ELA 8 Standard 6 8-30
9/9/02
11:20 AM
Page 149
Standard Indicator
8.6.2
NAEP
Make It Parallel
Purpose
Students will identify and use parallelism to present items in a series
and items juxtaposed for emphasis.
Materials
For the teacher: 9 pieces of construction paper in 3 colors, scissors,
black marker, masking tape, chalk, chalkboard
For the students: copies of Black Line Master (BLM) Crazy Sentences,
pen or pencil
Activity
A. Pre-Activity Preparation
1. Select three colors of construction paper that are light enough
so something written in black marker will be easy to read.
2. Cut three 6" squares out of one color. Write “N” in large print
on each square; these squares will represent nouns.
3. Cut three 6" triangles out of another color. Write “V” in large
print on each triangle; these will represent verbs.
4. Cut three circles with 6" diameters out of the third color. Write
“−ING” in large print on each circle; these will represent gerunds.
5. Use masking tape to attach each group of shapes to a clean area
of the chalkboard.
(continued)
Standard 6 / Activity 2
Indiana English/Language Arts Grade 8 Curriculum Framework, October 2002
NEEDS
Challenge students
by examining the
requirements of
sentences that use
not only…but,
either…or, and
both…and. Point out
how the placement of
the words like “both”
or “either” affects
whether the sentence
can be parallel. If
students have difficulty,
have them focus on
making sentences that
start with I like. Hand
a student three
symbols representing a
part of speech (such as
three -ing circles) and
have him or her create
an I like sentence
using those parts
of speech.
Standard 6
B. Pre-Activity Discussion
1. Ask for a volunteer to draw two parallel lines on the board.
2. Point out that parallel lines make a matched pair − they go
the same direction at the same angle.
3. Explain that when we match items in a sentence, we say the
sentence is parallel.
4. Write a sample parallel sentence on the board using gerunds
(e.g., “She likes cooking and welding.”).
5. Tape an −ing circle below each gerund. Explain that both words
in the list are −ing words and are called gerunds − they are both
verbs ending in −ing that function as nouns in the sentence.
Because they have the same form, they are parallel.
6. Write a sample non-parallel sentence that mixes gerunds and
an infinitive (e.g., “I like singing, knitting, and to wrestle.”).
7. Identify each element as you attach an −ing symbol under
each gerund and a verb symbol under the infinitive.
meeting
individual
Standards Links
8.2.6, 8.4.7
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ELA 8 Standard 6 8-30
8/30/02
5:48 PM
Page 150
Activity (continued)
8. Point out that you have different symbols in the series. Ask
students what needs to happen to make the symbols match
(“to wrestle” should become “wrestling”).
9. Make the change and attach the third gerund symbol under
the corrected word.
C. Make Sentences Parallel
1. Write the following sentence on the board: “I want three things
from you: respect, obedience, and to adore me.”
2. Have a student come up to the board and attach the appropriate
symbols beneath the items in the list (noun, noun, verb).
3. Ask the class how the sentence could be made parallel (e.g., “to
adore me” could become “adoration”). Have the student make the
correction and attach the appropriate symbol.
4. Repeat this activity with more sentences, such as the following:
(remind students to focus on the words separated by and or or)
Students falling asleep or who need a break should jump up.
We can either drive to Alaska or we’re flying to Nepal.
Campers can learn canoeing, swimming, and how to drive
a semi.
I enjoy biking and to hike in the woods.
To read good books and watching educational TV can make
you smarter.
D. Write Your Own Sentences
1. Distribute the BLM Crazy Sentences.
2. Explain that students will build their own parallel sentences
using the items from the list.
3. Have the students work independently or in small groups
to complete the BLM.
4. Have students share some of their sentences with the class.
Classroom Assessment
Standard 6
Basic Concepts and Processes
As students complete the BLM, ask them the following questions:
What do we mean when we say a sentence is parallel?
How can you tell if a sentence is parallel?
How would you make this sentence parallel: “She learned
swimming and to climb mountains?”
page 150
Standard 6 / Activity 2
Indiana English/Language Arts Grade 8 Curriculum Framework, October 2002
ELA 8 Standard 6 8-30
8/30/02
5:48 PM
Page 151
Name:
Crazy Sentences
singing loudly
dedication
write an opera
creativity
sculpt
big nose
speak Icelandic
ordering pizza
baiting hooks
whine
ripe mango
painting the ceiling
books with pictures
avoiding cats
fake fur
beating a big drum
sneeze
carve a duck decoy
laziness
skating backwards
feebleness
boiling cabbage
train an elephant
chopping onions
recycled plastic
green eyebrows
sleet
ignoring the TV
twitch
learning Arabic
play the hurdy-gurdy
sit by the fire
stinky cheese
cleaning out drains
dancing
direct a movie
draw
hopping
power
eating
shovel gravel
dig a root cellar
planning pranks
invent excuses
hoard chocolate
macaroni and cheese
submarine
chewing cud
bicycle pump
build a treehouse
pillow fight
Use words and phrases from the assortment above to make parallel sentences
that include lists. The first one is done for you.
I like…
I like to speak Icelandic, shovel gravel, and twitch.
(or I like ordering pizza, avoiding cats, and hopping.)
We can either…
In my workshop, you will learn…
I achieved greatness due to…
To impress someone, I…
Now that I’m in charge, you have three options:
Standard 6 / Activity 2
Indiana English/Language Arts Grade 8 Curriculum Framework, October 2002
Black Line Master 1
page 151
ELA 8 Standard 6 8-30
8/30/02
5:48 PM
Page 152
Crazy Sentences
Teacher Directions
Distribute copies of the BLM Crazy Sentences. Have students select words or phrases from
the assortment at the top of the page to write parallel sentences inspired by the suggestions
(sentences should include lists of two or more items). Remind students that they can add
words (such as how to) to make the sentences work.
Answer Key
Answers will vary. Make sure students match gerunds with gerunds, nouns with nouns,
and verbs with verbs.
Black Line Master 1
page 152
Standard 6 / Activity 2
Indiana English/Language Arts Grade 8 Curriculum Framework, October 2002