Seventh Grade, Grammar-Relative for Life, Part Colorado Summer Writing Institute 1

Grammar-Relative for Life, Part 1 Grade Level or Special Area: 7 th Grade Language Arts Written by: Sharon K. Foster, Sheridan Middle School, Sheridan, CO Length of Unit: Twelve thirty-five to forty-five minute lessons I. ABSTRACT Words are the paint, and clauses, phrases and sentences are the brush strokes a writer uses to paint a picture. According to the Core Knowledge Sequence, page 157, Students should have a working understanding of the following terms and be able to use them to discuss and analyze writing. This unit is designed to precede the Core Knowledge Grade 7 Language Arts unit, Grammar- Relative for Life, Part 2, but can be used independently. This unit focuses on the parts of speech section as listed on pages 157-158 of the Core Knowledge Sequence. Most items are covered. II. OVERVIEW A. Concept Objectives 1. Students will understand the importance of using correct grammar and conventions in their writing. 2. Students will recognize how to use conventional grammar and punctuation. (Adapted from Colorado Standard 3, Language Arts 7) 3. Students will understand how to apply thinking skills to their writing. (Adapted from Colorado Standard 4, Language Arts 7) B. Content from the Core Knowledge Sequence 1. 7 th Grade English: Writing, Grammar, and Usage: Grammar (pp. 157-158) a. Parts of Sentence i. Prepositional phrases a) Identify as adjectival or adverbial b) Identify word(s) modified by the prepositional phrase c) Object of preposition (note that pronouns are in objective case) d) Punctuation of prepositional phrases ii. Subject and verb a) Find complete subject and complete predicate b) Identify simple subject and simple verb (after eliminating prepositional phrases): 1) in statements 2) in questions 3) in commands (you understood) c) Auxiliary verbs d) Noun of direct address e) Subject-verb agreement 1) with compound subjects 2) with compound subjects joined by or 3) with indefinite pronouns (for example, everyone, anyone, some, all) iii. Complements a) Find direct and indirect objects b) Review linking vs. action verbs c) Predicate nominative d) Predicate adjective Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 1

iv. Appositives a) Identify and tell which noun is renamed b) Use of commas with appositive phrases v. Participles a) Identify past, present participles b) Identify participial phrases c) Find the noun modified d) Commas with participial phrases vi. Gerunds and gerund phrases a) Identify and tell its use in the sentence (subject, direct object, indirect object, appositive, predicate nominative, object of preposition) vii. Infinitives and infinitive phrases a) Adjective and adverb: find the word it modifies b) Noun: tell its use in the sentence C. Skill Objectives ( L indicates Lesson) 1. Students will identify simple subjects and simple verbs. (L 2) 2. Students will identify complete subjects and the complete predicate. (L 2) 3. Students will identify and tell auxiliary verbs (L 2, 3) 4. Students will identify prepositional phrases as adjectival or adverbial. (L 4) 5. Students will identify words modified by the prepositional phrase. (L 4, 5) 6. Students will identify the object of a preposition. (L 5) 7. Students will correctly punctuate prepositional phrases. (L 5) 8. Students will identify and tell subject-verb agreement. (L 6) 9. Students will identify and tell nouns of direct address. (L 8) 10. Students will identify and tell direct and indirect objects. (L 8) 11. Students will identify appositives and tell which noun is renamed. (L 9) 12. Students will identify past and present participles, and participial phrases. (L 9) 13. Students will identify gerunds and tell their use in sentences. (L 10) 14. Students will identify infinitives and infinitive phrases, find the word it modifies or tell its use in the sentence. (L 10) 15. Students will write using conventional punctuation, capitalization and spelling. (Throughout) 16. Students will apply thinking skills to their writing. (Throughout) III. IV. BACKGROUND KNOWLEDGE A. For Teachers 1. The Complete Idiot's Guide to Grammar and Style, by Laurie E. Rozakis, Ph.D. 2. English Grammar for Dummies, by Geraldine Woods B. For Students 1. Definition and importance of grammar, Core Knowledge Sequence, Language Arts, Grade 6 2. Parts of speech, Core Knowledge Sequence, Language Arts, Grade 6 3. Simple sentence, Core Knowledge Sequence, Language Arts, Grade 6 RESOURCES A. A good grammar text, whichever your school is using (Lessons Five and Six) B. Realms of Gold, Vol. 2 (Lessons Two, Four, Five, and Twelve) C. Dictionary (throughout, as needed) Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 2

V. LESSONS Lesson One: Grammar - Not the Person Married to Your Gramper (thirty-five minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand the importance of using correct grammar and conventions in their writing. b. Students will understand how to apply thinking skills to their writing. 2. Lesson Content a. Grammar 3. Skill Objective(s) a. Students will write using conventional punctuation, capitalization and spelling. b. Students will apply thinking skills to their writing. B. Materials 1. Appendix A (one copy for teacher) 2. Transparency page (if using overhead) or a BIG sheet of paper taped to a wall for K/W/L activity (Note-you will be saving this information until the end of the unit) 3. A couple of samples of writing from your students, minus names, put on overhead or copies, one for each student (Some samples are provided- see Appendices B: 1, 2, and 3) C. Key Vocabulary 1. Grammar the study of and the rules concerning the form and structure of words, and their functions and relationships in a sentence D. Procedures/Activities Note to Teacher: Keep copies of initial writing samples and practice sentences throughout the unit to use for the Review, Lesson Eleven. 1. REVIEW: K/W/L. On a blank overhead transparency or on a BIG sheet of paper taped to the wall, set up three sections titled "Know," "Want," and "Learned." At the top of this paper, put the title, "Grammar - not the person married to your Gramper." 2. Ask students what they know about grammar; what is the definition, why is it important to know and use grammar, what is included in grammar, is writing the only place one uses good grammar, and so on. Record the students' answers under "Know." 3. Ask students what they think a good writer needs (or wants) to know about grammar. Some suggestions could include knowing how to punctuate, knowing in what order to put clauses and phrases in a sentence, what is the difference between a clause and a phrase. Record the students' answers under "Want." Teacher s note: You could also direct their attention to your State Standard, usually posted somewhere in the classroom, and point out what the students should be proficient in by the end of 7 th grade. 4. LESSON: Briefly introduce unit. Include the definition of grammar. 5. ACTIVITY: As a class, discuss and correct the mistakes in a few pieces of writing (see Materials, # 3). Discuss ways that better grammar and sentence structure could make reading the piece more understandable or more enjoyable. Perhaps the meaning is unclear, the description is boring, or run-on sentences make it hard for the reader to keep track of the idea of the sentence. 6. Homework: Have each student make a list of why he or she wants to be a good writer. Inform them to write in complete sentences and to be grammatically correct. Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 3

7. Most students are not planning on becoming English teachers or writers, but they should "own" a reason for learning grammar and becoming a good communicator. Send your students off with a few thoughts from other 7 th graders, who still need to become better communicators: a. In answer to the writing prompt, "What have you learned this year?" one student writes, "We have learned so many things that I can't remember what I didn't know." b. In answer to the question, "What would you have done if he would have had an allergic reaction?" one student answered, "Don't worry, Wilson, I would have given him the Heimlich remover." c. "Ms. Wilson, how do you spell 'hogs and dogs'? You know, the ice cream?" d. "Do you mean, 'Hagen Daz ice cream?" E. Assessment/Evaluation 1. During the activity in number five above, the teacher will note if students are able to recognize complete sentences and correct grammar. Lesson Two: Grammar Says to Keep it Simple (thirty-five minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize how to use conventional grammar, sentence structure and punctuation. 2. Lesson Content a. Subject and verb i. Find complete subject and complete predicate ii. Identify simple subject and simple verb (after eliminating prepositional phrases): a) in statements b) in questions c) in commands (you understood) iii. Auxiliary verbs 3. Skill Objective(s) a. Students will identify simple subjects and simple verbs. b. Students will identify complete subjects and the complete predicate. c. Students will identify and tell auxiliary verbs. B. Materials 1. Appendix C, page one; one copy for each student or each pair of students 2. Appendix C, page two, one copy on transparency 3. Appendix D, one for each student and/or a large poster paper taped on the wall entitled, "Grammar's Table of Terms," divided into two columns, one titled, "Term," and one titled, "Definitions" Teacher s note: Copy Appendices D and E as two sided on one paper 4. Appendix E, one per student 5. Appendix E KEY, one copy for teacher 6. Realms of Gold, Vol. 2 C. Key Vocabulary 1. Simple subject the noun or pronoun stripped of modifiers 2. Simple verb the stripped verb or verbs that link up with the noun 3. Simple sentence a sentence containing one subject and one verb, and forms a complete thought Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 4

4. Prepositional phrase a phrase that begins with a preposition and ends with a noun or pronoun 5. Complete subject the subject of the sentence and all the modifiers that go with it 6. Complete predicate the verb and all its modifiers 7. Auxiliary verbs words that help verbs D. Procedures/Activities 1. Have students retain homework, as they will be working with it later. 2. REVIEW: What are simple sentences, simple subjects and simple verbs? Ask students to volunteer to come up and write examples on the board. Have one student write a statement, another a question and another a command. Using their sentences, strip away any modifiers and prepositional phrases by just crossing through them. Do not erase, as you need their sentences in the next part. Explain that we will get into prepositional phrases more, later. 3. Review what complete subjects and complete predicates are. Use the simple sentences that the students wrote above as examples, modifying as necessary, to explain the concepts. For instance, adding some adjectives, adverbs or prepositional phrases to make the subject and verb not so simple. 4. Hand out Appendices C and D (if applicable). Give students about ten minutes to work alone or in pairs to correct Appendix C. Come together as a class to discuss corrections. Put up overhead, Appendix C, page two. Students can also find the correct passage on page 53, bottom half, in their Realms of Gold, Vol. 2. Have the students correct their work and then collect for evaluation. 5. LESSON: Explain to students the care and use of Appendix D and/or Grammar's Table of Terms on the wall. If keeping the terms on the poster, select volunteers to write each term and the definition for that term on the poster in neat handwriting large enough to be seen by the students from their seats. If using Appendix D, explain that these are notes that the student will be using at various times in class. They should keep it handy during the grammar unit. 6. Teacher s note: You might want to use both methods. 7. ACTIVITY: Have students get out their completed homework. Have them exchange papers and correct their partner's paper for complete sentences. Students can also circle any other mistakes they may find. Students then return the paper to its owner. Owners should rewrite this piece, in class or at home, and turn it in at a time that you determine. 8. Homework: Pass out Appendix E. Students are to use the information on the appendix to answer the questions and to create their own examples. These examples will be turned in and used in Who Wants to be a Millionaire review activity. E. Assessment/Evaluation 1. Appendix C and the activity in number 7 should give the teacher a feel for where the students are with grammar. Lesson Three: Grammar's Little Helpers (thirty-five minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand the importance of using correct grammar and conventions in their writing. b. Students will recognize how to use conventional grammar, sentence structure and punctuation. c. Students will understand how to apply thinking skills to their writing. Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 5

2. Lesson Content a. Subject and verb i. Auxiliary verbs 3. Skill Objective(s) a. Students will identify and tell auxiliary verbs. B. Materials 1. Appendix E from previous lesson 2. Appendix E, Key, one copy for teacher 3. Appendix F, one copy as reference for teacher, if needed C. Key Vocabulary 1. Modified to limit the meaning of; to make more specific D. Procedures/Activities Teacher s note: Have students retain homework, as they will be referring to it momentarily. 1. REVIEW: Ask students to give you definitions for adjectives and adverbs. 2. Explain how verbal language does not need as many helpers as the written language because the audience can see the body language. 3. LESSON: On the board, write the statement, "I am mad." Ask for volunteers to come up and draw a different expression of mad. See Appendix F for examples. Now ask other students to come up to the board and write adjectives that describe the face. Again, refer to Appendix F, if needed. 4. Many nouns need modifiers, or helpers, to make the message of the sentence clearer. To modify actually means to limit the meaning of something; to make it more specific. To be mad is too broad of a meaning. "Mad" can mean many kinds of expressions. Using a modifier tells the reader how mad or what kind of mad a person is. 5. Verbs also need helpers. List some common verbs on the board. Have students raise their hands and offer suggestions of describing words for the different verbs. Write these on the board by their corresponding verb. 6. ACTIVITY: Using their homework and the above definition, have the students discuss why auxiliary verbs are not considered adverbs. Refer to Appendix F. Students can volunteer to write their examples of auxiliary verbs from their homework on the board. 7. As a class, correct the homework activity. Starting at the beginning of the passage in their homework, go around the room having each student give the next auxiliary verb. Teacher can collect for scoring or just do a spot check. 8. Remind students we will be looking at more "helpers" tomorrow and to bring back their notes. E. Assessment/Evaluation 1. As the class is correcting the homework and during the class discussion, pay attention to how well the students are answering. Lesson Four: Grammar Says to Say Something Nice When You Talk About Others (thirtyfive minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize how to use conventional grammar, sentence structure and punctuation. b. Students will understand how to apply thinking skills to their writing. 2. Lesson Content a. Prepositional phrases Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 6

i. Identify as adjectival or adverbial ii. Identify word(s) modified by the prepositional phrase 3. Skill Objective(s) a. Students will identify prepositional phrases as adjectival or adverbial. b. Students will identify words modified by the prepositional phrase. B. Materials 1. Appendix G, all pages, one set for each student Teacher s note: do not copy two sided as the students may want to cut these apart 2. Appendix H, one for each student 3. Appendix H, page 2, reference for teacher, if needed C. Key Vocabulary 1. Phrase a group of words used as a single part of speech 2. Preposition a connecting word showing relationship between a noun or pronoun and another word D. Procedures/Activities 1. REVIEW: As a class, discuss what are some ways to remember what a preposition is? Ask students to share how they remember "stuff." What are some tricks students use to remember information? Write the ideas on the board. 2. LESSON: Hand out Appendices G and H, page one. Look over the familiar words on Appendix G as a class. Give students the following information: a. Another set of grammar s helpers is prepositions. They show the relationship between nouns and other words. They help by giving a little more information concerning the subject. Prepositional phrases are groups of words used as a single part of speech that begin with a preposition. When the relationship is with a noun or noun phrase it becomes adjectival. When the same prepositional phrase is related to the verb then the prepositional phrase is adverbial. 3. Put examples on the board. Adjectival: The man from the store helped me start my car. (Which man? From the store) The yellow bird in the oak tree sings a pretty tune. (Of all the yellow birds, the one in the oak tree is the subject) Adverbial: He was looking for the keys that hang on the hook. (Hang where? On the hook.) Harvey went to the store. (to the store modifies, or further limits, the verb went) 4. ACTIVITY: Now, what are some ideas on how to memorize this list of prepositions? How can they use the words on Appendix G to create some kind of reference chart or poster? Students like to get involved in determining their project destinies. Plus, each student can decide the best way for him or her to learn or memorize these prepositions. 5. For a basic rubric and some suggestions, see Appendix H, pages 1 and 2. As you discuss different ideas, also discuss what should be required to make their project a high score and have them fill that in on the rubric. Write the ideas on the board and then, as a class, decide which two projects will be what the students can choose from for the assignment. This project needs to be done for lesson seven Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 7

(give due date). Each student needs to turn in his or her rubric with his or her project. 6. Make sure the students are clear on what the goal of the project is (to remember the preposition), what the project entails (see rubric), and the due date of the project. 7. Have each student, in turn going around the room, say something about the student on his or her right using a complete sentence that contains a prepositional phrase. They can refer to the list of prepositions from their notes or from the wall poster for ideas. To make it a little harder, do not allow them to use the word, with or without." Then they need to tell if they used an adjective or an adverbial prepositional phrase. The definitions should still be up on the board or in their notes. E. Assessment/Evaluation 1. As students are making up sentences about their peer, the teacher will get a chance to see if the students are catching on or if some need a little more help. Lesson Five: The Object of Grammar's Affection (thirty-five minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize how to use conventional grammar, sentence structure and punctuation. 2. Lesson Content a. Prepositional phrases i. Identify word(s) modified by the prepositional phrase ii. Object of preposition (note that pronouns are in objective case) iii. Punctuation of prepositional phrases 3. Skill Objective(s) a. Students will identify words modified by the prepositional phrase. b. Students will identify the object of a preposition. c. Students will correctly punctuate prepositional phrases. B. Materials 1. Appendix I, one per student or on transparency for the overhead 2. 3 x 5 cards or some sort of scrap paper, one per student 3. Prepared list of students divided into six groups 4. Appendices J, one copy for teacher 5. Appendix K, one set for teacher to reference, one set to cut up and divide among the groups 6. Appendix L, one per student 7. Your classroom's Grammar text 8. Dictionaries C. Key Vocabulary 1. Prepositional phrase a phrase that contains a preposition and an object 2. Object of a preposition a noun or pronoun D. Procedures/Activities 1. REVIEW: Hand out Appendix I. Go through the instructions with the class. Students are to find prepositions and prepositional phrases. Students will recognize some of the prepositions but may need to use their notes or the poster on the wall. Give students about 10 minutes to complete it. Have students exchange papers and score as a class. Return papers to owners and ask if there are any questions concerning the answers. Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 8

2. Lead the class in What is an object? Object of a preposition, and How do you punctuate prepositional phrases? (Refer to Appendix J) Remind students to take notes. Write sample sentences from Appendix J on the board and call students to come up and punctuate them. Advise students to keep their notes handy, as they will need them again in the near future. 3. Looking at Appendix I, have students identify the object of some of the prepositional phrases. See Appendix I, Key, for these answers. Students should keep these in their notes as a reference. 4. Divide students up and have them sit in their predetermined groups. Hand out assignments from Appendix K. Go through the directions with students as a class. Answer any questions. 5. Hand each group a copy of the rubric for the presentation, Appendix L. Explain the procedure and grading for the presentations. Presentations need to be 15 minutes total (including handouts etc.) and will be given by two groups a day. Students should make it interesting by using funny or interesting examples. 6. Give students time to decide, with the help of their grammar text and dictionaries, on a way to teach the class their parts. They can decide on what style of presentation, if they want to create any posters, worksheets, handouts, or quizzes but to make sure they incorporate the requirements of the rubric. Remind them to give you anything that may need to be copied in a timely manner so that you can make the copies. Indicate when each group will be due to present, according to your schedule of the next five lessons. 7. Tell students that they will have time in class tomorrow to work on their presentations, so they can bring supplies and materials, such as poster board, markers and so forth. E. Assessment/Evaluation 1. Spot-check the students as they complete the review or collect passages to evaluate. Lesson Six: Grammar Insists on Agreement (thirty-five minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize how to use conventional grammar, sentence structure and punctuation. 2. Lesson Content a. Subject and verb i. Subject-verb agreement a) with compound subjects b) with compound subjects joined by or c) with indefinite pronouns (for example, everyone, anyone, some, all) 3. Skill Objective(s) a. Students will identify and tell subject-verb agreement. B. Materials 1. Appendix M, one per student 2. Appendix N, one copy on transparency 3. Notebook paper 4. Posters, markers, paper as students need to work on their presentations 5. Grammar text book 6. Dictionaries Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 9

C. Key Vocabulary 1. Auxiliary verbs words that are added to verbs to make the meaning clearer, also known as helping verbs 2. Linking verbs join the subject and the predicate; they do not show action 3. Action verbs words that tell what the subject does 4. Preposition a connecting word showing relationship between a noun or pronoun and another word 5. Object a noun form that receives the action of a verb 6. Simple subject the subject of a sentence stripped of modifiers 7. Simple verb the verb of a sentence stripped of modifier D. Procedures/Activities 1. REVIEW: Hand out Pop Quiz, Appendix M. Give students about 10 minutes to complete quiz. Have students exchange papers to correct. Collect papers to enter into grade book. 2. LESSON: Write on the board, "Subject-verb agreement." Ask for students' ideas on what that means. Write suggestions on the board. Use your grammar text section here. See Appendix N for details. 3. Ask if there are any questions concerning the preposition project or the presentations. Give some pointers for the presentations, such as try to make it interesting, be creative, look at the rubric, and so on. Also ask if anyone needs any copies made. 4. ACTIVITY: Give students the remaining time to work together on their presentations. 5. Remind students that their prepositions project is due tomorrow. E. Assessment/Evaluation 1. Pop Quiz and class participation should give the teacher an indication of where the students are with this information. Lesson Seven: Grammar Likes to Feel Linked to You (thirty-five to forty minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize how to use conventional grammar, sentence structure and punctuation. b. Students will understand how to apply thinking skills to their writing. 2. Lesson Content a. Complements i. Review linking vs. action verbs ii. Predicate nominative iii. Predicate adjective 3. Skill Objective(s) a. Students will apply thinking skills to their writing b. Students will write using conventional punctuation, capitalization and spelling. B. Materials 1. The finished preposition project 2. Appendix O, one per student 3. Dictionaries and/or classroom grammar text C. Key Vocabulary 1. Complements completes, or adds meaning to, the idea that the subject and verb begin Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 10

2. Compliment an expression of approval or admiration 3. Nominative a grammatical case naming the subject of a verb D. Procedures/Activities 1. REVIEW: Ask for volunteers to share their preposition project. Ask them to read one of their examples and to explain if it is an adjectival or an adverbial phrase. Have students attach their score sheets to their project and turn them in. Is there some way to display all of the projects? 2. LESSON: Review linking verbs and action verbs. Write linking and action on the board. Ask students for a definition of these words. Then ask what kinds of verbs they think would go under each word. Guide them in their choices, writing the verbs under the correct term. See Appendix A, if needed. Leave on the board for now. 3. Ask the students to define compliment (praise). Ask for some examples and write them on the board. Write complement (with an e ) on the board. Point out that even thought the words sound the same, there is a difference in spelling and that complement comes from the same word as completes. Point out that a grammar complement is something that completes. a. Use this simile: Each piece of a puzzle is a complement because it completes the whole picture. A subject complement completes a thought. 4. Now ask students how this term might pertain to grammar and linking verbs. A linking verb only begins a thought. If answering someone's question that may be all you need but in expressing yourself on paper, the thought needs to be completed. "My mom is" may be the answer for, "Who is staying home?" but out of the blue, the linking verb needs, "staying home," to be complete. 5. Make this point: Linking verbs connect the subject and the subject complement. Then ask students, "What is a subject complement?" It is that part of the sentence that redefines a state of being of the subject. The old cat was tired and hungry. The old cat is not doing anything but exists in a state of tired and hungry. 6. Two other names for subject complements are predicate nominative and predicate adjective. Ask students, "Looking at the two words, what do you think a predicate nominative would be? a. A noun or a pronoun that is the same as the subject of the sentence but is part of the predicate following a linking verb. It explains or identifies something about the subject. 7. Ask students, "Then what do you think a predicate adjective would be?" a. An adjective that is part of the predicate following a linking verb, which describes the subject. 8. ACTIVITY: Hand out Appendix O. Give students the remainder of the time to work on it or their presentations. 9. Remind students that tomorrow we will begin grammar presentations with groups one and two. Make sure tomorrow's groups do not need any copies made. 10. HOMEWORK: Finish Appendix O and make sure they are prepared for their presentation. E. Assessment/Evaluation 1. Appendix O will give the teacher insight. Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 11

Lesson Eight: Grammar Speaks Directly, to the Point (forty-five minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize how to use conventional grammar, sentence structure and punctuation. b. Students will understand how to apply thinking skills to their writing. 2. Lesson Content a. Subject and verb i. Noun of direct address b. Complements i. Find direct and indirect objects 3. Skill Objective(s) a. Students will identify and tell direct and indirect objects. b. Students will identify and tell nouns of direct address. B. Materials 1. Appendix O from last lesson 2. Whatever handouts, quizzes or posters that groups one and two have created 3. Appendix L from Lesson Five C. Key Vocabulary 1. Direct address the noun or noun phrase to which the sentence is being addressed; usually set off with commas 2. Direct to point, extend or project in a specified line or course 3. Indirect to point, extend or project in an unspecified line or course; in a round about way 4. Objective complement added fact about the direct object D. Procedures/Activities 1. REVIEW: Go over homework in class. Ask if there are any questions concerning predicate nominatives and predicate adjectives. Have a few students write one of their examples on the board and explain the parts of it. Students can turn these in for grades and/or just put them in their notebooks for reference, as you decide. 2. While group one is setting up, quickly go over the procedures and the grading for the presentations. Remind the audience that their job is to pay attention, to take notes and participate in whatever activity the group has set up, and that they will be graded accordingly. See Appendix L. 3. LESSON: Have Group one (direct and indirect objects) come up and present their lesson. 4. ACTIVITY: Group one has the other students participate in an activity. 5. REVIEW: While group one is clearing away their presentation, relate the direct and indirect objects to complements in this way Sometimes a direct or indirect object needs help, or completeness. Then an objective complement comes into play. It is an added fact about the direct object. Matt threw the ball unbelievably high. (Matt = subject; threw = verb; ball = direct object; unbelievably high = complement) 6. LESSON: Have Group two come up and present their lesson. 7. ACTIVITY: Group two has the other students participate in an activity. E. Assessment/Evaluation 1. Check over homework to evaluate students' understanding. 2. Group one's activity 3. Group two's activity Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 12

Lesson Nine: Grammar is Appositive Person (thirty-five minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize how to use conventional grammar, sentence structure and punctuation. b. Students will understand how to apply thinking skills to their writing. 2. Lesson Content a. Appositives i. Identify and tell which noun is renamed ii. Use of commas with appositive phrases b. Participles i. Identify past, present participles ii. Identify participial phrases iii. Find the noun modified iv. Commas with participial phrases 3. Skill Objective(s) a. Students will identify appositives and tell which noun is renamed. b. Students will identify past and present participles, and participial phrases. B. Materials 1. Whatever handouts, quizzes or posters that groups three and four have created 2. Appendix L from Lesson Five C. Key Vocabulary 1. Appositives a noun or pronoun that renames another noun or pronoun that comes before it in the sentence 2. Participle verb forms that may act as adjectives 3. Participial phrase the phrase containing the participle and its modifiers D. Procedures/Activities 1. REVIEW: While group three is setting up, quickly go over the procedures and the grading for the presentations. Remember, class participation and listening counts for grades, also. See Appendix L. 2. LESSON: Have Group three (appositives) come up and present their lesson. 3. ACTIVITY: Group three has the other students participate in an activity. While Group three is clearing away, have Group four set up. 4. LESSON: Have Group four (participles) come up and present their lesson. 5. ACTIVITY: Group four has the other students participate in an activity. E. Assessment/Evaluation 1. Group three's activity 2. Group four's activity Lesson Ten: Grammar goes to Infinity and Beyond (thirty-five to forty minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize how to use conventional grammar, sentence structure and punctuation. b. Students will understand how to apply thinking skills to their writing. 2. Lesson Content a. Gerunds and gerund phrases i. Identify and tell its use in the sentence (subject, direct object, indirect object, appositive, predicate nominative, object of preposition) Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 13

b. Infinitives and infinitive phrases i. Adjective and adverb: find the word it modifies ii. Noun: tell its use in the sentence 3. Skill Objective(s) a. Students will identify gerunds and tell their use in sentences. b. Students will identify infinitives and infinitive phrases, find the word it modifies or tell its use in the sentence. B. Materials 1. Whatever handouts, quizzes or posters that groups five and six have created 2. Appendix L from Lesson Five C. Key Vocabulary 1. Gerund a word that has the characteristic of a verb and a noun 2. Infinitive the basic form of the verb but can act as a noun, adjective or and adverb D. Procedures/Activities 1. REVIEW: While group five is setting up, quickly go over the procedures and the grading for the presentations. See Appendix L. 2. LESSON: Have Group five (gerunds) come up and present their lesson. 3. ACTIVITY: Group five has the other students participate in an activity. While Group five is clearing away, have Group six set up. 4. LESSON: Have Group six (infinitives) come up and present their lesson. 5. ACTIVITY: Group six has the other students participate in an activity. E. Assessment/Evaluation 1. Group five's activity 2. Group six's activity Lesson Eleven: Grammar Wants to Be a Millionaire (forty-five minutes or longer) A. Daily Objectives 1. Concept Objectives a. Students will understand the importance of using correct grammar and conventions in their writing. b. Students will recognize how to use conventional grammar and punctuation. c. Students will understand how to apply thinking skills to their writing. 2. Lesson Content a. Prepositional phrases i. Identify as adjectival or adverbial ii. Identify word(s) modified by the prepositional phrase iii. Object of preposition (note that pronouns are in objective case) iv. Punctuation of prepositional phrases b. Subject and verb i. Find complete subject and complete predicate ii. Identify simple subject and simple verb (after eliminating prepositional phrases): a) in statements b) in questions c) in commands (you understood) iii. Auxiliary verbs iv. Noun of direct address v. Subject-verb agreement a) with compound subjects Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 14

b) with compound subjects joined by or c) with indefinite pronouns (for example, everyone, anyone, some, all) c. Complements i. Find direct and indirect objects ii. Review linking vs. action verbs iii. Predicate nominative iv. Predicate adjective d. Appositives i. Identify and tell which noun is renamed ii. Use of commas with appositive phrases e. Participles i. Identify past, present participles ii. Identify participial phrases iii. Find the noun modified iv. Commas with participial phrases f. Gerunds and gerund phrases i. Identify and tell its use in the sentence (subject, direct object, indirect object, appositive, predicate nominative, object of preposition) g. Infinitives and infinitive phrases i. Adjective and adverb: find the word it modifies ii. Noun: tell its use in the sentence 3. Skill Objectives a. Students will identify simple subjects and simple verbs. b. Students will identify complete subjects and the complete predicate. c. Students will identify and tell auxiliary verbs. d. Students will identify prepositional phrases as adjectival or adverbial. e. Students will identify words modified by the prepositional phrase. f. Students will identify the object of a preposition. g. Students will correctly punctuate prepositional phrases. h. Students will identify and tell subject-verb agreement. i. Students will identify and tell nouns of direct address. j. Students will identify and tell direct and indirect objects. k. Students will identify appositives and tell which noun is renamed. l. Students will identify past and present participles, and participial phrases. m. Students will identify gerunds and tell their use in sentences. n. Students will identify infinitives and infinitive phrases, find the word it modifies or tell its use in the sentence. B. Materials 1. Appendix P, one copy for teacher 2. Questions and examples as gathered during this Unit (Teacher's Note: you might want to put all questions and their four possible answers on overhead transparencies so that the contestant and the audience can see the question and the answers, similarly to the way it is done on the TV show) 3. Poster with the various point levels listed; create a way to mark each level as the contestant moves up the point schedule C. Key Vocabulary Review all vocabulary, see Appendix A Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 15

D. Procedures/Activities 1. REVIEW: Using Appendix P, go over the rules for the game, Who Wants to be a Millionaire 2. ACTIVITY: Pick a contestant from the class. One way is to divide the class up into groups and have a representative from one of the groups be the contestant and allow the group to formulate the answers or the group members would be the friend part of the lifeline. Another is to pick names out of a "hat" for the contestant and have the rest of the class be the lifelines. For this method you would also want to pick the "friend's" name out of the hat. 3. If the contestant goes all of the way, then he/she and/or the group gets the prize. If he/she misses a question, then he/she, and the group if there is one, gets the prize from that level and a new contestant gets to try. 4. Play the whole time or add more time, as desired. E. Assessment/Evaluation 1. The game is the evaluation Lesson Twelve: Grammar's Final Words (thirty-five minutes) A. Daily Objectives 1. Concept Objectives a. Students will understand the importance of using correct grammar and conventions in their writing. b. Students will recognize how to use conventional grammar and punctuation. c. Students will understand how to apply thinking skills to their writing. 2. Lesson Content a. Prepositional phrases i. Identify as adjectival or adverbial ii. Identify word(s) modified by the prepositional phrase iii. Object of preposition (note that pronouns are in objective case) iv. Punctuation of prepositional phrases b. Subject and verb i. Find complete subject and complete predicate ii. Identify simple subject and simple verb (after eliminating prepositional phrases): a) in statements b) in questions c) in commands (you understood) iii. Auxiliary verbs iv. Noun of direct address v. Subject-verb agreement a) with compound subjects b) with compound subjects joined by or c) with indefinite pronouns (for example, everyone, anyone, some, all) c. Complements i. Find direct and indirect objects ii. Review linking vs. action verbs iii. Predicate nominative iv. Predicate adjective d. Appositives i. Identify and tell which noun is renamed Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 16

ii. Use of commas with appositive phrases e. Participles i. Identify past, present participles ii. Identify participial phrases iii. Find the noun modified iv. Commas with participial phrases f. Gerunds and gerund phrases i. Identify and tell its use in the sentence (subject, direct object, indirect object, appositive, predicate nominative, object of preposition) g. Infinitives and infinitive phrases i. Adjective and adverb: find the word it modifies ii. Noun: tell its use in the sentence 3. Skill Objectives a. Students will identify simple subjects and simple verbs. b. Students will identify complete subjects and the complete predicate. c. Students will identify and tell auxiliary verbs d. Students will identify prepositional phrases as adjectival or adverbial. e. Students will identify words modified by the prepositional phrase. f. Students will identify the object of a preposition. g. Students will correctly punctuate prepositional phrases. h. Students will identify and tell subject-verb agreement. i. Students will identify and tell nouns of direct address. j. Students will identify and tell direct and indirect objects. k. Students will identify appositives and tell which noun is renamed. l. Students will identify past and present participles, and participial phrases. m. Students will identify gerunds and tell their use in sentences. n. Students will identify infinitives and infinitive phrases, find the word it modifies or tell its use in the sentence. o. Students will write using conventional punctuation, capitalization and spelling. p. Students will apply thinking skills to their writing. B. Materials 1. Appendix Q, Final Test, one copy per student 2. Appendix Q, Final Test Key, one copy for teacher C. Key Vocabulary All vocabulary, see Appendix A D. Procedures/Activities 1. Hand out Appendix Q. Go over instructions with students. Have them complete the test. 2. Have students exchange papers and score as a class. 3. Collect tests. 4. Revisit K/W/L chart from Lesson One. Ask students what they have learned and did they get all of their "want-to-knows" answered. B. Assessment/Evaluation 1. Test VI. CULMINATING ACTIVITY A. Final Test Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 17

VII. VIII. HANDOUTS/WORKSHEETS A. Appendix A: Reference for Teacher, all lessons B. Appendix B: Writing Samples, Lesson One C. Appendix C: Show Your Skill, Lesson Two D. Appendix D: Grammar's Table of Terms, Lesson Two E. Appendix E: Grammar's Little Helpers, Lesson Two F. Appendix F: Many Faces of Mad, Lesson Three G. Appendix G: Some of the More Common Prepositions, Lesson Four H. Appendix H: Rubric for Prepositions Project and Teacher s Reference, Lesson Two I. Appendix I: Finding Prepositions and Prepositional Phrases, Lesson Five J. Appendix J: What is an Object, Lesson Five K. Appendix K: Assign Presentations, Lesson Five L. Appendix L: Rubric for Presentation, Lesson Five M. Appendix M: Pop Quiz, Lesson Six N. Appendix N: Subject-Verb Agreement, Lesson Six O. Appendix O: Complements and Linking Verbs, Lesson Seven P. Appendix P: Who Wants to Be a Millionaire, Lesson Eleven Q. Appendix Q: Final Test, Lesson Twelve BIBLIOGRAPHY A. Editors. Dictionary, Merriam-Webster Online [On-line]. Available URL: http://www.m-w.com/dictionary.htm, 2004. B. Editors. Merriam-Webster's Collegiate Dictionary, Tenth Edition. Springfield, MA: Merriam-Webster Inc, 2002. 0-877797099 C. Editors. The New International Webster's Pocket Grammar Dictionary of the English Language, New Revised Edition. Naples, FL: Trident Press International, 2002. 1-582796297 D. Hayes, Michael S. Linking Verbs, Geocities [On-line]. http://www.geocities.com/mshayes611/linking_verbs.htm July 31, 2004 E. Rozakis, Laurie E., Ph.D. The Complete Idiot's Guide to Grammar and Style, Second Edition. Indianapolis, IN: Alpha, 2003. 1-59257-115-8 F. Woods, Geraldine. English Grammar for Dummies. New York, NY: Wiley Publishing, Inc., 2001. 0-7645-5322-4 G. The Writing Center. Hypergrammar, University of Ottawa, [On-line]. Available URL: http://www.uottawa.ca/academic/arts/writcent/hypergrammar/grammar.html, July 10, 2004. H. The Writing Learning Center. Punctuation Workshop, The Citadel [On-line]. Available URL: http://www.citadel.edu/wlcenter/punct.html#comma, August 12, 2004. Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 18

Appendix A, page 1 Reference for Teacher General Terms and Definitions Adjective Adverb Appositive Auxiliary verbs Complete predicate Complete subject Complement Compliment Compound Direct Direct address Direct object Gerunds Grammar Indefinite Indirect Indirect object Infinitive Infinitive phrase Linking Verbs Modified Nominative Noun of direct address Object Objective complement Object of preposition Participle Participial phrase Phrase: Predicate words that describe nouns and pronouns words that describe verbs, adjectives and other adverbs a noun or pronoun that renames another noun or pronoun See verbs the verb and all its modifiers the subject of the sentence and all its modifiers completes, or adds meaning to, the idea that the subject and verb begin an expression of approval or admiration to form by combining parts to point, extend or project in a specified line or course the noun or noun phrase to which the sentence is being addressed, usually set off with commas the noun that receives the action of the verb verbal phrase that acts like a noun the study of and the rules concerning the form and structure of words, and their functions and relationships in a sentence not defining or identifying; not precise to point, extend or project in an unspecified line or course, in a roundabout way the noun that does not receive the action of the verb, an intermediate stop along the way between the action verb and the direct objects a verbal phrase that acts like a noun, adjective, or adverb contains infinitive and modifiers but acts as a single part of speech See verbs to limit the meaning of, to make more specific the grammatical case in which the noun or pronoun is named as the subject the noun or noun phrase to which the sentence is being addressed; usually set off with commas a noun form that receives the action of a verb an added fact about the direct object the noun or pronoun in the phrase to which the preposition is referring verbal phrase that functions as an adjective the phrase containing the participle and its modifiers a group of words used as a single part of speech that may have a subject or a verb but not both the part of the sentence that tells what the subject is doing or being. The verb is always found in the predicate. Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 19

Appendix A, page 2 Reference for Teacher Preposition Prepositional phrase Simple subject Simple Verb Subject Verbs Linking verbs: Action verbs: Auxiliary Verbs: a connecting word showing relationship between a noun or pronoun and another word (Sue wanted to go with Ann.) About, above, across, after, against, along, amid, among, around, as, at, before, behind, below, beneath, beside, between, beyond, but, by, despite, down, during, except, for, from, in, inside, into, like, near, of, off, on, onto, opposite, out, outside, over, past, since, through, to, toward, under, underneath, until, up, upon, with, within, without a phrase that begins with a preposition and ends with its object, a noun or pronoun the subject of a sentence stripped of modifiers the verb of a sentence stripped of modifiers always a noun or a pronoun; the subject is who or what the sentence is about. words that show action or a state of being join the subject and the predicate. They do not show action. is, will, were, was, are, has, appears, becomes, had, have, stays, remains, seemed, feel, sounds, tastes, looks, smells, been, turn words that tell what the subject does ran, shot, ends, thin, sit, stay, have, sleep, dream, typed, listen, drive, count, eat, drink, watch, walk, talk, shower, write words that are added to verbs to make the meaning clearer, also known as helping verbs will, shall, may, might, can, could, must, ought to, should, would, used to, need, do, does, did, have, has, had, doesn t Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 20

Appendix B, page 1 Writing Samples Sample from a seventh grader Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 21

Appendix B, page 2 Writing Samples Sample from a seventh grader Seventh Grade, Grammar-Relative for Life, Part 1 2004 Colorado Summer Writing Institute 22