The KISS Approach to Grammar in the Curriculum
	11th Grade  -- Add Seven Additional Constructions

Objective

    To add seven additional tools to the students' analytical toolbox: Nouns Used as Adverbs, Appositives, Interjections, Direct Address, Noun Absolutes, Delayed Subjects, Retained Complements [The preceding links take you to the instructional material.]

Rationale

     The main KISS objective is to enable students to explain how any word in any sentence is connected to the main S/V/C pattern. Students who have been using the KISS approach through verbals will be able to make almost all of those connections; these seven constructions give students the tools they need to finish the job.

Methods

     Ideally, students should continue to analyze at least one sentence a week in class. After the students have identified any verbals, if there are any words still unconnected, the students should find the connection among these seven additional constructions.

     Some of these constructions (appositives and noun absolutes) are stylistically more important than others (Interjections, Direct Address). Many teachers will probably want to help students incorporate the more important constructions into their writing by having them write sentences using the constructions. Another approach is to have students try to revise their own writing by looking for S/V/C patterns that can be expanded or combined:

For Appositives:
My brother is a doctor. He lives in Winchester.
My brother, who is a doctor, lives in Winchester.
My brother, a doctor, lives in Winchester.

For Noun Absolutes:
The children finally fell asleep. Then he had time to study.
After the children finally fell asleep, he had time to study.
The children having finally fallen asleep, he had time to study.

     Three class periods during the entire year.
     Suggested Distribution:
     Before the first class, give the students the instructional material to study for homework. In the first class, analyze, using the overhead, sentences which include one or more of these constructions. Then spend 5 minutes per class in twelve different classes, analyzing one sentece that contains one of more of the more difficult constructions. Then spend one class having the students write sentences using these constructions. (Or have them write one sentence that includes a specified construction at the beginning of twelve different classes.)

Assessment

     Have the students write seven sentences, one using each of the seven additional constructions.

     [You are invited to send questions about this document to Dr. Vavra. Your questions may result in revisions of the text, or they may be answered separately here.]