Essays, commentary, videos, information about political events, freethought, social democracy, history, and anything else I feel like writing about. Poems too, and a few short stories. Being historically minded, I was of course fascinated by their story.
It seems like my plan is constantly changing, but I've had lots of success with focusing on one type of phrase each six weeks. I choose a type of phrase that's strongly illustrated in a work we're studying in depth, and then I use or create Killgallon-style lessons using sentences that include the phrase type.
As we pull sentences from the text, we discuss how the phrases affect meaning. Then I ask students to examine their own writing for the phrase we're focusing on, and we practice things like combining sentences using the phrase to create more interesting syntax.
It doesn't solve all the problems, so I throw in other lessons as the need arises, but what I like about it is it gives me something to anchor my grammar plan around. I also teach LOTS of grammar one on one, through revision activities and writing conferences. It seems that no matter how many times I tell the whole group the way to correct a common error, the message really sinks in when I sit down next to a student with a piece of his or her writing and really talk through the individual issues, even if I've said the same thing in class a hundred times.
What works for y'all? I think that if I were teaching 6th grade, I might anchor around key parts of speech: In later grades 7th and upphrases could work really well. If a Vertical Team were organized, they could use the LTF Skill Progression Charts or their own plan to cover phrases, types of sentences, and other kinds of syntax patterns, moving on that Grammar Wall Chart from inside out.
I can see 10th grade students studying periodic sentences; parallelism; types of repetition anaphora and epistrophe, anadiplosis and epanalepsis, polysyndeton and antimetabole ; and types of omission asyndeton and ellipsis after being well-trained in the other layers.
How cool would that be for them to enter 11th grade with even some of that under their belts?! For me, integrating grammar has meant that I make a goal to include at least one good look at some aspect of syntax in a close reading lesson with students.
Often looking at something through the "grammar lens" takes us back to other literary elements. But it's such good practice for the students to say "Look at the verbs here" or "let's list all the adjectives" or "what kind of phrase is repeated here? I've noticed, too, that if I wait to cover syntax at the end, I may run out of time or lose the kids' interest.
As I confessed in another recent post, I quickly learned that we could realistically only tackle the first 3 sentences, because I was asking the kids several questions about each one.
But I decided that it was worth it - and that with practice, they could get farther. Here's what we did in case it's a helpful pattern for anyone. I took 3 successive sentences in the passage and typed them up in large font size 22separating each line grammatically but trying to make each sentence the same length in this case 5 or 6 linesso that groups would take about the same amount of time to unscramble them.
After viewing a short video clip to introduce the horse racing topic, the kids got into groups and each group unscrambled just 1 sentence. When I'd confirmed they had it write, they added proper punctuation and capitalization. You could also have them write the correct sentence on the board or their own paper to project on a doc.
For me, since I still have to double-check myself I learned much of my grammar through LTFthat was a helpful visual review before I taught.
We read through those and discussed the main idea for comprehension: What are all of these sentences about? The last 2 questions led us through diction and metaphor territory, but at least we started from a different angle.
I've attached the pieces I used in case they are helpful. I'll confess up front that I'm still figuring out a pattern for what to have kids underline, circle, highlight, etc. I think it'd be helpful to stay consistent, and it's definitely good to have them actively engaged.
I've probably said this already, but I keep noticing how sample standardized test questions are heavy on the grammar elements, and yet how students seem to struggle with these quite a bit. I think teaching close reading by starting from the grammar angle - and then of course reinforcing with writing practice - could really make a difference for students' grammar skills in even one year.In this revised edition, Killgallon presents the same proven methodology but offers all-new writing exercises designed specifically for the middle school student.
Unlike traditi With the first edition of his book, Don Killgallon changed the way thousands of high school English teachers and their students look at language, literature, and writing by focusing on the sentence/5. Martin Killgallon: I am the third generation at Ohio Art. My grandfather started in , my Uncle Bill in and father (Larry) in As a child, one of the coolest benefits was testing protoypes.
With the many practices in Grammar for High School: A Sentence-Composing Approach, you create your own personal toolbox of sentence-composing tools to use in writing of all kinds. Grammar for College Writing: A Sentence-Composing Approach [Donald Killgallon, Jenny Killgallon] on urbanagricultureinitiative.com *FREE* shipping on qualifying offers.
Across America, in thousands of classrooms, from elementary school to high school, the time-tested sentence-composing approach has given students tools to become better writers. Now the Killgallons present a much anticipated .
I just learned that Dorothy Kilgallen apparently wrote a blind item on August 3, , about Marilyn Monroe and JFK having an affair: "she's proved vastly alluring to a handsome gentleman who is a bigger name than Joe DiMaggio in his heyday.
DOCUMENT-RESUME ED, CS TITLE. Assessing Pupil Progress in English. INSTITUTION Baltimore County Board of Education, Towson. Md. PUB DATE.