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COLOR CODED
PARTS OF SPEECH

A KINESTHETIC LESSON

Materials:

Several sheets of construction paper that have been marked with the parts of speech. Laminate the paper after labeling each sheet. Each part of speech gets its own color. Following are my examples.

	nouns = dark blue
	pronouns = light blue
	action verbs = dark green
	linking verbs = light green
	adjectives = purple
	adverbs = orange
	conjunctions = white
	prepositions = tan
	interjections = hot pink

You can also make punctuation signs.

	Periods, question marks, and exclamation points are put on stop signs.
	Commas, colons, and semicolons are put on yield signs.
	The beginning and ending quotation marks each get one yield sign which are attached with enough yarn to surround several students. When used in a sentence, the yarn from the quotation marks cards surrounds those students holding the words from the direct quote.

Erasable markers

Activity #1 Directions:

	Divide the class into two teams. Determine which team will go first.
	Write a sentence on the board and assign one student from the first team to each word. Each student is to figure out what part of speech the word is and choose the correct laminated card. Then the student is to write the word on the card with an erasable marker. Have the students hold their cards in front of them and line up in the correct sequence according to the sentence. Have other students fill in with the correct punctuation.
	If the team has correctly labeled all of the words, they score ten points. If there are any mistakes, the teacher allows the other team to check for correctness. If someone sees a mistake, he raises his hand and announces which word he thinks has been labeled incorrectly. The teacher answers with a yes or no. If the answer is no, the student is out for that round and the other team scores one point. If the answer is yes, the student makes the correction. If he is correct, his team scores two points. The round continues until all mistakes have been corrected. If no players are left to make corrections, or they do not detect all of them, the teacher calls the end of the round. Any remaining mistakes are discussed before going on to the next round.
	The teams switch places and a new sentence is given.

Activity #2 Directions:

Play as directed above, but the teams create their own sentences instead of working from a given sentence.

Activity #3 Directions:

	Divide the students into groups of 3 to 5 members. Give each group several cards and challenge them to create a sentence using every card. Make sure that there enough essential elements in each set of cards to allow the group to actually create a sentence. For example, if don't give a group a verb card, they won't be able to create a sentence.
	You can give each group a complete set of punctuation cards that they can use for each set of word cards, or you can include the punctuation in the cards you give them for each round.

Another Variation:

I've done something similar, but, with a large group of adults, I couldn't
have people wandering the room because there wasn't much room to maneuver. So, I had a clothesline rigged and hung tented colored cards across the clothesline. The words of the sentence were on smaller tented white cards, so the color would show beneath, and the students had prompt sheets with numbered jumbled sentences. They would tell me, or a classmate how to arrange the tented words, and of course, correct as needed.

Submitted by Rosemary Schimid / ESL teacher

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This site last updated 2 September 2007.

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