with "whom", that is, "Whom will I hit?" "The board."
Do this sentence alone accordingly:
"I would not have done a thing like that to you."
2) Subjective Complements: using back slashes
"He was a man with a chip."
Here, you need a back slash for the complement, which is the word "man."
Who can continue the sentence with "on his shoulder"??? Hint: is it a prepositional phrase (what we've had before)?
Do this alone for the following sentences:
"The soup tastes foul."
"The Germans became impatient."
3) Gerunds: how to use pedestals
"Walking a big dog alone at night can be scary."
The gerund is written on a pinnacle, diagonally over a step.
Do it alone for the following sentence:
Swimming is fun.
Now, use all the three categories we have just learned (direct object, subjective complement, and gerund) in one phrase: Diagram the ultimate sentence,
"The ENG300 students grew weary of their teacher explaining stupid sentence diagrams on the board."
Exercise in group work (4 groups): You may use your textbook for help! But don't take sentences literally from it...
EASY TASK
Take a big poster from your teacher, and write on it one sentence that contains more than one of the categories we have already learned. Give this sentence to your partner group to diagram it. Check their diagram with your solution to see whether they were correct.
DIFFICULT TASK
Draw a complicated diagram on a big poster you get from your teacher, but leave out the words!! (You need the completed diagram WITH the words on a separate small piece of paper.) Give the blank diagram to your partner group. Your partner group has to determine which categories you demand, and has to fill your blank diagram with words that work and make a correct sentence. Of course, their sentence will be different from yours, but check whether they did it correctly.
If we don't finish in class, we'll continue Monday.
REMEMBER: Friday, Sept. 25th, no class, because teacher will be at a meeting!!!!! (see your email)
Homework for Monday is to read chapter 2 from the black textbook.
Monday, September 21, 2009
Group 4
3. Consider the following quoatation.
“You get a picture of this gallant little band of the last literates going down to the peak with ‘Warriner’s Grade Four Grammar’ in one hand and ‘Best-Loved Poems of College English Departments’ in the other….Though our popularizers of good grammar…think they are defending standards and traditions, they keep attacking idions that are centuries old.” (Quinn, p.9)
a. What theory of grammar is the author talking about? Explain.
b. What theory of grammar does the author most likely adhere to? Explain.
a- Prescriptive because they stick to the book and the author has the opposite opinion.
b- Contextual because the author cares more about the analysis more than the rules.
4. In the movie Running on Empty, one character says of his mother, “I said: ‘I wish it was easier’ and she said: ‘You wish it were easier!’ She’s correcting my grammar like one of the kids she teaches.” What type of grammar does the mother teach: prescriptive, descriptive, generative, or contextual?
-Prescriptive.
5. Consider the following three sentences.
A. John hurt himself.
B. John hurt hisself.
C. John hurt heself.
a. What would a prescriptive grammarian say about these sentences, if anything?
b. What would a descriptive grammarian say about these sentences, if anything?
a- They might say there is only one correct answer.
b- They would be interested in whom the speaker is or what dialect it came from since they are interested in all dialect.
Definitions.
1. Grammar is the correct way of writing and speaking a language. It is considered formal and does not include the use of slang.
2. Grammar is how someone constructs sentences within his/her speech or writing, in order to communicate effectively.
3. Grammar is the structure behind how we write words and sentences, but it varies from language to language.
Allison C.
Dan B.
Chad B.
KaRita C.
Group 3
Meghan Pyatt
Robin Kern
Kendra Lantrip
Cory Fry
f. Grammar is the rules of writing correctly. Prescriptive because prescriptive grammar is interested in constructing rules of usage.
g. I see grammar as sort of the ‘government’ of words. It contains rules and regulations that help words get along with each other. Prescriptive because this also explains the constructing of rules for grammar.
h. Grammar is the correct usage of the English language. Contextual because it describes how people produce and interpret the language.
i. Grammatical sentences are easier to understand than ungrammatical ones. Descriptive because it is the building blocks of sentence structure.
j. Grammar is the structure and content of language. It varies according to language, regions, individuals, and environments. Includes sounds, punctuation, word choice, word order, etc. Generative because it refers to the effect of context and/or real-time limitations on the way speakers process language.
k. Grammar means the system by which we have chosen to write and speak. Generative because it also refers to how speakers/ writers have chosen to process languages.
• Grammar is the structure behind how we write words and sentences, but it varies from language to language. Descriptive because its purpose is to describe the structure of language.
• Grammar is the correct way to form sentences and punctuation. Prescriptive because it is normal grammar.
• Grammar is how someone constructs sentences within his/her speech or writing, in order to communicate effectively. Generative because it is common knowledge to all speakers.
Robin Kern
Kendra Lantrip
Cory Fry
f. Grammar is the rules of writing correctly. Prescriptive because prescriptive grammar is interested in constructing rules of usage.
g. I see grammar as sort of the ‘government’ of words. It contains rules and regulations that help words get along with each other. Prescriptive because this also explains the constructing of rules for grammar.
h. Grammar is the correct usage of the English language. Contextual because it describes how people produce and interpret the language.
i. Grammatical sentences are easier to understand than ungrammatical ones. Descriptive because it is the building blocks of sentence structure.
j. Grammar is the structure and content of language. It varies according to language, regions, individuals, and environments. Includes sounds, punctuation, word choice, word order, etc. Generative because it refers to the effect of context and/or real-time limitations on the way speakers process language.
k. Grammar means the system by which we have chosen to write and speak. Generative because it also refers to how speakers/ writers have chosen to process languages.
• Grammar is the structure behind how we write words and sentences, but it varies from language to language. Descriptive because its purpose is to describe the structure of language.
• Grammar is the correct way to form sentences and punctuation. Prescriptive because it is normal grammar.
• Grammar is how someone constructs sentences within his/her speech or writing, in order to communicate effectively. Generative because it is common knowledge to all speakers.
Group 5: Jason Byhring, Melissa Mason, Matt Takach, Kyle Sauerwein
5. c) A generative grammarian would say that the first sentence would be correct because it is part of our unconscious knowledge to use “himself” instead of “hisself.” It is also easier to understand.
d) A contextual grammarian would say that the context of all three sentences is the same, even though the last two sentences are not correct. People would still interpret the sentences the same way.
6. Professor Lasher adheres to the contextual grammar theory. The sentences use incorrect verbs and nouns, however, the meaning is clearly conveyed.
The author adheres to descriptive grammar, since he is describing the situation.
Peer Comments:
"Grammar is how a person puts words together while either speaking or writing."
--Meghan Pyatt
This would apply to prescriptive grammar because it is based off of the basic "grammar school" lessons.
"Grammar is how words are put together to form correctly constructed sentences."
--Dan Blyer
This would also apply to prescriptive grammar because of the basic structure it describes.
"Grammar is the structure of sentences:
--Cory Fry
This also falls under prescriptive grammar since it is based on sentence structure.
d) A contextual grammarian would say that the context of all three sentences is the same, even though the last two sentences are not correct. People would still interpret the sentences the same way.
6. Professor Lasher adheres to the contextual grammar theory. The sentences use incorrect verbs and nouns, however, the meaning is clearly conveyed.
The author adheres to descriptive grammar, since he is describing the situation.
Peer Comments:
"Grammar is how a person puts words together while either speaking or writing."
--Meghan Pyatt
This would apply to prescriptive grammar because it is based off of the basic "grammar school" lessons.
"Grammar is how words are put together to form correctly constructed sentences."
--Dan Blyer
This would also apply to prescriptive grammar because of the basic structure it describes.
"Grammar is the structure of sentences:
--Cory Fry
This also falls under prescriptive grammar since it is based on sentence structure.
Group 2: Kim, Kathleen, Shaina
“Grammar is a technical description of a language”—Descriptive, because it describes the language in a technical way.
“A standard or word order and punctuation”—Prescriptive, because it is the normative structure.
“Unconscious rules that people follow when they speak”—Generative, because it is unconscious knowledge that all humans are born with.
“A broad terminology used to encompass syntax usage”—descriptive, because it has to do with structure and word order.
“Grammar is what you use to decide how to talk to your parents versus how to talk to your friends”—Contextual, because it talks about how people produce and interpret language.
Peer comments.
“Grammar is the structure of sentences.”—Descriptive, because it has to do with how sentences are put together.
“Grammar is how a person puts words together while either speaking or writing.”—Generative, because it is the unconscious linguistic knowledge of the mind.
“Grammar is how someone constructs sentences within his/her speech or writing, in order to communicate effectively.”—Contextual, because it is how one processes language and how they interpret language when speaking in everyday life.
Supplementary Exercises #1
a. "Each language has its own schemes. Everything depends on the formal demarcations which it recognizes." Answer= It's descriptive because it's classifying the phrase and sentence type.
b. "The language faculty is a component of the mind/brain, part of the human biological endowment. Presented with data, the child... forms a language, a computational system of some kind that provides structured representations of linguistic expressions that determine their sound and meaning." Answer= It's generative because it's describing how language is represented in a child's mind.
c. "In colloquial speech, like is sometimes used as a conjunction..., but cultured speakers prefer as, as if, or as though." Answer = It's prescriptive because it involves the study of elegant or proper language use.
d. "Linguists have increasingly realized that the context of an utterance plays an important part in determining its meaning, as do beliefs that are shared by a speaker and hearer." Answer= It's contextual because the sentence is about the study of language processing.
e. "The material in the exercises in correcting substandard English comes from..."(Preface to grammar book). Answer= It's prescriptive because grammar books prescribe language.
f. "Someone who says "he don't" for "he doesn't" has a systematic way of relating sound and meaning." Answer= It's descriptive because it's classifying a phrase and sentence type.
g. "in keeping with all these excellent qualities would you please see that the grammar used in describing your clothing is of equal quality. I am sure you are quite aware that a garment doesn't "wash easy." Is this use of adjectives in the place of adverbs an affectation or is it a stylistic quirk?" (Letter to the editor of a mail-order catalog) Answer= It's contextual because it is describing a way someone produces or interprets language.
Timothy O'Laughlin
Nolan Ragan
Ryan Meredith
Brandon Lukes
Stephanie Martinez
b. "The language faculty is a component of the mind/brain, part of the human biological endowment. Presented with data, the child... forms a language, a computational system of some kind that provides structured representations of linguistic expressions that determine their sound and meaning." Answer= It's generative because it's describing how language is represented in a child's mind.
c. "In colloquial speech, like is sometimes used as a conjunction..., but cultured speakers prefer as, as if, or as though." Answer = It's prescriptive because it involves the study of elegant or proper language use.
d. "Linguists have increasingly realized that the context of an utterance plays an important part in determining its meaning, as do beliefs that are shared by a speaker and hearer." Answer= It's contextual because the sentence is about the study of language processing.
e. "The material in the exercises in correcting substandard English comes from..."(Preface to grammar book). Answer= It's prescriptive because grammar books prescribe language.
f. "Someone who says "he don't" for "he doesn't" has a systematic way of relating sound and meaning." Answer= It's descriptive because it's classifying a phrase and sentence type.
g. "in keeping with all these excellent qualities would you please see that the grammar used in describing your clothing is of equal quality. I am sure you are quite aware that a garment doesn't "wash easy." Is this use of adjectives in the place of adverbs an affectation or is it a stylistic quirk?" (Letter to the editor of a mail-order catalog) Answer= It's contextual because it is describing a way someone produces or interprets language.
Timothy O'Laughlin
Nolan Ragan
Ryan Meredith
Brandon Lukes
Stephanie Martinez
Sunday, September 20, 2009
In-Class, Sept. 21st: Intro Grammar for Grammarians
In-class exercise: Grammar is......
STEP 1: As a COMMENT to this blog, write your own personal DEFINITION of GRAMMAR!
(5 minutes; minimum: at least one complete sentence; maximum 5 sentences)
STEP 2:
Today, we are beginning the work with our textbook. For those who have forgotten to bring it, I have scanned the pages we are going to use in class today.
Read/skim pages 2, 3, 4, and 5 of your textbook (or, the first four pages of the 6-page scan), and learn how to define the terms
Distribute the tasks fairly, so that each group member gets at least one task to solve!
GROUP 1:
You'll get exercise 1) on page 5 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 2:
You'll get exercise 2) a-e on page 5 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 3:
You'll get exercise 2) f-k on page 6 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 4:
You'll get exercises 3), 4), and 5) a) and b) of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 5:
You'll get exercises 5) c) and d) and 6) of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
HOMEWORK for WEDNESDAY:
Read chapter 1 (pp. 8-20), "Part 1: Prescriptive Grammar"!
STEP 1: As a COMMENT to this blog, write your own personal DEFINITION of GRAMMAR!
(5 minutes; minimum: at least one complete sentence; maximum 5 sentences)
STEP 2:
Today, we are beginning the work with our textbook. For those who have forgotten to bring it, I have scanned the pages we are going to use in class today.
Read/skim pages 2, 3, 4, and 5 of your textbook (or, the first four pages of the 6-page scan), and learn how to define the terms
- prescriptive,
- descriptive,
- generative, and
- contextual.
Distribute the tasks fairly, so that each group member gets at least one task to solve!
GROUP 1:
You'll get exercise 1) on page 5 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 2:
You'll get exercise 2) a-e on page 5 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 3:
You'll get exercise 2) f-k on page 6 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 4:
You'll get exercises 3), 4), and 5) a) and b) of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 5:
You'll get exercises 5) c) and d) and 6) of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
HOMEWORK for WEDNESDAY:
Read chapter 1 (pp. 8-20), "Part 1: Prescriptive Grammar"!
Friday, September 18, 2009
what we did in class, Fri. 16th: Rubistar
After hearing our one and only mini lesson, we spent the rest of the time learning how to create a Rubistar grading rubric for our Unit Paper (the Research Essay; not the newspaper article yet).
The good thing is: YOU will determine what you want to grade with the rubric when you do peer-editing.
You will create your own Rubistar rubric for what is important for you to grade when you peer-edit essays. That also means you must stick to your own guidelines. Here is an example rubric that I developed for a theater play (script writing task) for middle school students.
YOU get to decide what you want to grade about a research essay. Establish certain criteria first, and put them in order according to importance:
1)
2)
3)
4)
5)
etc.
TIP: a good idea is always to look at the prompt for the assignment! (You didn't get that yet for the research essay/newspaper article.) What were the original things I asked you to do with your paper? Was there a list of guidelines? Have they been fulfilled? Then, add your own qualifiers. (You could call it, "follows the prompt.")
You need to have a certain hierarchy of your qualifiers, i.e. you need to weigh them. There are always components that are of major importance in a task, and others that are of minor importance. For example, if the tone of the speakers is more important to you than their costumes, you could determine that the tone is worth 30% of the overall grade, and the costumes are worth 10% of the overall grade the artists will get for their staging. Make sure your percentages add up to 100%!
Thus, a student who speaks loud enough but has a simple costume might get a better grade than a student who whispers so that the audience cannot understand him, but has a very elaborate costume. You can figure out the overall grade by weighing your qualifiers. If a student has all A's in the important qualifiers, but a C in something that is only worth 5% or 10% (like, for example, the costumes), this student will still get an A overall. But if a student writes a script in which the characters are not well developed (which should be a major requirement), he will get a C or D, even if he speaks loud enough and wears a nice costume.
MODELING OF RUBRIC CREATION
STEP 1:In order for you to create your own grading rubric (that you will later use for peer-editing the unit paper), you will need to log into Rubistar. Click on sign up and fill in your new user form.
STEP 2: Then, click on "choose a customizable rubric below." (The only one that makes sense for our Research Article assignment. We will do the newspaper article later.) When you define the qualifiers for your rubric in the menu list on the left, also click on the button that says, "no, my rubric is permanent." If you don't do that, you will say, "yes, my rubric is a temporary rubric," which means your rubric will be lost as soon as you print it out for your use. However, if you choose the first option (what we will do), your rubric won't be deleted after you have printed it out (and we can't print from our room!), but will always be available online until you delete it from your profile.
STEP 3:Fill in your rubric. In the left column, you put your qualifiers. You can either select from what is already there, or invent them by yourself.
On top, you put how you want to grade; either in points, in words, or in letter grades (for example: 100-91 pts., 90-80 pts., 79-70 pts.; 69-60 pts., 59 and below; or: "basic," "intermediary," "advanced"; or: A, B, C, D, F).
Then, you put in each column what your student (i.e., the peer whose essay you are peer-editing) has to do.
For example, in the A column, put "student forgot 0-1 sentences when performing," in the B rubric put "forgot 3-4 sentences," in the C rubric, "forgot 5-6 sentences," etc.
If there aren't enough columns, you can add some.
When you're done, click on SUBMIT, and then on MAKE AVAILABLE ONLINE. This way, your rubric is permanently saved. Remember your password. Anytime you log into Rubistar, you can access your previously created rubrics. You can also edit them again. We're going to use them several times in the semester; once for a WebQuest (an online lesson plan; would be a rubric for media), once for the research essay or newspaper article, and once for our readability assessment (last task of the semester).
For those who missed today's class: create your account with Rubistar from home, and do the same steps for your first rubric! If you have questions, ask in class or email me.
HAVE FUN!!!
Thursday, September 17, 2009
Lie/Lay, Sit/Set, Raise/Rise
Step 1 and 2: To engage my students I will show a short youtube clip about the difference between lie and lay.
Step 3: I will explain the differences between lie/lay, sit/sat, rise/raise by giving a brief power point presentation.
Steps 4, 5, and 6: We will continue by taking an online quiz.
http://www.proprofs.com/quiz-school/quizshow.php?title=difference-between-lielay-sitset-raiserise&quesnum=1
Step 3: I will explain the differences between lie/lay, sit/sat, rise/raise by giving a brief power point presentation.
Steps 4, 5, and 6: We will continue by taking an online quiz.
http://www.proprofs.com/quiz-school/quizshow.php?title=difference-between-lielay-sitset-raiserise&quesnum=1
Tuesday, September 15, 2009
Parallelism, Parallel structure
High school students
Step 1: Engage and Explore
To engage and explore the student I will show a video how President Abraham Lincoln used parallelism in the Gettysburg Address. http://grammar.ccc.commnet.edu/grammar/gettysburg.htm
Step 2: Explain
I will explain what parallelism is by giving a short presentation
Step 3: Extend
To extend the lesson I will show how the bible uses parallelism. http://grammar.ccc.commnet.edu/grammar/bible.htm
Step 4: Evaluate and e-search
To evaluate the students I will give an online quiz and we will start out together as a class. http://grammar.ccc.commnet.edu/grammar/quizzes/niu/niu10.htm
Phrases and Clauses
I will be doing my mini-lesson on phrases and clauses. My lesson is for college age students.
STEP 1: engage and explore: To engage the students, they will be doing a 5 question pretest, in order to get them ready to learn from their mistakes, if they make any!
STEP 2: explain: I will explain the differences between Phrases and Clauses using PowerPoint. In short, I will explain that PHRASES are made up of words, but do not have a subject performing a verb. Because of this, phrases cannot stand alone, and must be part of a bigger sentence.
CLAUSES differ from PHRASES in that they do have a subject performing a verb.STEP 2: explain: I will explain the differences between Phrases and Clauses using PowerPoint. In short, I will explain that PHRASES are made up of words, but do not have a subject performing a verb. Because of this, phrases cannot stand alone, and must be part of a bigger sentence.
There are two types of Clauses: Dependent, Independent.
DEPENDENT clauses cannot stand alone in a sentence like phrases.
INDEPENDENT clauses CAN stand alone and can make a sentence without the rest of the sentence they are a part of.
I will draw a chart on the board showing the students these characteristics.
STEP 3: extend, evaluate, e-search: Extend: I will ask students if they believe particular sentences are phrases, dependent clauses, or independent clauses.
Evaluate: I will give the students a more extensive online quiz.
E-search: I will help the students with number one, and show them that if they get stumped on a question, they can click a hint box to help them. The quiz will tell them whether they got an answer right or not.
For homework, I would ask them to come up with 5 different phrases, 5 different independent clauses, and 5 different dependent clauses.
Monday, September 14, 2009
Sunday, September 13, 2009
In-Class, Sept. 14: Tom Swifties
USING ADVERBS ABUNDANTLY: TOM SWIFTIES...
Today, we are going to talk about "adverbs." Instead of a mini lesson, we will start with a little grammar exercise, and then become creative ;-)
Here are some GUIDELINES about the order of adverbs in a sentence:
First task:
Take a quick overview of what ADVERBS are.
Second task: take this short online quiz about adverbs.
Third task (everyone on his/her own):
This is what happens if one uses adverbs abundantly... ;-)
Go to the following website and learn what "Tom Swifties" are.
Task 2:
Get together in groups of 3-4. Go to the following webpage. Your group's task is to create a 5-item test for another group that this group has to solve. Get the emails of the one member of the other group (your partner group), and email this person your quiz. The group that solves most of the 5 items it gets from another group wins!! You need to retype the Tom Swifties that you find on the webpage, but you leave out the last word, i.e., the pun, for the other group to fill in the blank. Don't invent them yourself yet!!!
Examples:
1. How do you start a model-T Ford without a battery?" asked Tom _____________ .
(answer: CRANKILY)
2. "I have to wear this cast for another six weeks," said Tom _________________ .
(answer: DISJOINTEDLY)
3. "I'm shocked," said Tom _____________________ .
(answer: ELECTRICALLY)
You should select sentences that people are able to guess when they think hard.
EMAIL me your 5-item quiz (with solutions). Only one per group, please! Indicate your group members names in this email (because you'll all get participation points for the quiz).
Task 3:
Now, invent 1 Tom Swifty on your own!!! Publish it as a comment to this blog. If you work in groups, indicate all your names on your blog entry. You can also work by yourself. If you can't finish in class, do it as homework for Wednesday, September 16th.
Today, we are going to talk about "adverbs." Instead of a mini lesson, we will start with a little grammar exercise, and then become creative ;-)
Here are some GUIDELINES about the order of adverbs in a sentence:
 THE ROYAL ORDER OF ADVERBS | |||||
| Verb | Manner | Place | Frequency | Time | Purpose |
| Beth swims | enthusiastically | in the pool | every morning | before dawn | to keep in shape. |
| Dad walks | impatiently | into town | every afternoon | before supper | to get a newspaper. |
| Tashonda naps | in her room | every morning | before lunch. | ||
First task:
Take a quick overview of what ADVERBS are.
Second task: take this short online quiz about adverbs.
Third task (everyone on his/her own):
This is what happens if one uses adverbs abundantly... ;-)
Go to the following website and learn what "Tom Swifties" are.
Task 2:
Get together in groups of 3-4. Go to the following webpage. Your group's task is to create a 5-item test for another group that this group has to solve. Get the emails of the one member of the other group (your partner group), and email this person your quiz. The group that solves most of the 5 items it gets from another group wins!! You need to retype the Tom Swifties that you find on the webpage, but you leave out the last word, i.e., the pun, for the other group to fill in the blank. Don't invent them yourself yet!!!
Examples:
1. How do you start a model-T Ford without a battery?" asked Tom _____________ .
(answer: CRANKILY)
2. "I have to wear this cast for another six weeks," said Tom _________________ .
(answer: DISJOINTEDLY)
3. "I'm shocked," said Tom _____________________ .
(answer: ELECTRICALLY)
You should select sentences that people are able to guess when they think hard.
EMAIL me your 5-item quiz (with solutions). Only one per group, please! Indicate your group members names in this email (because you'll all get participation points for the quiz).
Task 3:
Now, invent 1 Tom Swifty on your own!!! Publish it as a comment to this blog. If you work in groups, indicate all your names on your blog entry. You can also work by yourself. If you can't finish in class, do it as homework for Wednesday, September 16th.
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