gradersMini-Lesson:
Stand up for what you say.
Age group:4th to 6th
graders (9-12 years old)
Theoretical background:
The idea behind this lecture is to turn grammar into a game using Gardner’s(1991) multiple intelligence theory that students learn through various means other than just the linguistic form of intelligence or memorization on a white board. Tactile or physical methods, what Gardner classifies as the “bodily-kinesthetic” intelligence, and also the “interpersonal” intelligence are used to instruct students in language grammar. This allows students who have difficulty with linguistic forms of learning to grasp language in an alternative way.
Time required:
about 30 minutes
Materials required:
students and numerous note cards or pieces of paper. A sentence is written out, one word (large) on each card. For extra use of the exercise, the sentence can be related to another subject the students have studied, are studying, or perhaps a problem the students previous had difficulty solving or remembering.
Activity:
Desks are moved to the side, and the students are placed in a ring facing each other. One card is given to each student. Do not give the cards out in the order they fall in the sentence, but mix them up first. Here some cleverness is required to come up with a sentence that has about the same number of words as there are students. If there are extra words, the teacher can hold up one or two cards/words, and some students may have one or two cards/words.
Sentence structure:
Ask the students to form a full and grammatically correct statement, starting with a noun/subject of the teacher’s choice, and using all the words. If they have difficulty at the start, make sure not to give them answers, but ask other students in the ring (interpersonal intelligence) to help place other students. Then ask some students to switch places to make a question.
Nouns/verbs/adjectives/adverbs:
An example here would be for one student to have the word “just” in a sentence like “Billy kissed Gabriel on the cheek”. Again keep in mind that all students must be in the circle. The student with “just” can be asked where he or she should stand. Ask what the meaning is, and then ask if he or she can stand in some other position. What does “Just Billy” mean vs. “just kissed” or“just on the cheek”? Another challenge is to ask students with “time” words, like “at 4 PM” to move from the beginning to the end, to the middle. Does the meaning change?
Assessment Task:
Observation of the interaction of the students and their participation in building sentences together is the means of assessing their ability. Ask the students questions during the exercise.Make sure that they all grasp what is going on before switching them around. Have them discuss how they can make a question out of a statement before they exchange places. Get everyone involved.Above all, have fun with this placement lecture. Grammar might not be so boring in this way.