Tuesday, March 13, 2007
Vertical Team Meeting - Thursday
Hello folks. We are having a vertical team meeting Thursday morning in the Library at 7:30. Meet at the round table. We will be discussing the syntax/grammar issues we started to delve into two weeks ago. I know that I'll need to review the material for Thursday, to refresh my memory. Please post ideas and thoughts in the comments section of the post. I'm copying and pasting mine and Lesley's comments from the original post. A productive meeting depends on preparation. Please post your thoughts.
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1 comment:
Mr. Malley said...
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.
Mrs. Bouquard said...
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?
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