Just the mere mention of the word grammar may cause students’ eyes to glaze over and English teachers to argue methodology. In fact, many administrators nationwide frown upon the study of grammar, usage and mechanics solely as an entity unto itself.
I feel that students need to see the connection with the “what they say” and the “how they say it” aspects of their writing. Combined with my philosophy that learning can be fun, I attempt to eradicate the consternation Middle and High School students associate with the study of the English language with this 42-page packet, ACE GRAMMAR GRAPPLERS.
The key word, when planning for this segment, is interaction. Therefore, it is vital that students do more than work through the exercises in a grammar book.
Why teach grammar this way? Students will develop proficiency in recognizing grammatical issues in a variety of contexts while exhibiting their range of thinking skills from simple to complex. These activities allow them to show their understanding of all aspects of various grammar concepts as well as their analytic and critical-thinking skills.
How do teachers use the activities in this packet?
• Hand out this complete packet. Then, have students turn to pages 4-7. Explain that this is a summary of the Parts of Speech, Parts of a Sentence and Verb Tenses, and that students are to refer to it for every writing assignment and during any grammar lessons/activities.
• Choose the activity students are to complete and give each student a copy.
• Review the directions by reading them aloud while students listen.
• Brainstorm some possible answers to stimulate the students’ thinking.
• Jot the students’ responses on the board.
• Each activity can be completed in class in 25-40 minutes, depending on the students’ skill and ability levels and the depth of writing the teacher desires.
• Divide up each of the activities into segments that will fit a 15-20 minute Daily Warm-Up, followed by a mini-lesson on the topic and students sharing their answers.
• Have students complete the assessments when you feel that they are ready to show their understanding of the grammatical concept.
• For reinforcement of a concept and not initial learning, let students select an activity to complete that best fits a problematic area they exhibit in their writing. For this, they are to: copy the sentences with the errors and then correct them. They should label the grammatical concept on the top of their paper. For a whole class review, have students write their sentences with the errors on the board and let their peers correct them.
This revision of my original Grammar Grapplers reveals clearer directions and activities and a more user-friendly format on the handouts. Also, the cover has pizazz thanks to the Clip Art and Frames from a new TpT Seller, Keith Naquin (https://www.teacherspayteachers.com/Store/Keith-Naquin).
Definitions are taken from: Kinneavy, James L, and Warriner, John E. Elements of Writing : Complete Course. Austin: Holt, Rinehart and Winston, 1998.
NOTE 1 – The sentences used on the activity sheets on pages 20-32 were taken from student essays for the novels, One Flew Over the Cuckoo’s Nest (Ken Kesey). Their Eyes Were Watching God (Zora Neale Hurston), and The Stranger (Albert Camus). Teachers can find complete unit plans for these books in my store under this Literature Novel Units Fiction & Nonfiction link https://www.teacherspayteachers.com/Store/Connie/Category/Literature-Unit-Plans-Fiction-Nonfiction-grades-6-12, or click on the Love of Learning heart on my store page https://www.teacherspayteachers.com/Store/Connie
NOTE 2- Regarding the Active Voice Rules activity on pages 33-35, I sell a corresponding Power Point that teaches this concept and that uses these sentences: http://www.teacherspayteachers.com/Product/Grammar-ActivePassive-Voice-PowerPoint
For other products that promote writing right, check out
Grammar: Banish Those Dialogue Demons
Grammar Activities: Painting Parts of Speech Word Pictures
Grammar Activity: Parts of Speech Test
Enjoy a Teach It Now Day Every Day,