Grammar Sticks

Overview of Lesson

Description of
Learners

Learning Objectives

We will be using magnetic strips with

English/Spanish translations and a
chalkboard to teach an interactive
grammar and sentence structure
lesson.
These will be useful tools to teach the
students the differences between
nouns, verb tenses, and adjectives.
Each student will have the opportunity
to sort words into the correct
categories.
As a way to help make sure the
students understand these grammar
categories, we will be giving them a
Mad Lib to work on at the end of the
lesson.

Description of Learners:
Demographics: 78% Hispanic, 33%
English Language Learners (ELL)
20 students per ELL class
6th and 7th graders (12-14 years old)
Even distribution of boys and girls
Cochran Middle School, California

Students will individually differentiate

between the different grammatical
parts of speech in 10 minutes.
Students will create a sentence at the
end of the Mad Lib without the use of
notes or outside help with no errors.
In groups of 3-4, students will
categorize words into the correct
grammatical parts of speech with less

than 5 errors.

California
State
Standards

Required Materials

Procedures

Procedures
(continued)

California State Standards Covered:

Sentence Structure:
1.1 Use simple, compound, and
compound-complex sentences; use
effective coordination and
subordination of ideas to express
complete thoughts.
Grammar:
1.2 Identify and properly use
indefinite pronouns and present
perfect, past perfect, and future
perfect verb tenses; ensure that verbs
agree with compound subjects.

Magnetic Strips with English words

and Spanish translations
Noun, Pronoun, Verb, Adjective, and
Adverb category magnets
Chalkboard
Mad Libs
Explanation:
We will split the students into groups
of 3
Next, we will pick one group to go up
to the chalkboard at a time and
categorize words on the chalkboard
with English/Spanish translations
They will categorize the words based
on their grammatical meaning such as
a noun, verb tense, or adjective
Demonstration:
After students are finished
categorizing the words, we will correct
and explain the words that they
categorized wrong
Next, we will demonstrate the proper
grammatical uses of the
English/Spanish words
Group Work:
Students will work together in groups
of 3

 They will categorize words on the

chalkboard based on their
grammatical English/Spanish meaning
They will each contribute to placing
the words on the chalkboard
Individual Work:
After students are done with the group
activity, students will receive a Mad
Lib Assessment Worksheet
They will need to complete the Mad
Lib individually
At the end of the worksheet, they will
come up with their own original
sentence that deals with proper use of
sentence structure and grammar

Assessment

Assessment
(continued)

Observational Assessment
Observation of student participation in
the activity (5 pts.)
Correct use of English/Spanish
grammar (5 pts.)
Total points for Observational
Assessment: 10 pts.
Individual Assessment
Mad Lib with 17 fill-in-the blank
spaces (17 pts.)
Students will come up with their own
original sentence (3 pts.)
Our expectation is for students to
receive a C+ or higher on the Mad Lib
assessment
Total points for Individual Assessment:
20 pts.
Total Assessment Points: 30 pts.

References

State Standards:
http://www.cde.ca.gov/be/st/ss/docume
nts/elacontentstnds.pdf
Images:
http://img0.etsystatic.com/000/0/627746
5/il_fullxfull.255278776.jpg
https://farm7.staticflickr.com/6015/598
6457000_b96f205070_z.jpg

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