Grammar

Lesson notes

Curriculum details

Strand

Grammar Usage (Strand 3)

Sub-strand

Grammar (3.1)

Content standard

1.3.1.CS.1 - Demonstrate knowledge, understanding and use of grammatical forms in speech and writing. 1.3.1.LO.1 Apply knowledge of word classes and their functions in communication. 1.3.1.LO.2 Distinguish between and use the parts and elements that make up a sentence. 1.3.1.LO.3 Distinguish between and use compound and complex sentences. 1.3.1.LO.4 Distinguish between and use dependent and independent clauses. 1.3.1.LO.5 Compose texts using phrase types.

Indicator

1.3.1.LI.5 - Use minor word classes in speaking and writing.

Suggested placement

Semester 1, Week 17 (Week 17 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.57: 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
• indicator text - p.57: the code 1.3.1.LI.5 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 1.3.1.CS.1

Curriculum reference

NaCCA curriculum document, p. 57

Exemplars (from the NaCCA curriculum)

Experiential Learning: Learners in mixed ability groups, discuss the experiences of the use of conjunctions, prepositions and determiners on varied topics. Learners listen and share ideas supporting/ encouraging one another to identify the minor word classes and give examples.
i.
Conjunction: Coordinating conjunctions. E.g. for, and, nor, but, or, yet, and so.
ii.
Correlative conjunctions. E.g. either.. or, neither.. nor, and not only.. but also.
iii.
Conjunctions to link ideas. E.g. because, since, as, although, though, while, and whereas.
iv.
Adverbs that function as conjunctions in sentences. E.g. until, after, or before.
v.
Preposition: Use prepositions in sentences.
a) E.g. consist of, in front of, on behalf of, in view of, in spite of, due to, near to, because of, by means of, by dint of (hard work), etc.
b) E.g.: He will succeed by dint of hard work.
c) The man spoke on behalf of the group.
Use complex prepositions to express:
- Place Eg. near/close to, in front of, out of, far from, by the side of, etc.
- Time E.g. in time of, about to, during the course of, at noon, for one week, etc
- Reason E.g. due to, because of, on account of, as a result of, etc.
- Concession E.g. in spite of, apart from etc.
- Determiners: Articles are the most popular types of determiners. E.g. definite article 'the,' indefinite 'a,' and 'an.'
- Possessives provide context in a sentence by informing the reader what belongs to the subject, such as 'our,' 'your,' my,' 'their,' 'her,' and 'his'. E.g. Her car is over there.
- Demonstratives (that, this, there, these, and those) identify an object based on its location.
- Use determiners in sentences and paragraphs. E.g. That cat is very fat. An apple fell from the tree. Is your coffee on the counter?
Teaching and Learning Resources:
- Word/Sentence cards
- Word Walls
- Real objects and pictures
- Selected passages
- Teacher made passages
- Technology tools such as computer, mobile phones, projector, radio, TV, films and narratives etc.
- Passages that reveal various forms of nouns.
- Varieties of narrative texts that reveal various types of pronouns.
- Pictures
- Real objects.
- Varieties of narrative texts that reveal use of adjectives in context.
- Videos with dialogue
- Role-play
- Varieties of narrative texts and Passages
Assessment (1.3.1.AS.5). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.