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Category Archives: Grammar & Usage

Similes & Metaphors–Language Arts Wednesdays

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a) Crazy like a fox.

b) He was a lion in the fight.

Which one is a simile? metaphor?

 

We’re studying similes and metaphors and I pulled together some helpful resources that I found as well a notebooking page that I made up. You can check them out at TJ Language Arts, in sha Allah.

 

P.S. Answers: a) simile; b) metaphor

 
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Posted by on December 8, 2010 in Grammar & Usage

 

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Types of Sentences

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A poster I made to help some of the kids visualize the concept of the 4 types of sentences as well as to help with the spelling of the terms.

 
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Posted by on September 21, 2010 in Grammar & Usage

 

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Notebooking – Grammar Page

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A page I designed for my high schoolers to record information about grammar concepts (for review) and as a record of what they have done.

Include boxes to write in concept name, definition, examples of the concept and a sample sentence.

Could also be used for vocabulary for other classes such as science.

 
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Posted by on April 11, 2010 in Grammar & Usage

 

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Grammar Lesson: Showing Possession (& Making Learning Fun)

Whenever possible, make your lessons more personal and engaging by using examples that are personal to your student. 

We recently did a lesson on how to show possession (in writing). I added objects and people that were familiar to my students.

 

Showing Possession Lesson Plan

1.       Get an object that belongs to someone in your house (that is not in the room).

2.       Show it to student and say this ___________ belongs to ___________.

                                                                       

 

3.       Tell student that to say this belongs to _____________, we say ____________’s _______.

                                                                                       

 

4.       On the board write  (name)           (object)

 

5.       Now, add “  ‘s   ” to the name above.  Say it (apostrophe s) while you point.

6.       Say: “To show that something belongs to someone, we add   ‘s    after their name. (When you say ‘s, write it at the same time on the board. Point out that the     is an “apostrophe.”

7.       Write the names of several friends or family members on the board. After each name, write the name of an object. Go back and add ‘s after each person’s name and say name’s object. (You may want to prepare this ahead of time so that you don’t have to think off the top of your head).

8.       “On your own” – Have student go around each person’s room in the house (if he/she has permission to) and find 1-3 objects that belong to that person.  Have student write  “name’s object, “ for each one.  Review student’s findings and make sure that ‘s has been used correctly.

9.       End by asking student how we show possession (that something belongs to someone)? Answer: We add apostrophe s to the end of the person’s name.

 

Not only have we made this lesson more personal, but we have made it more interesting, insha Allah, than a typical grammar textbook lesson. My kids liked getting up and going around looking for objects.  

 

 

 
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Posted by on January 12, 2009 in Grammar & Usage

 

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Proofreading: Do misspelled signs irk you?

I came across this lesson plan in my Education World newsletter.

It takes a current event from the news and builds a lesso around it which incorporates English and social studies.

The story: Editor Travels U.S. Fixing Errors On Signs

Jeff Deck is traveling the U.S. correcting spelling and punctuation errors that he spots on signs.

 

The lesson plan has a news article to read and them several activities in different curriculum areas:

 

http://www.educationworld.com/a_lesson/newsforyou/newsforyou097.shtml

Its for grade 2 and up.

 
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Posted by on November 4, 2008 in Grammar & Usage, Uncategorized

 

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Proofreading Practice

For older students, let them practice their proofreading skills for a purpose. Project Gutenberg has a Distributed Proofreaders program. They need help proofreading their texts and getting them ready for the web:

Description from the site:

“Distributed Proofreaders provides a web-based method to ease the conversion of Public Domain books into e-books. By dividing the workload into individual pages, many volunteers can work on a book at the same time, which significantly speeds up the creation process.

During proofreading, volunteers are presented with a scanned page image and the corresponding OCR text on a single web page. This allows the text to be easily compared to the image, proofread, and sent back to the site.

Proofread as often or as seldom as you like, and as many or as few pages as you like. We encourage people to do ‘a page a day’, but it’s entirely up to you!”

Once all the pages have completed these steps, a post-processor carefully assembles them into an e-book, optionally makes it available to interested parties for ’smooth reading’, and submits it to the Project Gutenberg archive.”

To sign up, go to: http://www.pgdp.net/c/

 
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Posted by on November 2, 2008 in Grammar & Usage

 

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