Newton grammar lesson plan


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Newton grammar lesson plan

  1. 1. Understanding Sentence Diagramming<br />Grade/ Subject: <br />This lesson can be used for grades 7-9 in the Language Arts classroom.<br />Concept / Topic To Teach: <br />Using diagramming to uncover the parts of a sentence and how they function.<br />Standards Addressed: <br />ELA8C1 The student demonstrates understanding and control of the rules of <br />the English language, realizing that usage involves the appropriate application <br />of conventions and grammar in both written and spoken formats. The student <br />a. Declines pronouns by gender and case, and demonstrates correct usage in sentences. <br />b. Analyzes and uses simple, compound, complex, and compound-complex sentences <br />correctly, punctuates properly, and avoids fragments and run-ons. <br />c. Revises sentences by correcting misplaced and dangling modifiers. <br />d. Revises sentences by correcting errors in usage. <br />e. Demonstrates appropriate comma and semicolon usage (compound, complex, <br />and compound-complex sentences, split dialogue, and for clarity). <br />f. Analyzes the structure of a sentence (basic sentence parts, noun-adjective adverb <br />clauses and phrases). <br />g. Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization.<br /> General Goal(s): <br />Sentence diagramming will be introduced as a tool to dissect sentences. Students will learn how to pull apart the words, organize them, and analyze their function in the context of that sentence. For this introductory lesson, students will review the parts of a sentence (nouns, verbs, adjectives, adverbs, direct objects, indirect objects and subjects) and determine the power that each has in a sentence. <br /> Specific Objectives: <br />Sometimes the purpose of sentence diagramming can seem obscure to students. In order to make it clearer, an attempt will be made to connect it to something recognizable in the real world. Students will be introduced to an analogy/mnemonic device of a cheeseburger deluxe and sentence diagramming. They will look at how the top bun represents the subject of the sentence, the meat represents the verb, the bottom bun represents the direct object, the cheese represents the indirect object, the pickles represent the adjectives, and the tomato/lettuce represent the adverbs. Students will focus on taking a sentence apart as they would take a cheeseburger deluxe apart (laying out all of its parts). Diagramming will be introduced as a way to organize those parts of a sentence to show what is essential and what is simply modifying an essential. <br />Required Materials: <br />______ copies of the “Understanding Sentence Diagramming-Cheeseburgers” worksheet<br />  Step-By-Step Procedures: <br />***estimated lesson time: 25 minutes<br />1. Students will be asked to visualize something with layers (sandwiches, land formations, Earth’s core, the trunk of a tree, etc.) Students will be asked to share what they are imagining. The teacher will transition these images into visualizing the functional parts of sentences. Talk about how a sentence essentially has distinct parts that each have a purpose. Ask students to name some parts of a sentence (nouns, verbs, direct objects, indirect objects, subjects, verbs, adjectives, adverbs, etc.) Ask students if they have ever seen sentence diagramming (1 or 2 may raise their hands, but undoubtedly few will have seen this). Ask students if they have ever seen a cheeseburger (everyone in the class will raise their hands). <br />2. The teacher will pass out the worksheet, “Understanding Sentence Diagramming-Cheeseburgers” worksheet. Students will be asked to look at the parts of the cheeseburger on the paper. Students will learn how each part of the cheeseburger will correlate to the parts of a sentence. (Note: what the parts correlate to is not necessarily important; however, it is important to explain the function of each.) The buns, meat and cheese serve as the main part of the sandwich just as the subject/direct object/indirect object and verb function as the main part of the sentence. Everything else on the sandwich (pickles, tomatoes, lettuce) is for flavor. Everything else in the sentence (for the most part) (adjectives, adverbs, prepositional phrases) is added information. <br />3. The teacher will demonstrate several sentences on the board and their diagrams; in keeping with the lesson, they will include their cheeseburger-part equivalent. <br />Example sentences: John ate pizza today. Liz hates old lemons. Monsters are scared of the dark.<br />4. Working in groups of three, students will be asked first, to write a simple sentence; and second, to diagram the sentence. (Give the students 5-8 minutes to complete this task). Ask the groups to nominate one person to write their answer on the board. The teacher will analyze the group work and help them make any necessary changes.<br />Example5. Next, students will be asked to do a reverse exercise. Students will be given an outline of a diagram (on the board) and be asked to copy it and then place words in the corresponding spots. Then, they are to write the sentence that corresponds with the diagram. <br /> <br />  <br />6. In closing, advise students they will need to write three more sentences for homework and diagram them. Advise that tomorrow they will move farther ahead into sentence diagramming. <br />Special Considerations: All lesson plans will be amended and compliant with the I.E.P. of each individual student that has one. All lessons will be altered according to the class need. Specific concerns will be brought to the attention of the Special Education Teacher for the class. <br />HOMEWORK: Write three sentences and diagram them in the appropriate spaces. Use your notes for a reference. <br />Name: __________________________________Date: __________________ <br />Understanding Sentence Diagramming with Cheeseburgers<br />EXTRAS like TOMATOES & LETTUCE can be seen as ADVERBSPickles aren’t necessary but they add flavor just like ADJECTIVES!The CHEESE = An INDIRECT OBJECTThe BOTTOM BUN can be looked at like a DIRECT OBJECT.The top bun is a necessary component of the hamburger, and the SUBJECT is necessary to a SENTENCE.The MEAT can be viewed as the VERB, both are NECESSARY!!!<br />Why do we diagram? Because it helps us pull apart the pieces of a sentence and look at how each part functions. Think of a sentence as a deluxe cheeseburger with two buns, a hamburger, cheese, lettuce, tomatoes and pickles. Now think of pulling the sandwich apart and laying out all of its parts. What are the most essential parts for it to still be considered a hamburger sandwich? Now think of a sentence. What if you were to lay it out just as you did with the hamburger? What would be the essential parts of the sentence needed for it still to be considered a sentence?<br />The Direct Object =The Bottom Bun Bun The Verb = The MeatThe Subject=Top Bun<br />Adjectives = PicklesAdverb = Extras (Tomatoes & Lettuce)The Indirect Object= The Cheese<br />