Grammar Usage · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.1 - Identify and use the grammatical forms accurately in speech and writing.

By the end of the lesson, learners can:

Define a phrase and a clause and distinguish between them by identifying the presence or absence of a subject and a finite verb.
Classify phrases (noun phrase, verb phrase, adjectival phrase, adverbial phrase, prepositional phrase) and clauses (main and subordinate) from selected passages and old newspapers.
Construct short paragraphs on given themes (market scene, at the post office, at the bank) using at least five correctly formed clauses.
Identify and correctly place phrases and clauses within sentences to improve clarity and meaning in their own writing.
Work collaboratively in mixed-ability, mixed-gender groups to discuss, classify and present grammatical forms, showing respect for one another’s opinions.

Note: This lesson focuses on the foundation of phrases and clauses as grammatical forms, with attention to their functions in communication. Detailed work on specific clause types (noun, relative/adjectival, adverbial) and subject-verb agreement and active/passive voice is scheduled for later weeks.

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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.1 - Identify and use the grammatical forms accurately in speech and writing.
Suggested placement: Semester 1, Week 18 (Week 18 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
indicator text - p.128: the code 2.3.1.LI.1 names 3 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 2.3.1.CS.1
Curriculum reference: NaCCA curriculum document, p. 128

Exemplars (from the NaCCA curriculum)

Experiential Learning: In mixed ability groups, learners work collaboratively to identify phrases/clauses using literary texts, old newspapers and classify them accordingly, supporting one another and showing respect for one another's opinions.
Collaborative Learning:
- Learners communicate and collaborate confidently with one another, critically assessing clauses to write short paragraphs on selected themes and consolidating with activities to give learners more practice in clauses.
Example: Using the Jigsaw Puzzle, learners in their mixed gender groups play the clausal game on given themes - market scene, At the post office, At the bank etc.
- Learners can also play Anna Erskin's 'fish game' or pretend to be DJs and play the clausal games.
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.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.