1. ? I teaching grammar. I never “really” learned it.
Shouldn’t they already
have had this in the
lower grades?
Do kids really have to learn
all these terms?
I loved it! I thought
diagramming sentences
was fun!
There’s no interesting
way to teach grammar.
It’s just drill and workbook. M

2. Grammar as
the study of
linguistics
(Learning grammar to
understand the inner
workings of a language)
Teaching
Writing: Meeting the reader’s needs; self-
expression; content,
organization, diction,
absence of distracting
errors, establishing
credibility, appropriate
style, personal voice…

3. Grammar as
the study of
linguistics
Teaching
Writing

4. I.
II.
Cesar Chavez helped the farm workers.
He advocated for them. He did not
encourage violence. He led a boycott instead of violence. The boycott was an
effective method of resistance. (30)
Cesar Chavez helped the farm workers, and he advocated for them. He did not
encourage violence. He led a boycott instead of violence, and the boycott was an effective method of resistance. (32)
III.
Grammatical choices elevate style.
Appositive: ,advocate for farm workers,
Parallel structure (encouraging…leading
(not by….but by
Adjective clause: , which was…
Cesar Chavez, advocate for farm
workers, helped them not by
encouraging violence, but by leading
a boycott, which was an effective
method of resistance. (24)

5. Custom animation effects: dotted line with text fade by letter (Basic)
To reproduce the text effects on this slide, do the following:
On the Home tab, in the Slides group, click Layout, and then click Blank.
On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw a text box that spans the entire width of the slide.
On the Insert tab, in the Text group, click Symbol. In the Symbol dialog box, do the following:
In the Font list, select (normal text).
In the Subset list, select General Punctuation.
In the Character Code box, enter 2022 to select BULLET, and then click Insert.
Click Insert 33 more times until there is a row of 34 bullets in the text box.
In the text box, select the text, and then on the Home tab, in the Font group do the following:
In the Font list, select Arial Black.
In the Font Size list, select 44.
Click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).
On the Home tab, in the Drawing group, click Arrange, point to Align, and then do the following:
Click Align to Slide.
Click Align Center.
Click Align Middle.
On the Insert tab, in the Text group, click Text Box. Drag to draw a text box on the slide.
Enter and select the text. On the Home tab, in the Font group, do the following:
In the Font list, select Corbel.
In the Font Size box, enter 50.
Click Bold.
With the text still selected, on the Home tab, in the Paragraph group, click Center.
Select the second text box. On the Home tab, in the Drawing group, click Arrange, point to Align, and then do the following:
To reproduce the background effects on this slide, do the following:
Right-click the slide background area, and then click Format Background. In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the Fill pane, and then do the following:
In the Type list, select Radial.
Click the button next to Direction, and then click From Center (third option from the left).
Under Gradient stops, click Add or Remove until two stops appear in the drop-down list.
Also under Gradient stops, customize the gradient stops that you added as follows:
Select Stop 1 from the list, and then do the following:
In the Stop position box, enter 0%.
Click the button next to Color, and then under Theme Colors select Blue, Accent 1, Darker 25% (fifth row, fifth option from the left).
Select Stop 2 from the list, and then do the following:
In the Stop position box, enter 100%.
Click the button next to Color, and then under Theme Colors select Black, Text 1 (first row, second option from the left).
To reproduce the animation effects on this slide, do the following:
On the Animations tab, in the Animations group, click Custom Animation.
On the slide, select the first text box. In the Custom Animation task pane, do the following:
Click Add Effect, point to Entrance, and then click More Effects. In the Add Entrance Effect dialog box, under Basic, click Fly In.
Select the animation effect (fly-in effect for the first text box). Click the arrow to the right of the selected effect, and then click Effect Options. In the Fly In dialog box, do the following:
On the Effect tab, do the following:
In the Direction list, select From Left.
In the Animate text list, select By Letter.
In the % delay between letters box, enter 10.
On the Timing tab, do the following:
In the Start list, select With Previous.
In the Speed list, select 0.5 seconds (Very Fast).
Click Add Effect, point to Exit, and then click More Effects. In the Add Exit Effect dialog box, under Subtle, click Fade.
Select the second animation effect (fade effect for the first text box). Click the arrow to the right of the selected effect, and then click Effect Options. In the Fade dialog box, do the following:
In the Delay box, enter 1.5.
On the slide, select the second text box. In the Custom Animation task pane, do the following.
Click Add Effect, point to Entrance, and then click More Effects. In the Add Entrance Effect dialog box, under Subtle, click Fade.
Select the third animation effect (fade effect for the second text box). Click the arrow to the right of the selected effect, and then click Effect Options. In the Fade dialog box, do the following:
In the % delay between letters box, enter 6.
In the Delay box, enter 2.

6. GRAMMAR IN THE HEART OF THE WRITING PROCESS:
Sharpen your nouns
Minimize your modifiers
Replace BE verbs and weak verbs with strong
action verbs
Achieve parallel structure
Combine sentences: create complex sentences
use appositives
use absolutes
Expand and shrink noun phrases. Turn clauses
into modifying phrases. Decide where
to place modifiers for desired effect.
Point of
intervention for
substantial language
improvement
Pre-writing
experience:
(non-sentence
form)
Drafting
Revising
Editing
Publication
Point of
intervention
for surface
error correction

7. Parts of Speech: Fast and Furious
Part of Sp.:
Examples:
Quick Definition:
Frame:
monkey, river,
America. prize
Person, place,
thing
Noun
The______
eat, wish, is,
find, cry
He______ or
He is______ing.
Verb
Action or state
The _______truck
dangerous, big,
green, curly
Describes a noun
Adjective
He joined the
team______.
usually, slowly,
clearly, eventually
sometimes, now.
Describes a verb
Adverb
Somewhere _____
the rainbow
Preposition
in, on, at, for, with
Shows position

9. My Noun Palette Proper Nouns: Concrete Nouns: Abstract Nouns:
-tion,-sion,-ism,-ence, -ance,
-ness, -ment, -itude

10. Morphology Kit -ment -ness -ation, sion -ity -ism -hood -itude -ence
This “Morphology Kit”
is a great way to
expand vocabulary
because most
of the words
created by
these suffixes
express abstract
ideas.
Morphology Kit
Noun-Making Suffixes
Verb-Making Suffixes
Adjective-making suffixes
-ment
-ness
-ation, sion
-ity
-ism
-hood
-itude
-ence
-ance
-ide
-ate
-ify
-ize
-acious,icious -y
-ous, ious
-ant
-able, ible
-er; est
Adverb-making suffix:
-ly 5

11. What benefit is there to knowing the
How do we explain to students the difference
between a phrase, a clause, and a sentence?
What benefit is there to knowing the
difference between a phrase and a clause?
Write three phrases about your picture.
Write three clauses about your picture.
Are your clauses sentences?
If so, put the word as or because or when
in front of your clause. Is it still a
sentence? Is it still a clause?

12. Do you know what a clause is?
Either:
Define a clause. Or
2. Give an example of a clause.

13. Is a clause a sentence?
a. Yes
b. No
c. Maybe
Can a sentence have more than one clause?
a. Yes
b. No
c. Maybe

15. Common Hitching Devices
Coordinating
Conjunctiions
Subordinating
Conjunctions
Conjunctive Adverbs
Relative Pronouns
As, although, after
While, when
Until
Because, before If
AAAWWUBBI
However
Moreover
Therefore
Furthermore
That
Which
Who, whom
What
Where
Why
How
Whichever
Whatever, etc.
And
But So
Or/nor
Can join clauses
Warning: Many
sentence fragments
begin with these
words. Usually, you
must hitch these
words and the clauses
that they introduce to
your previous sentence.
Can join two
independent
clauses to make
a compound
sentence.
Warning: You
must use a comma
with these when
they join
independent clauses.
Can hitch up to an
independent clause,
creating a subordinate
(dependent) clause,
forming
complex sentence.
Can appear after
main clause (no comma)
or before main clause
(needs a comma)
Can move within
own clause;
Requires commas
on both sides
Warning: If you
wish to use these
to join clauses, you
must use a semicolon.

17. The Six Parts of Meaning (versus the 8 parts of speech):
Where
When
How (or how much)
Why
Who
What

18. Create more meaning around Nouns
Write a short sentence about something that
is happening in your picture:
The squirrel is eating corn.
The squirrel, a member of the rodent family,
is eating corn.
or, this pattern:
The squirrel is eating corn, his favorite snack.

19. Create more meaning around Nouns
Can you reverse? Does your phrase have a noun?
A member of the rodent family, the squirrel,
is eating corn.
or, this pattern:
The squirrel is eating his favorite snack, corn.
Congratulations! You have just written an appositive.
What do appositives look like? What
do they do?

20. Create more meaning around Nouns
Add the following information to your sentence:
What kind?
Which one?
How many?
One tree squirrel, a member of the rodent family,
is eating the corn that apparently has been set up
to feed hungry neighborhood critters.

21. Create more Meaning around the Verb
Add at least one of the following kinds of
information to your sentence:
When? Why? How often?
Where? How? To what extent?
One tree squirrel, a member of the rodent family,
is systematically eating the corn that apparently has
been set up out on the deck to feed hungry
neighborhood critters in the winter..

22. Morphology Chart NOUNS: VERBS: ADJECTIVES: ADVERBS:
They will fit into this frame: The_____.
VERBS:
They will fit into this frame: To____ or
Can____or
Is____
ADJECTIVES:
They will fit into this frame:
The ________truck
ADVERBS:
They will fit into this frame:
Do it ___________.
Nouns answer the question: What? or Who?
Verbs answer the question: What is it doing, having, feeling, or being?
Adjectives answer the question: What kind? (They may also answer the questions Which one? and
How many? but those kinds of adjectives do not fit into
the frame of The______truck.
Adverbs answer any of these questions: Where? When? Why? To what extent? How?

24. I: Introductions (structures that precede the subject of the sentence)
Comma Rules Simplified
L: Lists
I: Introductions (structures that precede
the subject of the sentence)
E: Extraneous information (aka,
non-restrictive elements)
S: Side-by-side sentences (see “hitching
devices”)

25. Formal
Informal

26. Informal and Formal briefcase backpack dress shoes flip-flops
sit-down restaurant
football on the team
lunch
cooking, baking, roasting
backpack
flip-flops
McDonald’s
frisbee on the
lawn
snack
zapping/nuking

27. The Language Tree
Adjective Branches:
very___________
Noun Branches:
Verb Branches:
very___________
very___________
can___________
the______________
very___________
can___________
can___________
very___________
the______________
the______________
can___________
can___________
the______________
can___________
the______________
the______________
Prepositional Phrase Branches:
in________________
on________________
at_______________
for________________
with________________
Topic: ______________________________

28. The Sentence-Making Kit
Fold a 5 x 8 index card in half, width-wise:
They
believed
that…
Guess
What!
Yes/no
question 2. 1. 3.

29. The Sentence-Making Kit
On the inside of the card:
AAAWWUBBIS:
although, as, after
while, when
until
because, before
if, since
If a sentence begins
with any of these words,
it must have two parts.
Place a comma between
the two parts if one of
these words begins
the sentence.
These words, plus the comma, may join
two sentences. Writers sometimes begin
sentences with these words if they are
doing so for emphasis.
,and
,but
,so
Use as many
ACTION VERBS as possible.
Flip the switch into formal English:
a lot = a great many or a great deal
gonna= going to
wanna= want to
hafta= have to
get,got = become, became, receive
received, obtain, obtained
gotta: must
These words will help you
give detail in your sentences:
Try beginning some of your
sentences with these words:
Use words and groups of words that
answer the ADVERB QUESTIONS:
When? Where? Why? How?
To what extent? How often?
IN FOR
ON WITH AT

30. The Sentence-Making Kit
On the back of the card:
Substitutions for homophones and spelling problems:
their = his
there = here
they’re = they are
your = his
you’re = you are
its = his
it’s = it is; it has
woman = man
women = men
I before E except after C
Or when sounded as A
As in neighbor or sleigh

31. Verbs
Why should we teach them?
How should we teach them?

32. Welcome to Verb Land, USA

33. Why Teach Verbs? 1. Strong verbs energize writing.
2. Writers must decide on a consistent
verb tense.
3. Writers must decide whether to use
active or passive voice.
4. Errors in verb usage are highly stigmatized: Incorrect form of irregular verbs (*I seen, *brung, *have went, *have sang, etc.)
5. Whether we have an action verb or a BE verb
determines pronoun case use and adjective/adverb use.

34. Verb Land, USA BE TOWN ACTION TOWN Base form: walk, sing
Progressive form: walking, singing
Past form: walked, sang
Participial form: (have) walked, (have sung)
Verb Land, USA
TO BE:
I am,was We are,were
You are ;were
He, she, it is They are,were
Active Voice: I stole the cookie
from the cookie jar.
Passive Voice: The cookie was
stolen from the cookie jar by me.
(BE + Participial form= passive voice)
Sense Verbs:
feel, look, sound
smell, taste
Also: seem,
become, appear
grow
Verbals:
1. Participle: (acts as adjective)
the dancing bear;
the stolen cookie
2. Infinitive: (acts as noun, adj. or adv.)
Let us never fear to negotiate.
The law to reduce noise has passed.
We went to London to see the queen.
3. Gerund: (Acts as noun)
Teaching makes me happy.
ACTION TOWN
BE TOWN
ACTION verbs are modified by
adverbs:She sings happily.
ACTION verbs take objective case pronouns as objects:
We saw him steal the cookie from the cookie jar.
BE verbs are completed by
adjectives: He is happy.
BE verbs take subjective case
pronouns as complements:
It was I who stole the cookie from
the cookie jar.
Auxiliaries:
Have: creates
the perfect tenses
(has sung, etc.)
Be: creates the
progressive tenses
(am singing, etc.)
Modal Auxiliaries:
Would Will
Should Shall
Could May
Can Might
Must
Auxiliaries and
modal auxiliaries
combine with action
verbs to create various
tenses.

35. Jane and Bob bought a book during the trip to San Francisco . (she)
He and she live in New York City. (they)
It was the Beatles who first made British rock music popular.
(they or them)
That Mary studied hard was very clear to her teacher. (it)
Most people believe that the world is round (it)