LEARN NC

K–12 teaching and learning · from the UNC School of Education

Eight Parts of Speech Grammar Project

This project represents the culminating activity for a study of the eight parts of speech and presents the student a creative manner of expressing mastery of the functions of each part of speech. A ten paragraph paper is produced developing a life model reflecting the functions of each part of speech. Prior to this assignment biographies have been read, and students have created large life maps chronologically charting their lives. Students then are ready to relate various life experiences to the functions of the parts of speech. Students represent the noun; various life experiences must be shown to reflect the definitions of the parts of speech.

A lesson plan for grade 8 English Language Arts

By Suzanne Brookshire

Learn more

Related pages

  • Living History - Civil War: After researching antebellum North Carolina and the role of North Carolina in the Civil War, students will write, edit, publish, and produce their own plays.

Related topics

Help

Please read our disclaimer for lesson plans.

Legal

This page copyright ©2008. Terms of use

Learning outcomes

Students will:

  • review eight parts of speech.
  • use higher level thinking skills.
  • use creativity.

Teacher planning

Time required for lesson

7 Hours

Materials/resources

Texts
Autobiographical life maps

Technology resources

Word processor

Pre-activities

Review the functions of the eight parts of speech.
Life mapping assignment completed.

Activities

  1. Complete written definitions of the parts of speech.
  2. Chart significant life experiences.
  3. Each student represents the noun in his/her life model.
  4. Determine how life experiences can function the same way the part of speech functions.
    Ex. Adjectives function as modifiers of nouns. What life experience has modified the student most significantly?
    Similar questions can be asked for the other parts of speech.
    What actions (verb) most represent the student? What experience (adverb) modifies that action? What experiences have served as relators (prepositions), joiners (conjunctions), or can take the place of the noun(pronoun)?
    The pronoun usually is a person such as a parent that can take the place of the noun. The interjection experience is usually the biggest high or low of the life.

Assessment

The following rubric is used for grading:

  • Ten paragraph paper-introduction, one paragraph for each part of speech, conclusion.
  • Title page
  • Creative cover
  • Knowledge of the eight parts of speech
  • Creative use of life experiences and rationale for each experience as a representative for the part of speech
  • Typed

Supplemental information

This lesson idea was inspired and adapted from the 1991 Odyssey of the Mind curriculum packet.

Related websites

N/A

Comments

Eighth grade students enjoy reflecting upon their lives, seeing experiences in a creative way, and developing life models. Almost all students enjoy the process once they begin. Samples of student work from previous years provide an example to follow.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 8

  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.02: Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:
      • determining purpose, audience, and context.
      • understnaing the focus.
      • recognizing and/or choosing a relevant topic.
      • recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
      • evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
      • researching and organizing information to achieve purpose.
      • using notes and/or memory aids to structure information.
      • supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
      • noting and/or citing sources used.
      • recognizing the use of and/or employing graphics such as charts, diagrams,and graphs to enhance the communication of information.
  • Goal 6: The learner will apply conventions of grammar and language usage.
    • Objective 6.01: Model an understanding of conventional written and spoken expression by:
      • using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
      • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • applying the parts of speech to clarify language usage.
      • using pronouns correctly, including clear antecedents and case.
      • using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
      • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
      • extending vocabulary knowledge by learning and using new words.
      • evaluating the use and power of dialects in standard/nonstandard English usage.
      • applying correct language conventions and usage during formal oral presentations.
    • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
      • using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words.
      • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
      • self correcting errors in everyday speech.
      • independently practicing formal oral presentations.