Before class begins, select an interesting or timely newspaper story or editorial.
|•||Make copies of the article and place one on each student's desk.|
|•||As students arrive, have them read the article.|
|•||After a few minutes, open a class discussion about the article. Encourage lively conversation, allowing students to interject their own ideas and opinions.|
|•||After a brief debate, ask students if they read the newspaper each day.|
|•||Remind students that the newspaper can be an exciting and thought-provoking source of information. Tell them that they can also use the newspaper to practice and review grammar skills, as they will be doing today.|
If the class energy level rises too high, give your students an opportunity to relax and read a newspaper for pleasure.
|•||Encourage them to select articles or features they find interesting.|
|•||They can look at advertisements, read advice columns, study editorials, solve puzzles, or skim the day's news.|
|•||After reading, students can share with the class what they have read.|
|•||Encourage them to tell why they selected the sections they did and what they learned.|
If you have a few free minutes, you can challenge students to newspaper grammar searches, such as the following:
|•||Copy a sentence and highlight its subject and predicate.|
|•||Find a sentence in the past perfect tense.|
|•||Find a sentence that has a subordinate clause. Find the subordinate conjunction.|
|•||Find a fact and an opinion in one article.|
Materials: newspapers, What's In the News? Activities
Give pairs of students a newspaper or a section of a newspaper.
|•||Tell students they will be using the newspaper for a grammar scavenger hunt.|
|•||Pass out the What's In the News? Activities and read the rules.|
|•||Review the grammatical elements in the chart and provide examples. You may wish to have students use their grammar textbooks as references.|
|•||Have pairs search for about 20 minutes. Be sure to assist students when necessary.|
|•||At the end of the hunt, have pairs total their points. If possible, provide a small reward for the winners.|
|•||Encourage students to share the examples of each grammatical element they found.|
|•||You may wish to provide additional rewards for teams that found especially difficult or unique examples.|
Materials: newspapers, highlighting pens
Tell students that the newspaper is carefully proofread before it is printed. Explain, however, that even the best proofreaders occasionally make mistakes.
|•||Give each student one or more articles, preferably ones that have grammar, spelling, or punctuation errors.|
|•||Instruct students to proofread their articles, asking questions such as: |
– Do all sentences have a subject and a verb?
– Do all subjects and verbs agree?
– Are possessives used correctly?
– Is there an antecedent for every pronoun?
– Are there any unnecessary or confusing shifts in tense?
– Are all words spelled correctly?
– Are all sentences punctuated properly?
|•||Have students gather in groups to decide how to correct the mistakes.|
If your students need practice diagramming sentences, direct their attention to the front page of a newspaper.
|•||Select the lead sentence in one of the stories.|
|•||Write the sentence on the board, and model diagramming as appropriate.|
|•||Have students gather in pairs and select their own sentences from the newspaper to diagram.|
|•||If necessary, use appropriate pages in a grammar textbook to review diagramming.|
|•||Walk around the class, guiding and prompting students as needed.|
Invite students to play Mixed-Up Articles, a variation of the popular fill-in-the-part-of-speech game.
|•||Ask each student to copy the first two paragraphs of a newspaper article on a sheet of lined paper. Be sure they are using pencils.|
|•||Have students erase a word from each sentence and draw a write-on line in its place. Then have them write the part of speech of the erased word below the write-on line. Encourage students to erase words that represent a variety of parts of speech.|
|•||Ask students to work in pairs. The first student should read the missing parts of speech and ask the other student to provide words.|
|•||Once the words are inserted, the first student should read it aloud. Students can then switch places.|
|•||Encourage students to share their funniest mixed-up articles with the class.|
There are many more great ideas, Read more on TeacherVision: http://www.teachervision.fen.com/current-events/curriculum-planning/6215.html#ixzz1wKG3V7LQ