Essential Questions How can I teach discrete skills for application retention and transfer How can I combine rigor and fun How can I help students rise to the challenge 4 YESBUT Claim Grammar should be taught again ID: 232744
Download Presentation The PPT/PDF document "Critical Reading Through Grammar" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Critical Reading Through GrammarSlide2
Essential Questions
How can I teach discrete skills for application, retention, and transfer?
How can I combine rigor and fun?
How can I help students rise to the challenge?Slide3Slide4
4
YES/BUT
Claim: Grammar should be taught again
Yes, students do not know how to diagram sentences, but teaching grammar to the Dad did not help him with Standard EnglishSlide5
The Trivium: Grammar, Rhetoric, Logic
Philosophy and the Seven Liberal ArtsSlide6
Nouns and verbs are the building blocks of our language.
Nouns name our world and allow us to communicate with others about it.
Nouns help identify main ideas and themes.
Vague nouns do not usually add much depth to writing.
Concrete nouns create pictures. Slide7
Nouns
Nouns
that name
People
Nouns that Name Things/Objects
Nouns that Name Places
Nouns that Name an IdeaSlide8
Student Directions
Identifying and analyzing nouns are an excellent reading strategy. They will help you focus on the main ideas. Listen for nouns as I read the poem "My Papa's Waltz" to you. As you hear a noun, write it in the proper column. After I finish reading the poem two times, your grammar squad will have five minutes to compile a team list and answer the following questions. Your team will receive one point for each correct noun.Slide9
The
whiskey
on your
breath
Could make a small boy dizzy;But I hung on like death:Such waltzing was not easy.We romped until the pansSlid from the kitchen* shelf;My mother's countenanceCould not unfrown itself.
The hand that held my wrist
Was battered on one
knuckle
;
At every
step
you missed
My right
ear
scraped a
buckle
.You beat time on my headWith a palm caked hard by dirt,Then waltzed me off to bedStill clinging to your shirt.
My Papa’s
WaltzSlide10
Nouns
Nouns
that name
People
Nouns that Name Things/Objects
Nouns that Name Places
Nouns that Name an Idea
Bb
Boy
Pans
Shelf
Countenance?
Hand
Wrist
Knuckle
Belt
Ear
Head
Palm
Dirt
Bed?
Shirt
Whiskey
Breath
Death
Waltzing
Step
TimeSlide11
Nouns
Subject
Direct Object
Object of the Preposition
Adjective
whiskey
waltzing
countenance
hand
ears
boy
wrist (object of the relative pronoun “that”
buckle
time
(on your) breath
(on like) death
(until the) pans
(from the kitchen) shelf
(on one) knuckle
(at every) step
(on my) head
(with a) palm
(by) dirt
(to) bed
(to your) shirt
kitchen
mother’sSlide12
So What?
Who is the poem about?
Why is the setting important?
What is the significance of the objects?
Why do you think Roethke uses the noun
kitchen as an adjective to modify the noun shelf? What is the poem’s theme? What is Roethke’s tone?Write a thesis statement.