Lesson Title: Infinitive Phrases Move Us Forward
Teacher: Ms. Jackson
Class: 10th Grade English
Students: 12 boys, 7 girls.
Date: 4/23/14
Grade Level: 11
Room Number: 13E
Period: 1/2 A
Unit: Mental Illness in Society.
Learning Central Focus:
How to correctly use and read infinitive phrases while discussing a controversial topic such as
treatment of mentally ill patients.
Essential Questions:
 What is an infinitive?
 What is an infinitive phrase?
 How is an infinitive phrase used?
 How do writers use infinitive phrases to form and move their argument?
 What issues are mentally ill people facing in society?
 Who are the stakeholders in this article?
 How are infinitive phrases used to describe or place these stakeholders?
Essential Understandings:
 An infinitive is composed of the word to plus a verb. Examples of the infinitive include
to remember, to cuddle, to pacify, and to yodel.
 Infinitives can function as nouns, adjectives, and adverbs.
 A phrase is a group of two or more grammatically linked words that do not have subject
and predicate and can act as either nouns, adjectives, adverbs, and so on.
 An infinitive phrase begins with the word to. The phrase consists of to, the infinitive
(always a non-conjugated verb), its complements, and its modifiers.
 An infinitive phrase can be used as an object of a verb, a subject, an adverb, a noun, or to
modify an adjective.
 The author of this article uses infinitive phrases to enhance his argument by using
infinitive phrases that show mental illness as surrounded by negativity or suffering to
show the areas of weakness in treatment for mentally ill. He then moves into using
infinitive phrases that use verbs to show action towards helping these people, such as
“break,” “help,” and “tackle.”
 The stakeholders are the patients, the family members of the patients, and society.
Content Standard:
 CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
Copyright Erika Jackson 2014


CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
Objectives:
 Students will be able to recognize and define whether the infinitive phrase is being used
as a subject, object, or a modifier.
 Students will be able to utilize infinitive phrases in their own writing to modify adjectives
or use as an object or a subject.
 Students will be able to recognize and describe how adverbs are used to create action or
to describe a situation/person/group of people.
 Students will be able to pull infinitive phrases from specific passages and articles and
describe their usage.
 Students will be able to recognize and describe the ways in which Nicholas Kristof uses
infinitive phrases to show the ways in which mentally ill patients are portrayed as well as
to create a desire for action in the context of helping mentally ill patients receive the care
they need and deserve.
Prior Academic Knowledge:
Students will have already come into contact with parts of speech as well as phrases in the past
so they should already have a basic understanding of the ways in which an object, subject, and a
modifier work in a sentence. The amount of teaching that these students have had in this area
will vary depending on past teachers and school districts.
Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or
Misunderstandings:
A very common misunderstanding on the teacher’s part is that students should already know the
basics of a sentence and how they are used, such as object, subject, and modifier. However, even
though they might know how to define these constructs out of context, they may not be able to
extract or label them within an article. This is important to understanding the usage of the
infinitive phrase in a sentence and the work that the author is doing with this phrase.
Rationale:
During this lesson, students will be examining the ways in which infinitive phrases can be used
to structure an argument. Students will then be asked to specifically take into account an article
written by Nicholas Kristof in which he criticizes the treatment of mentally ill patients and
creates a call for action. They will first be given worksheets that include the definition of
infinitive phrases, different uses, and an example list of labeled phrases. Students will also be
given example sentences to work with in learning how to recognize the usage of infinitive
phrases. Students will participate in a fun and engaging activity before working with these
phrases in order to help strengthen the definition, usage, and recall of this part of a sentence.
Copyright Erika Jackson 2014
Students will use the knowledge they gain through this in order to read the article about mentally
ill patients and locate the infinitive phrases while also explaining how they are being used.
This is important knowledge for students to learn because infinitives are a powerful way to move
an argument. In learning about infinitive phrases and reading them in the context of this
controversial issue, students will be learning to recognize the ways in and the degree to which
these phrases can be used to sway a person’s opinion. Through this activity, students will be
better equipped to be critical readers and make their own decisions on certain issues that they
may see on television, in the newspaper, or on any other type of media. Students will also be
writing an opinion piece based on factual information that is similar to Kristof’s at the end of the
unit. In reading this piece and interrogating the features it involves, students will be more
prepared to strengthen their own writing through the correct usage of these features.
Anticipatory Set:
As students walk into the classroom they will pick up their vocabulary notebook, find their seat,
and begin sustained silent reading. Students may take a few minutes to browse the book choices
on the shelves or discuss their next book choice with the teacher or fellow students. (10 Min)
Teacher will…
Student will…
Introduction: Hello everybody! Today
we will be moving forward in our
knowledge of parts of speech and sentence
basics. We are going to synthesize what
we have learned in order to educate
ourselves on a new grouping of words:
Infinitive phrases!
Time
Transition: First we are going to go over
the definition once again of what subjects,
objects, and modifiers are. We will then
put our knowledge to use in an activity
that I hope you will find both interesting
and informative!
Give students handout on infinitive
phrases along with activity instructions
and article, “First Up, Mental Illness. Next
Topic Is Up to You” (Appendix).
Read over definition of infinitive phrases
and the different ways it can be used with
students. (Teacher will choose how to do
this-volunteer, round robin, popcorn
style).
Group students into pairs and have them
look over the examples given.
15 Min
Activity: You guys are doing a great job
Copyright Erika Jackson 2014
Listen attentively.
Read or listen attentively depending on
role of specific students.
Help each other understand the usage of
the infinitive phrase in the sentence. Ask
the teacher if any questions arise.
of working together to figure out how
these phrases work! Now we are going to
apply this learning to an activity.
Hopefully this will help cement some of
the ways in which infinitive phrases can
be used for you. Explain instructions.
Split students into three groups.
Hold up first flash card.
Whichever group knows the phrase and
usage first gets a point. (They must
explain how they came to their answer)
Winning team gets a bonus 100.
Now you will each write five examples of
sentences that have infinitive phrases.
Transition: I thoroughly enjoyed
watching you guys work through that
activity! Now we are going to apply what
we know to another article about mental
illness. Can anyone tell me what they
remember about the job that adverbs
played in the last article we encountered?
Good! Now you are going to take out the
article that I gave your for today so we can
work with our new knowledge. Also, if
you have a question about any words or
phrases make sure to write them down in
your vocabulary notebook to look up later.
Have students take out article while also
leaving their information on adverbs out
on their desks.
Have copy of the article on overhead.
Model finding the infinitive phrases in the
first few paragraphs. What is the phrase?
What is it doing to the sentence? What is
it doing to the authors’ argument? What is
the authors’ argument?
You will now work together to finish
more of the article. I want you to highlight
the infinitive phrases that you find and
write a note on the side as to what it is
modifying or what it is standing as and
what it is doing for the authors’ argument.
Students work in groups to get through
more of article. Explain why each is an
infinitive phrase.
Copyright Erika Jackson 2014
Listen and follow along.
5 Min
20 Min
Work as a group to figure out what the
infinitive phrase is in the sentence and
what role it is playing.
Work individually to write five sentences
that use infinitive phrases.
Raise hand and offer examples/what
adverbs did to assist Fields and Dooren in
creating their argument.
10 Min
Listen attentively. Volunteer to find an
infinitive phrase, answer why a specific
word is an infinitive phrase, and what it
does for the authors’ argument.
Work diligently in groups to find as many
adverbs and answer the questions as
possible.
15 Min
Closure: I am so proud of you all for
Listen attentively.
working so diligently on understanding
this part of a sentence! I hope that you
have a better understanding for its use and
you can see the ways in which an
infinitive phrase enhances an author’s
argument. You are adding to your
repertoire so that by the end of this unit
you can use this phrase, as well as other
parts of speech, to enhance and persuade
your audience as well.
Your homework is to finish looking at this
article and fill in the same information that
we were looking for in class. I also want
you to find another opinion article on an
issue that interests you. It can be anywhere
from 2-4 pages. Go through this article
and find as many infinitive phrases as you
can. Next class you will be sharing what
you have found, what the argument is, and
how the author uses infinitive phrases to
enhance his or her argument.
Any questions??
Ask any questions.
5 Min
Modifications:
 Teacher will walk around and monitor students and make sure that they are on task as
they work in groups on their article.
 Teacher will give positive/constructive feedback as students continue to work.
 Students will be able to volunteer for reading so that those who are shy because of
disabilities, or are just shy in general, do not have to read. This will change as the unit
progresses.
 Copies of the article used as a model by the teacher will be made available to students
who need it.
 Explanations will be re-stated as needed for individual students or for the class as a whole
depending on what the teacher is seeing and what the students are struggling with/asking.
Materials:
 Worksheets for students including the infinitive phrases information, the instructions to
their activity, and the article “First Up, Mental Illness. Next Topic Is Up to You.”
 Pencils or pens.
 Highlighters
 Extra paper if needed for student explanations of infinitive phrase usage.
What ifs:
Copyright Erika Jackson 2014
Students might indicate that certain phrases in the article are infinitive phrases when they are not.
In this case, the teacher will correct the student, tell them how the phrase is actually working in
the sentence, and give them a small explanation of why. Students may write this on their article
as well in order to help them remember for future reference.
Academic Language Demands:
 Students will encounter some medical and financial references in this article: depression,
bipolar, cost, and offset. Students will need to have a basic understanding of words like
these in order to comprehend the information that the article is giving as well as to
understand the extent of the author’s argument.
 Infinitive Phrases: Students will need to understand the definition and usage of this part
of a sentence. Through this they will also need to have a solid understanding of sentence
constructs like object, subject, and modifier. Other parts of speech they will need to
know in order to understand how an infinitive phrase works are noun, adverb, and
adjective. They will need to know how to locate and use objects, subjects and modifiers
in order to correctly understand infinitive phrases.
Formative Assessments:
 Students will be informally assessed on the words and phrases written in their vocabulary
notebook.
 Students will be informally assessed based on their participation in the activity on their
participation as well as their display of knowledge about infinitive phrases.
 Students will be informally assessed based on their participation in the group work based
around the article.
 Students will be informally assessed on the article that they choose for homework. They
will be given points based on how well they explain the usage of infinitive phrases in this
article and how they work to enhance the authors argument.
Summative Assessments:
Students will be formally assessed on their completion of the article work that they began in
class. The amount of infinitive phrases that a student finds will be compared to the answer key
and this will give the student a grade out of 100. Students will also be given points for their
explanation of why the phrase counts as an infinitive phrase and how it is being used. These
points will be given based on correctness and thoughtfulness of answer.
Homework:
Finish reading the article, highlighting infinitive phrases, and writing what the phrase is doing in
the sentence as well as how it is being used to enhance the authors’ argument.
Pick another opinion based article that discusses a topic that you find important. Read the article
and highlight the infinitive phrases. Have an in-depth understanding of how the author is using
infinitive phrases in order to describe this to the class.
Reflection:
The teacher will use an activity that the students in order to get them physically moving and
working with this specific part of a sentence. In doing this, the students will hopefully be able to
recall and reiterate information about adverbs and use them in their future writing. Infinitive
Copyright Erika Jackson 2014
phrases can play a part in many persuasive arguments, and students will need to understand their
usage and application in order to critically read and make their own decisions about issues that
they meet both inside and outside of the school context. Students will be taking steps towards
understanding the critical issue of mental illness through the use of infinitive phrases, adverbs,
and other parts of speech in the articles that they are given. This will help them in their
culminating project when they are asked to write their own opinion article (op-ed) on this topic.
The article in this specific lesson will serve as an example of how their final piece might look.
Copyright Erika Jackson 2014
Appendixes
Appendix A.
Name: ______________________________
Date: ____________________
Infinitive Phrases!!!
What is an infinitive?
An infinitive is composed of the word to plus a verb. Examples of the infinitive include to
remember, to cuddle, to pacify, and to yodel.
Infinitives can function as nouns, adjectives, and adverbs.
To succeed is Ted's goal. (noun—subject of the sentence)
Franklin's goal was to succeed. (noun—predicate nominative)
Melissa wanted to succeed. (noun—direct object)
Kelly has the drive to succeed. (adjective—Which drive? the drive to succeed)
Kelly will endeavor to succeed. (adverb—How will Kelly endeavor? to succeed)
What is an infinitive phrase?
The infinitive phrase begins with the word to. The phrase consists of to, the infinitive (always a
verb), its complements, and its modifiers.
The complement of an infinitive verb will often be its direct object, and the modifier will often
be an adverb. For example:
He likes to knead the dough slowly.
(The infinitive verb is to knead. The complement is its direct object (the dough). The modifier is
the adverb (slowly). They all make up the infinitive phrase (the shaded text).)
Here are some examples of infinitive phrases (shaded):
He helped to build the roof.
The officer returned to help the inspectors.
Let me show you the best way to fit a door quickly.
She tells you to dance like no one is watching.
An infinitive phrase can play the role of a noun, an adjective, or an adverb.
To stay up later was the child's wish. (noun—subject)
Lorene desired to be a doctor. (noun—direct object)
My cousin's goal was to make the New York Yankees. (noun—predicate nominative)
Henry's ultimate goal was to make other people happy. (noun—predicate nominative)
The musical to see is Oklahoma!as (adjective—Which musical? Oklahoma!)
The strong lifeguard swam out to save the struggling swimmer. (adverb—Why did the lifeguard
swim out? to save the struggling swimmer)
Copyright Erika Jackson 2014
Practice!!!
Underline the infinitive phrase in each sentence. Then indicate on the line before the sentence if
the infinitive phrase is used as a noun (N), adjective (ADJ), or adverb (ADVB).
____ Claudio left early to meet his brother.
____ Haley's dream is to revisit Europe.
____ To collect the entire series of presidential cards is my goal.
____ All the students were excited to display their artwork.
____ Kate's determination to teach well is quite obvious.
____ Patsy likes to listen to Broadway tunes.
____ We walked to the pizza parlor to buy some Italian hero sandwiches.
____ My relatives were the most important people to invite to the ceremony.
____ Eloise did try to call you last night.
____ Sheilah was very excited to participate in the contest.
____ The best way to improve your performance is no secret.
____ Is this the proper way to hold the musical instrument?
____ The finest way to memorize the poem is through practice.
____ Lenka opened the book to find the correct answer.
____ To do all of her illustrations well was Maureen's goal.
Identifying Infinitive Phrases. Underline the infinitive phrase in each of the following sentences.
Example: Joe intends to work hard.
1. To be objective in my decision is hard.
2. Does Joan have enough change to make a phone call?
3. Always try to proofread your paper before you turn it in.
4. Ellen is able to swim six lengths of the pool.
5. The Harlow twins came to play with my little brother.
6. Would you like to warn me if anyone comes?
7. I was happy to give you a ride home.
8. To move to a larger house would be unwise for us now.
9. Fred was frightened to be alone in the old house.
10. Megan is trying to practice the piano an hour a day.
11. To be a doctor is Ann's ambition.
12. To win the presidency is Senator Brown's ambition.
13. Did you have time to feed the kitten?
14. Mr. and Mrs. Taylor plan to go to Maine this summer.
15. The mayor decided to call a press conference.
16. Dick always tries to do his best.
17. Sarah tried to paint the ceiling of her room.
18. The lecturer was asked to speak for half an hour.
19. Our plan is to go to Tennessee in October.
20. To play tennis every day is Jim's ambition for the summer.
Copyright Erika Jackson 2014
Appendix B.
Infinitive Phrase Flash Cards
Directions:
The teacher will create flashcards using the following.
Statements written in black will be on the front, those in gray will be on the back.
Instructions for students: Locate the complete infinitive phrase and identify its use.
The children were asked to play quietly.
Infinitive Phrase: to play quietly
Use: noun
Tom and Tim decided to spend the afternoon tobogganing.
Infinitive Phrase: to spend the afternoon tobogganing
Use: noun
To play the piano was Melanie's dream.
Infinitive Phrase: to play the piano
Use: noun
The best topic to write about is one you know well.
Infinitive Phrase: to write about
Use: adjective
Candice went to college to study medicine.
Infinitive Phrase: to study medicine
Use: adverb
Andrew plays to win.
Infinitive Phrase: to win
Use: adverb
To appear calm in all situations seems impossible.
Infinitive Phrase: to appear calm in all situations
Use: noun
David is going to see her again.
Infinitive Phrase: to see her again
Use: adverb
Listening to concerts is a good way to relax.
Infinitive Phrase: to relax
Use: adjective
He learned to appreciate Bach at an early age.
Infinitive Phrase: to appreciate Bach
Use: noun
Copyright Erika Jackson 2014
Write five sentences, each containing one or more infinitive phrases.
1. Ice skating is a good way to improve your balance.
2. They have a pool to swim in.
3. To be or not to be: that is the question.
4. He doesn't know what it's like to sail.
5. She wanted to be dancer, but her mother wanted her to study math.
Copyright Erika Jackson 2014
Appendix C.
New York Times
Sunday Review
Op Ed Columnist Nicholas Kristof
First Up, Mental Illness. Next Topic Is Up to You.
January. 4, 2014
Those of us in the pundit world tend to blather on about what happened yesterday, while often
ignoring what happens every day. We stir up topics already on the agenda, but we falter at
calling attention to crucial-but-neglected issues.
So here’s your chance to tell us what we’re missing. I invite readers to suggest issues that
deserve more attention in 2014. Make your suggestions on my blog, nytimes.com/ontheground. I
hope to quote from some of your ideas in a future column.
My own suggestion for a systematically neglected issue: mental health. One-quarter of American
adults suffer from a diagnosable mental disorder, including depression, anorexia, post-traumatic
stress disorder and more, according to the National Institutes of Health. Such disorders are the
leading cause of disability in the United States and Canada, the N.I.H. says.
A parent with depression. A lover who is bipolar. A child with an eating disorder. A brother who
returned from war with P.T.S.D. A sister who is suicidal.
All across America and the world, families struggle with these issues, but people are more likely
to cry quietly in bed than speak out. These mental health issues pose a greater risk to our wellbeing than, say, the Afghan Taliban or Al Qaeda terrorists, yet in polite society there is still
something of a code of silence around these topics.
We in the news business have devoted vast coverage to political battles over health care,
deservedly, but we don’t delve enough into underlying mental health issues that are crucial to
national well-being.
Indeed, when the news media do cover mental health, we do so mostly in extreme situations such
as a mass shooting. That leads the public to think of mental disorders as dangerous, stigmatizing
those who are mentally ill and making it harder for them to find friends or get family support.
In fact, says an Institute of Medicine report, the danger is “greatly exaggerated” in the public
mind. The report concluded: “although findings of many studies suggest a link between mental
illnesses and violence, the contribution of people with mental illnesses to overall rates of
violence is small.”
Put simply, the great majority of people who are mentally ill are not violent and do not constitute
a threat — except, sometimes, to themselves. Every year, 38,000 Americans commit suicide, and
90 percent of them are said to suffer from mental illness.
Copyright Erika Jackson 2014
One study found that anorexia is by far the most deadly psychiatric disorder, partly because of
greatly elevated suicide risk.
Mental illness is also linked to narcotics and alcoholism, homelessness, parenting problems and
cycles of poverty. One study found that 55 percent of American infants in poverty are raised by
mothers with symptoms of depression, which impairs child rearing.
So if we want to tackle a broad range of social pathologies and inequities, we as a society have to
break taboos about mental health. There has been progress, and news organizations can help
accelerate it. But too often our coverage just aggravates the stigma and thereby encourages more
silence.
The truth is that mental illness is not hopeless, and people recover all the time. Consider John
Nash, the Princeton University mathematics genius who after a brilliant early career then
tumbled into delusions and involuntary hospitalization — captured by the book and movie “A
Beautiful Mind.” Nash spent decades as an obscure, mumbling presence on the Princeton
campus before regaining his mental health and winning the Nobel Prize for economics.
Although treatments are available, we often don’t provide care, so the mentally ill
disproportionately end up in prison or on the streets.
One example of a cost-effective approach employs a case worker to help mentally ill people
leaving a hospital or shelter as they adjust to life in the outside world. Randomized trials have
found that this support dramatically reduces subsequent homelessness and hospitalization.
Researchers found that the $6,300 cost per person in the program was offset by $24,000 in
savings because of reduced hospitalization. In short, the program more than paid for itself. But
we as a society hugely underinvest in mental health services.
Children in particular don’t get treated nearly often enough. The American Journal of Psychiatry
reports that of children ages 6 to 17 who need mental health services, 80 percent don’t get help.
Racial and ethnic minorities are even more underserved.
So mental health gets my vote as a major neglected issue meriting more attention. It’s not sexy,
and it doesn’t involve Democrats and Republicans screaming at each other, but it is a source of
incalculable suffering that can be remedied.
Now it’s your turn to suggest neglected issues for coverage in 2014. I’ll be back with a report.
Copyright Erika Jackson 2014