Summary
To introduce ACT grammar concepts, students will watch the Word Crimes music video, and complete an I Notice, I Wonder activity before discussing the importance of grammar, usage, and mechanics (GUM). Then, students will work in small groups to categorize and analyze common mistakes using the Card Sort strategy. Next, students will complete a quickwrite answering the essential question followed by a think-pair-share. Then students will use the Exclaim and Question strategy to analyze a professional stylebook available online. Next, students will create an online class stylebook, or in-class anchor charts, illustrating important grammar rules. Finally, students will revisit the essential question using the CER strategy.
Essential Question(s)
What do good editors/writers do when they make mistakes in their writing?
Snapshots
Engage
Students will watch a grammar-related music video and complete an I Notice/I Wonder activity.
Explore
Students will categorize grammar mistakes using the card sorts strategy.
Explain
Students will write their answer to the essential question using the Claim, Evidence, Reasoning framework and a think-pair-share activity.
Extend
Students will analyze a real-life stylebook using the Exclaim and Question strategy and create a collaborative stylebook (or anchor charts).
Evaluate
Students will evaluate their original answer to the essential question using the CER framework.
Materials
Word Crimes music video by Al Yankovic
SmartBoard
One Google Slides document per class or one anchor chart per grammar rule/class
Markers (if using anchor charts)
Cards with examples of common, standards-related grammar mistakes
Online access to the EPA Communications Stylebook or copy of stylebook for each group
Grade level grammar textbooks, dictionaries, online resources for each group
Engage
When class begins, ask students to draw a T-Chart for the I notice, I wonder instructional strategy. Then explain to student that they will watch the Word Crimes by Weird Al video. As they watch, they will write on their charts what they notice the video saying about grammar, usage, and mechanics (GUM) rules and what the video makes them wonder about those rules and the real world they live in. Ask students if they have any questions, then show them the Word Crimes video. Give students 2-3 minutes to fill out their charts; allow them to discuss their thoughts with an elbow partner. Once students have filled out their charts, ask for volunteers to discuss the grammar, usage, and mechanics related elements they noticed in the video that they’ve seen in social media, instant messages, emails, or even in print. (20 min)
Explore
Divide students into small groups (3-4 students) and provide each with an envelope of the attached cards containing real-world texts featuring common GUM mistakes and a separate sheet of notebook paper. If you have fewer than 9 groups, you can give each group more than one envelope. Explain that students will be using the card sort instructional strategy to find the mistakes and categorize the cards by which GUM rule is violated. Students will also write on their notebook paper a description of the mistake, the rule the mistake violated, and the correction on the separate sheet of paper. Tell students that they can use any grammar books, dictionaries, or other GUM reference books or websites available to them. Circulate around the room, and if any group is having trouble, offer hints based on the answer key. (30 min)
Explain
Ask students to use the CER framework to write a persuasive paragraph that includes their claim, evidence, and reasons. Provide them with 5 minutes to answer the question. Then using the think-pair-share instructional strategy, ask students to share their responses with an elbow partner. Finally, students will compare/and contrast their groups conclusions with the class. (15 min)
Extend
Divide students into groups of 3-4, then explain that students will use the Exclaim and Question strategy to evaluate a real life stylebook. Explain that students will create a list of strengths, weaknesses, and questions related to the stylebook and its usage as a tool for writers and editors to improve their written communication in an educational setting and in the real world. Students should have at least 3-5 items in each category. Instruct students to access the EPA Communications Stylebook using their laptop, smartphone, or other device. During class, talk with each group and, if necessary, lead them to consider more grammatical categories, based on the grammar standards that need to be covered for their grade level. (45 min)
Students should work within their existing groups. Explain that they will create a Collaborative Style Book in Google Slides (or anchor charts for reference in the classroom). Model the process of editing the Google Slides, or demonstrate how students will write notes on their own paper, copy them onto the anchor chart using a pencil, then tracing their final anchor notes with a marker. Explain that students will create grammar rules for each category you have created and good/bad examples for each. Each member of the group must work on their own rule, and each rule will be placed on its own slide. Ask students if they have any questions. Once questions have been answered, students will use all the materials they have created or referenced, plus reference books and websites available in the room, to create the stylebook which they will use as peer editors for future writing assignments. In each category, students will create a rule and provide an example of proper and incorrect usage. During the process, visit with each group multiple times to ensure that everyone is working on a different rule, and that the rules are standards-based. (50 min+)
Evaluate
When students have completed the stylebook activity, ask them to return to their essential question quickwrite and, using a CER strategy, add another paragraph. Ask students if their original answer changed or not and explain why. Discuss as a class how the experience of creating their own stylebook changed or reinforced their original answer to the essential question.
Standards
Oklahoma > Priority Academic Student Skills > Language Arts (2010)
apply Standard English usage and correct spelling in text.
employs specified editing/proofreading strategies and consults resources (e.g., handbooks and style manuals, spell checks, personal spelling lists, dictionaries, thesauruses, or style sheets) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations.
Evaluate own writing and others' writing to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.