Transcript BOOT CAMP

Language Arts
BOOT CAMP
Parts of Speech
Noun: Name of a person, place, thing, or idea.
Pronoun: A word that can take the place of a noun
1st Person: I, we, my, our, etc.
2nd Person: you, your, yours
3rd Person: he, she, it, they, his, hers, their, theirs
Antecedent: Noun to which the pronoun refers
Parts of Speech
Verb: A word that shows action or state of being
Action Verbs: words that show ACTION!!!!
Linking Verbs: forms of the verb to be.
(been, being, become, was, were, am, are, is)
Helping Verb: can, could, may, might, shall,
should, will, would, must,
forms of the verbs to be, have, and do.
Parts of Speech
Adjective: A word that modifies a noun or pronoun
Answers: Which one? How many? What kind of?
Adverb: A word that modifies a verb, an adjective,
or other adverb
Answers: How? When? Where? To what extent?
Parts of Speech
Preposition: A word that shows the relationship of
a noun or pronoun to another word in the
Sentence.
Prepositions begin prepositional phrases.
The frog jumps ___________ the log.
The squirrel went __________ the tree.
Examples: above, around, beneath,
through, up, down, beside, between.
*Most prepositions are interchangable.
Parts of Speech
Conjunction: A word that connects or joins words
or groups of words.
For
And
Nor
But
Or
Yet
So
Parts of Speech
Interjection: A word used to express emotions
like joy, pain, shock, excitement,
approval, or displeasure.
Well,…………………
Good grief!
Gosh!
Wow!
Parts of the Sentence
There are two halves of a sentence,
the SUBJECT and the PREDICATE.
The PREDICATE is everything not included in
the subject.
It is important to know that “Complements”
include: Direct Objects, Indirect Objects,
Predicate Adjectives, & Predicate Nominatives.
Sentence Patterns
First, cross out the introductory and prepositional
phrases. The subject & verb cannot come from these.
Second, identify the subject(s) and the verb(s).
s. Subject - refers to the one performing the action or being in
the state expressed by the predicate.
*The subject will be a NOUN.
v. Verb – the word that represents an action or a state of
being. *Remember, these can be action, linking, or helping.
Sentence Patterns
Once you’ve identified the Subject & Verb, you
must identify the verb type before you can move
on.
 If the verb is a LINKING verb, then you look for
P.A./P.N. (examples of LVs: am, is, are, was,
were, been, being, become, smells, feels, etc.)
 if the verb is an ACTION verb, then you look for
I.O./D.O.
Sentence Patterns
p.n. Predicate Nominative
A NOUN, in the predicate, that modifies the
SUBJECT.
Example: The pizza is pepperoni.
p.a. Predicate Adjective
An ADJECTIVE, in the predicate, that describes the
SUBJECT.
Example: The pizza is cheesy.
Sentence Patterns
d.o. Direct Object
Answers these questions after the verb:
Whom?
What?
Examples: Michael sold cookies.
(Michael sold what? Sold cookies.)
I gave money.
(I gave what? Gave money.)
Jose hugged Sara.
(Jose hugged who? Hugged Sara.)
Sentence Patterns
i.o
Indirect Object
Answers these questions:
To Whom?
For Whom?
To What?
For What?
(ask after the D.O.)
Examples: Kyle sold Vanessa cookies.
(Kyle sold cookies to whom? To Vanessa.)
I gave Nick and Kelsey good grades.
(I gave grades to whom? To Nick and Kelsey.)
John gave the Red Cross a donation.
(John gave a donation to what? To the Red Cross.)
Sentence Patterns
Important Note:
Indirect Objects can only come BEFORE
Direct Objects. They cannot be reversed.
Therefore, on a multiple choice test,
If you see S-V-DO-IO as an answer choice,
That is always a distractor.
Timed Writing Prompts
Timed writing prompts have a specific format.
Writing Situation (The "A" Part)
- One sentence introducing the general topic.
- One to two sentences providing some broader
context.
Directions for Writing (The "B" Part)
- Writer's Task includes format, purpose, and
audience.
- Defines parameters for length expectations. (ex: In
2-3 paragraphs, write...)
Example from Romeo & Juliet
Writing Situation
Characters in Romeo and Juliet face many problems
throughout the play. Some of those problems include, but
are not limited to, family feuds, arranged marriage,
illiteracy, and banishment.
Directions for Writing
Think about ONE problem that characters from Romeo and
Juliet face during the course of the play. Write an essay in
which you:
- Identify the problem
- Examine different characters’ points of view on the problem
- Suggest a solution to the problem
Example from Romeo & Juliet
First, identify all the possible topics you could
write about. For this prompt, some of the
suggestions are:
- Family Feuds (Montagues vs. Capulets)
- Arranged Marriage (Juliet & Paris)
- Illiteracy (The Servant accidentally invited
Romeo-the-Montague to the Capulet party.)
- Banishment (Romeo is banished to Mantua
for killing Tybalt.)
Example from Romeo & Juliet
Decide which of the topics you know the most
about, and make a jot list or prewrite.
Notice there are THREE parts to this prompt.
It is very important that you answer
all THREE parts of the writing prompt.
1. Identify the problem
2. Examine different characters’ points of
view on the problem
3. Suggest a solution to the problem
Example from Romeo & Juliet
Let’s pretend we chose Illiteracy as our topic.
1. Identify the problem.
Many servants and lower-class citizens were not
educated in Shakespearean times, so illiterate
people were forced to rely on the educated to
read information for them. Because Lord
Capulet’s servant was told to deliver invitations to
the ball and he couldn’t read, he asked a stranger
to read the list to him, and then invited that
stranger to the party…not knowing the stranger
was a Montague. Servants and lower-class
people had to depend on other people for
information.
Example from Romeo & Juliet
Let’s pretend we chose Illiteracy as our topic.
2. Examine different characters’ points of view on the
problem.
Juliet – If the servant had not invited Romeo to the party,
she would have never met him, and would have married
Paris without ever dealing with the stress of wanting to
be with Romeo.
Romeo – If the servant had not invited him to the party, he
would still be depressed about Rosaline, but at least he
wouldn’t have to endure the heartache of loving a girl he
was supposed to hate.
Prince Escalus – If the servant had not invited Romeo to the
Capulet party, Romeo and Juliet would not have fallen in
love, and the feud between the Capulets and Montagues
would not have escalated.
Example from Romeo & Juliet
Let’s pretend we chose Illiteracy as our topic.
3. Suggest a solution to the problem.
The government in Elizabethan England should
create a mandatory, government-funded
education system so that citizens of all
classes could attain basic reading and writing
skills.
Sentence Types
Writing Paragraphs
A paragraph must have a topic sentence. Topic sentences tell
the reader what the paragraph is going to be about.
Remember to:
 Supply your readers with all of the important information
they need
 Stay focused on your main idea
 Explain and support your main idea with details such as
facts, statistics, sensory details, incidents, examples,
reasons, and quotations.
 The ending of the paragraph should contain a clincher
sentence that reminds the reader of the topic paragraph
and what it really means.
Different Types of Sentences
Levels of Detail:
 Level 1 – Controlling Sentence – name and
control the topic
 Level 2 – Clarifying Sentences – make the
topic clearer
 Level 3 – Completing Sentences – add specific
details
 A good paragraph will have at least two to
three Level 2 sentences and two to three
Level 3 sentences.
11 Sentence Paragraph
The 11 Sentence Paragraph is a model for an
effective paragraph structure or format,
much like the 5 paragraph structure is a
possible format for an essay.
The purpose of learning the 11 Sentence
structure is to see how major and minor
support sentences are necessary for
development of ideas.
11 Sentence Paragraph
1. Topic Sentence: States the main idea of the Paragraph; must contain a
controlling idea ; should intrigue the reader and make them wonder.
2. Major Support Sentences: Provide reasons “Why?” or “Because”
(What you think.)
3. Minor Support Sentences: Provide concrete examples from the text –
here you incorporate quotes into your OWN sentences, when
appropriate.
4. Concluding Sentences (a.k.a. “Clincher”): Signals to the reader that the
paragraph is over. It re-emphasizes the main idea.
Also important: Transitions are used to move from one major support to
another.
11 Sentence Paragraph
Sample Structure
 Topic Sentence (1)
 Major Support Sentence (2)
 Minor Support Sentence (3)
 Minor Support Sentence (4)
 Major Support Sentence (5)
 Minor Support Sentence (6)
 Minor Support Sentence (7)
 Major Support Sentence (8)
 Minor Support Sentence (9)
 Minor Support Sentence (10)
 Concluding Sentence (11)
11 Sentence Paragraph
The 11 Sentence Paragraph should be coded
with a highlighter:
 Topic Sentence – Pink
 Major Supports – Green
 Minor Supports –Yellow
 Concluding Sentence –
Neatly Underlined in Pencil
 Transitions – Neatly Circled in Pencil
11 Sentence Paragraph
Assignment:
Choose ONE of the following topics* and write a
carefully constructed 11 Sentence Paragraph:
 The best gift you’ve ever received.
 The best event you’ve ever attended.
 The best birthday you ever had.
*Make sure there are 3 specific reasons for your
selection…those will be your 3 Major Supports.
There, They’re, and Their
Fragments and Run-Ons
A FRAGMENT is phrase or clause that looks like a sentence but
does not express a complete thought.

*Down by the river where the fish bite.

*If he would just think.

 A RUN-ON has too many parts. It is two or more complete
thoughts - at times only vaguely related - strung together
without punctuation.

*We have only three days until the band contest I don’t
have my uniform repaired yet and that will take at least a
day or so to do, don’t you think?

 Run-on sentences can be corrected in a number of ways.
Comma Splices
A COMMA SPLICE is a type of run-on in which
the writer has linked two independent clauses
with only a comma to separate them.
*Schools today are very overcrowded, the
students have to share lockers.
Comma Rules

Introductory phrase or word





Running down the hall, he tripped and fell.
After English class, we go to lunch.
Well, I hope that you ate breakfast.
Between a city, state,



Example:
Example:
We moved to Grayson, Georgia, in 1998.
Between the day of the week, month date, year,

Example:
The baby was born on Sunday, February 22, 2005, in Peru.


Items in a series

Example:
Please buy apples, oranges, and bananas.


I like the warm, fuzzy blanket.

Sentence, + coordinating conjunction** + sentence


Example: Joe like pizza, but Fred likes tacos.
**Coordinating Conjunctions: for, and, nor, but, or, yet, so
Subject/Verb Agreement
 Agreement:
 Plural Subject (+s)  Plural Verb (no s)
 Singular Subject (no s)  Singular Verb (+s)
 subject/verb agreement – a singular subject
must have a singular verb and a plural subject
must have a plural verb. Choose the correct verb
for each sentence. BUT BE CAREFUL! Don’t be
fooled by pronouns, etc. Be sure you are finding
the simple subject – the one word that is the
subject.