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Students work with subjects, predicates, and conjunctions to write compound sentences.
Students will analyze word parts with the same meaning across multiple languages.
Students investigate prefixes and suffixes in various languages using Google Translate to find opposites of English words.
Then, students note patterns and investigate how other languages make “person who” words.
After noting another round of patterns, students can pick their own word parts to investigate in the other languages.
Students will write sentences that start with the same phrase but include different coordinating conjunctions. Each conjunction will change how they complete their sentence.
Students practice with “and” and “yet”.
Next, it’s “for”, “but”, and “so.”
We conclude with “or” and “nor” – which will probably require a slightly different opening phrase.
Students will compare sets of sentences using the modal auxiliary “may” to draw a conclusion about the two ways this word may be used: possibility or permission.
Students identify the patterns in two columns by discussing the reasons behind the grouping of examples.
Students categorize ungrouped examples and discuss their reasoning with partners or groups to reach agreements on classifications.
Students identify how the word “may” shows possibility or permission in different examples during the lesson.
Students will analyze a set of ungrouped plurals to find patterns, form groups, and explain their thinking.
Students write plurals on Post-it notes and group them based on how they formed, creating pairs and larger sets.
Students label their groups with short, creative names and explain the rules or patterns that guide each grouping.
Each student notes something new they thought about while doing this task.
Students analyze two groups of sentences to determine the difference between transitive and intransitive verbs.
Students analyze examples in two columns to identify the patterns that group the items into different categories.
Students determine which category each ungrouped example belongs to and discuss their reasoning with a partner or group.
Students identify transitive and intransitive verbs from examples, noting which verbs have objects and which do not.
Students analyze two groups of sentences to determine the patterns that we’ve set up: simile vs metaphor.
Students identify patterns in two columns of examples and discuss their groupings with a partner or group.
Students add three ungrouped examples and discuss their reasoning for categorizing them with partners or group members.
Students identify and categorize examples as similes or metaphors while discussing which is more powerful in their writing.
Students will look at examples of clauses and try to infer that one group is independent and the other is dependent.
Students guess the patterns that differentiate items in column A from those in column B using vague descriptions.
Students categorize three ungrouped items into groups A and B, then discuss their choices with a partner or two.
Students sort the items into two columns based on whether they are independent or dependent clauses in sentences.
Your students will analyze these examples and try to puzzle out the differences between the two categories.
First, students play a game to guess the category of sentences organized in two columns based on their similarities.
Next, students will group three ungrouped sentences into column A or column B and discuss their choices with partners.
Finally, students grouped sentences into two categories: simple sentences in group A and compound sentences in group B.
Your students will determine the differences between these two sets of sentences without direct instruction! Can they spot the run-ons?
First, students identify a topic by comparing items in two columns of examples and non-examples in a group activity.
Next, students will add three ungrouped items to columns and discuss their choices with partners to reach agreement.
Finally, students will rewrite run-on sentences to make them correct, earning twelve bonus points for their efforts.
By just looking at examples, your students will try to puzzle out the differences between these two types of sentences.
First, students try to figure out how sentences in two columns are grouped based on their meanings.
Next, students will discuss which of the three ungrouped sentences belong in group A or group B with a partner.
Finally, students categorized three sentences into groups based on their structure, identifying one as complex and two as compound.
Students will try to puzzle out the differences between progressive and simple tenses.
Students match sentences in two columns and explain why they are grouped together based on their characteristics.
Students add three sentences to the middle and discuss where they belong with a partner before the final video.
Students identify sentences in the progressive tense and simple tense from provided examples to understand their differences.
Students analyze two groups of sentences and uncover past progressive vs simple past tenses.
Students identify the reasons for grouping sentences into two columns during the “what’s in my brain” activity.
Students add three sentences to the middle of the page and decide which column each sentence belongs in.
Students identify sentences in past progressive and simple past tenses from examples, discussing their differences before writing a story.
Students will demonstrate an understanding of when to use “it’s” versus “its” by writing a children’s story about a critter named It.
Students learn the basics about “its” versus “it’s”.
Then they practice with some double practice sentences.
Students write a short story titled ‘Its Big Day’ about a creature named It, using ‘it’s’ and ‘its’ correctly.
Can your students spot all of the different ways we can use the word “gift”?
First, students read the paragraph and try to identify the part of speech for each underlined word.
We reveal each answer and then challenge students to write their own parts of speech party paragraph!
How many different ways can we use the word “care”?
First, students read the paragraph and try to identify the part of speech for each underlined word.
We reveal each answer and then challenge students to write their own parts of speech party paragraph!
How many different ways can we use the word “fruit” in one paragraph?
First, students read the paragraph and try to identify the part of speech for each underlined word.
We reveal each answer and then challenge students to write their own parts of speech party paragraph!
How many different ways can we use the word “change”?
First, students read the paragraph and try to identify the part of speech for each underlined word.
We reveal each answer and then challenge students to write their own parts of speech party paragraph!
Students will identify the part of speech of “check” and its variants in this wacky paragraph.
Students determine the part of speech for each underlined versions of “check.”
We reveal the answers!
Students will note the effects of adding a suffix to a word and then look for counter-examples that break the patterns.
First, students will note what changes when we add the suffix -en to three words.
Then, we ask students to look for examples of words with the -en endings that doesn’t fit the pattern.
Students will note the effects of adding a suffix to a word and then look for counter-examples to those patterns.
First, students will note what changes when we add the suffix -ful to three words.
Next, students look for what happens when we add the suffixes -less and -ly to three different words.
Finally, we ask students to look for examples of words with these endings that don’t fit the patterns.
Students will evaluate eight parts of speech to decide which wins a tournament.
First, students work through the initial round of the tournament.
Then, they complete the remaining rounds and decide on their winner!
Students will identify the part of speech of “well” over and over and over!
Students will identify the part of speech of “thanks” over and over and over!
Students will identify the part of speech of “limit” over and over and over!
Students practice improving unclear pronouns… and then create their own confusing sentences!
Students learn about antecedents and attempt to clean up some unclear sentences.
Building on an unclear sentence from step one, students will try to write a whole paragraph with an unclear pronoun.