Robin A. Welsh English III Enriched Lesson Plan T.I.S.D
TEKS Lesson Plan
Texarkana Independent School District
Teacher: Robin Welsh Subject/Course: English III Enriched
Grade: Grade 11 Time Frame: 45 minutes
Lesson Plan Number: 143
Topic/Process: Avoiding misplaced and dangling modifiers
Textbook: Glencoe Writer’s Choice: Grammar and Composition, Grade 11, pages 660-665
Texas Essential Knowledge and Skills (TEKS):
(2)Writing/writing processes. The student uses recursive writing processes when appropriate. The student is expected to:
(C)proofread writing for appropriateness of organization, content, style, and conventions.
(4)Writing/inquiry/research. The student uses writing as a tool for learning. The student is expected to:
(E)use writing as a study tool to clarify and remember information.
(5)Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to:
(A)evaluate writing for both mechanics and content.
TAKS: 6-2c, 6-3b, 6-5a, 5-2c
Concepts: Enduring Understandings/Generalizations/Principles
The student will understand that:
Misplaced modifier Misplaced modifiers modify the wrong word or more that one word
can make written material hard to understand.
Dangling modifier A dangling modifier seems to modify no word in the sentence and should be
avoided.
Sequence of Activities (Instructional Strategies):
1. Journal focus: Draw a picture of what this sentence seems to be saying: Sleeping soundly, the mother adjusted the baby’s blanket. (Discuss the images which students draw and discuss what it is that makes the sentence confusing and the drawing humorous.)
2. Activity: Discuss the following rules with students:
a. Misplaced modifiers often modify the wrong word or more than one word. To correct this error, move the modifier as close as possible to the word it modifies. In other cases, the misplaced modifier can be corrected by substituting a dependent clause or adding a main clause.
b. A dangling modifier seems to modify no word in a sentence; to correct this error, one can add a word or phrase to be modified.
Pair students and allow them to work together to correct misplaced and dangling modifiers and identify correctly placed modifiers in Exercises 13, 15, and 16 on pages 662-663.
3. Class discussion: Students share and discuss their responses to the practice exercises. Make sure they know correct responses.
4. Creative Activity: Have students select a sentence from the practice exercises (13 or 15) which strikes them as silly. Instruct them to “draw” the sentence as it reads. Then have them correct the incorrect sentence and illustrate the newly corrected version. Students share and show their drawings.
Assessment of Activities:
1. Journal response
2. Classroom observation
3. Class participation
4. Sentence illustrations
Prerequisite Skills:
1. Sentence structure
2. Complex sentences
Key Vocabulary:
1. Misplaced modifier
2. Dangling modifier
Materials/Resources Needed:
1. Textbook
2. Unlined drawing paper
Modifications:
1. Pair students and allow them to work with another.
2. Provide briefer examples of sentences to illustrate.
Differentiated Instruction:
1. Have students make up sentences which are humorous because of their dangling or misplaced modifier usage. Have them exchange sentences and correct them.
Sample Questions:
1. In which sentence below is the placement of the modifier correct?
a. At one time considered more valuable than gold, only the wealthiest people bought tulips.
b. A one time considered more valuable than gold, tulips were bought only by the wealthiest people.
Teacher Notes:
1. The “drawing” part of this lesson makes even the most reluctant student a bit more interested in grammar.
Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.