Put
Some Spice in it!
Lisa
Clontz
Purpose:
The purpose of this lesson is to show students how prepositional phrases can vary consecutive sentences that start with the same word. The purpose is also to show students how varying their words/phrases can improve their writing to make it more interesting and inviting to read.
I would probably teach this lesson at the beginning of the year or just prior to starting the writing workshops.
Materials Needed:
§ Overhead
Transparency
§ Markers
(Transparency)
§ Handouts
(sample paragraph)
§ Handout/Transparency
(Idea Box)
§ Writing
Workshop Notebooks
§ Pencils
Time Required:
§ 20
– 25 minutes
(Transparency activity/handout – 7minutes)
(Rewriting paragraphs – 12 minutes)
(Wrap-up/questions – 5 minutes)
Objectives:
NCSCS Language Arts:
ü Competency
Goal 6 –The learner will apply conventions of application of grammar and
language usage.
§ Using
phrases and clauses correctly, including proper punctuation (e.g.,
prepositional phrases, appositives, dependent and independent clauses).
NCTE:
ü Standard
4
Students adjust their use of spoken,
written,
and visual language (e.g.,
conventions,
style, vocabulary) to
communicate
effectively with a variety
of
audiences and for different purposes.
ü Standard
5
Students employ a wide range
of
strategies
as they write and use
different
writing process elements
appropriately
to communicate with
different
audiences for a variety of
purposes.
ü
Standard 6
Students apply knowledge of
language of
language
structure, language conventions
(e.g., spelling and
punctuation), media
techniques,
figurative language, and
genre
to create, critique, and discuss
print
and non-print texts.
Script:
Today we are going to put some spice into our sentences by using prepositional phrases. Who can give me an example of a prepositional phrase? Can I get my helpers to pass out a couple handouts that I have for you to put in your writer’s notebooks? The wholes are already punched, so there is no excuse for you not to put them in your notebooks. The first handout I want you to take a look at is the example paragraph. I am also putting the same paragraph on the overhead to help you follow along. The first thing I want you to do is put a check next to sentences that start the same way. Then, rewrite and try starting sentences with a prepositional phrase. Choose from the prepositions in the Idea Box. Some of you might add or even omit some words from each sentence. Another idea might be to combine two sentences into one. Then I want each of you to read your revised paragraph and listen for the difference. Raise your hand if there is a noticeable difference in your revised paragraph. Which sounds better? Can I get some volunteers to read their rewrites?
Now, I would like for everyone to take a
look at the other handouts. I would like
for you to rewrite each of the paragraphs and be prepared to share your
revisions with the rest of the class.
Also be thinking about how your writing has changed/improved just by
simply adding or starting a sentence with a prepositional phrase. Just remember
you don’t want to get carried away and use them for every sentence.
*After completing the rewrites and having
the students share their revisions, ask the students what they learned from the
Literacy Examples? How did the after
example improve the paragraph? Have students explain why they chose particular
prepositions?
AMID INTO AFTER NEAR AGAINST OFF AT ON AROUND ONTO BELOW SINCE BEYOND THROUGHOUT BY TO DOWN TOWARD
WITH
ACROSS
IN
BEHIND
OVER
DURING
UNDER
FOR
UP
1-
Put a check next to sentences that start
the same way.
2-
Rewrite. Try starting sentences with a
prepositional phrase. Choose from the idea box.
3-
Add or omit any words you need to reword
the sentence.
4-
Read your revised
paragraph and listen for the difference.
Before:
The dwarves covered their
faces with black masks. The masks looked
like vulture heads and had sharp beaks.
The dwarves rode into the forest on ponies as dark as midnight and were
dressed in black suits. The leader
whooped and whistled and charged ahead, and the other dwarves answered with
bold war screams.
Rewrite:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
After:
On the dwarves’ faces were black masks that looked like vultures with sharp beaks. In black suits and riding ponies as dark as midnight, the dwarves rode quickly toward the forest. Throughout the charge toward the forest, the leader whooped and whistled, and the other dwarves answered with bold screams.
Rewrite the paragraph
below.
The dragon guarded a treasure of jewels and gold in the Cave of Winter. The elves lived above the dragon’s cave at the foothills of Avalanche Mountain. The elves wanted some of the treasure in spite of the dangers of battling the dragon.
REWRITE:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rewrite the paragraph below.
The last avalanche piled snow over the homes of the elves. The snow froze many elves inside their homes. And some elves who were away from the foothills held a long meeting about purchasing new and safer land. And before dawn, the remaining elves marched toward the dragon’s cave. And the elves threw poison spears onto the dragon’s head and body and the dragon closed its eyes and slept.
REWRITE:__________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________