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Understanding by Design: Complete Collection Understanding by Design

2013

The Grammar Comic Book PBL [9th grade]Kristina FordTrinity University

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Repository CitationFord, Kristina, "The Grammar Comic Book PBL [9th grade]" (2013). Understanding by Design: Complete Collection. 259.http://digitalcommons.trinity.edu/educ_understandings/259

UNDERSTANDING BY DESIGN

Unit Cover Page Unit Title: The Grammar Comic Book PBL Grade Level: 9 Subject/Topic Area(s): English Language Arts Designed By: Kristina Ford Time Frame: 6 weeks School District: Richardson ISD School: Berkner STEM Academy School Address and Phone: 1600 E Spring Valley Road, Richardson, TX 75081/ (469) 593-7000 Brief Summary of Unit (Including curricular context and unit goals):

In the wake of the new state test (EOC/STAAR), students are being commanded not only to write three coherent essays in four hours, but also to employ effective syntax, diction, grammar, and punctuation in their writing. It’s a brilliant ideal that, in reality, more than half of ninth grade students across the state are struggling to meet. The question that surfaces, then, is why are so many students unable to write effectively? And, how can teachers help these struggling students gain the confidence and skills to write well?

Most teachers know that in order for students to become good writers, they also need to be good readers. But to become both a good writer and reader, students must understand the basic foundations of the English language: grammar. Grammar—from the basic parts of speech, syntax, diction, to tenses—advances writing, speech, and reading comprehension. It is the building blocks of language, just as DNA is the building block of life; without understanding grammar, we will struggle to understand and correctly employ the English language.

Unfortunately, grammar remains a component of English Language Arts curriculum that has been divested and neglected, perhaps because its importance and relevancy has been overlooked and devalued for too many years. But as teachers, we can change that by beginning to weave grammar back into the curriculum. And this grammar unit attempts to do just that.

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(13) Writing Process: A. plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

C. Revise drafts to improve style, word choice, (and grammar)

(D) Edit drafts for grammar, mechanics, and spelling; and

(E) Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(17) A. Use and understand parts of speech (i) Active and passive tenses, verbals—gerunds, infinitives, participles (ii) restrictive and non-restrictive clauses (iii) reciprocal pronouns (each other, one another)

B. Identify subjunctive mood to express doubts, wishes, and possibilities C. Use a variety of correctly structured sentences—

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Rubric for Grammar PBL

GRAMMAR—5 points each (check indicates that student “meets standard”)

!" ########$%&'()*$%*+,*+-*$$ $ $ $." ########$/0'(01+2$3*+,*+-*$4" ########$/0'()*5$3*+,*+-*$$6" ########$/0'(01+27-0'()*5$$8" ########$9*:1+2$;" ########$<+=&+&,&>*$$?" ########@A:,&-&()*$B" ########<+,*:C*-,&0+$D" ########E*-&(:0-A)$(:0+01+$!F" ########E*3,:&-,&>*$(G:A3*$!!" ########H0+7:*3,:&-,&>*$$!." ########%1IC1+-,&>*$'002$$!4" ########%*'&7-0)0+$!6" ########/A(&,A)&JA,&0+$

Total grammar points earned: _______ /70

OTHER CRITERIA

ABOVE AND

BEYOND (15 POINTS)

MEETS

EXPECTATIONS (10 POINTS)

BELOW

EXPECTATIONS (0 POINTS)

KEY

______ student creates a key that is organized, coherent, and accurate

______ student

creates a key that, for the most part, is

coherent and organized.

______ student either does not create a key

or does create one, but it is unclear,

disorganized, and inaccurate.

CREATIVITY

______ Student’s comic book is original, authentic, and entertaining.

_____ students’ comic book is somewhat authentic, but perhaps not original.

_____ student’s comic book is neither authentic nor original. Clear they spent little time on comic book

Total “other criteria” points earned: _______ /30 FINAL GRADE: COMMENTS:

Dear John: I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we're apart. I can be forever happy--will you let me be yours? Jane

Dear John: I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we're apart, I can be forever happy. Will you let me be? Yours, Jane

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Grammar---Noun Guided Notes #1

Parts of Speech Directions: For homework, you will complete guided notes. A blank space (_____) means you need to fill in the blank with the correct answer, and the colon (:) indicates that you need to define the word preceding the colon. You also need to provide examples next to each word you define. Whenever you see the word “exercise,” that means you need to complete the exercise. There are ______ parts of speech. They are: I. The Noun:

- Concrete nouns: - Abstract nouns:

Exercise: underline all the nouns in these sentences:

1. Susan B. Anthony, a leader in the American movement for suffrage for women, was born on a farm in Massachusetts in 1820.

2. As a child, she was taught the religious tenets of the Quakers. The Proper Noun and the Common Noun: nouns are divided into two classes:

1. Proper Noun: 2. Common Noun:

Proper Noun Common Noun Note: compound nouns are: Some are written as _________ (examples: ), some are written as ________________ (ex: ), and some with _________ ( ex: ) Exercise: For each of the following common nouns, write a proper noun after the corresponding number: Example: 1. River 1. Mississippi River

1. Novel 4. War 2. Mountain 5. State 3. Car 6. Magazine

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Grammar Guided Notes #2—Pronoun The Pronoun:

Personal Possessive Relative Reflexive

1. Personal Pronouns: Example: 2. Possessive Pronouns: Example: 3. Relative pronouns: Example: 4. Reflexive pronouns: Example: Note: never write or say ________ or ____________. 5. Indefinite pronouns:

Example:

• all, another, any, anybody, anyone, anything, both • each, either, everybody, everyone, everything, few, many • more, most, much, neither, nobody, none, no one. • One, other, several, some, somebody, someone, such

Exercise: Underline all the pronouns in the sentences below. Look at the chart above and at the indefinite list above that to figure out if a word is a pronoun. 1. Everybody enjoys going to the amusement park, and some of us really love it. 2. Our group decided to try the roller coaster, although a few of the timid raised objection to this. 3. One of the ticket sellers called out, “Hurry! Hurry! Step up, all of you, for the most thrilling ride in the park.

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D'! ! D/+%! !

G/';! ! ! !

G/'3! ! ! !

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!

Grammar Guided Notes #3—Articles 3. Articles: 1. Indefinite articles: Examples: Use A before words with ______________ (aka ). Exceptions: Use AN before words that start with ____________ ( ). Exceptions: 2. Definite articles:

Examples: Exercise: In the sentences below, add the appropriate articles to the words. 1. With Halloween nipping at our heels, all of ______ ghouls, vampires, witches, and other scary creatures are beginning to awaken from _______ dead to haunt us all. 2. ______ little girl begged her mom, “Pleassseeeee! Please lemme wear ______ unicorn costume this year!” Disgusted, her mom replied, “You need to be something cute. You should be _____ pumpkin or ____ witch.” Upset, the little girl wept and dreamed of _____ better universe.

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Grammar Guided Notes #4—The verb !

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Grammar Guided Notes #5—The adjective !!V. The Adjective:

1. An adjective may _____________________ by telling __________ :

_____ hair ____ ideas _______ weather

2. An adjective may indicate ______________ _______ hat ________ coats _______ car Note: yes: this, those, that ARE pronouns! But, when placed in front of a noun, they’re called modifying adjectives. Note: Possessive pronouns will always be possessive pronouns, whether or not there are placed in front of a noun (my friend; his brother; etc). Exercise: For each sentence, indicate whether the bolded word is a pronoun or an adjective. Remember, an adjective modifies a noun while a pronoun takes the place of a noun.

1. What’s that bear eating? 2. Look over there! I see Madonna! 3. Did you eat those unicorn cookies? 4. I went to see Nicki Minaj in concert last night. Did you see her? 5. Her horse stepped on a snake and ate an apple. 6. Where’s our group? 7. That pony is a stubborn beast 8. That is a stubborn beast.

3. An adjective may tell ___________. ___________ trombones ____________ people But, an adjective is not always _____________________. It may be separated from the word it modifies by other words: The coat was very expensive (expensive describes coat) The report sounds dull (dull report) Note: An adjective modifying a ____________ is ___________________ separated from the _____________. She looked old They seemed heavy

Exercise: Mad Libs. In the paragraph below, add appropriate adjectives. Berkner High school, one of the ________ schools in the district, was attacked by _______ zombies last night. The first reporting of the __________ attack came in __________ morning, after the zombies had turned nearly ________ students into one of them.

Reporters say that these __________ creatures accessed the school through the ____________ gates, where the zombies used their ________teeth and __________ strength to gnaw through the metal. Shortly after their destruction of the gates, the zombies swarmed the school, attacking the _____________ students.

One freshman, however, did survive. According to _____________ (not an adjective, I know…), the zombies “have ruined my ______________ life.”

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Grammar Guided Notes #6—The adverb

The Adverb: Adverbs __________ the meaning of words they modify; they tell _____, _____, _____, or ______________. 1. Adverbs modifying verbs Example: the word “______” may be modified by such words as ________, ________, _________, etc. The word “_____” may be modified by ________, _______, _______, _________, etc. Examples:

! The cat walked there (where did it walk?) ! The cat walked then (when did it walk?) ! The cat walked slowly (how did it walk?) ! The cat walked far (to what extent did it walk?)

Exercise: provide two adverbs for each of the following verbs. Don’t use the same adverb twice!

1. March 5. Finished 8. Draw 2. Gave 6. Talked 9. Fell 3. Read 7. Write 10. Learn 4. Arrived

Note: if you’re trying to distinguish between a _______ and an _________, ask—is this _______ describing how? If so, then it’s an ________. If it’s describing _________ , it’s probably an __________. In these sentences below, which one’s an adverb? Which one’s an adjective? And why? Example: Kindly

1. John had a kindly manner 2. John spoke kindly

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O: P&5#$ $ $ Q:$!&=D#0$ $ $ R:$M#==$

S: T#&0$ $ $ U:$V'3(#$ $ $ JW:$X#&'8$

Y: ;''35#0$ $ $

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Grammar Guided Notes #7—The conjunction

Conjunctions: There are _____ types of conjunctions. They are: 1. Coordinating Conjunctions: (define)

There are ______ coordinating conjunctions. They are:

2 Sentence Examples: 1.

2.

Note: In a compound sentence joined by a conjunction, the ______ is preceded by a

_______. 2. Correlative Conjunctions: (define) There are _______ pairs of correlative conjunctions. They are:

2 Sentence Examples: 1.

2.

Circle the conjunction. Underline the words connected by the conjunction. Write whether the conjunction is coordinating or correlative in the blank. An octopus has eight tentacles and three hearts. _____________________ Not only does our team lack relief pitchers, but it also lacks experienced coaches. ___________ Neither Sasha nor her sister could locate the car. _____________________

Is Mom cooking dinner or ordering pizza? _________________________ The brontosaurus weighed thirty tons, but it had a tiny brain. _________________________

3. Subordinating Conjunctions: (define) Examples: after as though in order that that when although because provided though where as before since till whereas as if how so that unless while as long as if than until why

2 Sentence Examples: 1.

2.

Note: The dependent clause is ____________________. When the dependent clause __________, a _______ MUST follow the dependent clause.

4. Conjunctive Adverbs: (define)

!"##"$%&'()*+'!"$,-$./01*'2+1*34)'!

"##$%&'()*+!!!!!!!!!!!!!!!!!!!!!!!!!!#$(,-./-(0*+!!!!!!!!!!!1-(#-!!!!!!!!!!!!!!!!!!(-2-%01-*-,,!!!!!!!!!!!!!,0'**!!!!!"*,$!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!3'("**+!!!!!!!!!!!!!!!!!!!!!1$4-2-%!!!!!!!!!!!!!!$01-%4',-!!!!!!!!!!!!!!!!!01-%-3$%-!5-,'&-,!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!3/%01-%6$%-!!!!!!!!!!!!'(,0-"&!!!!!!!!!!!!!!!!,'6'*"%*+!!!!!!!!!!!!!!!!!!!01/,!

Sentence example:

Conjunction Notes Conjunction- A conjunction is a word that connects words or groups of words.

A. Coordinating conjunctions- A coordinating conjunction connects ideas of equal importance. Coordinating conjunctions form compounds subjects, compound subjects, compound objects, compound verbs, and compound sentences.

Coordinating Conjunctions and but for nor or so yet E.g.: Compound Subject Did the Italians or the Chinese invent pasta? Compound Object We will visit New York or Miami in June. Compound Verb Simon overslept and missed soccer practice. Compound Sentence The deadline is next week, so you still have time. Note: In a compound sentence joined by a conjunction, the conjunction is preceded by a comma. B. Correlative conjunctions- A correlative conjunction joins similar groups of words, but

correlative conjunctions are always used in pairs. Correlative Conjunctions both…and neither… nor whether… or either…or not only… but also just as …so E.g.: Both oak and walnut are used for furniture. Not only did Rosa win, but she also broke her record. The coach debated whether to kick or to run. Circle the conjunction. Underline the words connected by the conjunction. Write whether the conjunction is coordinating or correlative in the blank. An octopus has eight tentacles and three hearts. _____________________ Not only does our team lack relief pitchers, but it also lacks experienced coaches. ___________ Neither Sasha nor her sister could locate the car. _____________________ Is Mom cooking dinner or ordering pizza? _________________________ The brontosaurus weighed thirty tons, but it had a tiny brain. _________________________

C. Subordinating conjunctions- A subordinating conjunction begins clauses that can not stand alone and joins them to clauses that can stand alone.

after as though in order that that when although because provided though where as before since till whereas as if how so that unless while as long as if than until why The fans were quiet while the golfer putted. Although I prefer peaches, I also like strawberries. Listen up!!! The subordinate clause (a.k.a. dependent clause) is not a complete sentence. When the subordinating clause begins a sentence, a comma follows the subordinate clause.

D. Conjunctive adverbs- A conjunctive adverb can join sentences. Conjunctive adverbs are

usually preceded by a semicolon and followed by a comma. Commonly Used Conjunctive Adverbs accordingly consequently hence nevertheless still also finally however otherwise therefore besides furthermore instead similarly thus E.g.: The chemical leak polluted the town’s water; consequently, the town needed a new water supply. Circle the subordinating conjunction or conjunctive adverb in each sentence. Write whether it is a subordinating conjunction or conjunctive adverb.

1. Exploring the sea had been Mel Fisher’s passion since he was a boy.__________________

2. Fisher searched for the ship Nuestra Senora de Atocha in the waters south of Florida

where it had sunk in 1622. ______________________

3. Because the Atocha was returning from conquests in the New World, the ship was full of silver.____________________

4. Fisher told his crew every “Today’s…

Grammar Guided Notes #8—The interjection

Interjections:

Notes: Interjections like _____ and _____ are also known as "__________ ________". They are extremely common in English. People use them when ______________________, or to indicate that they are ________________ what to say. You should learn to recognize them when you hear them and realize that they ____________________.

The table below shows some interjections with examples.

interjection meaning example

ah "Ah, that feels good."

"Ah, now I understand."

"Ah well, it can't be heped."

"Ah! I've won!"

alas "Alas, she's dead now."

dear "Oh dear! Does it hurt?"

"Dear me! That's a surprise!"

eh "It's hot today." "Eh?" "I said it's hot today."

"What do you think of that, eh?"

"Eh! Really?"

"Let's go, eh?"

er "Lima is the capital of...er...Peru."

hello, hullo "Hello John. How are you today?"

"Hello! My car's gone!"

hey "Hey! look at that!"

"Hey! What a good idea!"

hi "Hi! What's new?"

hmm expressing hesitation, doubt or disagreement

"Hmm. I'm not so sure."

oh, o expressing surprise "Oh! You're here!"

expressing pain "Oh! I've got a toothache."

expressing pleading "Oh, please say 'yes'!"

ouch expressing pain "Ouch! That hurts!"

uh expressing hesitation "Uh...I don't know the answer to that."

uh-huh expressing agreement "Shall we go?" "Uh-huh."

um, umm expressing hesitation "85 divided by 5 is...um...17."

well expressing surprise "Well I never!"

introducing a remark "Well, what did he say?"

Interjection is a big name for a little word. Interjections are short exclamations like Oh!, Um or Ah! They have no real grammatical value but we use them quite often, usually more in speaking than in writing. When interjections are inserted into a sentence, they have no grammatical connection to the sentence. An interjection is sometimes followed by an exclamation mark (!) when written.

Interjections like er and um are also known as "hesitation devices". They are extremely common in English. People use them when they don't know what to say, or to indicate that they are thinking about what to say. You should learn to recognize them when you hear them and realize that they have no real meaning.

The table below shows some interjections with examples.

interjection meaning example

ah expressing pleasure "Ah, that feels good."

expressing realization "Ah, now I understand."

expressing resignation "Ah well, it can't be heped."

expressing surprise "Ah! I've won!"

alas expressing grief or pity "Alas, she's dead now."

dear expressing pity "Oh dear! Does it hurt?"

expressing surprise "Dear me! That's a surprise!"

eh asking for repetition "It's hot today." "Eh?" "I said it's hot today."

expressing enquiry "What do you think of that, eh?"

expressing surprise "Eh! Really?"

inviting agreement "Let's go, eh?"

er expressing hesitation "Lima is the capital of...er...Peru."

hello, hullo expressing greeting "Hello John. How are you today?"

expressing surprise "Hello! My car's gone!"

hey calling attention "Hey! look at that!"

expressing surprise, joy etc "Hey! What a good idea!"

hi expressing greeting "Hi! What's new?"

hmm expressing hesitation, doubt or disagreement

"Hmm. I'm not so sure."

oh, o expressing surprise "Oh! You're here!"

expressing pain "Oh! I've got a toothache."

expressing pleading "Oh, please say 'yes'!"

ouch expressing pain "Ouch! That hurts!"

uh expressing hesitation "Uh...I don't know the answer to that."

uh-huh expressing agreement "Shall we go?" "Uh-huh."

um, umm expressing hesitation "85 divided by 5 is...um...17."

well expressing surprise "Well I never!"

introducing a remark "Well, what did he say?" !

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