Unit II: Prepping for Argument
IN THIS LESSON
Agenda
Grammar formula
Frazier: reading; diction and syntax help
ML6
Homework
Quill
Notes
Lessons 18–21 are basically the same, as the class is working through both Frazier and ML Lesson 6, with a quiz at the end of the unit. We will then move into Unit III.
1. Grammar overview (so far):
By this point, students are all likely in slightly different spots with grammar. Basically, when I get ten or fifteen minutes, I do a speed-review: POS, fundamental sentences, compound structure, complex structure, compound-complex…
As I review, say, the POS, I also add levels of information:
Noun: what are nouns? What are the different types of nouns? What parts do they play in basic sentence structure? (subject, direct object, predicate nominative, object of the preposition, etc).
Pronouns: what are these? What do writers have to remember when using pronouns? (That the reader needs to be able to instantly identify the pronoun referent, so the number, gender, etc, has to be very clear, as well as the syntax beforehand)
Verbs: What types of verbs are there: Being, linking (copula in logic–Theo), action.
What types of linking sentences can be created? (PA, PN) How are these sentences related to the categories and to the TOI “Definition: genus/species”?
What types of action? Intransitive, Transitive, Stative. Give examples of each (I have them write and the pick some to read aloud, correcting as we go).
Adjectives: Specify nouns and (sometimes) pronouns….(“Despicable Me”)
At this point, I start introducing the idea that adjectives can be words or phrases (prepositions and participles) or clauses (subordinate).
Adverbs: ditto
Prepositions: Creating positional/relational connections between verbs and nouns or between nouns.
Conjunctions: at this point, using the “Combining Strategies” sheet I gave out (handwritten, which they like for some reason), they recognize the different forms of conjunctions that allow them to create compound or complex sentences.
Interjections: Emojis
To practice, and to get them to start thinking ARTFULLY about their own sentences, I continue writing up syntactical formulas on the board for them to work from:
LV: PN + ( , cc) TA (transitive action)
I then ask some to read theirs aloud; the results can be creative and fun sometimes. I encourage this by making up sentences about students in the class :). You can also do grab for grammar or basketball or whatever creative thing you want to make it fun.
As sentences get more into complex and even compound-complex, I also start asking more about logical transitions, etc..