Writing Mini
Lesson
R. Cory Kinley
“Getting sentence Parts to Agree”
Objectives:
1.) Through positive and negative examples, students will discuss
subject verb agreement in relation to their own writing.
2.) The students will identify the results of effective and
ineffective uses of subject/verb agreement through discussion.
Rationale:
We know that traditional and direct methods for teaching grammar are
not the most effective approaches to foster learning in students. Our
research tells us that grammar must be taught in the context of
writing. Teaching grammar in the context of writing allows students
to connect grammar with personal experiences. The closer connected
the student feels to the subject matter, the more apt he or she will
be to constructing knowledge from that subject matter.
Further, this subject matter is most effective when presented in an
inductive manner. That is, the students are given examples of
undefined concepts and, through analysis and reflection, are able to
define for themselves the concepts being presented. Again, through an
inductive approach, the students are able to construct their own
knowledge by connecting the new subject matter to their own
experience.
Procedure:
1.) Select two students to help role play(parts for Shelly and Jon).
Hand out sample dialogue to only two students.
2.) Instruct students to play close attention to the dialogue and
instruct them to jot down their reactions.
3.) Read the dialogue to students.
4.) Begin a discussion on their reaction to the presentation. What
did they notice about the presentation? Was the dialogue clear? Why
or why not? How did it sound? How would they feel if this had been
the start of a real lesson?
5.) Close the discussion and handout samples of class writing.
6.) Instruct them to get into pairs and discuss the passages.
“In pairs look at these passages critically as we did with my
presentation.” give them ten minutes.
7.) Bring them back to the discussion. Ask them what they noticed.
What was effective or ineffective? What seemed wrong or confusing.
Write them on the board(Looking for observations about
agreement).
8.) “I selected these passages because they all had problems
with getting sentence parts to agree. The other problems were good
observations and we will definitely cover them, but for now can
anyone give us examples where the sentence parts didn’t
agree?
9.) Field answers and ask for justification.
10.) Ask for ways to correct the mistakes.
11.) When all of the questions and concerns are satisfied:
“These mistakes we have looked at today have to do with
subject/verb agreement. The subject and verb of any clause must agree
in both person and number(demonstrate 1st,2nd,3rd person &
singular subjects=singular verbs; plural subjects=plural verbs ).
12.) From sample writing, ask for examples where person doesn’t
agree with number or where number doesn’t agree with person.
13. “ Having your subjects and verbs agree is a matter of
practice, concentration, and proof-reading. A great way to check your
writing is by reading it out loud to someone to make sure it sounds
right.”
Materials:
1.) Mock teacher/student dialogue.
2.) Samples of student writing.
Evaluation:
The students will all participate effectively in the discussions.
1.) Mock teacher/student dialogue.
“Getting Sentence Parts to Agree”
“Class, today we’re going to continue our discusion of
different kinds of punctuation. Who remember the kinds of
punctuation we’ve learned about so far? Shelly?”
Shelly- “Commas and periods.”
“Good and who can tell us why we use punctuation in our writing?
Jon?”
Jon- “To help the reader try and understand what
we’re trying to say.”
“Fine. Now we is moving on to semicolons. After
today’s lesson, you’ll be able to use semicolons to
punctuate sentences. Semicolon are a hybrid, or mix, between
commas and periods. They tell the reader, “There are a
pause here--a little longer than a comma but not as long as a
period.” Because they is a hybrid, they look like this
‘;’(ON BOARD). One use of a semicolon are between
two independent clauses that is not joined by “and,”
“but,” or “or.” For example, take this sentence:
“The teachers was concerned about the quiz scores
‘;’ he planned a special review session.” What
is the two independent clauses here?
2.) Samples of student writing.
Name:
Date:
“Getting Sentence Parts to
Agree”
I picks up the guitar and start tuning it for the concert. “Mr.
lienhard, can you plug into the amp?” We are going to test the
amp and your pedals,” said the stage manager. The manager as
well as the band are very picky about sound quality.
“I don’t mind them sitting on the front stoop,”
said the landlord.
“If my mama pay the rent, then I can sit here. She pay so much
money I can have the whole neighborhood sit on this stoop.”
Everybody is invited to the float building meeting. The faculty are
also invited to attend. Each of the boys are required to bring paint.
Each of the girls are required to bring poster board.
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