Lesson Twenty: “Hidden” Dependent Word (Relative Clause) Fragments

After separating this lesson from the lesson on Dependent Word Fragments, I subjected it to a similar rigorous breakdown of elements as sequencing. I distinguished four pivotal elements of this lesson and sequenced them from easy to most difficult: 1) basic identification and correction of the fragment type, 2) distinct usages of relative pronoun to indicate thing, person, place, or time; 3) sentence building using relative pronouns (recognition of the content-relationship of the two clauses); 4) identification and correction of the fragment type in context.

I am optimistic that this sequence will respond to all the usual confusions associated with this type of fragment (often the most difficult type for students to grasp), and help prepare the students for the homework quizzes which have a parallel sequencing with activities mirroring those embedded in the slideshow. Also, by moving from easy to difficult concepts and tasks, I am to give the students (especially the struggling students) an incremental and successful mastery of the material.

As for the technology itself, I believe this slideshow is perhaps the best demonstration thus far of the great potential for visual impact and efficacious transfer of knowledge. Because relative clauses are embedded within independent clauses, students have particular difficulty recognizing them, understanding the embedded structure, and “visualizing” the content-relation of the conjoined clauses. In this highly dynamic slideshow, the various components of the complex sentences drop into place, dissolve, and reappear, with appropriate parentheses and arrows added to connect and emphasize the relationship of the elements. This dynamic demonstration is not only visual stimulating, it is intellectually engaging and, I believe, optimally illuminating.

Unfortunately, I only have 30 minutes to present 50 minutes worth of lecture material (with exercises). However, I am so confident about the clarity and strength of this presentation that I believe it can be delivered more quickly than would ideally be the case, yet with satisfactory results. We will be able to determine the success of the delivery when we look at the students’ homework. Researchers, please let me know your opinions about the effectiveness of the lecture relative to this condensed delivery time.