6L-Conventions+of+Standard+English

media type="custom" key="19631146" L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., //myself, ourselves//). c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* b. Spell correctly. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking: Applying**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**=== B. C D E. B.
 * ===**Common Core Standards**===
 * L6.1 ||  ||
 * || A.
 * Define types of pronouns.
 * Categorize pronouns as subjective, objective, or possessive.
 * Identify pronouns used in writing.
 * Utilize proofreading strategies to correct improperly used pronouns.
 * Ensure that pronouns are in the proper case (subjective, objective, and possessive).
 * Define intensive pronouns.
 * Explain the correct grammatical reasoning for using the intensive pronoun.
 * <span style="font-family: 'Arial','sans-serif';">Identify intensive pronouns in writing.
 * <span style="font-family: 'Arial','sans-serif';">__Apply__ intensive pronouns when writing or speaking.
 * <span style="font-family: 'Arial','sans-serif';">Use intensive pronouns (e.g., myself, ourselves).
 * <span style="font-family: 'Arial','sans-serif';">Use appropriate shifts in pronouns.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Explain the grammatical reasoning behind pronoun shifts.
 * <span style="font-family: 'Arial','sans-serif';">Recognize and correct inappropriate shifts in pronoun number and person.
 * <span style="font-family: 'Arial','sans-serif';">Identify pronouns with unclear or ambiguous antecedents.
 * <span style="font-family: 'Arial','sans-serif';">Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
 * <span style="font-family: 'Arial','sans-serif';">Identify examples of grammatical errors in writing and speaking.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Utilize knowledge of Standard English to correct misuses of grammar in written and oral language
 * <span style="font-family: 'Arial','sans-serif';">Apply standard English in written and oral language
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. ||
 * L6.2 || <span style="font-family: 'Arial','sans-serif';">A.
 * <span style="font-family: 'Arial','sans-serif';">Define nonrestrictive and parenthetical elements.
 * <span style="font-family: 'Arial','sans-serif';">Identify forms of punctuation (commas, parentheses, dashes) used to set off nonrestrictive elements in writing.
 * <span style="font-family: 'Arial','sans-serif';">Distinguish forms of punctuation used to set off nonrestrictive and parenthetical elements.
 * <span style="font-family: 'Arial','sans-serif';">Identify the use of nonrestrictive and/or parenthetical phrases in writing.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Apply appropriate punctuation to nonrestrictive and parenthetical <span style="font-family: 'Arial','sans-serif';">phrases in writing.
 * <span style="font-family: 'Arial','sans-serif';">Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements
 * <span style="font-family: 'Arial','sans-serif';">Recognize common spelling rules and patterns in writing
 * <span style="font-family: 'Arial','sans-serif';">Apply common spelling rules and patterns in writing
 * <span style="font-family: 'Arial','sans-serif';">Spell correctly ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
L.6.1. A. B. C. D. E. L.6.2 A. B.
 * I can define types of pronouns.
 * I can categorize pronouns as subjective, objective, or possessive.
 * I can identify pronouns used in writing.
 * I can utilize proofreading strategies to correct improperly used pronouns.
 * I can ensure that pronouns are in the proper case (subjective, objective, and possessive).
 * I can define intensive pronouns.
 * I can explain the correct grammatical reasoning for using the intensive pronoun.
 * I can identify intensive pronouns in writing.
 * I can apply intensive pronouns when writing or speaking.
 * I can use intensive pronouns (e.g., myself, ourselves).
 * I can use appropriate shifts in pronouns.
 * I can explain the grammatical reasoning behind pronoun shifts.
 * I can recognize and correct inappropriate shifts in pronoun number and person.
 * I can identify pronouns with unclear or ambiguous antecedents.
 * I can recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
 * I can identify examples of grammatical errors in writing and speaking.
 * I can utilize knowledge of Standard English to correct misuses of grammar in written and oral language.
 * I can apply standard English in written and oral language.
 * I can recognize variations from Standard English in their own and others' writting and speaking, and identify and use strategies to improve expression in conventional language.
 * I can define nonrestrictive and parenthetical elements.
 * I can identify forms of punctuation (commas, parenthesis, dashes) used to set off nonrestrictive elements in writing.
 * I can distinguish forms of punctuation used to set off nonrestrictive and parenthetical elements.
 * I can identify the use of nonrestrictive and/or parenthetical phrases in writing.
 * I can apply appropriate punctuation to nonrestrictive and parenthetical phrases in writing.
 * I can use punctuation (commas, parenthesis, dashes) to set off nonrestrictive/parenthetical elements.
 * I can recognize common spelling rules and patterns in writing.
 * I can spell correctly.

L6.1
subjective pronoun objective pronoun possessive pronoun

L6.2
nonrestrictive elements parenthetical elements commas parenthesis dashes punctuation capitalization

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**

 * Pronoun Shift Assessment**
 * Defintions and Examples/Pre-assessment**
 * Daily Language Activities to Recognize Clear and Ambiguous Pronouns**
 * Daily Language Activity on Commas, Parenthesis, and Dashes**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**

 * The Pronoun Song (can be used to review singular and plural pronouns)**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**

 * Index Card Pronoun Activity on indentifying pronounsPractice on Pronoun Shift**
 * How to Use Commas "Eats, Shoots, and Leaves" by Lynne Truss**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Ask students to write 5 sentences using objective, subjective, possessive, and intensive pronouns. Then have them rewrite each sentence with a line in place of the relative pronoun. Once each student rewrites her list with lines, have her exchange her list with a partner. Instruct students to leave the page face down until you count down from three and then turn over the page and fill in the proper relative pronouns as quickly as they can. Have them raise their papers into the air when they finish; check the fastest student's list against her partner's original sentences. The first student finished with all correct sentences wins.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Write and Race **

Red Light, Green Light
Write a list of sentences using objective, subjective, possessive, and intensive pronouns, some correctly and some incorrectly. Give each student a red index card and a green index card. Read the sentences out loud to the class and have students hold up the red index card if the sentence uses the pronoun incorrectly and the green one if the pronoun is used correctly. Give a small prize to each student who holds up the correct card each round.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===
 * Prezi Presentation**

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===
 * Review parts of speech espechially nouns and verb before beginning pronouns.[[file:6_ELA_L1-final.doc]][[file:6_ELA_L2-final.doc]]**