SHS2 English Language · Semester 2 Week 1: Grammar Usage

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.4 - Demonstrate command of Adverbial Clauses in sentences for communicative purposes.

By the end of the lesson, learners can:

Define an adverbial clause and distinguish it from a single adverb or an adverbial phrase.
Identify adverbial clauses in given sentences and name the type (time, place, manner, reason, purpose, condition, concession, result).
Transform two simple sentences into one complex sentence using an appropriate subordinating conjunction to form an adverbial clause.
Use at least three different types of adverbial clauses correctly in original spoken sentences during a class activity.
Write a short paragraph of five to seven sentences that includes adverbial clauses of time, reason, and condition, and explain the function of each clause used.

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Curriculum details

Strand: Grammar (Strand 3)
Sub-strand: Grammar Usage (3.1)
Content standard: 2.3.1.CS.1 - Demonstrate command of clauses in sentences for communicative purposes. 2.3.1.LO.1 Employ the knowledge of phrases and clauses and their functions in communication. 2.3.1.LO.2 Use sample texts for identification and analysis of the types of subject-verb agreement in speech and in writing. 2.3.1.LO.3 Use active/passive voice in presentations.
Indicator: 2.3.1.LI.4 - Demonstrate command of Adverbial Clauses in sentences for communicative purposes.
Suggested placement: Semester 2, Week 1 (Week 21 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

strand name - p.129: this document swaps the names GRAMMAR and GRAMMAR USAGE between the strand and its first sub-strand from page to page - printed p.46 heads "Strand 3. GRAMMAR USAGE / Sub-Strand 1. GRAMMAR", printed p.62 "Strand 3. GRAMMAR / Sub-Strand 2. VOCABULARY", printed p.124 "Strand 3. GRAMMAR / Sub-Strand 1. GRAMMAR USAGE" and printed p.134 "Strand 3.GRAMMAR USAGE" with no space. The scope-and-sequence on printed p.21 calls the strand Grammar and the sub-strand Grammar Usage. Each heading is transcribed as its own page prints it
Curriculum reference: NaCCA curriculum document, p. 129

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Learners in gender groups work collaboratively to identify types and functions of adverbial clauses in context.
Task-Based Learning: Ensuring tolerance for one another's views, learners work in mixed ability groups to identify the various subordinating conjunctions and the type of adverbial clauses they were introduced to.
Experiential Learning:
- Learners watch YouTube videos on the form and use of adverbial clauses to express various ideas (time, place, manner etc.) and apply them in their sentences.
- Learners use adverbial clauses effectively in speech and writing.
Teaching and Learning Resources:
- Materials for playing Anna Erskin's 'fish game' and jigsaw puzzle: rope, basin, cut - out fish
- Selected passages
- Old news papers
- The Radio Show (disc jockey)
- Sentence cards
- Games
- YouTube videos on grammatical forms and functions of nouns
- Adjectival games
- YouTube videos on grammatical forms and functions of adjectival/relative clauses
- Adverbial Games
- YouTube videos on grammatical forms and functions of adverbs
Assessment (2.3.1.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.