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Indiana High Ability Language Arts Project – Phase IIOptional Grammar Lessons Unit 3 and Related Handouts and ResourcesLesson Grammar Activity to be used as Bell Work2Vocabulary Activity – Optional - Have students look up the word interactions. As a class, analyze its stem, inter. Students should then make a list of all the words they can think of with the stem inter.Interactions – reciprocal action or influence (each thing affects the other)Inter – between, among, in the midst ofAction – the process of doing somethingInternational, interstellar, interdependent, intercept, interfere, interstate3Opening activity – Introduce students to a holistic grammar approach such as The Magic Lens by Michael Clay Thompson, a four-level approach to analyzing grammar and transferring it to writing. Appendix A contains blank 4-level analysis handouts. I suggest starting with the scaffolded version and concentrating on the first two levels only: parts of speech, and parts of the sentence. Start with what students know and advance as they become more capable.Sentence for analysis: Now I know my dog’s language.Answer Key: Now I know my dog’s language.Parts of Sp. Adv pron v poss. adj adj nParts of Sent.------subj-------|---pred---------------------------------Grammar Notes: In the above sentence the word my is used as an adjective, although some teachers are more comfortable referencing it as a possessive adjective because it resembles a possessive pronoun. 4Opening Activity: Have students make corrections in the following sentence:Paul goble author of the girl who loved wild horses also created native american artPaul Goble, author of The Girl Who Loved Wild Horses, also created Native American art.Note the appositive phrase and how it set off with commas.5Opening Activity: Place commas correctly in the following sentence and explain the reason that they are needed: Beatrix Potter was a strong independent and forward-thinking woman.Beatrix Potter was a strong, independent, and forward-thinking woman. Commas are necessary in words or phrases in a series.6Opening Activity – Analyze the following sentence using the first 2-levels of 4-level analysis.Jane Goodall might be the world’s most celebrated naturalist.Parts of Sp.Noun(proper v v adj adj adv adj nParts of Sent.Subject----------|--predicate----------------------------------------7Opening Activity – Define the following Greek and Latin stems, which make up several of the words in this lesson: ethos, bio, graph, auto. Make a list of words that you know containing any of the stems.Ethos – nature; characteristic spirit - ethologist, ethical, ethicsBio – life; living – biography, biology, bionicGraph - writing – biography, graphics, graphite, autograph, autobiographyAuto – self; one; same – automatic, autobiography, autograph, automobile8Opening Activity – Correctly punctuate the following sentences and provide rationale for your corrections:Jane Goodall says I can only retire once the world has been saved.I can only retire once the world has been saved says Jane Goodall.I can only retire says Jane Goodall once the world has been saved.Jane Goodall says, “I can only retire once the world has been saved.” “I can only retire once the world has been saved,” says Jane Goodall.“I can only retire,” says Jane Goodall, “once the world has been saved.” Discuss dialogue punctuation when the quoted material is in different places.9Opening Activity – Correct the verb problems in following short paragraph. Last Tuesday I worked on a project with my group. One of the members comes in and starts taking over without including everyone. The interactions were not as positive as they should of been, and I am not able to get anything done. It is a rough day.Last Tuesday I worked on a project with my group. One of the members came in and started taking over without including everyone. The interactions were not as positive as they should have been, and I was not able to get anything done. It was a rough day. (Last Tuesday – all verbs need to reflect past tense.)10Opening Activity – Ask students to explain the use of the semicolon in this sentence from Black Beauty. They may have to reference grammar rules for semicolons. There were six young colts in the meadow beside me; they were older than I was. A semicolon connects two closely related independent clauses (sentences that could stand alone). Brainstorm ways to rewrite the sentence without the need for the semicolon. Ex: There were six young colts in the meadow beside me, and they were older than I was. This discussion may lead to compound sentence structure. Have students write a sentence of their own using a semicolon correctly.11Opening Activity – Analyze 2 of the 4 levels of grammar for this sentence from Black Beauty: The old horses snorted and looked eagerly after them.Parts of Sp.Adj adj n v conj v adv prep pronParts of Sent. ----Subject---- | pred-------------------------------------------- Note the compound verbs snorted and looked. Based on student readiness discuss that this is still a simple sentence since there is one subject and one predicate.12Opening Activity – Correct the homophones in the following sentences: You’re actions can often let a speaker how well your listening. Because we have too ears and only one mouth, we should listen twice as much as we speak. I’m to tired to listen actively.I could tell that my classmates weren’t listening by there lack of eye contact.Your actions can often let a speaker how well you’re listening. Because we have two ears and only one mouth, we should listen twice as much as we speak. I’m too tired to listen actively.I could tell that my classmates weren’t listening by their lack of eye contact.13Opening activity – Have students work in pairs to look up the word Socratic and do a mini search on how and why Socratic seminars are named such.Possible answers: of or related to Socrates; Socrates was a great philosopher who helped people understand ideas better by asking them a series of questions. 14Opening Activity – Correct the homophones in the following sentence: We grabbed the horse’s rains and led him back threw the gait for some hey and water.We grabbed the horse’s reins and led him back through the gate for some hay and water.15Opening Activity – Correct the following sentence.Just the two of us a song from Will Smith’s debut CD titled Big Willie Style was written as a love letter to his son.“Just the Two of Us,” a song from Will Smith’s debut CD titled Big Willie Style, was written as a love letter to his son.16Opening Activity – Correct the adjectives in the following sentence and then write one sentence of your own using the comparative and superlative form. As the younger of all the colts in the field, Beauty learned many things from the older colts.As the youngest of all the colts in the field, Beauty learned many things from the older colts.-est superlative for more than 2-er comparative for 217Opening Activity: Use the 4 levels (or fewer) to analyze the following sentence:Richie is Tricia’s rotten, red-headed, older brother, and Bubbe is her grandmother.Parts of sp.N v adj adj adj adj n conj n v adj n.Parts of sent. Subj--|--pred--------------------------------------------, cc ---subj-|pred-------------Phrases noneClauses2 independent clauses; compound sentence18Opening Activity – Correct the following sentence:The industrial revolution brought about changes in technologies transportation systems and the way of life for peopleThe Industrial Revolution brought about changes in technologies, transportation systems, and the way of life for people.19Opening Activity – Students will look up the word acronym and then look up its two stems: acro and nym to determine the definition for the lesson’s activity: SCAMPER.Acronym – an abbreviation formed from the initial letters of other words and pronounced as a word. Acro – something at the top or beginning; nym (onym) – word or name20Opening Activity – Correctly add apostrophes in the following sentences and explain the rules on possessives: That is my sisters project.That is my sister’s project. (singular possessive)The students projects were all on display during the open house.The students’ projects were all on display during the open house. (plural possessive)21Opening Activity – Correct the dialogue punctuation in this sentence:And so at last said Ginger I was bought by a man who keeps a number of cabs and horses.“And so at last,” said Ginger, “I was bought by a man who keeps a number of cabs and horses.”22Opening Activity – Correct the following sentences, paying attention to the use of the pronouns.Would you like to help Jake and I with our debate preparation?Would you like to help Jake and me with our debate preparation? (object of the preposition needs an object pronoun: test help me vs. help I)Me and my partner checked the facts before we started the debate.My partner and I checked the facts before we started the debate. (Subject requires subject pronoun) 23Opening Activity: Correctly punctuate the following sentence and explain the punctuation rule:Since we now know so much about interactions lets play a game with themSince we now know so much about interactions, let’s play a game with them. (dependent clause, independent clause; apostrophe in a contraction; period to end declarative sentence)24Opening Activity - Correct the following sentence and explain the punctuation and capitalization rules.after john muir recovered from a blinding injury, he walked a thousand miles from indianapolis Indiana to the gulf of mexicoAfter John Muir recovered from a blinding injury, he walked a thousand miles from Indianapolis, Indiana, to the Gulf of mas: dependent clause followed by independent clause requires the comma; Indianapolis, Indiana, - Indiana is considered an appositive; rules of capitalization: all proper nounsName_____________________________________Vocabulary Map56305451431290006490334301688500 Name: ___________________________________________ 3313233735Sentence:Parts of Speech:Parts of the Sentence:Phrases:Clauses:00Sentence:Parts of Speech:Parts of the Sentence:Phrases:Clauses:Four-Level Analysis Worksheet1728470175895Johnny always stood before it as he dressed.00Johnny always stood before it as he dressed. ___________________________________________________________________________________________________________________________________Thompson, M.C. (2012) The Magic Lens, Vol. 1, 3rd Edition. Unionville, NY: Royal Fireworks Publishing Co., Inc. Used with permissionBlank Four-Level Analysis Worksheet (scaffolded) Parts of Speech – Level 1Parts of Sentence – Level 2Phrases – Level 3Clauses – Level 4noun – nverb - vpronoun – pnadjective – adjadverb – advconjunction - conjpreposition – prepinterjection – interjsubject – subjpredicate – preddirect object – DOindirect object – IOsubject complement – SC prepositionalappositiveverbalindependentdependentSentence: 12623801524000_________________________________________________________________________________________________Parts of Speech: _________________________________________________________________________________________________Parts of Sentence: _________________________________________________________________________________________________Phrases: _________________________________________________________________________________________________Clauses: _________________________________________________________________________________________________Sentence Structure: __________________________ Sentence Type: __________________________________simple – compound – complex – compound-complexdeclarative – interrogative – imperative - exclamatoryPossible sentences for Four-Level Analysis (based on skill level)Our class held a debate.Our class held a debate today. Our class held a debate today, and my team won.Our class held a debate today, and my team won a trophy.Did you ever participate in a debate?Help me with this research.Will you help me with this research? Help me with this research, and then we will start our project.Sarah is writing a narrative.Sarah and I are writing a narrative.Sarah and I are planning a narrative and writing it on the computer.Sarah and I are writing a narrative, and our teacher will check it.My class enjoys problem-solving.My group uses the SCAMPER model when we need new ideas.When we need new ideas, my group uses the SCAMPER model.Did you find your pencil?Where did you find your pencil?Don’t lose your pencil!Interactions can be purposeful or accidental.Can interactions be purposeful or accidental?How can interactions be purposeful or accidental?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. Grammar 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 ()There 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. () ................
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