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Grammar, Part I
High School 1: Concept 1 - Semester 1: Unit 3

This first-semester grammar unit will review the parts of speech and cover some common problems that writers face, including subject-verb agreement, commonly confused words, and the correct use of pronouns. The unit also covers punctuation use (commas, colons, semicolons, dashes, and parentheses) and provides tips to help you improve your spelling.
 

Prerequisites

  • Able to read books and texts at a high school reading level
  • Experience writing a five-paragraph essay
  • Usually used by students in the 9th or 10th grade
  • Familiar with the conventions of poetry and short stories
  • Able to understand, interpret, and apply figurative language techniques in reading and writing
  • Some basic experience with creative writing

Table of Contents

  • Lesson 1: Parts of Speech (2 Days)
  • Lesson 2: Subject-Verb Agreement
  • Lesson 3: Pronoun Problems
  • Lesson 4: Commas (2 Days)
  • Lesson 5: Review
  • Lesson 6: Colons and Semicolons
  • Lesson 7: Spelling
  • Final Project: Wrapping Up

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Choose punctuation for effect. (Language Arts)
  • Correctly use frequently confused words (e.g., to/too/two; there/their). (Language Arts)
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Language Arts)
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Language Arts)
  • Ensure subject-verb and pronoun-antecedent agreement. (Language Arts)
  • Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). (Language Arts)
  • Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. (Language Arts)
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  (Language Arts)
  • Recognize and correct inappropriate shifts in pronoun number and person. (Language Arts)
  • Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). (Language Arts)
  • Spell correctly. (Language Arts)
  • Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. (Language Arts)
  • Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. (Language Arts)
  • Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (Language Arts)
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