Transcript Quarter 3 ~ 8th Grade - How to complete Grammar Notes from
Quarter 3 ~ 8
th
Grade How to complete Grammar Notes from home:
• Write down the title for each NB entry • Set up notebook page the same way the PPT slide looks • Watch the Brain Pop video associated with notes (search on www.brainpop.com
for video name) • LOG IN: username = rcspop password = rcspop14 • Fill in the missing information with help from Tim & Moby on each video
8
th
Grade - Quarter 3 Grammar Notes
1.) Parts of Speech Review 2.) Modifiers 3.) Clauses 4.) Parallel Structure 5.) Active Voice 6.) Appositive Phrases 7.) Interjections 8.) Common Mistakes 9.) I or Me?
10.) Which, Who, or Whom?
WRITER’S NB ENTRY:
Grammar Notes: Remember us?
An elephant never forgets…
Review
1.) Label all parts of speech: Adjective, Adverb, Verb, and Noun (common, proper, compound, possessive, and pronouns) 2.) Draw a circle around the simple subject. Draw a rectangle around the simple predicate. Underline the complete subject once. Underline the complete predicate twice.
3.) Label the prepositions with a “P” 4.) Add apostrophes to possessive nouns (correctly!) 5.) Label articles (the, an, a) The three pink elephants walked carefully on the steady tight-rope during the opening act of Rochester Hills circus.
Practice - Answers
1.) Label all parts of speech (Adjective, Adverb, Verb, and Noun (common, compound, proper, possessive, and pronouns) 2.) Draw a circle around the simple subject. Draw a rectangle around the simple predicate. Underline the complete subject once. Underline the complete predicate twice.
3.) Label the prepositions with a “P” 4.) Add apostrophes to possessive nouns (correctly!) 5.) Label articles (the, an, a) Article Adj. Adj. Common & plural noun verb Adv. P Article The three pink elephants walked carefully on the Compound Adj. P Article Compound noun P noun steady tight-rope during the opening act of Proper noun & possessive Common noun Rochester Hills ’s circus.
WRITER’S NB ENTRY:
Grammar Notes: Modifiers
Modifiers
• Modifiers are words or groups of words that change or limit the meanings of other words.
• Adjectives and adverbs are common modifiers.
• Modifiers can be used to compare two or more things.
• The forms of a modifier shows the degree of comparison.
• Both adjectives and adverbs have comparative and superlative forms.
Comparison of Modifiers
Comparative form This form is used to compare two things, groups, or action.
• Ex: His father’s hands were stronger than his own.
• Ex: My father was more courageous than I am.
Superlative form • This form is used to compare more than two things, groups, or actions.
• Ex: His father’s hands were the strongest in the family.
• Ex: My father was the most courageous of us all.
Regular Comparisons
• Most one-syllable and some two-syllable adjectives and adverbs have comparatives and superlatives by adding
–er
and
–est
.
• All three-syllable and most two-syllable modifiers have comparatives and superlatives form with
more
or
most
.
Modifier Comparative Superlative
small thin sleepy* useless precisely smaller thinner sleepier more useless more precisely smallest thinnest sleepiest most useless most precisely
What do you call a mountain that is
almost
the tallest in the world?
NERD ALERT
Irregular Comparisons
• Some commonly used modifiers have irregular comparative and superlative forms. They are listed in the chart below. My advice is: just memorize them.
Modifier Comparative Superlative
good better best bad far little many well much worse farther or further* less or lesser more better more worst farthest or furthest* least most best most
Problems with Modifiers
Use farther for distance; use further for everything else.
Stay away from double comparisons: Incorrect: Crushed ice is more better than cubed ice.
Correct: Crushed ice is better than cubed ice.
Good is always an adjective. Well is often an adverb meaning “expertly” or “properly.” Well can also be used as an adjective when referring to “good health.” Incorrect: Rachel writes very good.
Correct: Rachel writes very well.
Correct: I don’t feel sick today; in fact, I feel well.
Practice Quiz – Choose the correct word
1.) Mark Twain’s attempt at studying the law did not go (good, well) .
2.) That wasn’t the (worse, worst) of his many occupations, however.
3.) He didn’t have (no, any) confidence as a newspaper editor.
4.) Still, that turned out to be the (more, most) satisfying job he ever had.
5.) I am not feeling (good, well) today.
WRITER’S NB ENTRY:
Grammar Notes: Clauses
Clauses
• A clause is a group of words that contains a subject and a predicate.
• There are two types of clauses: main and subordinate .
• To make it even more complicated, you will hear about these clauses by other names: • Main (independent) clause or subordinate (dependent) clause .
Thanks English language, like we don’t have enough to remember as it is!
Main (independent) clause
A main (independent) clause can stand alone as a sentence.
Main clause: I enjoyed reading
Divergent
.
A sentence may contain more than one main clause .
Example: I read
Divergent
my students to read it.
twice, and I even asked ^Notice in the preceding example how the coordinating conjunction and joins two main clauses. Why did I use the comma as well? How else could I write this sentence if I want to avoid commas and conjunctions?
Subordinate (dependent) clause
A subordinate (dependent) clause cannot stand alone as a sentence. It is subordinate to, or dependent on a main clause.
Example: After I read
Divergent
, my students.
I recommended it to ^Notice how the text in orange cannot stand by itself.
Other Clauses….
Adjective clauses, adverb clauses, noun clauses, etc. If you would like to get information on the other clauses, please refer to your grammar handbook in your textbook (R62-R63).
For 8 th grade, let’s just focus on this important type: nonessential clause .
A nonessential clause adds additional information about a noun or pronoun whose meaning is already clear. Nonessential clauses are set off with commas.
Example: He carried his horse , which had broken her ankle, around his neck.
NERD ALERT What’s the difference between a cat and a comma?
One has claws at the end of his paws, and the other is a pause at the end of a clause!
WRITER’S NB ENTRY:
Grammar Notes: Parallel Structure
Parallel Structure
• When you write sentences, make sure that coordinate parts are equivalent, or parallel, in structure. For instance, be sure items you list in a series or contrast for emphasis are parallel. In sum, consistency is key!
This example is similar to a question from last year’s ACT Explore. (The scores were low across grade levels) I want to exercise, learn how to play the piano, and become a professional wrestler.
Parallel Structure Practice 1
What’s wrong with this sentence? How can it be fixed?
With his friends, Luke played hide and seek in the laundry room, would slide down the banisters in the house, and rode a red tricycle through the kitchen.
With his friends, Luke played hide and seek in the laundry room, slid down the banisters in the house, and rode a tricycle through the kitchen.
Parallel Structure Practice 3
What’s wrong with this sentence? How can it be fixed?
Josie now writes novels, nonfiction, and even articles for magazines!
Josie now writes novels, nonfiction, and articles for magazines.
Parallel Structure Practice 4
What’s wrong with this sentence? How can it be fixed?
Rainey went on to earn degrees in drama criticism, English, and a third degree in creative writing.
Rainey went on to earn degrees in drama criticism, English, and creative writing.
WRITER’S NB ENTRY:
Grammar Notes: Using Active Voice
Active vs. Passive Voice
The voice of the verb tells whether its subject performs or receives the action expressed by the verb.
When the subject performs the action, the verb is in the active voice.
When the subject is the receiver of the action, the verb is in the passive voice.
Active: Veronica Roth wrote
Divergent
.
Passive:
Divergent
was written by Veronica Roth.
*Use passive voice sparingly because it can make writing awkward and less direct.
Using the Active Voice
p. 585
Write down these two sentences and label them as passive voice. Rewrite the sentences to make them active and label them as active voice.
1.) The leaves were raked by Annalia.
2.) Five bags of leaves were added to the compost bin by Natalie.
WRITER’S NB ENTRY:
Grammar Notes: Use Appositive Phrases
Appositive Phrases
You can make your writing more clear by using an appositive phrase to combine two sentences into one.
Original Sentence: Jimmy Valentine was released from prison. Jimmy Valentine was a notorious safecracker.
Revised Sentence: Jimmy Valentine
,
a notorious safecracker
,
was released from prison. “ a notorious safecracker ” is an appositive phrase that identifies Jimmy. You place a comma before and after the appositive phrase.
Practice Using Appositive Phrases
For each item, combine the two sentences by changing the second sentence to an appositive phrase.
1.) Alex practices every day. He is a champion skateboarder.
2.) Annora has a large vocabulary. She is a master at languages.
3.) The man wants to become a citizen. He is an immigrant.
4.) The woman keeps asking questions. The woman is a TV reporter.
WRITER’S NB ENTRY:
Grammar Notes: Interjections
Interjections
Interjections are words used to express strong feeling or sudden emotion. They are included in a sentence - usually at the start - to express a sentiment such as surprise, disgust, joy, excitement or enthusiasm. Interjections are used to: express a feeling: ow, gee, golly, oops, darn yay yes or no: yes, no yep, nope, uh-huh, uh-uh call attention: yo, hey, whoa indicates a pause: well, um, hmm, ah Hey!
Get off that floor!
Oh, that is a surprise.
Good!
Now we can move on.
Jeepers , that was close.
Phew!
Mmmmm, dinner was delicious!
I’m glad Q3 grammar notes are over!
WRITER’S NB ENTRY:
Grammar Notes: Common Mistakes
Common goof-ups:
A lot/ a lot There is no such word as alot. Stop using it! Everyday/ every day Brushing your teeth is part of an everyday routine.
You must brush your teeth every day.
Everyone/ every one Everyone has secrets.
Every one of you have a Writer’s Notebook.
Some more goof-ups:
Then/than I am going to school, and then I am going to track practice.
I like track more than I like ice cream.
Good/well Tavi is a good writer. (good = adjective) Tavi writes well. (well = adverb) Use well when referring to health and expertise! How are you feeling today? I’m feeling well today!
Another common goof-up:
Can/May Student: Mrs. Pathenos, can I go to the restroom? Mrs. Pathenos: Physically? I hope so!
Student: Mrs. Pathenos, may I use the restroom?
Mrs. Pathenos : Sure, but where’s your planner?
Let’s Practice Aloud/Allowed
Jeepers! Mrs. Pathenos makes us write (alot/a lot)!
I like reading more (than/then) writing.
I’m not feeling (good/well) today.
I did (good/well) on my last grammar test.
My (good/well) grade is posted on our kitchen fridge!
WRITER’S NB ENTRY:
Grammar Notes: I or Me??
Remember this rule:
I = subject
I
is used for the subject of a sentence (the person doing the action)
Me = object
Me
is used for the object of the sentence (the person the verb is acting upon) Don’t forget that the English language follows this order: Subject-Verb-Object Ayesha threw the ball to Maggie.
Remember this rule:
I = subject
Me called Mrs. Steffes I called Mrs. Steffes (because I performed the action!)
Me = object
Mrs. Steffes called I back Mrs. Steffes called me back (because Mrs. Steffes performed the action)
Let’s Practice:
Mrs. Knox and (I/me) frolicked to the library.
The librarian handed (I/me) a new library card.
Do you want to go to the library with (I/me)?
My mom and (I/me) have green eyes.
WRITER’S NB ENTRY:
Grammar Notes: Which, Who, or Whom?
Which
Use which for things (not people) My brother is the one which fed our dinner to the dog!
My brother is the one who fed our dinner to the dog!
Who or Whom?
According to the rules of formal grammar,
who
used in the subject position in a sentence, while should be
whom
should be used in the object position, and also after a preposition. For example: •
Who made this decision?
sentence] [here,
who
is the subject of the •
Whom do you think we should support?
object of
support
] [here,
whom
is the •
To whom do you wish to speak?
the preposition
to
] [here,
whom
is following
Who or Whom? Here’s a trick:
Use this
he/him
method to decide whether
who
he = who him = whom
Examples:
Who/Whom wrote the letter?
He wrote the letter. Therefore,
who
is correct.
or
whom
is correct:
Who/Whom should I vote for?
Should I vote for him?
Therefore,
whom
is correct.
We all know who/whom pulled that prank.
This sentence contains two clauses:
we all know that prank.
and
who/whom pulled
We are interested in the second clause because it contains the
who/whom
.
He
pulled that prank. Therefore,
who
is correct.
We wondered who/whom the book was about.
This sentence contains two clauses:
we wondered
and
who/whom the book was about
. Again, we are interested in the second clause because it contains the correct.
who/whom
. The book was about
him
. Therefore,
whom
is