Grammar Lessons: Weeks 10-18

What should you teach the second quarter of school for grammar lessons? This post details lesson plans through winter break. #GrammarLessons

Grammar lessons for the second quarter are here! Weeks 10-18 are below.

I’ve taught at numerous schools, and most freshmen need a review of basic grammar concepts. In a previous post, I covered my grammar lessons for the first nine weeks of school. Below, I’ve detailed the plan for ninth grade students for the second quarter (weeks 10-18), but you absolutely can adapt these ideas for younger grades.

Overall, during the first nine weeks, we review the parts of speech. During the second nine weeks, we review parts of a sentence.

However! During the second quarter of school, I continue to review the eight parts of speech, but I provide direct instruction for parts of a sentence. I never stop mentioning and explaining grammar concepts.

You probably have an idea of where to start the second quarter (or the second grammar unit), but your students might not all be on the same spot concerning your next objectives. With older students, I explain where we are headed and why. Students simply must be able to identify the basic components of a sentence to reach the higher objectives like using sentence structure and clauses. Plus, students should be able to identify subjects and verbs in their own writing. As you continue with grammar lessons, be sure to explain the why of learning language.

Here are my grammar lessons for weeks 10-18.

What should you teach the second quarter of school for grammar lessons? This post details lesson plans through winter break. #GrammarLessons

Start with a pretest

Most older students can identify a subject and verb, but can they find compound ones? Ones in weird spots? Do they struggle with action and linking verbs?

Give a pretest to learn where you are with students. You can also give a more specific pretest that only focuses on parts of a sentence.

As you assess the pretest, know what your goals are. I do want my students to understand the differences between action and linking verbs. When students write, we will work toward power verbs. I never ask students to remove every linking verb, but students should know how verbs impact their writing. I know those goals are approaching, so I take special notice on the pretest.

Provide direct instruction

On Mondays, I give direct instruction. Students complete guided notes so that we share the domain-specific vocabulary. We practice the concept, and then I assess where we need to focus.

Throughout the weeks, I will cover:

  • subjects and verbs
  • action and linking verbs
  • prepositional phrases (and their objects)
  • action verbs, direct objects, and indirect objects
  • predicate nouns and adjectives (pronouns if students can understand the concept)
  • dictionary use with verbs (some dictionaries note when verbs take objects, other times when verbs are transitive or intransitive)

That is the general order I cover the topics, but I might skip if students did well on the pretest. Every year differs. Sometimes, we might spend an entire week on dictionary use when other times we only need to spend a day.

Identification and Writing

We write sentences to practice sentence structure. I love to create goofy and relationship-building paragraphs with students. I share details of my life that I’m comfortable sharing with my students. We often write about my dog, my book collection, and clumsy nature. I’ve found that sharing writing while applying grammar not only makes lessons fun, but it also become a community building exercise.

I do use worksheets, grammar stations, and color by grammar to practice. When students need hands-on practice, I set up grammar manipulatives to practice sentence creation.

I do not have a specific lesson for dictionary use because I incorporate that process into whatever vocabulary lesson we currently have. During the second quarter, I often teach To Kill A Mockingbird, and I model the vocabulary with mentor sentences. You can use any verb in the dictionary to explain the terminology, though.

Application and Evaluation

Apply the knowledge of grammar lessons to other areas of class. For example, if we read a short story, I’ll assign students to find five subjects from the story. I’ll ask students to evaluate an author’s verb choice. In their own writing, students will highlight prepositional phrases to check for frequently and proper punctuation.

I don’t stop talking about parts of speech, the previous unit. For instance I will say, I know you’ve covered subjects before, but when we talk about verb voice and types of sentences, you need to find the subject, and the subject is often a noun. I also make it a point to mention if an author uses an abundance of inverted sentence styles.

Meaningful grammar lessons take years of crafting and layering with meaning. Don’t get discouraged if they don’t work immediately.

Still need more ideas?

My attitude for older students with grammar lessons: You have to know this before we continue, and I will do anything in my power to help you learn it. I do expect all students to have a gasp of parts of a sentence. I do encourage students to teach each other, and I give lots of choice for learning.

Check out this blog post if you are looking for my detailed thought process for parts of a sentence.

Every bit of material (with the exception of mentor sentences) I use to teach parts of a sentence is in my parts of a sentence bundle. These grammar lessons include a pretest, Powerpoint, grammar stations, worksheets, grammar manipulatives, and note sheets. I use those materials for the second quarter of school.

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