Grammar Usage · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.2 - Apply the knowledge of noun clauses in sentences for communicative purposes.

By the end of the lesson, learners can:

Define a noun clause and identify its two key features: a subject and a verb, and its function as a noun within a sentence.
Recognise the three common introductory words of noun clauses (that, if/whether, and question words like who, what, where, when, why, how) in written and spoken texts.
Identify noun clauses in given passages and distinguish them from other types of clauses previously studied.
Use noun clauses correctly in their own writing and oral presentations to express opinions, report speech, and share information.
Work collaboratively in pairs and mixed-ability groups to analyse texts, tolerate differing views, and give constructive feedback on each other’s use of noun clauses.

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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.2 - Apply the knowledge of noun clauses in sentences for communicative purposes.
Suggested placement: Semester 1, Week 19 (Week 19 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.128: 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. 128

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Learners work in pairs to identify noun clauses from given texts encouraging a full participation of all.
Task-Based Learning: Learners in mixed ability groups carefully use the identified noun clauses to provide meaningful information to writing or oral presentations.
Experiential Learning: Using recorded TV programmes, YouTube videos on noun clauses, learners in their mixed ability groups, work collaboratively, tolerating one another's views to consolidate their learning.
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.