Group Members
Shumaila iram
iqra sarwar
amina wazir
Introduction:
This assignment provides a summary of
the key sixth grade learning objectives for language arts, and grammar,
including links with more information on a lot learning activities.
This will help with teaching
·
Parts
of speech
·
Creative
writing
·
Pair
of words etc…
The use of instructional technology
can also be seen here while using OHP for different activities, audio visual
aids, printer and computer searching also involves.
.
Objectives:
Grammar is the plat form of learning
English. It speaks about the accuracy but not fluency. Grammar can be taught
basically with examples using our routine day to day activities, action
oriented examples can be explained to reach the students in casual and friendly
manner. First thing, students are in the grip of fear for English grammar, and
it must be removed gradually. Teachers should deal with examples which would
trigger their minds to raise questions to be more interactive, as a sign of
healthy practice. Grammar should be taught lively in cordial atmosphere. When
things are practiced students will acquire mastery of the subject
·
Successful application
of comprehension strategies
·
Skillful composition
development
·
Ability to speak and
listen proficiently
GRADE:
6TH
Parts of speech:
Learning the parts
of speech is a focus of language arts instructions and is vital stage in
writing and speaking development. The parts of speech make up sentences and
knowing the different parts of speech leads to effective communication through
writing or speaking.
The eight (8) parts
of speech may be exciting to grammarians but elementary and primary age kids
probably are not quite so enthusiastic about;
§ Nouns
§ Pronouns
§ Verbs
§ Adverbs
§ Adjectives
§ Prepositions
§ Interjections
§ Conjunctions
Defining the parts of
speech in terms and examples interesting to elementary and primary age students
may help them remember and understand the parts of speech better.
Nouns:
Any member of a
class of words that can function as the main or only elements of subjects of
verbs (A dog just barked), or of objects of
verbs or prepositions (to send money from home), and that in English can take plural forms and
possessive endings (Three of his buddies want to
borrow John's laptop). Nouns are often described
as referring to persons, places, things, states, or qualities, and the word noun is itself often used as an attributive modifier,
as in noun
WAYS TO TEACH NOUNS:
§ Through
images:
§ Song/video
§ Worksheets
§ Classroom activities.
Pronouns:
A word that can function as
a noun phrase used by itself and that refers either to the participants in the
discourse (e.g. I, you) or to someone or something mentioned elsewhere in the
discourse (e.g. she, it, this). Pronouns
replace nouns. If we didn't have pronouns, we'd have to keep repeating our
nouns and that would make our sentences very cumbersome and repetitive. Pronouns
are usually short words.
When most people think of pronouns, words like he,
she, and they spring to mind, but there are several
different types of pronouns, including
Ways to teach pronouns:
·
Worksheets.
·
Images.
·
Different
activities.
·
Video/song.
·
Home
work etc…..
Verbs:
A verb is a doing
word. A verb can express:
·
A
physical action. (Read, write, swim
etc)
·
A mental
action (think, guess, consider)
·
A state
of being (to be, to exist, to bear)
The verbs that
express a state of being take a little practice to spot, but actually, they are
the most common.
Ways to teach verbs:
·
Printable
worksheets.
·
Images
·
Audio-visual
aids
·
Colored
charts.
Adverbs:
An adverb is a word that modifies a verb, adjective, another adverb, determiner, noun
phrase, clause, or sentence. Adverbs typically express
·
Manner
·
Place
·
Time,
·
Frequency,
·
Degree,
·
Level
Of Certainty, Etc.,
Answering questions such as how? In
what way?, when? Where?
Ways to teach adverbs:
·
Worksheets
·
Images
·
OHP/ audio/video
·
Games
ADJECTIVES:
Adjectives
are describing words which modify the nouns
and give extra information About nouns .Adjectives are added
to nouns to state what kind, what color, which one or how many. Adjectives are
said to modify
nouns and are necessary to make the meanings of sentences clearer or more
exact.
For example:
·
Happy boy
·
Beautiful girl.
·
Poise man
·
Seven girls
·
Large building etc….
WAYS TO TEACH
ADJECTIVES:
·
Interesting classroom activities
·
Images
·
Practical home task
Conjunctions:
Any member of a small class
of words distinguished in many languages by their function as connectors
between words, phrases, clauses, or sentences, as
·
And
·
Because
·
But
·
However Etc…..
·
The
act of conjoining; combination.
·
The
state of being conjoined; union; association:
Ways to teach conjunction:
·
Audio
visual aids.
·
Images
·
Workbooks
Prepositions:
A preposition is a word that expresses the
relationship between two other nearby words. In the examples below, each
preposition (in bold) shows us the relationship between the word book and the
word wizard.
·
The
book about
the wizard.
·
The
book by
the wizard.
·
The
book near
the wizard.
·
The
book behind
the wizard.
·
The
book under
the wizard.
WAYS
TO TEACH PREPOSITION:
·
Images
·
Workbooks
·
Video/poems
Interjections:
Interjections are words
used to express strong feeling or sudden emotion. They are included in a
sentence (usually at the start) to express a sentiment such as surprise,
disgust, joy, excitement, or enthusiasm. An interjection is not grammatically
related to any other part of the sentence.
Examples of interjections (shaded):
Examples of interjections (shaded):
·
Wow! That’s good news.
·
Alas! We lost the match.
·
Hurrah! I did it.
WAYS
TO TEACH INTERJECTION:
·
Images
·
Printed worksheets
·
Video/audio
.
Second Topic: Creative writing
Objectives:
Warm-Up Writing Warm-Up Writing Task
Create something with the lump of clay on your
desk.
When you are
finished, take about 10 minutes to write what you created and why.
Maybe
those will help you use your imagination and express your feelings. Being
creative and pretending is part of being human. Why else would there be so many
books, plays, movies, and songs? So grab a pen, some paper and start creative
writing.
Introduction:
.
What Creativity Definitions is:
Ability to
produce original ideas. The result of a complex of cognitive skills, abilities,
personality factors, motivation and strategies.
Elements Of Creativity Elements Of Creativity
Fluency, Flexibility, Originality, Elaboration, Visualization, Lateral
Thinking, Define Problems.
Read
more at http://grammar.yourdictionary.com/word-definitions/definition-of-creative-writing.html#AD2jA7PIKOpwEt2U.99.
Sixth Grade writing process/standards
Writing standards for sixth grade define the knowledge and skills needed for writing proficiency at this grade level. By understanding 6th grade writing standards, parents can be more effective in helping their children meet grade level expectations.
What is 6th Grade Writing?
Sixth grade students are expected to
produce cohesive, coherent, and error-free multi-paragraph essays on a regular
basis. Sixth-graders write essays of increasing complexity containing formal
introductions, ample supporting evidence, and conclusions. Students select the
appropriate form and develop an identifiable voice and style suitable for the
writing purpose and the audience.
Grade 6:
Writing Process:
Sixth grade writing standards focus on the writing process as the primary tool to help children become independent writers. In Grade 6, students are taught to use each phase of the process as follows:
- Prewriting:
- In grade 6,
students generate ideas and organize information for writing by using such
prewriting strategies as brainstorming, graphic organizers, notes, and
logs. Students choose the form of writing that best suits the intended
purpose and then make a plan for writing that prioritizes ideas, addresses
purpose, audience, main idea, and logical sequence.
- Drafting:
- In sixth grade,
students develop drafts by categorizing ideas, organizing them into
paragraphs, and blending paragraphs within larger units of text. Writing
exhibits the students’ awareness of the audience and purpose. Students
analyze language techniques of professional authors (e.g., point of view,
establishing mood) to enhance the use of descriptive language and word
choices.
- Revising:
- In sixth grade,
students revise selected drafts by elaborating, deleting, combining, and
rearranging text. Other grade 6 revision techniques include adding
transitional words, incorporating sources directly and indirectly into
writing, using generalizations where appropriate, and connecting
conclusion to beginning (e.g., use of the circular ending). Goals for
revision include improving coherence, progression, and the logical support
of ideas by focusing on the organization and consistency of ideas within
and between paragraphs. Students also evaluate drafts for use of voice,
point of view, and language techniques (e.g., foreshadowing, imagery,
simile, metaphor, sensory language, connotation, denotation) to create a
vivid expression of ideas.
- Editing:
- Students edit
their writing based on their knowledge of grammar and usage, spelling,
punctuation, and other features of polished writing, such as clarity,
varied sentence structure, and word choice (e.g., eliminating slang and
selecting more precise verbs, nouns, and adjectives). Students also
proofread using reference materials, word processor, and other resources.
Use of technology:
Sixth grade students use available technology
to support aspects of creating, revising, editing, and publishing texts. Students
compose documents with appropriate formatting by using word-processing skills
and principles of design (e.g., margins, tabs, spacing, columns, and page
orientation).
Grade
6: Writing Purposes:
In sixth grade, students write to express, discover record, develop, and reflect on ideas. They problem solve and produce texts of at least 500 to 700 words. Specifically, 6th grade writing standards stipulate that students write in the following forms:
- Narrative:
- Students write
narrative accounts that establish a point of view, setting, and plot
(including rising action, conflict, climax, falling action, and
resolution). Writing should employ precise sensory details and concrete
language to develop plot and character and use a range of narrative
devices (e.g., dialogue, suspense, and figurative language) to enhance
style and tone
.
- Creative:
- Students write
to entertain, using a variety of expressive forms (e.g., short play, song
lyrics, historical fiction, limericks) that employ figurative language,
rhythm, dialogue, characterization, plot, and/or appropriate format.
In addition, sixth graders choose
the appropriate form for their own purpose for writing, including journals,
letters, editorials, reviews, poems, presentations, and narratives, and
instruction.
Sentence Structure:
Write in complete sentences, using a variety of sentence structures to expand and embed ideas (e.g., simple, compound, and complex sentences; parallel structure, such as similar grammatical forms or juxtaposed items).
Employ effective coordination and subordination of ideas to express complete thoughts.
Use explicit transitional devices.
Grammar:
Correctly employ Standard English usage, including subject-verb agreement, pronoun referents, and the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). Ensure that verbs agree with compound subjects.
Use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive:
.
Identify and properly use indefinite pronouns
Use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise.
Use prepositional phrases to elaborate written ideas.
Use conjunctions to connect ideas meaningfully.
Use regular and irregular plurals correctly.
Write with increasing accuracy when using pronoun case such as “He and they joined him.”
Identify and properly use indefinite pronouns
Use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise.
Use prepositional phrases to elaborate written ideas.
Use conjunctions to connect ideas meaningfully.
Use regular and irregular plurals correctly.
Write with increasing accuracy when using pronoun case such as “He and they joined him.”
Punctuation:
Punctuate correctly to clarify and enhance meaning such as using hyphens, semicolons, colons, possessives, and sentence punctuation.
Use correct punctuation for clauses (e.g., dependent and independent clauses), appositives and appositive phrases, and in cited sources, including quotations for exact words from sources.
Write with increasing accuracy when using apostrophes in contractions such as doesn’t and possessives such as Maria’s.
Capitalization:
Capitalize
correctly to clarify and enhance meaning.
Sixth grades pay particular attention to capitalization of major words in titles of books, plays, movies, and television programs.
Sixth grades pay particular attention to capitalization of major words in titles of books, plays, movies, and television programs.
Spelling:
Use knowledge of spelling rules, orthographic patterns, generalizations, prefixes, suffixes, and roots, including Greek and Latin root words.
Spell frequently misspelled words correctly (e.g., their, they’re, there).
Write with accurate spelling of roots words such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un
Write with accurate spelling of contractions and syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns.
Understand the influence of other languages and cultures on the spelling of English words.
Use resources to find correct spellings and spell accurately in final drafts.
http://pawinetd.org/how-to-write-an-application-essay-6th-grade/
https://www.youtube.com/watch?v=8wivxwizMoU
http://pawinetd.org/how-to-write-an-application-essay-6th-grade/
Inspire
your students to develop a passion for writing, practice reading comprehension,
and build vocabulary and grammar skill Lesson Plans.
What
Happened Next?
In this lesson, students will explore the idea of "sequencing" as related to stories the class has read and in the routine of daily life.
Editor
in Chief:
During this lesson, students will learn how to edit work and will practice common editing notations, marks and the use of colored pens when editing and rewriting work.
My
Favorite Room:
Encourage students to describe their favorite places using sensory language.
Outlining
Essays:
Highlight brainstorming and the elements of an expressive essay with this lesson!
Short
Story Writing:
Use this lesson to assign a short story writing activity as well as to illustrate the critical steps of short story composition, including plot elements, brainstorming, and more.
Letter
Writing:
Focus on adjectives, figurative language, and more with this lesson that will help your students prepare a personal and descriptive letter to a loved one.
Autobiographical
Writing about Memories
Lead a class discussion that helps students explore Fall memories that inspire autobiographical writing.
Writing
From Experience:
Allow your students to dig into their own personal backgrounds to write an expressive essay.
Drafting
and Revising Essays:
Emphasize the importance of drafting and revising essays with this lesson, and encourage students to use their imagination!
Ingredients
for a Good Story
Help your students recognize the five elements of a good story: plot, voice,
setting, characterization and sensory language. Define and discuss these terms,
then ask your sixth graders to list what a favorite book's author did to use
these five elements in the story. Lead a group discussion, allowing student’s
time to share their ideas.
Imaginary
Dialogue
Good dialogue is a key to most creative writing. To teach your students how
to get inside the minds of characters, have them create an imaginary dialogue
between real people they have studied, for example, Eleanor Roosevelt and
Albert Einstein. Remind them that the conversation does not have to turn into a
story. Instead, students should view the exercise as practice in thinking
outside of their own heads. Get Creative with Prompts
Writing prompts should be creative and specific. Instead of saying, "Write a story about a middle-school girl or boy," make the assignment, "Imagine that when you came to school today, there was a giant hole in the ground where the school used to be. Write a one- to two-page story describing what happened to the school." Tell your sixth graders to incorporate imaginary characters into these stories.
Return
the Story to Self
After your students learn to create strong imaginary characters, assign a
one- to two-page memoir that focuses on a particular event, life lesson or
relationship. Although they are writing about themselves, they still must
incorporate the five elements of a good story: plot, voice, setting,
characterization and sensory language.
Outcomes:
The more effort you spend designing creative writing
activities, the better your students' writing will be. However, even the
well-designed activities will fall flat unless you prepare your sixth graders
ahead of time. Before you assign any creative writing activity, provide the
groundwork students will need to succeed by teaching them the five elements of
a good story.
ENDING NOTE:
It is not a
priority for me to make students talk like books. The most important thing -
from my own point of view- is to see things in their real world without
exaggeration. You have to ask yourself “Why are my learners taking this
course"? The objectives of the course and the needs of your students
accompanied with their language standards will be of help to determine the
priority of teaching grammar. For example if you are teaching a group of
tourists -every day English- because they are going to travel to UK, I guess
the priority and effort will be directed to communication. Suppose, if you are
addressing a group of students who are studying M.A or PH.D. I guess you can
know your way now how grammar is important along with syntax, idioms and other
things. To make grammar better for my learners, I guess there are zillion of
tips to be offered: Use fairy tales sentences. Use Holy Books Citations (Quran,
bible) Use poetry (Milton, Edmond Spenser etc) Use drama ( Shakespeare etc).
Pair of
words:
Words which sound alike
and also have same pronunciation but they have completely different meaning
.Like fawn, faun. Pole, poll. Principal, principle etc. you can search more on www.studypart.com/pair-of-words/
·
Examples
of Pair of words:
·
PAIR
OF WORDs
a lot
allot
A lot is two words meaning "much": A lot of bologna was left over from the party.
a while
awhile
A while is two words meaning "a short period of time": I will meet you in a while.
a
an
and
A is an indefinite article to be used before nouns beginning with a consonant: a photograph, a tree, a horse.
An is to be used before nouns beginning with a vowel (or vowel sound): an apple, an hour, an elephant.
And is a conjunction used between nouns in a list: A blanket and picnic basket are needed for the afternoon.
accede
exceed
Accede means "to agree or allow": Hiram Cheaply finally acceded to accepting the presidency of the company.
Exceed means "to go beyond, to surpass": The amount of alcohol in his blood exceeded the previous record.
accept
except
Accept means "to take willingly": Miss Deeds accepted the cup of hot tea even without a saucer.
Except is a preposition meaning "excluding": Everyone was disappointed with the party except Ida Goodtime.
adapt
adept
adopt
Adapt means "to adjust": Minnie Miles quickly adapted to living away from home.
Adept means "skilled": Lucille is adept at speaking languages.
Adopt means to "accept as your own": It was difficult to adopt only one puppy from the animal shelter. For more detail visit the link:
www.cssforum.com.pk › ... › Grammar-Section
a lot
allot
A lot is two words meaning "much": A lot of bologna was left over from the party.
a while
awhile
A while is two words meaning "a short period of time": I will meet you in a while.
a
an
and
A is an indefinite article to be used before nouns beginning with a consonant: a photograph, a tree, a horse.
An is to be used before nouns beginning with a vowel (or vowel sound): an apple, an hour, an elephant.
And is a conjunction used between nouns in a list: A blanket and picnic basket are needed for the afternoon.
accede
exceed
Accede means "to agree or allow": Hiram Cheaply finally acceded to accepting the presidency of the company.
Exceed means "to go beyond, to surpass": The amount of alcohol in his blood exceeded the previous record.
accept
except
Accept means "to take willingly": Miss Deeds accepted the cup of hot tea even without a saucer.
Except is a preposition meaning "excluding": Everyone was disappointed with the party except Ida Goodtime.
adapt
adept
adopt
Adapt means "to adjust": Minnie Miles quickly adapted to living away from home.
Adept means "skilled": Lucille is adept at speaking languages.
Adopt means to "accept as your own": It was difficult to adopt only one puppy from the animal shelter. For more detail visit the link:
www.cssforum.com.pk › ... › Grammar-Section
Homonym: A homonym is a word that is said or spelled the same way as another word but has a different meaning. "Write”
and “right” is a good example of a pair of homonyms.
Homographs are
words which are spelled the same, but with more than one meaning .Homographs may be pronounced the same (homonyms),
or they may be pronounced differently (heteronyms, also known as heterophones).
Examples of Homographs:
|
except - other than
|
|
||
|
add - join, combine
|
|
||
|
advise - recommend
|
|
||
|
aide - one who gives
assistance
|
|
||
|
ail - to suffer
poor health
|
ale - a beverage
|
|
|
|
ere – before
|
heir - one who
inherits property
|
|
|
|
I'll - contraction
of I will
|
isle - island
|
||
|
illusion - false
appearance
|
|
||
|
alter - to change
|
|
||
|
eight - the number 8
|
|
||
|
bail - release of a
prisoner
|
bale - a large
bundle
|
||
|
band - a group
|
banned - prohibited
|
||
|
bear - large animal
|
bear - support,
yield
|
||
|
bases - starting
points
|
bases – f
our stations on a baseball field
|
basis - a basic
principle
|
|
|
beat - exhausted
|
beet - a plant with
red roots
|
||
|
blew - past tense of blow
|
blue - the color
|
|
|
|
bred – produced
|
|
||
|
by - near, through
|
bye - goodbye
|
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