WRITING I
(SECONDARY)
ESSENTIAL UNIT 5 (E05)
(Grammar Seminar)
(July 2014)
Grammar is the blueprint of language used to construct meaning.
Unit Statement: The student will sharpen their knowledge of grammar through application
and editing within their own writing. While exercises from the textbook and electronic
sources may be used to teach or re-in force a particular grammatical element, the focus of the
unit should be to help the student improve his/her grammar through authentic texts such as
the model texts and his/her own writing.
(E05) should be opened in conjunction with (E06) and (E07). Instructors are encouraged to
use previous units to ascertain the specific needs of students. Major issues should be covered
with the class, but specific grammar issues of individual students should be addressed
through differentiated instruction. (Depending on the needs of the group, (E05) may be
taught as an “independent study.” Students should be assigned “Mastery” when their
“published” writing (with minimal instructional editing) illustrates “mastery” according to the
rubric included here. “Above Mastery” should be assigned based on consistent evidence in
the student’s “published” writing (with no instructional editing). Students actively manipulate
grammar to enhance the expressiveness of their writing.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will annotate grammatical details in model texts and student texts.
2. TSW use correct word choice according to standard English.
3. TSW use the eight parts of speech with correct syntax.
4. TSW construct sentences based on a variety of sentence patterns/styles.
5. TSW punctuate sentences correctly.
6. TSW demonstrate improved knowledge of grammatical conventions through
assessment samples and standardized testing.
Introduced Outcomes: (taught, not assessed)
1.
2.
3.
4.
5.
The Student Will practice reasoning skills when completing multiple choice exams.
TSW self-evaluate areas of concern related to grammar and English language support.
TSW devise a plan for improvement of grammar and vocabulary.
TSW navigate electronic resources for additional instruction and support.
TSW maintain a record and evidence of independent endeavor in improving grammar
and vocabulary.
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Practiced/Ongoing Outcomes: (development is ongoing)
1. The Student Will constructively critique peer texts.
2. TSW communicate knowledge and ideas effectively.
3. TSW use reading and vocabulary building strategies to improve English proficiency.
Key Terms and Concepts:
Concrete / Abstract nouns
Restrictive / Nonrestrictive Appositives
Antecedent
Subject-Verb Agreement
Objective / Subjective
Adjectives
Syntax
Gerunds
Simple / Compound /
Complex
Parallel construction
Fragment / Run-on /
Splice
Misplaced Modifiers
Active / Passive Verbs
Suggested Student Materials: (provided by school)
 “Improving Your Vocabulary” (WS 501-512)
 “Basic Grammar and Writing” (WS 532-603)
 Grammar and “Practice” (WS 604-763)
 Consumable Workbook: Write Source Skills Book (Grade 9)
Suggested Professional Materials For Teachers: (provided by school)
 “Improving Your Vocabulary” (WS 501-512)
 “Basic Grammar and Writing” (WS 532-603)
 Grammar and “Practice” (WS 604-763)
 Consumable Workbook: Write Source Skills Book (Grade 9)
Additional Resources: (may not be provided by school)
English Grammar in Use by Raymond Murphy
English Vocabulary in Use by Michael McCarthy and Felicity O’Dell
Technology Links:
Destiny Webpath Express (found in school library)
http://dailygrammarlessons.blogspot.com/
http://www.wwnorton.com/college/english/write/fieldguide/index.asp
Suggested Assessment Tools and Strategies:
 Students may use their FastWrites to compose short paragraphs. (The initial fast write
text should not be used as the purpose of the FastWrite exercise is not concerned with
grammatically, well-written texts.) Students will trade paragraphs/sentences and peer
edit. Students will discuss questions related to grammar or syntax.
 Students may peer edit In-Class Essays in an editing conference.
 Students may be asked to REVISE the sentences within a paragraph to experiment with
syntax and sentence length. Students may work as individuals on a single paragraph and
then compare and discuss their choices in small groups.
 Students may work with on-line grammar sites that provide examples and explanations
and record their scores.
 The exercises in the Write Source Skills Book may be completed and discussed as short
warm-up exercises or bell work during a class setting.
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
Instructors may mark “grammar” and “syntax” issues in the first paragraph / first page of the
students drafts (after peer editing and discussion has been completed), allowing the student to
continue EDITING in the remainder of the draft without the instructor’s highlighting of the
errors.
NOTE: Emphasis should be on helping the students recognize errors and improve their own
use of grammatical conventions. While “worksheets” may be used to facilitate this process,
they should be used as support and not as the dominant method of instruction or practice.
Attached Rubric will be used to assess ALL essential outcomes (TSWs).
RUBRIC FOUND ON FOLLOWING PAGE……………………………….
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Suggested Unit Evaluation Rubric – Grammar Seminar (E05)
Student Name: ______________________________________ Date: ______________
To receive ‘Mastery’ in the unit, a student must demonstrate “MASTERY” of all TSWs with minimal
instructional editing of “published” writing. NOTE: Mastery cannot be assigned if a grammatical
error leads to confusion within the text.
To receive ‘Above Mastery’ in the unit, a student must demonstrate consistent “ABOVE MASTERY”
of TSWs with no instructional editing of “published” writing.
TSW
‘A’ LEVEL
‘B’ LEVEL
(TSW1)
Annotate grammatical
details in model and student
texts
(TSW2)
Use correct word choice
according to standard
English
Explains significance of
grammatical choices and
the impact on meaning.
Correctly identifies
grammatical structures.
Consistently uses standard
English vocabulary.
Edited text illustrates the
student’s ability to use
“correct” vocabulary in
context. Some errors may
remain but do not create
confusion.
(TSW3)
Use the eight parts of
speech with correct syntax
Correctly uses gerunds,
infinitives, participles and
when appropriate;
manipulates grammar to
enhance quality of writing
(TSW4)
Construct sentences based
on a variety of sentence
patterns
(TSW5)
Punctuate sentences
correctly
Justifies sentence structures
used throughout the essay.
(verbally or in written selfanalysis)
Basic parts of speech are
used correctly.
 Subject-verb agreement.
 Pronouns
 Prepositions
 Adjectives and Adverbs
 Conjunctions
 Interjections
Published work illustrates
the use of a variety of
sentence patterns.
Notes
Minor errors may remain,
but errors do not create
confusion in the text.
Edited text is void of
sentence fragments and runon sentences.
Student demonstrates
improvement from the initial
testing sample in subsequent
testing samples.
(TSW6)
demonstrate improved
knowledge of grammatical
conventions through
assessment samples and
standardized testing
NOTE: Tracking Student Progress: This rubric may be used to assess the grammar in each unit.
Instructors who engage this unit as an open unit for an extended period of time in conjunction with other units
should maintain a tracking record of the students’ progress through the course.
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Copyright © 1988-2014