 |
 |
 |
 |
Kevin Driscoll
(Los Angeles - United States)I taught Computer Science and Mathematics from 2004-2007 at Prospect Hill Academy Charter School in Cambridge, MA. Since then, I completed a Master's degree in Comparative Media Studies at MIT and am now a PhD candidate in Communication at University of ...
-
- From: Curriki Content Curation
- Contributed By: Nate Merrill
This is a powerpoint presentation on nouns.
Adverb
Lesson 4: SUBJECT AND VERB
With past tense verbs, the formation of the verb is the same for all subjects. But in the present tense, the first word of the verb changes for 3rd person singular (Lesson 2). However, the verb be is different.
All verbs except be
PRESENT TENSE
3rd person singular (Lesson 2) -- use the s form (Lesson 14):
She likes hot weather.
This heater uses gas.
The game has finished.
Does he play tennis?
All other persons -- use base form (Lesson 14):
I like hot weather.
These heaters use gas.
The games have finished.
Do you play tennis?
NOTICE: Only the first word of the verb changes.
We say:
The game has finished. (NOT has finisheds)
Does he play tennis? (NOT does he plays )
NOTICE: Modal verbs (Lesson 27) do not have an s form.
We say:
He will come. (NOT wills come )
PAST TENSE
We use the past form (Lesson 14) for all persons.
The verb be
1ST PERSON SINGULAR:
Present: I am tired.Past: I was tired.
Present: I am going home.
Past: I was going home.
3RD PERSON SINGULAR:
Present: Maria is tired.
Past: Maria was tired.
Present: She is going home.
Past: She was going home.
ALL OTHER PERSONS:
Present: You are tired.
Past: You were tired.
Present: We are going home.
Past: We were going home.
Present: They are sleeping.
Past: They were sleeping.
NOTICE: The other forms of be (be, been, being - Lesson 16) are the same for all persons.
This 10 page Spanish language learning handout and worksheet reviews the grammatical rules of the use of the masculine gender for places, things, and ideas. It has many practice exercises. It is intended for intermediate and advanced students.
This lesson serves as a review of the different parts of speech. Once the child has demonstrated their understanding of each part, they can utilize the information to create and original and descriptive restaurant menu.
Group Size: Any
Learning Objectives:
- Students will identify the different parts of speech within a text.
- Students will define the different parts of speech.
- Students will use these terms in order to enhance their descriptive writing.
- Students will apply the “parts of speech concepts” to a real world situation (creating a menu).
Guiding Question:
The teacher will begin with a whole group "brainstorming session," inviting students to share examples of different parts of speech.
Materials:
-Internet Access for Online Resources (a projector would be great because then all of the students can see the animated web sites with the different parts of speech). -Class Set of Menu Graphic Organizers -White Board or Chalk Board
Procedures:
- After the "brainstorming session," the teacher will list each of the different parts of speech on the board. This includes a noun, pronoun, proper noun, verb, adverb, preposition, conjunction, superlative, comparative, synonym, and antonym.
- The teacher will then show different examples of each item using the online Harcourt Grammar Glossary Harcourt School Glossary.
- The teacher will create nine sentences, each containing one of the nine parts of speech.
- The students will utilize the glossary and their prior knolwedge to identify each part of speech.
- The teacher will then ask students where in the real world they see descriptive language being used. One example that should come up is within restaurant menus.
- The teacher will show and example of a descriptive restaurant menus, using the online menu link Menu Pages.
- Students will identify as a whole class, the different parts of speech present within the dish descriptions.
- The students will begin the task of creating their own descriptive menu and work on it individually (using the graphic organizer). The student made menu must include the following:
| Appetizer | Dinner | Dessery |
|---|---|---|
Assessment:
The below rubric will be used to assess each child's "Descriptive Menu."
Answer Key or Rubric:
| Category | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Parts of Speech | The students is able to incorporate all nine parts of speech effectively throughout the menu. | The student is able to incorporate most of the parts of speech effectively throughout the menu. | The student attempts to use some parts of speech within their menu, but uses them incorrectly. | The student has little or none of the parts of speech present in their menu. |
| Sentence Structure | All of the different selections on the menu differ in sentence structure. | Most of the sentences are varied and well written. | Similar sentence structure for all items. | No use of variation in sentence writing. |
| Description | Appropriately describes all of the menu items using descriptive parts of speech. | Describes the majority of the menu items using descriptive parts of speech. | Attempts to describe the menu items using different descriptive words. | Not enough description is present within the menu. |
| Spelling | No Errors | 2-3 Errors | 4-5 errors | 5 or more errors |
Benchmark or Standards:
-Use effective vocabulary and follow the rules of grammar, usage, spelling, and punctuation in writing -Observe the conventions of grammar and usage, spelling, and punctuation -Observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms
This 15 page English as a second or foreign language handout and worksheet presents leisure time vocabulary and adverbs of frequency. It has many vocabulary exercises and a board game.
This is an adverb lesson plan for introduction to this topic.
Free grammar worksheets; topics include: subject/predicate, fragments, nouns, verbs, pronouns, adjectives, adverbs, and more
Navigate to This External Web Link:
Students are likely to know many more words than they use in their writing. This lesson is designed to help students better use their vocabulary by teaching (or reviewing) what verbs are and to then help them access verbs they already know and use them in sentences. Students work together to brainstorm and create lists of verbs for each of the letters of the alphabet. Then, choosing one verb for each letter, they create pages for an Action Alphabet book. Each page includes an illustration and a sentence using the verb in context. The project can be adapted according to age level and language ability. Students in kindergarten may work together on a class book, while older students may work in small groups or individually. Similarly, the complexity of the example sentences will vary depending on students' writing levels.
Navigate to This External Web Link:
