We also addressed other issues:
- We tossed around dates for the 11th grade practice exam. We are planning on having 11th grade students take parts 2 & 3 of the Regents in the cafeteria, and then gathering together to correct. Dates to follow.
- We discussed the "What if All of McKinley Read the Same Book" initiative. The Obama books are in, and its all systems go for next week.
- We chewed on getting materials for the department. Cheryl was thinking a class set of highlighters and thesauri for students in order to help address the grammar and language stuff. We talked about meeting our needs through petty cash and the dollar store.
- We talked about committing to or developing a set of editing marks and revision suggestions to use throughout every grade level.
- Lastly, we discussed using this blog as a means to discuss ideas throughout the week. Then, we can discuss our findings at our next meeting (date yet to be determined).
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Okay...so...let's discuss a plan for addressing lower levels of grammar instruction and higher levels of syntax analysis. How should we break it down? What strategies work well? How can we develop common assessments? What ideas do you have? Use the comments section to share.
2 comments:
First! (hee hee)
I think it's good that we're discussing grammar, usage, and what not. But I want to make sure that it doesn't die before it gets to the analytical table (it's where the cool kids sit).
That being said, I kind of like the charts that the guidebook provides. I think we could cut and modify the charts for 9th graders, and work our way from there. Something simple like words per sentence could be a useful tool, analytically. If we get students thinking about an author's choices, I think it could really help them analyze poetry and shorter selections (Task III hello!), not to mention possibly write better. Take a second look at the charts on page 43, 51, 52 & 53.
I agree. It is good that we are discussing grammar. I think if we start with fundamental things in grade 9 like say 4 basic sentence patterns (simple, Compound #1-3 are what I teach and practice with my freshman) along with the basic parts of speech it would be good. When I teach grammar, I present the concept with like direct instruction, have them do exercises related to the concept and pull in a piece of lit we are doing to analyze a piece of it in terms of what we looked at for that grammatical lesson. I think the charts in the book could definitely be modified as well; perhaps a fairly simple analytical version for grade 9 and then gradually build in more concepts per grade level. I think we also need to determine for ourselves as far as grammar and syntax is concerned, what we REALLY want our students to be able to know and apply to their own writing outside in the real world when they graduate. I mean we could sit and make them diagram sentences forever (sorry I don't think that is a very effective activity), but will that improve their writing? Ok, I'm rambling, but I think you get my drift. If freshman are given useful tools and if they are reinforced through out the school year, then hopefully some basic fundamental grammar skills will transfer to the next year. So I guess the question is, where do we start?
Post a Comment