Gramma
r
Tanya Winship
TEACHER CANDIDATE – UBC | BOTHWELL ELEMENTARY
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Table of Contents
Unit Rationale
Assessment
Curriculum Connections
Unit Timeline
Unit Overview
Extensions and Adaptations
Appendices
2
2
3
4
5
11
12
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Grammar
Grade Level: 4/5
Timeline: 10
weeks (2 x 20 mins/week)
Unit Rationale
This is an on-going unit aimed at addressing issues of students’ writing. It may seem
like a lot of content, but the goal is to simply review material; the content of this
continuous practice is not new curricular content, but rather an attempt to review the
basics and prepare students for future learning, specifically a creative writing unit
which will follow. Through reviewing basics and building on prior knowledge, students
will be comfortable in exploring their own knowledge and writing. This unit will largely
consist of grammar exercises in a worksheet format. In this way, I can tailor the
material to the individual needs of the students.
Assessment
There will not be a formal assessment or test for this unit. The assessment piece for
this unit will be taken from the completion of worksheets and participation of
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activities. Where possible, I will link the grammar work to work being done in other
subject areas and assess it as contextual for those grades.
Curriculum
Connections
Language Arts
Prescribed Learning Outcomes
It is expected that students will…
C7 select and use strategies after writing and representing to improve their work, including
– checking their work against established criteria
– revising to enhance writing traits (e.g., ideas, sentence fluency, word choice, voice, organization)
– editing for conventions (e.g., grammar and usage, capitalization, punctuation, spelling)
C11 use the features and conventions of language to express meaning in their writing and representing, including
– complete simple and compound sentences
– paragraphs to show the beginning of new ideas
– correct noun-pronoun agreement
– past, present, and future tenses
– capitalization to designate organizations and to indicate beginning of quotations
– commas after introductory words in sentences and when citing addresses
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– capitalization and punctuation (e.g., commas, apostrophes, begin to use quotation marks and commas in dialogue)
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Unit Timeline
MON
DAY
TUESDAY
April 8th – Lesson 2: Nouns & Verbs
April 15th – Lesson 4: Articles &
Conjunctions
April 22nd – Lesson 6: Parts of Speech
Review
April 29th – Lesson 8: Sentence Building
May 6th – Lesson 10: Subjects &
Predicates
May 13th – Lesson 12: Punctuation (, : ;)
May 20th – Lesson 14: Apostrophe
May 27th – Lesson 16: Homophones
June 3rd – Lesson 18: Editing
WEDN
ESDAY
THURSDAY
April 3rd – Lesson 1: Introduction to
Grammar
April 10th – Lesson 3: Adjectives &
Adverbs
April 17th – Lesson 5: Prepositions &
Interjections
April 24th – Lesson 7: Compound Words
May 1st – Lesson 9: Verb Tenses
May 8th – Lesson 11: Punctuation (? ! .)
May 15th – Lesson 13: Capitalization
May 22nd – Lesson 15: Quotation Marks
May 29th – Lesson 17: Responding to
Questions
June 5th – Lesson 19: Paragraph Building
FRID
AY
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Unit Overview
1
Topic
Learning
Outcomes
(SWBAT)
Introduction to
Grammar
- define grammar and
provide examples of what
grammar includes
- assess strengths and
weaknesses in their own
writing
Activities
Define grammar by giving students
each a poorly written sentence or
paragraph. Ask students if they can
identify what is wrong with the text.
Why does it matter?
Brainstorm what is considered
grammar.
Students will do a self-assessment
sheet which asks students to identify
strengths and weaknesses.
Students will also be asked to write a
journal entry on a topic of their choice
(provide examples if needed). Collect
journals in order to assess students’
Materials
- SMARTBoard
- Self-assessment
- Journals
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Topic
2
3
Parts of
- define a noun, proper
Speech: Nouns, noun, and verb and
Proper nouns & identify in a sentence
Verbs
Parts of
Speech:
Adjectives,
Adverbs, &
Pronouns
4 Parts of
Speech:
Articles &
Conjunctions
5
Learning
Outcomes
(SWBAT)
Parts of
Speech:
- define an adjective,
adverb, and pronoun and
identify in a sentence
- define articles and
conjunctions and add to
sentences
Activities
writing and compare to their selfassessment.
Introduce nouns, proper nouns, and
verbs. Give definition and provide
examples.
Have students complete related
worksheets.
Introduce adjectives, adverbs, and
pronouns. Give definition and provide
examples.
Have students complete related
worksheets.
Introduce articles and conjunctions.
Give definition and provide examples.
Have students complete related
worksheets.
- define prepositions and Introduce prepositions and
interjections aand identify interjections. Give definition and
in sentence
provide examples.
Materials
- SMARTBoard
- Workbook
- SMARTBoard
- Workbook
- SMARTBoard
- Workbook
- SMARTBoard
- Workbook
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Topic
Learning
Outcomes
(SWBAT)
Prepositions &
Interjections
6 Parts of
Speech:
Overview
- identify and define all
major parts of speech
7
- identify and define
compound words
Compound
Words
8 Sentence
Building
- identify the basic
structures of sentences
Activities
Materials
Have students complete related
worksheets.
Complete any missed worksheets. Use - Workbook
time to cover any other parts of
- Flipbooks (prespeech and answer questions.
cut, folded, and
stapled)
Students who have completed their
- Copied info
work may work on flip chart.
sheets
Introduce compound words. Provide
- SMARTBoard
definition and give examples.
- Compound
Cards
Play matching game (students must
find their “match” to complete the
word, i.e. four + teen). Students need
to find 5 matches and record each one
in their workbook.
Compete sentence building activity.
- TBD
Possible ideas: flipbook with possible
word choices, worksheets, group
activity.
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Topic
9 Tenses
10 Subjects &
Predicates
11 Punctuation:
Periods,
Question
Marks, and
Exclamation
Points
12 Punctuation:
Commas,
Learning
Outcomes
(SWBAT)
Activities
Materials
- expand on simple
sentences to make them
more interesting
- choose proper verb
tenses for sentences
Explain how tenses change verbs.
Provide examples.
- SMARTBoard
- Workbook
- identify subjects and
predicates in sentences
Complete related worksheets.
Explain subjects and predicates. Give
definitions and provide examples.
- SMARTBoard
- Workbook
- use periods, question
marks, and exclamation
points correctly
- identify the type of a
particular sentence and
choose appropriate
punctuation
- define the use of
commas, colons, and
semi-colons
Complete related worksheets.
Illustrate proper usage of periods,
- SMARTBoard
question marks, and exclamation
- Workbook
points. Give examples. Describe the
different “types” of sentences
(declarative, interrogative, imperative,
and exclamatory).
Completed related worksheets.
Illustrate proper use of commas,
colons, and semi-colons. Give
examples.
- SMARTBoard
- Workbook
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Topic
Colons, Semicolons
13 Capitalization
14 Apostrophe:
Possession and
Contraction
15 Quotation
Marks
16 Homophones
(Your, You’re;
Learning
Outcomes
(SWBAT)
Activities
- use commas, colons, and Complete related worksheets.
semi-colons correctly
Time permitting, create “punctuation
kills” posters.
- identify situations in
Explain when and why you use capital
which capital letters must letters. Give examples.
be used
Complete related worksheets.
- identify apostrophes as Explain why and when you use an
either used to show
apostrophe. Give examples of
possession of contraction possessive uses and contractions.
- demonstrate knowledge Complete related worksheets.
of basic contractions
- use quotation marks
Illustrate the proper use of quotation
correctly in conjunction
marks. Give examples.
with other punctuation
Completed related worksheets.
- identify the correct use
Explain what homophones are and
for common homophones provide some basic examples.
Materials
- “Punctuation
Kills” examples
- Construction
paper
- Colouring tools
- SMARTBoard
- Workbook
- SMARTBoard
- Workbook
- SMARTBoard
- Workbook
- SMARTBoard
- Workbook
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Topic
They’re, There,
Their)
Learning
Outcomes
(SWBAT)
- distinguish when to use
your or you’re
- distinguish when to use
there, their, or they’re
17 Responding to
Questions
18 Editing
- demonstrate basic
model for responding to
questions
- effectively use editing
skills to improve writing
Activities
Materials
Then explain the difference between
the most common and incorrectly
used homophones (your and you’re;
they’re, there, and their).
Complete related worksheets.
Illustrate how to frame answers so
that they relate to the questions.
Matching game (One student has a
question, the other student has the
beginning of an answer, i.e. “What is
your favourite colour?” “My favourite
colour is…”)
Discuss the editing process (should
link to creative writing lesson). Show
students how to edit their piece
without rewriting it or erasing
everything. (insert, underline, circle,
etc.)
- SMARTBoard
- Q&A Cards
- SMARTBoard
- Workbook with
paragraphs to
edit
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Topic
19 Paragraph
Building
Learning
Outcomes
(SWBAT)
- understand the basic
structure of a paragraph
- explain when a new
paragraph is needed
Activities
Materials
Give students a paragraph to edit for
grammatical errors.
Time permitting, introduce the basic
structure of a paragraph. Illustrate
when to start a new paragraph (link to
creative writing).
- SMARTBoard
- Sentence Strips
Have students practice creating
paragraphs with sentence strips (premade).
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Extensions and Adaptations
This unit is a whirlwind of materials and concepts. Some lessons
may have to be taken out in order to complete the unit. As there is
no “formal assessment” for this unit, it will be easier to adapt as
needed without affecting the overall outcome of this unit. The
primary purpose of the unit was to improve students’ writing and
this may be approached in a different way. Work booklets will be
created for each student; student with IEPs or who need specific
adaptations will receive a modified booklet with lessons removed
as appropriate.
The intent is to extend these lessons by, where possible,
incorporating them into other subject areas. If this is possible, the
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work for that lesson may be accomplished in cross-curricular
connections. The plan itself is for 10 weeks, but will be modified
and adapted as needed. Should this unit be re-created, it would
be my suggestion to reinforce these ideas and concepts earlier in
the year and maintain them throughout.
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