The Correct use of the Articles A and An

Elizabeth Rudicill

 

 

Purpose:

This mini-lesson will help students understand the correct usage of the articles a and an.  The students will learn the grammar rule concerning these two articles and most importantly will understand this rule’s purpose, which is to facilitate smooth transitions between words.

 

Instructional Objectives: Students should be able to

  1. Correctly use the articles a and an in their writing and speech.
  2. Explain the importance of correctly using these articles.
  3. Explain the grammar rule that will guide their use of the articles a and an.

 

Objectives for Middle Grades Standards:  Middle grades teachers

  1. Are knowledgeable about the unique instructional strategies that are especially effective in teaching specific content areas. (K4.3)
  2. Know that teaching higher order thinking skills is an integral part of instruction. (5.3)
  3. Believe that instructional planning must be developmentally responsive. (D5.3)
  4. Are committed to using content specific teaching strategies. (D4.3)

 

Objectives met for North Carolina English Language Arts Competency Goals:

  1. Grade Six, Seven and Eight/Competency Goal 6:  The learner will apply conventions of grammar and language usage.

 

Objectives met for NCTE Standards for the English Language Arts:

  1. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

 

Time Frame:

25 minutes

 

Materials:

A and An Worksheet (Make worksheet according to class level)

Paragraph worksheet with incorrect usage of A and An (Make worksheet according to class level)

 

Instructional Activities:

  1. Introduction (Engagement)
    1. Handout worksheet with a short paragraph that contains errors in the use of a and an.  Ask a student to read the paragraph exactly as it is written.
    2. After reading ask the student what difficulties they had reading the paragraph and ask them to explain what they think is wrong with the paragraph. 
    3. Write down on the board the incorrect sentences and let the class help correct them.  Ask them if they notice any pattern in the use of a and an.  Why does a or an sound better in front of certain words?

 

  1. Worksheet Activity (Exploration)
    1. Handout the a and an worksheet to the class and give them time to fill in the blanks with which ever article is appropriate.
    2. Then give each student two cards, one labeled a and one labeled an.
    3. Read the sentences aloud stopping at the blank and have students raise the card that they believe to be correct.

 

  1. Class discussion (Explanation and Elaboration)
    1. Explain the grammar rule associated with the use of a or an, which states that a is used before words starting with consonants and an is used before words starting with vowels or a vowel sound.
    2. Ask them what they believe is the purpose of this grammar rule.  Why don’t we say something like, “There is an cat”, but we can say, “There is an orange cat”.
    3. Ask them which article seems to be the one most commonly misused and explain why.

 

Script:

            I have noticed recently in your writing the misuse of a certain grammar rule that is often easily overlooked. Today, we will be addressing this problem through a few worksheet exercises.  I want you all to think about why this rule is important to you and your writing.  Now I would like someone to read this paragraph aloud (pick someone to read the paragraph and emphasize to them to read it exactly as it is written).   What do you think is wrong with this paragraph?  What made it extremely difficult to read?  (Hopefully someone will say it just did sound right, or flow correctly.  Maybe some students will realize that a and an are misused throughout the whole paragraph.)  What do you think determines when you use a or an in a sentence?  Think about that question as we correct the paragraph together.  (Correct paragraph on overhead projector.)  Does anyone notice a pattern emerging in the use of a and an?  OK, now I want you all to try and fill in the blanks on this a and an worksheet and then we will correct them as a class.  (Give students time to do the worksheet and then read sentences aloud and have them raise flash cards.)  Now that we have completed the a and an exercises I want you all to now a little bit about the words a and an. First of all I want you to know that a and an are indefinite articles, which mean that they point out any one of a group without being specific (example: A cat is ate the food. This does not specifically state which cat ate the food.) This would be opposite of a definite article.  There is only one of these in the English language.  Can anyone guess what that word might be?  (Give students a chance to answer-Correct answer is the.  Then I would give examples of why a and an are indefinite, while the is definite).  Also, depending on the level of the class I may skip this background information on a and an.  Now why do you think it is important to use the correct word a or an in your writing and speech.  (Let students explain why they think it is important.)  I agree with what you are saying and want you to use the correct word choice, because it makes your writing easier to read and most importantly makes it sound better.