HSGroup+5


 * Team members: Susie Wolff, Kim Zeiler, Pam Miltenberger, Anita House**

We are addressing the practical problem of integrating ACT-Prep grammar and usage into our existing curriculum by creating a plan for weekly grammar/usage lessons. We decided to address the "21st Century Standards" component by starting a resource website for teachers at Harmon (or other high schools, as we are attempting to create a very loose framework with several activity options), which we will place Margie's High School English Teacher Group site on School Loop, in the resource locker. To start the ball rolling each person in our group will create one sample week-long lesson plan on a particular part of speech. We hope that other teachers will add lesson plans as the year progresses to create a great resource for all teachers.
 * Update as Wednesday:**

Finally, we envision a culminating activity towards the end of the year where we ask students to work in collaborative groups to create modern day "Schoolhouse Rock" videos on the various grammar/usage topics. The best of these videos can be incorporated into our instruction in years to follow. If we had several good products, we could even send our young producers out to elementary and middle schools to show their work and then teachers on those levels could incorporate them into their curriculum! Ultimately we could create a whole KCK Grammar Rock video!!

Guiding Questions 1. **What is the format for testing grammar and usage on the ACT?** 2. What are our students strengths and weaknesses in reading? in speaking? in usage? in writing? 3. **What major categories of usage should we address?** 4. What experience have our 9th graders had with usage previously? 5. What attitudes do our students have toward usage? 6. What do we have to address about usage with ESL students? 7. How can we simplify the comma rules? 8. Should we teach clauses and phrases? 9. **How do we integrate usage lessons into our existing curriculum and timeframe?** 10. How do we chunk usage curriculum into small bites? 11. Could bellwork be enough? 12. Is usage best used for homework? 13. **How do we benchmark usage so the students are motivated to complete the work?** <span style="font-family: 'Comic Sans MS',cursive;">14. What grammar terms will we use? <span style="font-family: 'Comic Sans MS',cursive;">15. How can we use the ACT practice tests effectively?

<span style="font-family: 'Comic Sans MS',cursive;">Guiding Activities/Resources <span style="font-family: 'Comic Sans MS',cursive;">**1. What is the format for testing grammar and usage on the ACT?**
 * Check out practice ACT tests on website.
 * Check out ACT prep books.
 * Talk to our ACT prep instructor, Kim Zeiler.


 * 3. What major categories of grammar and usage should we address?**
 * Look at ACT site to see what categories are most used.
 * See what categories were selected for emphasis by ENI and the KCK curriculum writers last week. (Ask Margie)
 * Talk to our ACT prep instructor, Kim Zeiler.


 * 9. How do we integrate grammar and usage lessons into our existing curriculum and timeframe?**
 * Consider standard modes-- bell work, home work, existing DOL or other text, integration into that day's planned reading/writing, etc.
 * Consider modes available through modern technology.


 * 13. How do we benchmark grammar and usage so the students are motivated to complete the work?**
 * A grading policy committee is currently meeting.
 * Integrate grade into existing assignments and benchmarks.

Solution:**1. What i****s the format for testing grammar and usage on the ACT?** On the English test the student is given an essay to read. In the essay, portions will be underlined. On the right side of the page, the student is asked whether the underlined portion is correct or whether one of the alternative choices would fit better. The English test covers grammar, punctuation, sentence structure and rhetorical skills. punctuation: commas (for items in a series or to separate phrases and clauses) semicolons colons dashes apostrophes
 * 2. What major categories of grammar and usage should we address?** We should address those that are addressed on the ACT. The most common include:

grammar: pronouns (agreement and case) subject-verb agreement pronoun-verb agreement verb tense shifts adjectives and adverbs idiomatic expressions

sentence structure: sentence fragments comma splices and run-ons placement of modifiers parallel construction

rhetorical skills: strategy questions organization questions style questions

Monday-- direct instruction on new grammar/usage topic-- 20-30 minutes 1st full day-- collaborative activity using new grammar/usage skill-- 10-15 minutes 2nd full day-- another activity using new skill-- 10-15 minutes. Can be collaborative or independent. Can be a "check for understanding." Homework on grammar/usage should be given at least twice during the week. At least one of these assignments should be a drill worksheet.
 * 9. How do we integrate grammar and usage lessons into our existing curriculum and timeframe?** We have a lot to cover in the English classroom already in a limited amount of time. We have to be smart about fitting this new material in without letting it affect our pacing. At Harmon we see our kids three times per week, for 45 minutes on Monday, and for 90 minutes on two other days. We would integrate weekly grammar/usage lesson plans into the curriculum this way:

As a culminating activity for the year-long grammar and usage unit, we thought we would have students work in collaborative groups to create an educational short film using imovie, along the lines of a "Schoolhouse Rock." Great examples could be used in future years to introduce concepts. They could also be used by elementary and middle schools. The kids themselves could go down and present them if we had a few good examples.


 * 13. How do we benchmark grammar and usage so the students are motivated to complete the work?** The grading policy committee is meeting now, and administration ultimately guides how teachers must weigh and record grades, so this is almost a moot point. Two benchmarks already exist that could encompass grammar/usage work: conventions (writing benchmark) and sentence fluency (writing benchmark), but those are well used on the essays. It would not hurt to add a "Grammar and Usage" benchmark to the reading benchmarks every quarter. We could "give teeth" to grammar/usage homework assignments by giving points or by requiring a certain number of homework assignments to be properly completed to receive benchmark credit, or to be able to take the "benchmark test."


 * WEEK LONG LESSON PLAN TEMPLATE FOR GRAMMAR/USAGE CONCEPTS:**

DAY 1: **Explicit teaching** of the concept (20-45 minutes)

DAYS 2-5: **Follow-up activities** for additional practice or checks for understanding (10-20 minutes)


 * Homework Options:**

Please add as many activities to the follow-up activities and homework sections as you can so that teachers have lots of options!!
 * Please asterisk activities most appropriate for ESL and SpEd students

** Standard 216 - Conventions **

**__ 9th Grade __** ACT Bands 13-19

**Punctuation – 1st Quarter (Check-Point #2)**
 * I can combine sentences using conjunctions and proper punctuation.
 * I can revise sentences to use proper punctuation.
 * Terminating Punctuation (periods, exclamations, questions)
 * Commas
 * Semi-colons
 * Colons
 * Apostrophes
 * I can use coordinating, subordinate and correlative conjunctions to combine and create sentences.


 * Word Choice in terms of style – 2nd Quarter (Check-Point #4)**
 * I can revise sentences to correct awkward and confusing arrangements of sentence elements.
 * Subject
 * Verb
 * Object
 * I can revise vague nouns and pronouns that create obvious or confusing logic problems.
 * I can revise a passage to eliminate redundant words and phrases.


 * Sentence Structure and formation – 3rd Quarter (Check-Point #6)**
 * I can use correct subject verb agreement.
 * I can use consistent verb tense.
 * Conventions and Usage – 4th Quarter (Check-Point #8)**
 * I can recognize and use the appropriate word in frequently confused pairs such as there and their, past and passed, and led and lead.
 * I can revise grammatical problems related to usage.
 * Comparative and superlative adjectives
 * Past and past participles of irregular verbs
 * Adverbs and adjectives.
 * Subject verb agreement.
 * Pronoun antecedent agreement.
 * Prepositions.

**__ 10th Grade __** ACT Band 20-23


 * Word Choice - 2nd Quarter (Check-Point #4)**
 * I can identify and correct ambiguous pronoun reference.
 * I can use correct tense for irregular verbs.
 * I can use correct verb tense and pronoun person when writing.


 * Punctuation - ­1st Quarter (Check-Point #2)**
 * I can use apostrophes to indicate simple possessive nouns.
 * I can use colons and semicolons correctly.


 * Sentence Structure – 3rd Quarter (Check-Point #6)**
 * I can use correct phrasing and subordinate clauses.
 * I can revise a phrase that is redundant in terms of meaning and logic of a sentence.


 * Conventions – 4th Quarter (Check-Point #8)**
 * I can correctly punctuate a complex compound sentence and parenthetical phrase.
 * I can use correct pronoun agreement.

**__ 11th Grade __** ACT Band 24-27
 * Punctuation - ­1st Quarter (Check-Point #2)**
 * I can correctly use commas to set off simple parenthetical phrases.
 * I can delete unnecessary commas between verb and direct object clauses.


 * Word Choice - 2nd Quarter (Check-Point #4)**
 * I can delete redundant material when information is repeated in different parts of speech.
 * I can choose the clearest and most logical conjunction to link clauses.


 * Sentence Structure – 3rd Quarter (Check-Point #6)**
 * I can recognize and correct participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers.


 * Conventions – 4th Quarter (Check-Point #8)**
 * I can use appropriate prepositions, especially in combination with verbs.
 * I can make sure that the verb agrees with its subject when there is some text between the two.


 * LESSON PLAN FOR SUBJECT-VERB AGREEMENT**

I. Explicit instruction: 15-20 minutes A. Introduce the lesson by telling students that telling students that you are going to review locating subjects (nouns) and predicates (verbs). 2. Explain to students that we are going to review how to find the subjects (nouns) and the predicates (verbs). B. What are verbs? 1. Elicit from individual students what a verb is….how would they explain it to another student? 2. Explain that there are two basic types of verbs: action and linking verbs and that we are going to start with action verbs, like run, hit, fall, etc. 3. Elicit what a subject is? Then write some simple nouns on the board, like ball, dog, boy, bird, etc. 4. Explain that there are several types of nouns, but we are only concerned with concrete nouns. 5. See pages 469 ff and 479ff in __McDougal, Littell English__, (the blue book) for further examples and information. a. **VERBS Study Sheet** A **verb** is a word that expresses an action, a condition, or a state of being.
 * 1) Action verbs/Subject: It is simpler for students to locate the action verb before locating the subject. Getting students in the habit of searching this way will help them when they are looking at more complex sentences.
 * 2) Student study guide for subjects and verbs

There are two main categories of verbs: **action verbs** and **linking verbs**. Other verbs, called auxiliary verbs are sometimes combined with action verbs and linking verbs.

**ACTION VERBS**

An **action verb** is a verb that tells what action someone or something is performing. The action may be physical or mental.

Physical Action We //worked// hard on the fund drive. Mental Action Everyone //hoped// for success.

**LINKING VERBS**

A **linking verb** does not express action. Instead it links the subject of the sentence to a word in the predicate.

Mr. Jones //is// our teacher. (The linking verb //is// links the subject Mr. Jones to the Noun //teacher//.) That dog //looks// miserable. (The linking verb //looks// links the subject dog to the Adjective //miserable//.)

Linking verbs may be divided into three groups.

**TYPES OF LINKING VERBS**


 * Forms of To Be Sensory Verbs Verbs that Express Condition**

I //am// happy. The snake //feels// smooth. Everyone //looked// hot. Dad //is// a pharmacist. This yogurt //tastes// different. The tomatoes grew tall. Our shoes //were// wet. The music //sounds// loud. The salad //stayed// fresh. My cousins //are// from Ireland. The basement //smells// damp. The audience //became// restless.

Sometimes the same verb can be a linking verb or an action verb.

The fish //tastes// delicious. The cook //tastes// the fish. Everyone //looked// hungry. He //looked// for some herbs.
 * Linking Verb Action Verb**


 * Note:** If you can substitute //is,// //are, was//, or //were// for a verb, you know it is a linking verb.

**AUXILIARY VERBS**

An action verb or a linking verb sometimes has one or more **auxiliary verbs**, also called **helping verbs**. The verb that the auxiliary verb helps is the main verb. In the following examples, the auxiliary verbs are in italics. The main verbs are in boldface type.

The skies //should// **clear** by noon. The wind //has been// **blowing** since midnight.

The most common auxiliary verbs are forms of //be, have//, and //do//.

Be: am, is, are, was, were, be, been, being Have: have, has, had Do: do, does, did

Other common auxiliary verbs are listed below

Can will shall may must Could would should might

Together the main verb and one or more auxiliary verbs make up a **verb phrase**.

had been have had was doing could have helped might have been seen is being repaired
 * Auxiliary verb(s) + Main Verb = Verb Phrase**

II. Follow up activities:
 * 1) []
 * 2) []
 * 3) []
 * 4) []

III. Advanced follow ups: 1. [|http://www.teacherspayteachers.com/Product/Subject-Verb-Agreement-Eight- Little-Rules] 2. [] 3. []

Homework activities:

* good for ESL

TEACHER’S INSTRUCTIONS FOR APOSTROPHE LESSON DAY ONE: Direct instructions for 3 uses of apostrophe.

Explain and have students think of more examples with their shoulder partners.

Students can also write sentences using a specified use of apostrophe, and then share with large group.

DAYS TWO AND THREE: Bellwork from list below:

McDougal, Littell __English__, Blue edition, page 778, Exercise A McDougal, Littell __English__, Blue edition, page 778, Exercise B  McDougal, Littell __English__, Blue edition, page 779, Exercise C  McDougal, Littell __English__, Orange edition, page 722, Exercise A  McDougal, Littell __English__, Orange edition, page 722, Exercise B  McDougal, Littell __English__, Orange edition, page 723, Exercise C

McDougal, Littell __English__, Yellow edition, page 725, Exercise A McDougal, Littell __English__, Yellow edition, page 726, Exercise B  McDougal, Littell __English__, Yellow edition, page 726, Exercise C

McDougal, Littell __English__, Purple edition, page 777, Exercise A McDougal, Littell __English__, Purple edition, page 777, Exercise B  McDougal, Littell __English__, Purple edition, page 778, Exercise C

[]

[]

USES OF THE APOSTROPHE CONTRACTIONS: shows that some letters have been left out

Examples: can’t = can not; they’re = they are; it’s = it is Numerical examples: ’99 = 1999

This use is not recommended in formal essays.

SINGULAR POSSESSIVES: add ‘s to show ownership

Examples: the house’s windows the man’s voice the car’s brakes

Exception: when the noun ends in //s// or //z//, just add the apostrophe

Examples: boss’ orders bus’ noise business’ logo

PLURAL POSSESSIVES: just add the apostrophe

Example: students’ voices teachers’ ideas businesses’ logos