Download MH_Grammar_adjectivalphrases - mteach

English Lesson Plan
Stage:
Topic:
KLA Linkages:
What do I want the
students to learn?
Outcomes:
Indicators:
Resources:
Associated
Documents:
Language:
3
Grammar – Adjectival Phrases
Drama
Students will understand how to add meaning to
sentences through the use of adjectival phrases.
WS3.10 Uses knowledge of sentence structure,
grammar and punctuation to edit own writing.
 Uses a range of adjectival phrases in own writing
and discusses the effect of adjective choices in
own writing.
1 set of symbols or large bell, blackboard, chalk,
butcher's paper, 9 textas,
Simple and older versions of the tale of 'Cinderella'
Adjectival phrase, adjectival clause, grammar,
Cinderella, fairytales, conscience,
Group
Content
Structure
Introduction:
Whole of
Discussion about
class
Fairytales…conventions, generally
sweet (and they all lived happily
ever after). Give examples of some
of the gory things that happened in
older versions of Fairytales.
Discussion around origin of
Fairytales as oral stories for both
adults and children. Often the
fairytale is presented as being
stable and European but there are
often many variations in the tales
across different cultures. Often it is
the theme that is the same.
Bring class and teacher to sit on the
floor in a circle. Teacher asks if
anyone knows the story of
'Cinderella'. Students outline what
they know of the story. Teacher
reiterates the main idea of the tale.
In a minute I am going to tell you the
tale of 'Cinderella' and what I want
you to do is to listen to the words.
Some of them may be words that
you don’t know but you do know the
story so see if you can figure out
what the word might mean given
where it is in the story. Also think
about the feelings and atmosphere
that some of these words might add
to the story. And you must listen
carefully because this story will ask
Key Questions
Who knows a Fairytale?
Which one? How would
you describe the fairytale?
Lots of cultures have a
tradition of oral storytelling
as a way of passing on
important knowledge.
Does anyone have
experience of this kind of
oral storytelling?
It is quite different to
reading a story isn't it?
Does anyone know the
fairytale of 'Cinderella'?
What happens in the
version you know?
Does anyone know a
different version of
'Cinderella'?
Now listen while I tell you
the tale of 'Cinderella'…
Once there was a rich
man…
EDBT5532
Mathematics Education 1, K-6
something of you.
Teacher previously has to quietly
ask one student to clang the
symbols once at the first stroke of
midnight.
Activities:
Whole of
class
The story of 'Cinderella' stops at the
first stroke of midnight. The
storyteller (teacher) presents the
students with a decision that must
be made.
Nominate six students to stand in
conscience alley and advise
'Cinderella' as to what she should
do? Cinderella listens to each
persons whispered advice and then
makes her decision.
This decision is written on the board
ie "Cinderella decided to stay at the
ball".
Brainstorm words to describe how
Cinderella might be feeling and write
on the board.
Return to the sentence "Cinderella
decided to stay at the ball."
Students brainstorm possible
sentences using words above ie
"Cinderella who was feeling elated
decided to stay at the ball"
Groups of
Students break into groups and
three
write as many new descriptive
sentences about Cinderella as they
can.
Reporting Back:
Whole of
Students write their names on their
class
sheets and write their favourite
sentence on the board.
Now, I want you to forget
what you know about what
happens next. Cinderella
has a decision to make and
it can be whatever she
wants. Should she leave
the ball or should she stay?
I want each of you to think
about what you would do in
this situation. How might
you feel? Would you go or
would you stay? Why?
Have you got a reason?
Good, don't tell anyone but
in a minute 6 people are
going to try to convince
Cinderella to make the
same decision they did.
Now this is a pretty
important moment for
Cinderella. How might she
be feeling?
You know this sentence
doesn't really make me feel
any of these emotions that
Cinderella might be feeling.
Do you think we could add
in some more words to
express some of the
feelings we were just
talking about?
Class looks at the different
sentences and consider how the
use of specific words might change
the story of Cinderella and how we
consider her character.
Melanie Hargraves
[email protected]
-2-
Student Number: 308119193
0413 247 915
EDBT5532
Mathematics Education 1, K-6
Assessment:
Closure:
Were the student groups able to construct a
grammatically correct sentence containing an adjectival
phrase.
What I want you to reflect upon after today's lesson is
how when you use an adjectival phrase, like we have
been, in your writing it gives more feeling and meaning to
your work.
Evaluation:
Intellectual
Quality
Quality Learning
Environment
Significance
Deep
Knowledge
Explicit Quality
Criteria
Background
Knowledge
Deep
Understanding
Engagement
Cultural
Knowledge
Melanie Hargraves
[email protected]
Problematic
Knowledge
High
Expectations
Knowledge
Integration
-3-
Higher Order
Thinking
Social Support
Inclusivity
Metalanguage
Self
Regulation
Connectednes
s
Substantive
Communication
Student Direction
Narrative
Student Number: 308119193
0413 247 915