This is a standalone handout that challenges students to really pay attention to where they place their modifiers. This is an important skill to master for several reasons, but I'll provide a single one that proves my point well enough:
"Giovanna gave donuts to the children in a box."
Now, are the donuts in the box, or did Miss Giovanna place children in a box and then feed them donuts? Something fishy is happening here . . .
"Giovanna gave donuts in a box to the children."
This is a little less concerning, and it is also likely what the author originally intended.
If you would like for your students to learn about not placing children in boxes, then this could be a fun way to do that!
Your students will be tasked with writing two sentences (like the ones I just wrote above). One sentence should have a misplaced (or dangling) modifier, and the other sentence should be correct. The students are then asked to illustrate both drawings to exemplify the silliness that occurs when we misplace our modifiers.
An illustrated example and further directions plus rubric are provided in the download!
If you like the handout, please leave a rating and check out the other products on my store! I cover grammar extensively over 15 complete units!
My grammar units all come with eight nifty teaching tools for you to use in your very own classroom! Each tool, excluding note slides, are just one page, so they are extremely easy to print and impressively simple for your kiddos to keep track of!
Below are the teaching tools included for each topic:
Check out the rest of my products to get complete units on the following:
The bundle includes 15 power points, 15 concise pages of notes, 15 guided note pages, 15 quick-check assessments, 15 quizzes, 15 pre-tests, and 15 tests! You can purchase 15 units -- 15 weeks worth of work -- and have zero prep!
Each unit should take about a week. This is what I like to do . . .
Monday: I place laminated copies of the 1 page notes on each student's desk. Their "do now" for Monday is to copy the notes (some days I'll skip this and give them the guided notes page instead to save time). After they finish, we go through the power point as a class. Lastly, students work on the grammar check page together and complete it as homework.
Tuesday: As a class, we review the grammar check page, and then I give the students the quiz. Because we jump right into a quiz the day after notes, I allow students to use their notes on the quiz. The higher stakes of the quiz forces students to really dig deep into their notes, a response I like more than giving them a handout that some students may gloss over without ever referencing their notes.
Wednesday: Students receive their scores for their quizzes and review the questions they scored incorrectly. After they have time to make corrections, we go over the quiz as a whole class. We then work on the pretest handout in small groups and complete it for homework.
Thursday: I will project answers for the pretest assignment on the board, and then we will review questions that students are struggling with. They will then take their test.
Friday: We review the test, and I typically take a break from grammar on Fridays after the review. We read independently, read as a whole class, recite poetry, etc. It's a good way to end the week after the kiddos learned a new grammar concept!