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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.
First, students pick a handful of languages and use Google Translate to understand how those languages make a word into its opposite.
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 analyze two sets of three sentences, each using the word “may.” Set A uses the word differently than Set B. They compare and contrast, attempting to describe the pattern in each set.
We add three more examples which are ungrouped. Students will apply their patterns from the first video to group these examples into either Set A or Set B.
We reveal the correct groupings from step 2 and then explain the patterns. Set A uses “may” to show possibility while Set B uses “may” to show permission. Students are then left with a worksheet to complete.
Students will analyze a set of ungrouped plurals to find patterns, form groups, and explain their thinking.
Students write their words on post-its, then begin to form groups based on the rules those words follow to become plurals.
Students write their final groups out on a piece of paper, label each group, and explain the rule each group follows.
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 receive two groups of example sentences. They ponder why they were placed into those two categories.
We add three ungrouped examples. Now students decide which groups those examples belong in.
We reveal the correct groupings then discuss the differences between the two groups. Group A features transitive verbs and Group B features intransitive verbs. We close with a practice worksheet.
Students analyze two groups of sentences to determine the patterns that we’ve set up: simile vs metaphor.
Students receive two groups of example sentences. They ponder why they were placed into those two categories.
We add three ungrouped examples. Now students decide which groups those examples belong in.
We reveal the correct groupings then discuss the differences between the two groups. Group A features the similes and Group B uses metaphors. We close with a practice worksheet.
Students will look at examples of clauses and try to infer that one group is independent and the other is dependent.
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 analyze two groups of sentences and uncover past progressive vs simple past tenses.
Students receive two groups of example sentences. They ponder why they were placed into those two categories.
We add three ungrouped examples. Now students decide which groups those examples belong in.
We reveal the correct groupings then discuss the differences between the two groups. Group A features the past progressive tense and Group B features simple past tense. We close with a practice worksheet.
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.
Finally, they write a brief story about a creature named It who enjoys a big day. They’ll have to use it six times, mixing in both conjunction and possessive versions.
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.