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English lesson plan · 10th grade (Year 11 in England) · 45 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 · 5 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. Dad and ___ built a treehouse. (I / myself / me) → IPrompt: Take away the other person. Would you say 'me went' or 'I went'?
  2. Choose the correct pronoun. The coach chose Marcus and ___ to lead. (himself / he / him) → himPrompt: Take away the other person. Would you say 'me went' or 'I went'?
  3. Choose the correct pronoun. ___ and Raj are on the same team. (Her / She / Hers) → ShePrompt: Take away the other person. Would you say 'me went' or 'I went'?

Hook · 5 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 · 10 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 · 10 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. Share the sweets ___ all five children. (between / among) → amongPrompt: Can you count it? Is something being placed, or reclining by itself?
  2. Choose the word that is correct in formal English. I'm going to ___ down for a nap. (lay / lie) → liePrompt: Can you count it? Is something being placed, or reclining by itself?

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 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. I'm going to ___ down for a nap. (lie / lay) → liePrompt: Can you count it? Is something being placed, or reclining by itself?
  2. Choose the word that is correct in formal English. Yesterday the dog ___ in the sun all afternoon. (lay / laid) → layPrompt: 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

eurekami

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

Name

Date

Score/ 8

  1. Question 1

    Choose the word that is correct in formal English. The final score was ___ than we expected.

    • A. lower
    • B. less low

  2. Question 2

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

    • A. among
    • B. between

  3. Question 3

    Choose the word that is correct in formal English. Share the sweets ___ all five children.

    • A. among
    • B. between

  4. Question 4

    Choose the word that is correct in formal English. There are ___ students in class today.

    • A. fewer
    • B. less

  5. Question 5

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

    • A. lay
    • B. lie

  6. Question 6

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

    • A. fewer
    • B. less

  7. Question 7

    Choose the word that is correct in formal English. The race was won by the runner ___ trained hardest.

    • A. who
    • B. which

  8. Question 8

    Choose the word that is correct in formal English. This medicine will ___ how you feel.

    • A. effect
    • B. affect

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

  1. 1. A. lower

  2. 2. B. between

  3. 3. A. among

  4. 4. A. fewer

  5. 5. A. lay

  6. 6. B. less

  7. 7. A. who

  8. 8. B. affect