Syntax Surgery ELL Grammar Lesson By Amy Wagner

Syntax Surgery ELL Grammar Lesson By: Amy Wagner

What is Syntax Surgery? (Herrell, 1998) It is a visual and physical learning strategy that allows students to see the relationship of elements within a sentence that may be causing difficulty or may be confusing to understand while employing different learning styles.

Why is Syntax Surgery helpful? (Herrell, 1998) Syntax Surgery is helpful because English syntax differs from the syntax of other languages, which may led to confusion in ELLs trying to comprehend sentences. It also helps to develop writing skills while building an ELL’s confidence in language usage.

Steps for Syntax Surgery: 1. Identify a problematic sentence. 2. Write the sentence on a strip of paper. 3. Cut the strip of paper of into smaller strips of words and/or phrases. 4. Begin “surgery. ” 5. Rearrange the words. 6. Practice more sentences with the same pattern. 7. Review and Reflect

Grammar Syntax Surgery Lesson Grade Level: Eighth WIDA Can-Do Descriptor: Level 2 - Beginning Time Needed: Two class periods (40 -50 minutes each) Objectives: Students will work in small groups to identify a problematic sentence from the selected short story in order to expand, clarify, and revise it to include a proper sequence and placement of words in appropriate places within the sentence in order for better English understanding and comprehension. Materials: Paper, scissors, desks, pencils, The Monkey’s Paw Short Story, Electronic Device, Computer, Power. Point, Email, Projector, and Screen/Smart. Board TESOL Standards: Goal #1 – Use English to Communicate in Social Settings: Standards 1, 2, and 3 Goal #2 – Use English to Achieve Academically: Standards 1, 2, and 3 Goal #3 – Use English in socially and culturally appropriate ways: Standards 1 and 3

Good afternoon students. Today we are going to continue reading The Monkey’s Paw. Before we begin our selected section, we are going identify confusing sentences and then break down each sentence to make better sense of it. Each group of three will find one sentence that is hard to understand perform surgery to better understand the meaning of the sentence. We will then share our sentences with the rest of the class. To get started, the tallest person in the group should stand up and get one pair of scissors from the supply area when I say “Go. ” Next, the person wearing the most black should stand up and get one piece of printer paper upon the word “go. ” Lastly, the person still sitting should open each member’s textbook to The Monkey’s Paw when instructed to “go. ” You each have 30 seconds to complete these tasks – “Go. ” Good work students! Now, let’s do an example together before you perform your own syntax surgery.

Step 1: Find a confusing sentence. The first sentence is confusing: On the table a candle is flickering at its last gasp.

Step 2: Write the sentence on a piece of paper.

Step 3: Cut the strip of paper of into smaller strips of words and/or phrases. .

Step 4: Begin Sentence Syntax Surgery – Time to Scrub In!

Step 5: Rearrange Words.

Step 6: Practice more sentences with the same pattern. Now find your own sentence on which to perform surgery. Then try the third and fourth sentences from this section of The Monkey’s Paw for enrichment points or find more of your own sentences from the story.

Step 7: Review and Reflect Here are some review and reflection questions to discuss in your group: • Why was the original sentence confusing? • Did writing the sentence help to build comprehension of the sentence? • How did you decide to cut apart the sentence into words or phrases? • Did surgery help you to understand the meaning of what was being said? • Does your rearrangement of the sentence convey the same meaning as the first one?

Now it is your turn! • Find your confusing sentence and follow steps one through five. • The person with the next birthday should write the sentence on the paper and cut it into pieces. • Then the person who has the most vowels in his or her name and who has an electronic device should take a picture with of each step, email the pictures to yourself or a group member, save the pictures and insert them into a Power. Point, and then email the presentation to me, your instructor. • You will then share your presentation with the class. • As we are waiting for all to finish, please continue with steps 6 and steps 7. • Any additional syntax surgeries will count as enrichment points (up to three surgeries). • Have fun and ask questions when needed!

References: Herrel, A. , & Jordan, M. (2012). 50 strategies to teaching English language learners (4 th ed. ). Boston, MA: Pearson. Jacobs, W. W. (2000). Elements of literature. pp. 182 -196. Austin, TX: Holt Mc. Dougal. Pennsylvania Department of Education. (2014). Pennsylvania English language proficiency standards. Retrieved from http: //static. pdesas. org/content/documents/Pennsylvania_English_L anguage_Proficiency_Standards. pdf. WIDA Standards overview. (n. d. ). WIDA. Retrieved Novemeber 11, 2015, from http: //www. wida. us/standards/ WIDA The English Learner Can Do Booklet. (2012). WIDA. Retrieved November 11, 2015, from https: //www. wida. us/standards/CAN_DOs/

Thank You and Feel Free to perform your own surgery on a sentence!