More Grammar to Get Things Done: Daily Lessons for Teaching Grammar in Context

Cover
Half Title
Title
Copyright
Dedication
Contents
List of Tables
List of Figures
Acknowledgments
Chapter 1 What Is This Book About?
	What This Book Does and How It’s Organized
		Incremental Growth
		Guides, Not Scripts
		Reciprocal Teaching and Learning
		From Downright Overwhelming to Teachable
Chapter 2 Language Study Reset: Shifting the Grammar Focus
	A Metaphor to Get Us Started
		Shifting Our Lens
		Understanding 1: We Aren’t Teaching Grammar; We’re Teaching Language
			Grammar
			Usage
			Mechanics
			Back to Grammar as Language
		Understanding 2: Language Is Really Weird, and We Have to Anticipate, Plan for, and Build on That Weirdness Rather Than Pretend That It Doesn’t Exist
		Understanding 3: For Almost Everyone, Grammar Instruction Has Been Contaminated by Negative Experiences. We Can’t Move Forward Until We Address This Significant Problem
		Understanding 4: Language Is Bound in People, Places, and Power Structures, and If We’re Going to Talk About Language, We Have to Understand and Respect These Connections
		Understanding 5: We Need to Stop and Really Think Carefully About What Terminology We Want Students to Learn and Be Able to Justify the Reasoning Behind It
		Understanding 6: Believe It or Not, It’s Okay If You Don’t Know All the Answers. We Have to Be Comfortable in Our Not-Always-Knowing
Chapter 3 Grammar in Context: Texts, Writing, and Real Life
	Text-Based Grammar in Context
		Text, Theme, and Grammar
			Step 1: Grammar Does Things
			Step 2: The Novel and the Theme
			Step 3: What Grammar Concept Is Going to Benefit My Students and What Grammar Concept Is Found in the Novel?
			Step 4: Making a Decision
	Writer-Based Grammar in Context
	Reality-Based Grammar in Context
		What’s the Goal?
		Example 1: Netflix Show Summaries
		Example 2: Rhetorical Grammar on Social Media
		Example 3: News Articles
			Noun Phrases and Appositives
			Participial Phrases
			Verbs
		Example 4: Leveraging Language Diversity
			Rule 1: Standardized English Is a Dialect
			Rule 2: All Variations of English Are Rule-Governed
			Rule 3: We All Have Implicit Beliefs About Language Variation
		Some General Advice
			Get Curious, Observe, Take Notes
			Reciprocate and Be a Student
			Reward Extended Analyses of Unorthodox and Contextual Language Use
		Creating Authentic Scenarios
			General Principles of Scenario-Creation
			Pushing Beyond Conventional Framing
			Experiment. Then Adjust and Try Again
Chapter 4 Daily Lessons for Ten Grammar Concepts
	New Ways of Teaching, New Vocabulary
	Labeling What They Do
	This Is Not a Scripted Curriculum and Here’s Why
		You’ve Been Talking a Lot About Grammar in Context—This Doesn’t Seem Like Grammar in Context to Me!
		Why We Chose What We Did in the Order We Did . . .
		Checking Student Understanding Without Demoralizing
		What Do I Do with the Scenarios?
		Just One Answer . . .
	Welcome to the Messy World of Grammar!
	Concept #1: Sentences and Nonsentences
	Concept #2: Dependent Clauses And Complex Sentences
	Concept #3: Coordinating Conjunctions
	Concept #4: Conjunctive Adverbs
	Concept #5: Noun Phrases, Appositives, And Nominalization
	Concept #6: Absolutes And Participial Phrases
	Concept #7: Active And Passive Voice
	Concept #8: Semicolons And Colons
	Concept #9: Hyphenated Adjectives And Nouns
	Concept #10: Dashes
Appendix
	A. Grammar Shortcut Sheet
	B. A Brief Glossary of Useful Terms
		Grammar and Usage
		Linguistic Concepts About Grammar
	C. Teaching Language Varieties: A Brief Annotated Bibliography
Index