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English lesson plan · 10th grade (Year 11 in England) · 30 minutes

Usage: fewer/less, lay/lie, who/that, between/among

Grammar

CCSS L.9-10.1CCSS L.11-12.1.AEngland: GCSE English Language (Standard English)England: ACT English

Objective and success criteria

Students will: Usage: fewer/less, lay/lie, who/that, between/among.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Pronoun case (I/me, who/whom)

Leads to: Easily confused words: complement/compliment, imply/infer, elicit/illicit…; Idiomatic prepositions (consistent with, capable of, prefer…to)

Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Pronoun case (I/me, who/whom)). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Choose the correct pronoun. To ___ did you send the letter? (whose / whom / who) → whomPrompt: Take away the other person. Would you say 'me went' or 'I went'?
  2. Choose the correct pronoun. ___ is coming to the meeting? (Whom / Who / Whose) → WhoPrompt: Take away the other person. Would you say 'me went' or 'I went'?
  3. Choose the correct pronoun. The teacher gave the prize to Ella and ___. (I / myself / me) → mePrompt: Take away the other person. Would you say 'me went' or 'I went'?

Hook · 3 min

  • Show a sentence with the grammar point used wrongly and ask what sounds odd.
  • Share the objective: Usage: fewer/less, lay/lie, who/that, between/among. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Choose the word that is correct in formal English. I feel ___ about the mix-up.
  • Step 1: These pairs follow rules of formal usage.
  • Step 2: After 'feel' (a linking verb) use the adjective 'bad'.
  • Step 3: Put it back into the sentence and read it aloud: "I feel bad about the mix-up."
  • Step 4: So the answer is: bad
  • Answer: bad
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Choose the word that is correct in formal English. Please ___ the books on the table. (lie / lay) → layPrompt: Can you count it? Is something being placed, or reclining by itself?
  2. Choose the word that is correct in formal English. I feel ___ about the mix-up. (bad / badly) → badPrompt: Can you count it? Is something being placed, or reclining by itself?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Choose the word that is correct in formal English. The final score was ___ than we expected. (lower / less low) → lowerPrompt: Can you count it? Is something being placed, or reclining by itself?
  2. Choose the word that is correct in formal English. I feel ___ about the mix-up. (badly / bad) → badPrompt: Can you count it? Is something being placed, or reclining by itself?

Watch out for

  • Naming the feature but not using it in their own sentences.
  • Thinking a sentence is right because it sounds right when spoken casually.

Support and stretch

Support

  • Review first: Pronoun case (I/me, who/whom).
  • Use concrete materials: sentence strips.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Easily confused words: complement/compliment, imply/infer, elicit/illicit…; Idiomatic prepositions (consistent with, capable of, prefer…to).
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.

Free lesson plan from eurekami.com/lesson-plan-builder

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Usage: fewer/less, lay/lie, who/that, between/among

Name

Date

Score/ 6

  1. Question 1

    Choose the word that is correct in formal English. We have ___ time than we thought.

    • A. fewer
    • B. less

  2. Question 2

    Choose the word that is correct in formal English. The choice is ___ the red one and the blue one.

    • A. between
    • B. among

  3. Question 3

    Choose the word that is correct in formal English. Yesterday the dog ___ in the sun all afternoon.

    • A. lay
    • B. laid

  4. Question 4

    Choose the word that is correct in formal English. I feel ___ about the mix-up.

    • A. badly
    • B. bad

  5. Question 5

    Choose the word that is correct in formal English. She ___ the baby in the cot.

    • A. lay
    • B. laid

  6. Question 6

    Choose the word that is correct in formal English. Please ___ the books on the table.

    • A. lay
    • B. lie

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Answer key: Usage: fewer/less, lay/lie, who/that, between/among

  1. 1. B. less

  2. 2. A. between

  3. 3. A. lay

  4. 4. B. bad

  5. 5. B. laid

  6. 6. A. lay