Grammarin literatureactivityuseforanynovel
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This document is a worksheet that asks students to identify examples of various grammar concepts in fiction texts. It provides a list of grammar topics including punctuation, sentence structures, verbals, moods, and other concepts. For each topic, students are directed to find a sentence from a fiction book that uses the concept correctly and cite the source. There are also reflective questions asking students to explain the rules for each concept based on the examples provided. Suggestions are given for how teachers can use and modify the activity.
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Grammarin literatureactivityuseforanynovel
- 1. ELA Name: __________________ Objective: I can identify examples of how writers use grammar in fiction. DIRECTIONS: For each grammar concept listed below, find a sentence from ANY fiction book that correctly uses the concept. Topic Example Sentence(s) – Make sure you specify the book you’re quoting! Correct? Punctuation Semicolons Colons Dialogue Commas (in a list) Commas (nonessential clauses/ phrases) Commas (after an introductory clause or phrase) SentenceTypes Simple sentence Compound sentence Complex sentence Compound- complex sentence
- 2. ELA Name: __________________ Verbals Gerunds Infinitives Participles Moods Indicative Mood Interrogative Mood Imperative Mood Conditional Mood Subjunctive Mood Other Active Voice Passive Voice Parallel Structure Ellipsis
- 3. ELA Name: __________________ Objective: I can identify examples of how writers use grammar in fiction. DIRECTIONS: For each grammar concept listed below, find a sentence from ANY fiction book that correctly uses the concept. Topic Example Sentence(s) – Make sure you specify the book you’re quoting! Correct? Punctuation Semicolons “Don’t be afraid of death; be afraid of an unlived life.” (Natalie Babbitt, Tuck Everlasting) Colons “Life, with its rules, its obligations, and its freedoms, is like a sonnet: You’re given the form, but you have to write the sonnet yourself.” (Madeline L’Engle, A Wrinkle in Time) Dialogue “’What’s your name?’ he asked. ‘Wendy Moira Angela Darling,’ she replied with some satisfaction. ‘What is your name?’ ‘Peter Pan.’” (JM Barrie, Peter Pan) Commas (in a list) “You are braver than you believe, stronger than you seem, and smarter than you think. But the most important thing is, even if we’re apart, I’ll always be with you.” (A.A. Milne, The House at Pooh Corner) Commas (nonessential clauses/ phrases) “And Max, the king of all wild things, was lonely and wanted to be where someone loved him best of all.” (Maurice Sendak, Where the Wild Things Are) Commas (after an introductory clause or phrase) “Things were rough all over, but it was better that way. That way, you could tell the other guy was human too.” (SE Hinton, The Outsiders) SentenceTypes Simple sentence “Not all those who wander are lost.” (JRR Tolkien, Lord of the Rings) Compound sentence “It was a bright cold day in April, and the clocks were striking thirteen.” (George Orwell, 1984). Complex sentence “Wherever you go, you take yourself with you.” (Nail Gaiman, The Graveyard Book) Compound- complex sentence “We feel cold, but we don’t mind it, because we will not come to harm.” (Phillip Pullman, The Golden Compass)
- 4. ELA Name: __________________ Verbals Gerunds “Destroying things is much easier than making them.” (Suzanne Collins, The Hunger Games) Infinitives “Becoming fearless isn’t the point. It’s learning how to control your fear, and how to be free from it.” (Veronica Roth, Divergent) Participles “Narrowing his beady eyes, he read the title of one of the books.” (Lemony Snicket, The Bad Beginning) Moods Indicative Mood “That’s the thing about pain. It demands to be felt.” (John Green, The Fault in Our Stars) Interrogative Mood “Of course it is happening inside your head, Harry. But why on earth should that mean that it is not real?” (JK Rowling, Harry Potter and the Deathly Hallows) Imperative Mood “Do not pity the dead, Harry. Pity the living, and above all, those who live without love.” (J.K. Rowling, Harry Potter and the Deathly Hallows) Conditional Mood “I would always rather be happy than dignified.” (Charlotte Bronte, Jane Eyre) Subjunctive Mood “May the odds be ever in your favor.” (Suzanne Collins, The Hunger Games) Other Active Voice “Despite everything, I believe that people are really good at heart.” (Anne Frank) Passive Voice “There are few people whom I really love and still fewer of whom I think well.” (Jane Austen, Pride & Prejudice) Parallel Structure “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness…” (Charles Dickens, A Tale of Two Cities) Ellipsis “Just because we’ve been… dealt a certain hand… it doesn’t mean that we can’t choose to rise above – to conquer the boundaries of a destiny that none of us wanted.” (Stephanie Meyer, Twilight)
- 5. ELA Name: __________________ Objective: I can identify examples of how writers use grammar in fiction. DIRECTIONS: For each grammar concept listed below, find a sentence from ANY fiction book that correctly uses the concept. Topic Example Sentence(s) – Make sure you specify the book you’re quoting! Correct?
- 7. ELA Name: __________________ Objective: I can identify examples of how writers use grammar in fiction. DIRECTIONS: Find sentences from ANY fiction book that correctly uses the concept. Topic: ___________________________________________ Book and Page # Example Sentence(s) – Make sure you specify the book you’re quoting! Reflect: Based on the sentences above (and your own background knowledge), what is the rule for this topic? (In other words, how will you know that a sentence using this concept is correct?
- 8. ELA Name: __________________ Ways to use this activity You might also like… Use this as a diagnostic tool for ANY book to see if students can identify grammar concepts as they occur in literature! Use as formative practice after concepts have been taught Use as a group scavenger hunt, working in a specified book or anywhere in the library! Distribute as a reference page for students to view all year if they need to remember what something “looks” like. Gradually add to it throughout the year as concepts are taught OR as sentence types are identified while reading! Click on the icons for details! Questions & Feedback Please share your feedback with me on Teachers Pay Teachers, or leave me a question in the Q&A tab. Contact Me Email me at tptsara@gmail.com , or check out my blog, Pinterest, and Facebook! Follow Me Click on the green star on my store’s homepage to get monthly TpT inbox notifications from me with sales & other updates!