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Indiana High Ability Language Arts Project – Phase IIOptional Grammar Lessons Unit 7 and Related Handouts and ResourcesLesson Grammar Activity to be used as Bell Work2Opening Activity – Use this quote, by Ronald Reagan, to answer the grammar questions on sentence structure: “There are no great limits to growth because there are no limits of human intelligence, imagination, and wonder.”Type of sentence structure: complex sentenceWhat identifying features support your answer? One independent clause (There are no great limits to growth); one dependent clause (because there are no limits of human intelligence, imagination, and wonder.)How would punctuation change if the sentence started with the dependent clause? A comma is required between the two clauses if the dependent clause starts the sentence: “there are no limits of human intelligence, imagination, and wonder, there are no great limits to growth.”3Day One:Opening Activity: Identify the problem with the following sentence, and correct it. Without pictures or conversation, Alice wondered about the use of a book, sitting with her sister on the bank. Misplaced modifiers – Modifiers can be single words (adjectives or adverbs) or phrases, and in this case the phrases are not close enough to the person or thing they are modifying. Correction: Sitting with her sister on the bank, Alice wondered about the use of a book without any pictures or conversation. Day Two –Opening Activity: In Chapter 1 of Alice in Wonderland (pages 5-6), Alice says, “I wonder if I shall fall right through the earth! How funny it’ll seem to come out among the people that walk with their heads downward! The Antipathies, I think--” What word did she mean to use? Antipodes What is it called when one word is erroneously and humorously substituted for the intended word? Malapropism. Have students work in pairs to jigsaw the definitions, Latin stems, and contextual meaning of each of these words.Antipathies – anti (against) pathy (feeling) – Antipathy is a feeling of dislike or aversion to something.Antipodes – anti (against or opposed) pod (feet) – An antipode is a direct line from one point through the earth’s center to the opposite point. Alice is probably trying to recall something she learned in school about the early people of Australia or New Zealand – Antipodes (Antipodeans)Malapropism - From the French phrase mal a propos, or ill-suited; mal (bad) – A malapropism is the mistaken use of a word in place of a similar-sounding one, often with unintentionally amusing effect. In this case Alice used “Antipathies” for her intended word “Antipodes.4Opening Activity: Analyze the following sentence using the four-level grammar strategy.A parody, a form of satire, is sometimes called a spoof. Adj n adj n prep n v adv v adj nSubj -----------------------------pred------------------------------ (appositive phrase)1 independent clause, simple declarative sentence5Activity is not optional and is included within the lesson6Day One:Opening Activity: Explain the error in following sentence? Re-write it correctly.In a caucus, the representation of previously excluded groups make it a more open and public process. Subject verb agreement problem – subject is representation so verb needs to agree (…representation makes it a more open…). Corrected version - In a caucus, the representation of previously excluded groups makes it a more open and public process. 7Opening Activity: The following quote by author Rick Riordan has several errors. Re-write it correctly and be ready to defend your change(s).“I think anytime your writing to the middle grades your writing to young readers who are trapped in a number of ways between to worlds, between childhood and adulthood, between there friends and there parents.”Correct version, as written by Riordan (other appropriate changes may be acceptable) I think anytime you're writing to the middle grades, you're writing to young readers who are trapped in a number of ways between two worlds: between childhood and adulthood, between their friends and their parents.8Opening Activity: Insert commas correctly in the following sentence and use grammar to explain the need for the comma(s).The prefrontal cortex which is one is one of the last brain regions to mature is the area of the brain responsible for planning prioritizing and controlling impulses. The prefrontal cortex, which is one is one of the last brain regions to mature, is the area of the brain responsible for planning, prioritizing, and controlling impulses. Commas surround the dependent (subordinate) clause that further describes the prefrontal cortex. Also, commas are necessary for words in a series.9Opening Activity: (may wish to do this activity in the middle of the lesson, after teaching students about allusion.) Explain the difference between allusion and illusion. An allusion is a figure of speech that makes an indirect reference to something; it is a mention of something without stating it specifically. An illusion is something that looks or seems different than it actually is. Think about optical illusions to help you remember the difference between these two often confused words.10Opening Activity: Correct the following sentences. Be ready to explain the grammar and punctuation rules behind your corrections.When he couldn’t afford models van Gogh often painted himself and these self-portraits has become an important part of his work. Its likely that van Gogh was looking in a mirror in order to paint his face, this means that if the portrait is of his left side its really his right side and the earliest surviving self-portrait of Vincent van Gogh dates back to 1886.When he couldn’t afford models, van Gogh often painted himself, and these self-portraits have become an important part of his work. It’s likely that van Gogh was looking in a mirror in order to paint his face. This means that if the portrait is of his left side it’s really his right side. The earliest surviving self-portrait of Vincent van Gogh dates back to 1886.First comma = dependent clause, independent clause; comma after himself due to a compound-complex sentence structure; apostrophe in it’s for it is; correct run on sentences.11Opening Activity: Have students complete a Vocabulary Web (Handout 7:11.1) on the word languid. They will find context for the word in Chapter 5 of Alice in Wonderland. Word: Languid (family – languidness, languor, languorous, languidly…)Definition: ?having very little strength, energy, or spirit (source: Merriam-Webster)Part of Speech: adjectiveOrigin: Medieval French from from Latin?languidusSynonyms: listless, limp, spiritless, sluggish, weary. . . Antonyms: active, industrious, eager, enthusiastic, vivacious . . .12Opening Activity: Identify the subject(s) and predicate verb(s) in the following sentence, adapted from the story Dormouse tells in Chapter 7 of Alice in Wonderland. Based on its structure, what type of sentence is it?Elsie, Lacie, and Tillie lived at the bottom of a well and ate only pound Subjects – Elsie, Lacie, and TillieCompound Verbs – lived and ateSimple declarative sentence - one independent clause with compound subjects and verbs.13Opening Activity – Correctly capitalize and punctuate the following quote:you should learn not to make personal remarks Alice said with some severity its very rude“You should learn not to make personal remarks,” Alice said with some severity. “It’s very rude.”14-15There is no separate grammar opener as the entire lessons are grammar.16Opening Activity – Without using the dictionary or online search, have students brainstorm lists of foreign words that we regularly use in our language, such as croquet and croquette. Challenge them to find an appropriate use for one of the foreign words in their SCAMPER writing assignment. French: bon voyage, en masse, fait accompli, faux pas, carte blanche Latin: quid pro quo, status quo, caveat emptor, prima donna, ipso facto, bona fide, ad nauseum17Opening Activity – Explain why the semi-colon is grammatically-appropriate punctuation in the following pun: Snakes don’t drink coffee. It makes them viperactive.Two independent clauses are closely related: Snakes don’t drink coffee. It makes them viperactive. The semicolon joins them to create a compound sentence structure. Another option to join these two clauses would be to use because as a subordinating conjunction and create a complex sentence: Snakes don’t drink coffee because it makes them viperactive.18Timed Essay will take whole period.19Identify the parts of speech in this sentence from Lewis Carroll’s poem, “Jabberwocky.” What is the sentence structure???????Long time the manxome foe he sought, so rested he by the Tumtum tree. Adj n adj adj n pn v conj v pn prep adj adj nCompound sentence – two independent clauses joined by the coordinating conjunction “so” Reconstructed: He sought the manxome foe (for a) long time, so he rested by the Tumtum tree.20Opening Activity – Review the punctuation rules for titles of poems, short stories, songs, books, newspapers, online articles, etc. Have students keep a reference list in their notebooks, and direct them to sites where they can find the correct punctuation to use in their independent writing.Titles of works link: This style resource aligns with The Chicago Manual of Style and the MLA Handbook. 21Opening Activity – Use this quote, by Malala Yousafzai, to answer the grammar questions on sentence structure: “I don’t cover my face because I want to show my identity.”Type of sentence structure: complex sentenceWhat identifying features support your answer? One independent clause (I don’t cover my face); one dependent clause (because I want to show my identity)How would punctuation change if the sentence started with the dependent clause? A comma is required between the two clauses if the dependent clause starts the sentence: “Because I want to show my identity, I don’t cover my face.”22No opening grammar exercise.23Opening Activity – Write a compound-complex sentence about your “choice” book and its relationship to the concept of growth. Label or highlight the clauses: 2 independent clauses and 1 dependent clause. Check the punctuation to be sure that it is correct.Sample sentence for All the Light We Cannot See by Anthony Doerr: Because her father is the head locksmith for the Museum of Natural History in Paris, Marie Laure grows up there, and her blindness does not define her character.Dependent clause: Because her father is the head locksmith . . . Independent clause: Marie Laure grows up there,Independent clause: her blindness does not define her character 25Opening Activity: Students will work in pairs or trios to complete a vocabulary map on the word portfolio. Provide this source sentence for context: In this lesson, you’ll be creating a portfolio of artifacts that demonstrate your growth this year. Answers:Word: PortfolioDefinition: a selection of a student's work (such as papers and tests) compiled over a period of time and used for assessing performance or progress (Merriam Webster)Synonyms: collection, set, case, anthology, depositoryPart of Speech: nounOrigin: from Italian?portafogli, from?portare?‘carry’ +?foglio?‘sheet of paper’ (from Latin?folium)Source Sentence: In this lesson, you’ll be creating a portfolio of artifacts that demonstrate your growth this year. Student Sentence Example: My digital portfolio is a work in progress. (Pun intended!) HandoutName_____________________Vocabulary Map6490335301688556521351416685Handout Name:________________________________________ Four-Level Analysis Worksheetleft0Sentence:Parts of Speech:Parts of the Sentence:Phrases:Clauses:00Sentence:Parts of Speech:Parts of the Sentence:Phrases:Clauses:1728470175895They rode back until they came to the King’s pavilion.00They rode back until they came to the King’s pavilion. _____________________________________________________________________________________________________________________________________________Thompson, M.C. (2012) The Magic Lens, Vol. 1, 3rd Edition. Unionville, NY: Royal Fireworks Publishing Co., Inc. Used with permission.5955309137005Teacher Example00Teacher ExampleHandout Name: _______________________________________0210821Sentence: Parts of Speech:Parts of the Sentence:Phrases:Clauses:00Sentence: Parts of Speech:Parts of the Sentence:Phrases:Clauses:Four-Level Analysis Worksheet1535507100779They rode back until they came to the King’s pavilion.00They rode back until they came to the King’s pavilion.1611707668500pn v adv conj pn v prep adj. adj. n00pn v adv conj pn v prep adj. adj. n _____________________________________________________________________________________________________________________________________________1615394257872[-subj.-][pred.] [subject][----- predicate-------------]00[-subj.-][pred.] [subject][----- predicate-------------]153578670640 [----prep. phrase (Adv.)--]00 [----prep. phrase (Adv.)--]1688186116948[--One independent clause; one dependent clause; complex, declarative sentence--]00[--One independent clause; one dependent clause; complex, declarative sentence--]Thompson, M.C. (2012) The Magic Lens, Vol. 1, 3rd Edition. Unionville, NY: Royal Fireworks Publishing Co., Inc. Used with permission.Key Grammar StandardsKindergarten:K.W.6.1Demonstrate command of English grammar and usage, focusing on: K.W.6.1aNouns/Pronouns – Writing sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cats). K.W.6.1bVerbs – Writing sentences that include verbs. K.W.6.1cAdjectives/ Adverbs – Standard begins at second grade. K.W.6.1dPrepositions – Standard begins at fourth grade. K.W.6.1eUsage – Recognizing that there are different kinds of sentences (e.g., sentences that tell something, sentences that ask something, etc.). K.W.6.2Demonstrate command of capitalization, punctuation, and spelling, focusing on: K.W.6.2aCapitalization – Capitalizing the first word in a sentence and the pronoun I. K.W.6.2bPunctuation – Recognizing and naming end punctuation. K.W.6.2cSpelling – Spelling simple words phonetically, drawing on phonemic awareness. Grade 1:1.W.6.1Demonstrate command of English grammar and usage, focusing on: 1.W.6.1aNouns/Pronouns – Writing sentences that include common and proper nouns and personal pronouns. 1.W.6.1bVerbs – Writing sentences using verbs to convey a sense of past, present, and future. 1.W.6.1cAdjectives/ Adverbs – Standard begins at second grade. 1.W.6.1dPrepositions – Standard begins at fourth grade. 1.W.6.1eUsage – Writing complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 1.W.6.2Demonstrate command of capitalization, punctuation, and spelling, focusing on: 1.W.6.2aCapitalization – Capitalizing the first word of a sentence, dates, names of people, and the pronoun I. 1.W.6.2bPunctuation – Correctly using a period, question mark, and exclamation mark at the end of a sentence. Using commas in dates and to separate items in a series. 1.W.6.2cSpelling – Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions. Correctly spelling words with common spelling patterns. Correctly spelling common irregularly-spelled, grade-appropriate high-frequency words. Grade 2:2.W.6.1Demonstrate command of English grammar and usage, focusing on: 2.W.6.1aNouns/Pronouns – Writing sentences that include common, proper, possessive, and collective nouns, irregular plural nouns, and personal and possessive pronouns. 2.W.6.1bVerbs – Writing sentences that use the past tense of frequently occurring irregular verbs. Understanding the functions of different types of verbs (e.g., action, linking) in sentences. 2.W.6.1cAdjectives/ Adverbs –Writing sentences that use adjectives and adverbs. 2.W.6.1dPrepositions – Standard begins at fourth grade. 2.W.6.1eUsage – Writing correctly complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. 2.W.6.2Demonstrate command of capitalization, punctuation, and spelling, focusing on:2.W.6.2aCapitalization – Capitalizing greetings, months and days of the week, titles and initials in names, and proper nouns, including holidays and geographic names. 2.W.6.2bPunctuation – Correctly using a period, question mark, or exclamation mark at the end of a sentence. Using an apostrophe to form contractions and singular possessive nouns. Using commas in greetings and closings of letters, dates, and to separate items in a series. 2.W.6.2cSpelling – Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns. Generalizing learned spelling patterns (e.g., word families) when writing words. Correctly spelling common irregularly-spelled grade-appropriate high frequency words. Grade 3:3.W.6.1Demonstrate command of English grammar and usage, focusing on: 3.W.6.1aNouns/Pronouns – Writing sentences using abstract nouns (e.g., hope, thought). 3.W.6.1bVerbs – Writing sentences that use regular and irregular verbs and simple verb tenses to convey various times, sequences, states, and conditions. 3.W.6.1cAdjectives/ Adverbs –Writing sentences that include comparative and superlative adjectives and adverbs, choosing between them depending on what is to be modified, and explaining their functions in the sentence. 3.W.6.1dStandard begins at fourth grade. 3.W.6.1eUsage – Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., and, for, but, or). 3.W.6.2Demonstrate command of capitalization, punctuation, and spelling, focusing on: 3.W.6.2aCapitalization – Capitalizing appropriate words in titles, historical periods, company names, product names, and special events. 3.W.6.2bPunctuation – Correctly using apostrophes to form contractions and singular and plural possessives. Using quotation marks to mark direct speech. Using commas in locations and addresses; to mark direct speech; and for coordinating adjectives (e.g., a small, red bicycle). 3.W.6.2cSpelling – Using conventional spelling for high-frequency and other studied words and for adding affixes to base words. Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/ homographs) when writing. Grade 4:4.W.6.1Demonstrate command of English grammar and usage, focusing on: 4.W.6.1aNouns/Pronouns – Writing sentences that include relative pronouns (e.g., who, which) and reflexive pronouns (e.g., myself, ourselves) and explaining their functions in the sentence. 4.W.6.1bVerbs – Writing sentences that use the progressive verb tenses. Recognizing and correcting inappropriate shifts in verb tense. Using modal auxiliaries (e.g., can, may, must). 4.W.6.1cAdjectives/ Adverbs –Writing sentences using relative adverbs (e.g., where, when) and explaining their functions in the sentence. 4.W.6.1dPrepositions – Writing sentences that include prepositions, explaining their functions in the sentence. 4.W.6.1eUsage – Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., yet, nor, so). 4.W.6.2Demonstrate command of capitalization, punctuation, and spelling, focusing on: 4.W.6.2aCapitalization – Capitalizing names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate. 4.W.6.2bPunctuation – Correctly using apostrophes to form possessives and contractions. Correctly using quotation marks and commas to mark direct speech. Using a comma before a coordinating conjunction in a compound sentence. 4.W.6.2cSpelling – Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/homographs) in writing single and multi-syllable words. Grade 5:5.W.6.1Demonstrate command of English grammar and usage, focusing on: 5.W.6.1aNouns/Pronouns – Students are expected to build upon and continue applying conventions learned previously. 5.W.6.1bVerbs – Writing sentences that use the perfect (e.g., I have walked, I had walked, I will have walked) verb tenses. Correctly using verbs that are often misused (e.g., lie/lay, sit/set, rise/raise). 5.W.6.1cAdjectives/ Adverbs – Students are expected to build upon and continue applying conventions learned previously. 5.W.6.1dPrepositions – Writing sentences that include prepositional phrases and explaining their functions in the sentence. 5.W.6.1eUsage – Writing correctly simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using correlative conjunctions (e.g., either/or, neither/nor). 5.W.6.2Demonstrate command of capitalization, punctuation, and spelling, focusing on: 5.W.6.2aCapitalization – Applying correct usage of capitalization in writing. 5.W.6.2bPunctuation – Applying correct usage of apostrophes and quotation marks in writing. Using a comma for appositives, to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address. 5.W.6.2cSpelling – Applying correct spelling patterns and generalizations in writing. Grade 6Demonstrate command of English grammar and usage, focusing on:Pronouns – Using a variety of pronouns, including subject, object, possessive, and reflexive; ensuring pronoun-antecedent agreement; recognizing and correcting vague pronouns (i.e., ones with unclear or ambiguous antecedents). Verbs – Students are expected to build upon and continue applying conventions learned previously. Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously. Phrases and Clauses – Students are expected to build upon and continue applying conventions learned previously. Usage –Writing simple, compound, complex, and compound-complex sentences; recognizing sentence fragments and run-ons.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on: Capitalization – Students are expected to build upon and continue applying conventions learned previously.Punctuation – Using punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Using semicolons to connect main clauses and colons to introduce a list or quotation. Spelling – Students are expected to build upon and continue applying conventions learned previously.Grade 77.W.6.1Demonstrate command of English grammar and usage, focusing on:7.W.6.1aPronouns – Students are expected to build upon and continue applying conventions learned previously. 7.W.6.1bVerbs – Recognizing and correcting problems with subject/verb agreement. 7.W.6.1cAdjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously. 7.W.6.1dPhrases and Clauses – Recognizing and correcting misplaced and dangling modifiers. 7.W.6.1eUsage –Writing simple, compound, complex, and compound-complex sentences; recognizing and correcting sentence fragments and run-ons; varying sentence patterns for meaning, reader interest, and style. 7.W.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on: 7.W.6.2aCapitalization – Students are expected to build upon and continue applying conventions learned previously.7.W.6.2bPunctuation – Using commas with subordinate clauses. 7.W.6.2cSpelling – Students are expected to build upon and continue applying conventions learned previously.Grade 8:8.W.6.1Demonstrate command of English grammar and usage, focusing on:8.W.6.1aPronouns – Students are expected to build upon and continue applying conventions learned previously. 8.W.6.1bVerbs – Explaining the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences; forming and using active and passive voice; recognizing and correcting inappropriate shifts in verb voice. 8.W.6.1cAdjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously. 8.W.6.1dPhrases and Clauses – Students are expected to build upon and continue applying conventions learned previously.8.W.6.1eUsage –Students are expected to build upon and continue applying conventions learned previously. 8.W.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on: 8.W.6.2aCapitalization – Students are expected to build upon and continue applying conventions learned previously.8.W.6.2bPunctuation – Using punctuation (comma, ellipsis, dash) to indicate a pause, break, or omission. 8.W.6.2cSpelling – Students are expected to build upon and continue applying conventions learned previously.Grades 9-109-10.W.6.1Demonstrate command of English grammar and usage, focusing on:9-10.W.6.1aPronouns – Students are expected to build upon and continue applying conventions learned previously. 9-10.W.6.1bVerbs – Forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods. 9-10.W.6.1cAdjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously. 9-10.W.6.1dPhrases and Clauses – Students are expected to build upon and continue applying conventions learned previously.9-10.W.6.1eUsage –Identifying and using parallelism in all writing to present items in a series and items juxtaposed for emphasis. 9-10.W.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on: 9-10.W.6.2aCapitalization – Students are expected to build upon and continue applying conventions learned previously.9-10.W.6.2bPunctuation – Using a semicolon and a conjunctive adverb to link two or more closely related independent clauses. 9-10.W.6.2cSpelling – Students are expected to build upon and continue applying conventions learned previously.Grammar Reference Grammar Instruction Within your classroom schedule for teaching, you probably have little to no time for pure grammar instruction. If you are not comfortable or familiar with transformational grammar or four-level style analysis, you may wish to use resources that have some models within them. Weaving in four-level analysis will assist your students in much more than grammar. The class will have exposure to quality writing, a variety of sentence patterns, proper formal punctuation and usage, word choice, fluency, and more. In addition, they will learn to think logically, critically, and question more deeply. Practice and Review helps reinforce the ideas of how “the rules” allow us to communicate in myriad ways. Use Practice and Review tailored mini-lessons along the way to point out rules with commas, to illustrate how a variety of sentence patterns may make students’ sentences more interesting, to provide models for good writing, to show word choice in action, to magnify how certain words are often misused, etc. Depending on the skill levels and experiences your students have had, you may wish to use any or all of the resources.Resources Use a Pre‐Assessment tool to get a baseline of your students’ understanding of grammar. Depending upon your use and the background of your students, you may need to assist students in varying ways. You may wish to use grammar center files for certain types of knowledge. If you have a grammar book, you could also make assignments from that. Resources that could be used are listed below. A grammar book such as Warriner’s Handbook, First Course (or Introductory) is a great resource for your own bookshelf. In addition, there are a variety of free online grammar handbooks that will give you some of the background knowledge you may need to effectively teach grammar.Michael Clay Thompson offers a free grammar download on the Royal Fireworks Press website. The four-level analysis is featured in Thompson’s grammar books. A portion of the download is reprinted in the next pages of this grammar reference addendum. Designing Four-Level Review Lessons and Exercises Level I - Parts of Speech The Guide to Grammar and Writing sponsored by Capital Community College Fund has great information and exercises for practice. Thompson’s The Magic Lens (from Royal Fireworks Press), which is mentioned in resources, has excellent background information and exercises on four-level sentence analysis. Gorillas - Games and review for many aspects of grammar Martin offers free PowerPoints on a variety of grammar areas (If you have a classroom computer, you could download these for a self-paced review or learning station.) II - Parts of a Sentence – Subjects, Predicates, Objects, and Complements (IO, DO, PA, PN)These Parts of a Sentence links are from The Guide to Grammar and Writing sponsored by Capital Community College FundSubjects - , Objects, and Complements - III - Phrases (Noun, Verb, Prepositional, Appositive, Participial, Gerund, Infinitive, Absolute) The Guide to Grammar and Writing - The Garden of Phrases (sponsored by Capital Community College Fund) again has great information and exercises for practice. Learning Nerd – English Grammar: Types of Phrases Concise listing and meanings for those who just need a quick review of phrases. Grammar and Composition - Phrases House Bristol offers a variety of grammar and phrase exercises and you can also get a “Phrase of the Day” to see how phrases are used. (exercises) (phrase of the day - also great for ELL)Level IV - Clauses (Noun, Adjective, Adverb) The Guide to Grammar and Writing - Clauses: The Essential Building Blocks (sponsored by Capital Community College Fund) again has great information and exercises for practice. Online Writing Lab (OWL) - Purdue University – Identifying Independent and Dependent Clauses (or Diagraming) (This aspect of grammar is ideal for the visual learners and many of those who consider themselves “mathminded” because the flow and logic help differentiate grammar for these students.) The Guide to Grammar and Writing - Welcome to Diagramming Sentences and Diagramming Sentences: A Brief Introduction (sponsored by Capital Community College Fund) again has great information and illustrations. and English Revolution has examples of how to diagram a wide variety of sentence and cool quotes. More: This section has resources on punctuation, commonly misused words, and more. OWL at Purdue has everything from fragments and run-ons to parallel structure, from commas to capitalization, and more. Don’t discount the GED Prep and ESL sections of their website, for there’s a wealth of instruction and exercises available there. Be sure to explore the site. You don’t have to purchase anything to get the free PDF that offers some great exercises and sentences to examine at GrammarGator. Bytes is a wealth of interactive lessons, exercises, handouts, and more. and Review Spend a bit of time teaching these ideas to the entire class with mini warm-up lessons if necessary, then take a moment from time to time to open class with a literary sentence. This section is based on the work of Michael Clay Thompson. His work can be found at Royal Fireworks Press are Four Levels in Traditional Transformational Grammar: Parts of Speech (eight kinds of words in our language) Parts of a Sentence (a thought that has two important parts – the complete subject and the complete predicate) Phrases (a group of words without a subject and its predicate, which is used as a single part of speech) Clauses (a group of words with a subject and its predicate) (Here you also examine what the Sentence Structure is and what Type of Sentence it is.) Analyzing a Sentence - Example: ______________________________________________________________________________Sentence: Idonotlikethem,Sam I Am ______________________________________________________________________________Parts of Speech: PROVADVVPRON (One Proper Noun of Direct Address)______________________________________________________________________________Parts of Sentence: Subj. -------Predicate -------- Direct Object ______________________________________________________________________________Phrases: no phrases ______________________________________________________________________________Clauses: one independent clause; a simple declarative sentence ______________________________________________________________________________Notice the comma just before the Noun of Direct Address. Notice that the “name,” Sam I Am, is considered one unit. Adapted and used with permission from Royal Fireworks Publishing Co., Inc. (rfwp) ................
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