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Engaging Grammar: Practical Advice for Real Classrooms Presented by Amy Benjamin and Tom Oliva www.amybenjamin.com “ I’ve never known a person who wasn’t interested in language.” -Steven Pinker, The Language Instinct I teaching grammar. I never learned it. What if I’m wrong? Shouldn’t they already have had this in the lower grades? Do kids really have to learn all these terms? There’s no interesting way to teach grammar. It’s just drill and workbook. M I. Cesar Chavez helped the farm workers. He advocated for them. He did not encourage violence. He led a boycott instead of violence. The boycott was an effective method of resistance. (30) III. Cesar Chavez, advocate for farm workers, helped them not by encouraging violence, but by leading a boycott. The boycott was an effective method of resistance.. (25) II. Cesar Chavez helped the farm workers, and he advocated for them. He did not encourage violence. He led a boycott instead of violence, and the boycott was an effective method of resistance. (32) IV. Cesar Chavez, advocate for farm workers, helped them not by encouraging violence, but by leading a boycott, which is an effective method of resistance. (24) Grammar is the most significant determiner of sophisticated style. M Students struggle with going from speech to writing, and then from informal to formal style. 1. Grammar is a system of making sentences out of parts. The parts have to match (agree): Number (singular or plural) Gender (masculine, feminine, neutral) Case (subjective, objective, possessive) Tense (past, present, future) 2. Writers and speakers place the parts in a certain order and that order affects the impact of the message. 3. The two main parts of language are nouns and verbs. Everything else either modifies nouns or verbs or joins words, phrases, and clauses. M How? Learning Principles Based On: • • • • • • Manipulatives Visuals Patterns Intuition Inductive reasoning Authentic language M Grammar instruction to create stylized sentences Grammar instruction to fix errors GRAMMAR IN THE HEART OF THE WRITING PROCESS: Reconsider placement: achieve end focus Animate your sentences: “Put people in your subjects and have them do things” Get to the verb quickly Pre-writing experience: (non-sentence form) Drafting Sharpen your nouns Minimize your modifiers Replace BE verbs and weak verbs with strong action verbs Achieve parallel structure Combine sentences: create complex sentences use appositives use absolutes Expand and shrink noun phrases. Turn clauses into modifying phrases. Decide where to place them for desired effect. Revising Publication Editing Point of intervention for substantial language improvement Point of intervention for surface error correction Kinds of Information Noun Phrases: Who? What? Adjective Structures Which one? What kind? How many? Verb structures: What is its action? What is its nature? Adverb structures: Where? When? Why? In what manner? How often? Now Entering the Complete Sentence Zone: Please write 2 complete sentences, 2 sentence fragments (that your students might write), and 1 run-on sentence (that your students might write) 2 Complete sentences: 1.__Amanda is watering the petunias. 2 Sentence fragments (that your students might write): 1. Because their petalsl look dry. 2. When their petalsl look dry. 1 Run-on sentences (that your students might write) 1. Amanda is watering the petunias, their petals look dry. Declarative Sentences Can you turn it into a yes/no question? Can you put It is true that…. in front of it? (or “I intend to prove that…” or “They believed the idea that…”) Complete Sentence Can you add a “Stick-on” question? Isn’t it? Aren’t we?Don’t you? Subject “wheel”: Who or what? Predicate “wheel”: What about it? A complete sentence can be turned into a yes/no question: • Amanda needs to water the petunias. • Petunias’ petals dry out. • The petunias are blossoming. • The watering can has grown rusty. When Amanda waters the petunias. Because their petals look dry. If their petals dry out. A watering can near the petunia patch. Match the“Stick-On” Questions I forgot to water the petunias. I have forgotten to water the petunias. It’s time to water the petunias. The neighbors should water their peturnias soon. He grows purple petunias. Haven’t I? Doesn’t he? Aren’t I? Didn’t you? Don’t they? Shouldn’t they? Don’t I? Isn’t it? Didn’t I? Do you? Gardening is my favorite weekend activity Because I like worms , because I like worms. gardening is my favorite activity. M Gardening is my favorite activity on a rainy day because I like worms. (add modifiers: When? Where? Why? How? To What Extent?) The Sentence-Making Kit Fold a 5 x 8 index card in half, width-wise: 1. 2. 3. 4. Write your four cues that will help you recognize a complete sentence: 1. It is true that… 2. The bicycle: Who or what? What about it? (2 wheels) 3. Can you turn it into a yes/no question? 4. Can you add a “stick-on” (tag) question to the end of it? The Sentence-Making Kit On the inside of the card: AAAWWUBBIS: although, as, after while, when until because, before if, since If a sentence begins with any of these words, it must have two parts. Place a comma between the two parts if one of these words begins the sentence. These words, plus the comma, may join ,and two sentences. Writers sometimes begin ,but sentences with these words if they are ,so doing so for emphasis. Use as many These words will help you ACTION VERBS as possible. give detail in your sentences: Try beginning some of your Use words and groups of words that sentences with these words: answer the ADVERB QUESTIONS: IN FOR ON WITH When? Where? Why? How? AT To what extent? How often? Flip the switch into formal English: a lot = a great many or a great deal gonna= going to wanna= want to hafta= have to get,got = become, became, receive received, obtain, obtained gotta: must “Word Splash” Sequence Word Splash: A form of brainstorming that generates a profusion of words and phrases on a particular topic Purpose: To expand students’ vocabulary and nurture language fluency Sequence: Step One: Words Step Two: Build words into phrases Step Three: Build phrases into simple sentences Step Four: Use subordinating conjunctions to build complex sentences AAAWWUBBIS: although, as, after when, while until because, before if since Vocabulary Handout 3 The Sentence-Making Kit On the back of the card: Substitutions for homophones and spelling problems: their = his there = here they’re = they are your = his you’re = you are its = his it’s = it is; it has I before E except after C Or when sounded as A As in neighbor or sleigh woman = man women = women Morphology Chart Noun: The… Verb: They… He/She… Is… _______yesterday Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner? arrogance urbanite urbanism urbanize urbanizes urbanizing urbanized arrogant urban arrogantly urbanization Morphology Chart Noun: The… Verb: They… He/She… Is… _______yesterday Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner? Morphology Chart NOUNS: VERBS: ADJECTIVES: ADVERBS: They will fit into the frame: The_____. They will fit into the frame: To____ They answer one of these questions: Which one? What kind? How many? They answer one of these questions: Where? When? Why? To what extent? How often? In what manner? Product, products Productivity Produce Productiveness Produce Produces Producing Produced Productive Productively Expense, expenses expensiveness Expend Expends Expending expended Expensive Expensively Morphology Kit Noun-Making Suffixes Verb-Making Suffixes Adjective-making suffixes -ment -ness -ation, sion -ity -ism -hood -itude -ence -ance -ide -ate -ify -ize -acious,icious -y -ous, ious -ant -able, ible -er; est Adverb-making suffix: -ly Vocabulary Handout 5 www.amybenjamin.com Why Teach Verbs? 1. Strong verbs energize writing. 2. Writers must decide on a consistent verb tense. 3. Writers must decide whether to use active or passive voice. 4. Errors in verb usage are highly stigmatized: Incorrect form of irregular verbs (*I seen, *brung, *brang, *have went, *have sang, etc.) 5. Whether we have an action verb or a BE verb determines pronoun case use and adjective/adverb use. Base form: walk, sing Progressive form: walking, singing Past form: walked, sang Participial form: (have) walked, (have sung) Hanout, 11 Verb Land, USA Active Voice: I stole the cookie from the cookie jar. Passive Voice: The cookie was stolen from the cookie jar by me. (BE + Participial form= passive voice) “Where We Find Out the Action of Things” ACTION TOWN Verbals: 1. Participle: (acts as adjective) ACTION verbs are modified by adverbs:She sings happily. the dancing bear; the stolen cookie 2. Infinitive: (acts as noun) Let us never fear to negotiate. 3. Gerund: (Acts as noun) Teaching makes me happy. ACTION verbs take objective case pronouns as objects: We saw him steal the cookie from the cookie jar. Auxiliaries: Modal Auxiliaries: Would Will Have: creates the perfect tenses Should Shall Could May (has sung, etc.) Can Might Be: creates the Must progressive tenses (am singing, etc.) Auxiliaries and modal auxiliaries combine with action verbs to create various tenses. www.amybenjamin.com TO BE: I am,was We are,were You are ;were He, she, it is They are,were Sense Verbs: feel, look, sound smell, taste Also: seem, become, appear grow BE TOWN “Where We Find Out the Nature of Things” BE verbs are completed by adjectives: He is happy. BE verbs take subjective case pronouns as complements: It was I who stole the cookie from the cookie jar. Village 5: The village where verbs… www.amybenjamin.com Irregular Verb Villages Village 1: The village where verbs… have, had, have had send, sent, have sent build, built, have built Pop. approx 20 verbs Village 2: The village where verbs… Village 3: The village where verbs… keep, kept, have kept sleep, slept, have slept sell, sold, have sold bring, brought, have brought catch, caught, have caught Pop: approx 40 verbs Village 4: The village where verbs… cut, cut, have cut hit, hit, have hit put, put, have put quit, quit, have quit Pop: approx 40 verbs Village 6: The village where verbs… spin, spun, have spun sit, sat, have sat stand, stood, have stood Pop: approx 70 verbs Village 7: The village where verbs… mow, mowed, have mown sew, sewed, have sewn swell, swelled, have swollen blow, blew, have blown fly, flew, have flown take, took, have taken shake, shook, have shaken see, saw, have seen Pop. approx 10 verbs Pop: approx 75 verbs swim, swam, have swum ring, rang, have rung sing, sang, have sung go, went, have gone Pop: Approx 25 verbs www.amybenjamin.com 1. Characterize the pattern of each of the irregular verb villages. 2. The following verbs are lost. Help them find their villages. So that they don’t get lost again, explain to them the ways of their villages: teach wring shrink break steal drink think speak cost win lie lay hurt get seek make choose broadcast bet bid freeze English Regular Verb Patterns Base form I walk. to walk (infinitive) I walk on the treadmill every day. To walk on the treadmill is my hobby. S form He walks. ING form She is walking. Past and Participial form (have…) She walked yesterday. (past) (present progressive) We have walked four miles already. She was walking. (present perfect) (past progressive) (Can be used as an adjective*) (Can be used as an adjective) The walking child… The walked dog is a happy dog. *An adjective that is (Can create the formed from a verb passive voice) is called a participial The dog was walked adjective. an hour ago. Walking (gerund: ING form used as a noun) on the treadmill is my hobby. English Regular Verb Patterns Verbals: A verb form that is used as another part of speech: 1. Participle: (acts as adjective) the dancing bear; the stolen cookie 2. Infinitive: (acts as noun) Let us never fear to negotiate. 3. Gerund: (Acts as noun) Teaching makes me happy. Sentence Patterns S-V* S-V-O* S-V-SC Rocks explode. Lizards like rocks. Rocks are expensive. A diamond is a rock. *SV: Subject-Verb: This pattern uses an intransitive verb. Intransitive verbs take no direct object. *S-V-O: Subject-Verb-Object: This pattern uses a transitive verb. Transitive verbs take direct objects. (Direct objects answer Who? Or What? They are used with action verbs only. *S-V-SC: Subject-Verb-Subject Complement: This pattern uses a linking verb. Linking verbs take subject complements, which can be either nouns (and when pronouns, are in the subjective case) or adjectives. Sentence Patterns S-V* S-V-O* S-V-SC Rocks explode. Lizards like rocks. Rocks are expensive. A diamond is a rock. *SV: Subject-Verb: This pattern uses an intransitive verb. Intransitive verbs take no direct object. *S-V-O: Subject-Verb-Object: This pattern uses a transitive verb. Transitive verbs take direct objects. (Direct objects answer Who? Or What? They are used with action verbs only. *S-V-SC: Subject-Verb-Subject Complement: This pattern uses a linking verb. Linking verbs take subject complements, which can be either nouns (and when pronouns, are in the subjective case) or adjectives. The expandable, shrinkable nominal (noun + its modifiers) The expandable, shrinkable nominal standing over the fish bowl the curious IT little pink on the bookshelf, looking hungrily at the rainbow fish Order of adjectives: cute two well-trained these Himalayan little Action verbs are modified by adverbs. bouncy shy friendly shyly vivaciously protectiveprotectively Pepper is… recklessly hungry silly Pepper behaves… Pepper acts…cautiously jovially Pepper looks..l Pepper seems… Pepper became… playfully playful adventurously curiously Linking verbs are completed by adjectives. adventurous curious Linking verbs tell the nature of things. Linking verbs: BE, + sense verbs: look, sound, smell, feel; seem verbs: seem appear, become, grow