Questions 61-65 refer to the following case study:

Questions 61-65 refer to the following case study:

Julia has been trying to help her students identify the parts of speech so that they can use this knowledge to help them discern the meaning of sentences containing unfamiliar vocabulary. To make things more interesting, she decided to find a resource outside of her in-class texts and settled on Lewis Carroll's famous "nonsense" poem Jabberwocky.

To begin the lesson, she showed her students a picture of the Jabberwock and got them thinking about monsters, swords and strange new lands.

Once the students were suitably engaged in the topic of the lesson, she handed out the poem and modeled the first two stanzas:

'Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:

All mimsy were the borogoves,

And the mome raths outgrabe.

"Beware the Jabberwock, my son!

The jaws that bite, the claws that catch!

Beware the Jubjub bird, and shun

The frumious Bandersnatch!"

She then explained the task: students were to read the entire poem and identify the parts of speech for as many words as they could in 10 minutes.

Question 65

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How might a (successful) lesson in this format help students to learn?

a. 

Students can learn correct sentence structure and punctuation by seeing the words in writing.

b. 

It builds vocabulary. Nonsense words still follow common English rules governing word construction, and students can make use of these new words in games and other activities.

c. 

It helps students to better discern the meaning of unfamiliar words and sentences by identifying parts of speech.

d. 

All of the above.