Term Plan 4/5 – Grammar
Week
1
Learning objective
Revise the grammar
conventions looked at
during term 1
Using adjectives and
adverbs to enhance
meaning (ACELA1508)
2
Verb tense (ACELA1482)
Enable students to correctly
sort verbs into simple
tenses
3
4
Using adjectives and
adverbs to enhance
meaning (ACELA1508)
Editing
Activity
(I do) Discuss revision, ‘who can remember what we learnt in our grammar lessons last
term?’ Pronouns, conjunctions, adjectives and contractions. Discuss each of the concepts,
ask students to give examples of each.
(We do) On the board, write 5 pronouns, 5 conjunctions, and 5 contractions. Ask students
to suggest some to write down. In groups of 3, ask students to turn to their group and
discuss as many adjectives as they can in 1 minute. Now ask groups to choose their
favourite adjective that their group came up with (they are going to be using it in a creative
text). Write one adjective from each group on the board (approx. 10)
(You do) In students’ English books, they must write a story (creative story) about heroes
and villains. They must include and underline (red pen) all the words on the board
(adjectives, pronouns etc…) Story must be at least 1pg in length. Early finishes, go
through and edit their work. If there’s time at the end, choose students who are finished to
read theirs to the class.
Warm up: What is a verb? Show verb cards, students call out together.
(I do) Let’s look at verb tenses, what is a tense? Past present and future (discuss tenses
with the class). Begin with a few examples on the board (run, jump, eat, and throw)
discuss the differences. Ask students to come up with verbs and write it on the board,
“who can tell the missing tenses?”
(We do) In pairs, students rule up their whiteboards into 3 columns (past, present and
future) Ask the class to come up with 5 verbs, write them on the board. Students must now
find the missing tenses of each, allow 5 minutes max. Discuss responses and write on the
board. Ask students to use the verb in a sentence.
(You do) Give students ‘verb words’, they are to sort them out into tenses and then write
them in their book.
Early finishes: Students are to choose 2 words from each column and write them in a
sentence (6 sentences in total).
Warm up: Adjective flash cards, verb tense chart
(I do) Discuss adverbs with the class; an adverb is used to modify/enhance a verb e.g. He
ran quickly, he ran yesterday, he ran here etc… Adverbs can be used to show the ‘when,
where, how, in what manner and to what extent’. Go through a few adverbs from each
heading.
(We do) Start off by writing a small plain sentence using a verb i.e. I ran… Ask students to
think of an adverb they could use to make this sentence a little more interesting. Now can
you include some adjectives to make this sentence really exiting i.e. ‘I ran out of my
enormous mansion and into my huge jelly pit’.
(You do) Write 5 sentences on the board (basic and plain), students must ‘enhance
meaning’ by using adverbs and adjectives. Students must make the sentences more
exciting for the person reading it. Make sure students underline the adverbs used in the
sentence. Let students read out their sentences at the end. See who can make really
exciting sentences, and ask them to identify the adverbs used.
Warm up: Adverb flash cards
(I do) “We are going to work on our editing skills today, because Miss Swindell and I have
noticed that people are not editing their own work” Try a few example sentences on the
Resources
Pronoun warm up
cards
English books
Whiteboard/
markers
Page
Focus questions
Discuss the concepts
covered last term.
What are some adjectives to
describe this classroom /
school?
Whiteboards
Spelling books
Word cut-outs /
plastic bags
Flash cards
Verb tense chart
What is an adverb?
Can you name an adverb to
say when/where this
happened?
Can you tell me the adverb
used in this sentence?
What is this adverb doing?
Telling us where, when, how
etc…
What should we be looking
for when editing writing?
5
6
7
8
9
10
Comma’s
board and identify the punctuation and grammatical errors within the sentence e.g. I
wonted to go to perth yesterday but I culdnt find the train stashon. Edit this sentence by
yourself and explain each correction.
(We do) In pairs, ask one student to get a whiteboard. Write a sentence on the board
(small and basic) i.e. who threw that pensil. Who threw that pencil? Im very angre I’m very
angry! Me and jordan wer playing in the park; I sed to luke “youre the coolest kid in school.
Ask students to write the correct version (edited version) on their whiteboards. Use a red
marker to edit the sentence on the board.
(You do) Write 5 sentences on the board, ask students to write the incorrect sentence in
their word study journals, and then write the correct sentence underneath it.
Early finishes: Finish this paragraph – If I won $1 000 000, I would… Students should write
approximately 4 – 5 sentences. After they have finished, they need to go back and edit
their work, making sure there are no punctuation errors, spelling mistakes etc…
I do: Today we are going to work on using ‘commas’. Commas are used to separate
clauses; separate simple sentences to create compound sentences.
1. John said, “I enjoy apples”.
Try a few sentences on the board, go through them as a class. Allow students to come up
to the board and insert the commas where appropriate.
We do: In pairs, students are to write a conversation on a piece of coloured A4 piece of
paper. Do an example on the board first. Students can tell jokes to one another, and use
these as their conversations. They must include all commas and speech marks. They must
use macaroni (glued onto the paper) as the commas and speech marks.
You do: In writing journal, students must write a conversation between 2 people meeting
each other for the first time. Teacher will write the conversation starters on the board,
students must continue and include punctuation.
“Hello”, said Jay
“Hi”, whispered Lewis
Jay asked, “how old are you?”
Lewis replied, “eight, what about you?”
*Students must write at least 10 comments.
Why do we need a capitol
letting in front of ‘Perth’?
If we don’t know how to spell
a word what could we use to
find the correct spelling?
Why do we need to edit our
work?
When should we edit our
work?