Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
8th Grade English
“Grammarwocky”
W–8–9
In independent writing, students demonstrate command of
appropriate English conventions by…
W–8–9.1 Applying rules of standard English usage to correct grammatical
errors (Local)
EXAMPLES: subject-verb agreement, pronoun-antecedent, consistency of
verb tense, case of pronouns
OC–8–1
In oral communication, students demonstrate interactive listening
by…
OC–8–1.1 Following verbal instructions to perform specific tasks, to
answer questions, or to solve problems (Local)
Context of the
Lesson
Opportunities to
Learn
Mrs. R asked me to work with the students on the parts of
speech. Though they are in 8th grade, the students are still
having a difficult time identifying the parts of speech. I will
take a portion of the class period to work with them on this.
The rest of the class will be spent on self selected reading.
Plans to differentiate instruction: I will teach this lesson to
two classes-one class ranges from 4th to 8th grade reading
levels, and the other class is remedial. I will give more
direction to the remedial class. For example, I will begin the
lesson by going over the parts of speech. I will also think out
loud more to show the students how I am figuring out the
answers. When it comes to group work I will split the class
into only two groups and give each group one stanza. This
will allow the special education teacher and me to walk
around and give more direction and help to each student.
Accommodations and modifications: Both classes will
receive a chart with the eight parts of speech. The remedial
class has a special education teacher present. She will assist
me in the instruction of the class: she will read the poem, help
students individually, summarize, etc.
Environment factors: This lesson will take place on the
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second floor of the middle school. Students’ reading and
writing levels vary greatly-from 3rd to 9th grade.
Materials:
 White board and markers
 Copies of the poem Jabberwocky by Lewis Caroll
 Copies of the eight parts of speech chart
Objectives
Students will be able to correctly identify the parts of speech
of at least ten nonsense words in Lewis Caroll’s Jabberwocky.
Students will be able to explain their reasons for the
identification of the parts of speech.
Instructional
Procedures
Opening: I will begin by asking students if they speak
English. Once they all agree that they do, I will tell them that
they can use this inherent knowledge of our language to figure
out parts of speech. Directly following this I will read
Jabberwocky to the class. When I am done I will ask the
students to go through the poem and circle and words that
they are not familiar with. Students will circle all the
nonsense words in the poem. I will walk around during this
and help students notice all the words.
Engagement: Once students have finished circling all
unknown words, I will write the first four lines of the poem on
the board. I will go through each line individually asking
students if they can identify the part of speech for each word.
When someone correctly identifies the part of speech I will
ask them to explain to me how they knew this. Students will
voice reasons, such as it describes the noun or it is plural, and
defend their answers. When we are done discussing the first
four lines I will break the class into groups of students. Each
group will receive a different stanza. Students will be asked
to determine the part of speech for each unknown word and be
able to explain this choice. When students are done, we will
go through each stanza as a class.
Closure: When we have finished with the poem I will again
remind students how they figured out the answers because of
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their innate knowledge of our language. I will reinforce their
confidence by telling them that they can always use this
knowledge to help them learn.
Assessment
There is no formal assessment for this task. I will informally
assess students based on their participation in class and their
effort while working in groups.
Reflections
Lesson Implementation: This lesson worked out very well.
Students responded to the wacky poem and tried to
constructively participate in class.
There were many
volunteers. I pushed the students to figure out how and why
they knew something was a noun, verb, or adjective. The
students were able to think out loud and vocalize their train of
thought. Mrs. R informed me later that another class heard of
the lesson and was excited for me to go back and teach it to
them.
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JABBERWOCKY
Lewis Carroll
(from Through the Looking-Glass and What Alice Found There, 1872)
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!"
He took his vorpal sword in hand:
Long time the manxome foe he sought -So rested he by the Tumtum tree,
And stood awhile in thought.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
"And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!'
He chortled in his joy.
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
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