Activities

1. Given a short speech without periods or commas, add the correct punctuation to convey ideas effectively.
   
   
2. Given questions after a discussion, answer aloud in complete sentences.

3. Given a prepared speech, identify and correct subject verb agreement errors.
   
   
4. Given a prepared speech, identify and correct mistakes in verb tense.  

Answer Key/Rubric

1. Given a short speech without periods or commas, student adds the correct punctuation to convey ideas effectively.  Student understands that periods in a sentence tell a reader to pause for one or two full seconds.  Student understands a comma tells a reader to pause briefly.  Student understands that if correct punctuation is not in a sentence, the speech will not make sense or the meaning of speech may be changed if the speaker does not pause at appropriate times.  Student understands a sentence is one idea.  Student studies speech for need of periods.  Student correctly places a period after each sentence.  Student studies each sentence for need of commas.  Student places commas appropriately. Student correctly places commas:

• to set off introductory words such as yes, no, well or to set off names used in direct address.  Yes, I will attend.  Joe, would you step outside?  Would you step aside, Joe?
• to separate three or more words, phrases or clauses in a series.  I need bananas, bread, and milk at the store.
• to set off two prepositional phrases or a long prepositional phrase, at the beginning of a sentence.    Under the cabinet in the bathroom, the boy stayed hidden.
• to set off words that interrupt the flow of the sentence or appositives that could be excluded from the sentence without affecting the meaning.  I wrote the check, stupidly, for the wrong amount.   The canine, a German Shepherd, was a working dog.
• set off participles and participial phrases that are not essential to the meaning of the sentence.  Laughing, we did not notice the rain clouds moving in.  Laughing under the pavilion, we did not notice the rain clouds moving in.
• after a conjunctive adverb.  I understand, however, there must be consequences.

2. Given questions after a discussion, student answers aloud in complete sentences.  Student understands that when speaking casually or when in conversation, speakers often do not use complete sentences.  Student understands that in formal situations, such as the classroom, he/she is clearer when speaking in complete sentences.  Student correctly answers questions aloud in complete sentences.  Student understands a complete sentence is one idea.  Student understands every complete sentence needs a subject and a predicate.
   
   
3. Given a prepared speech, student identifies and corrects subject verb agreement errors.    The subject of a sentence is who or what the sentence is about.  The verb provides the action of the sentence, state of being or links the subject with a noun or an adjective in the predicate.  Subjects and verbs must agree in number.  If the subject is singular, the verb must be singular.  Singular present tense verbs usually end in –s or –es.  She (singular subject) walks (singular verb) away.   If the subject is plural, the verb must be plural.  They (plural subject) walk (plural verb) away.  Student closely reads speech.  Student listens for subject verb agreement errors.  Student also examines written speech for errors.  Student correctly identifies and corrects all subject verb agreement errors.
   
   
4. Given a prepared speech, student identifies and corrects mistakes in verb tense.  Student understands actions taking place at the same time require the same verb tense.   Student understands verb tense should remain the same throughout the same time period.  For example, “I was skipping (past progressive) down the street and stopped (past) to tie my shoes,” has verbs all in past tense.  Student understands that shifts in verb tense should not occur unless there is a reason for it and the speaker provides times clues to clarify the shifts in verb tense.  The speaker or writer must indicate a reason to clearly communicate why there is a time change, and therefore, a shift in verb tense.  For example, “Kelly hopes (present) that she will win (future) tonight’s science fair contest because last weekend she spent (past) all of her time working on it.”  Student closely reads speech.  Student listens for verb tense errors.  Student also examines written speech for errors.  Student correctly identifies and corrects all verb tense errors.