Drew Najor DATE: 1/29/2014

Dangling Modifiers
Grade 8 (1 day)

Standards

What standards will be addressed by this lesson?

CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Objectives

What will your students know and be able to do as a result of this lesson? By drawing the result of a misplaced modifier, SWBAT to examine and discuss the effect of a modifiers location.

Instructional Materials and Resources

Grammar Presentation (PowerPoint) White paper Colored pencils/crayons Pencil/pen Paper with humorous sentences.

Learner Factors

Visual based students see the sentences and we will also visualize the sentences. Visual based learners benefit the most from this lesson because we draw and see the relationship between the sentences and the images. Auditory learners get to hear the sentences spoken, and will hear natural pauses for the modifiers. The mentor text helps students who learn by example.

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

The interactive drawing activity helps students who learn by doing.

Environmental Factors

Students work individually and in groups at their tables.

Instructional 1) Brief lecture with examples of humorous errors. Ask Activities and Tasks students to comment on how the meaning changes when the modifier moves. (whole class) 2) Mentor text (whole class) 3) Explanation of where modifiers can go. (whole class lecture) 4) Model drawing. Draw individually. 5) Share with table. (group work) 6) Choose 1 person from each table to bring their drawing to the Elmo. Correct the sentence as a class. Students then correct their sentences with their table. 7) Laugh.

Assessment Activities

Students who draw the silly picture will have understood that the modifier was in the wrong place. Students also will correct their sentence under their drawing, and I will collect the drawings afterwards so I can assess whether or not students understand when a modifier is in the wrong place. Also, when we correct some of the sentences out loud together, I will be able to gauge if some individuals understood.

Adapted from Brown University Teacher Education Lesson Plan Template (2008)