Transcript Slide 1

EIGHTH GRADE
ENGLISH
BENCHMARK 3
A
GRAMMAR, USAGE,
AND MECHANICS
PASS GUM 3.1.a.
Identify the principal parts of verbs
to form verb tenses.
Oh! The Eiffel Tower! I’ve went… no, wait… I’ve gone all the way
from Edmond, Oklahoma, to Paris, France, and now I’ve saw…
no… hey…shouldn’t I say I’ve seen?... And now I’ve seen
everything I’ve ever wanted to see! Wow, I need to work on my
principal parts of verbs.
PRESENT
PAST
PAST PARTICIPLE
Ends in -ed
Ends in -ed
Uses a helping verb:
has / have / had
talk
talked
have talked
write
wrote
have written
(No –ed; it is
irregular.)
(No –ed; it is
irregular.)
PASS GUM 3.1.a.
Identify the principal parts of verbs
to form verb tenses.
1. Ashley (had ran, had run) from the
plane to catch her limo to the Eiffel Tower.
2. Ashley met Pierre in a sidewalk café, but
Pierre had already (ate, eaten).
3. Pierre said, “I’ve (went, gone) to Rome two
times, but I’ve never traveled to Edmond.”
4. Ashley said to herself, “I’ve (fell, fallen) in love
with Paris!”
Write down what you think the correct verb forms are.
Answers are on the next slide.
PASS GUM 3.1.a.
Identify the principal parts of verbs
to form verb tenses.
1. Ashley (had ran, had run) from
the plane to catch her limo to the
Eiffel Tower.
2. Ashley met Pierre for lunch in a
sidewalk café, but Pierre had
already (ate, eaten).
3. Pierre said, “I’ve (went, gone)
to Rome two times, but I’ve never
traveled to Edmond.”
4. Ashley said to herself, “I’ve (fell,
fallen) in love with Paris!”
This is a good way to think of
present, past, and past participle:
Today Yesterday
I…
I…
Many times
I… (have,
run
ran
had run
eat
ate
had eaten
go
went
have gone
fall
fell
have fallen
had)
PASS GUM 3.1.a.
Identify the principal parts of verbs
to form verb tenses.
…so anyway, Mila, Pierre has just
completely fell for me!
Really? Has he gave you
any gifts?
Well, he has flew me home to
meet his parents, and we’ve
went to visit his grandmother.
Has he
took you
anywhere
else?
Well, once after he had
tore his shirt, he took
Hmmm…has
me to the tailor.
he wrote you
any love
letters?
Yuh…well, I mean he has
gave me some sweet cards
anyway.
Did you find all of Ashley’s and Mila’s mistakes?
Check the next slide to be sure.
PASS GUM 3.1.a.
Identify the principal parts of verbs
to form verb tenses.
Use the Principal Parts of Verbs Chart
to check the girls’ verb tense choices.
1. Pierre has just completely fell
for me!
2. Has he gave you any gifts?
3. … he has flew me home…
4. …we’ve went to visit…
5. Has he took you anywhere
else?
6. …after he had tore his shirt…
7. Has he wrote you any…
8. …he has gave me…
Principal Parts of Verbs
Past
Present
Past
Participle
fall
fell
has fallen
give
gave
has given
fly
flew
has flown
go
went
have gone
take
took
has taken
tear
tore
had torn
write
wrote
has written
give
gave
has given
PASS GUM 3.1.a.
Identify the principal parts of verbs
to form verb tenses.
Wow, my verb tense use is a bit messy! That could
have been pretty embarrassing! My English teacher
Ms. Peppermint told us, though, that it’s not that
messy verb users aren’t smart – we just use the
verb tenses that we grew up hearing. If our friends,
relatives, day-care staff, TV personalities, and
others around us used verb tenses incorrectly,
that’s how we learned to use them! That’s what
sounds right to us!
She said we just have to figure out which ones we
use incorrectly, make a list of them, and then
memorize the right forms. I’ve already began…uh, I
mean begun to make my list!
Ashley, which ones are on your list? We don’t want
to make grammar mistakes all our lives!
I look
beautiful
with this
blush.
PASS GUM 3.1.i.
Use conjunctions correctly.
Conjunctions join one part of the sentence to another part.
Boxing is good
exercise, and it
is lots of fun!
Coordinating Conjunctions:
and, but, or, nor, for, yet, so
Correlative Conjunctions:
either… or neither… nor both… and
not only… but also whether… or
Common Conjunctive Adverbs:
additionally, also, anyway, besides, consequently,
furthermore, however, instead, likewise, meanwhile,
moreover, nevertheless, otherwise, still, then, therefore
Common Transitional Expressions:
as a result, at any rate, by the way, for example, for
instance, in addition, in fact, in other words, on the
contrary, on the other hand
Coordinating Conjunctions:
and but or nor for yet so
Use these conjunctions to join
two independent clauses.
Put a comma before
the conjunction.
sub.
verb
dir. obj.
Monique likes running
subject
verb
conj.
, and
sub. verb
dir. obj.
she likes boxing.
subject
verb
PASS GUM 3.1.i.
Use conjunctions correctly.
Watch out! Sometimes you have a compound VERB –
not a compound sentence!
Monique boxed for two hours and blistered her
knuckles badly.
What is the best change, if any, to make to hours and in
the above sentence?
A. hours, and
B. hours; and
C. hours. And
D. No change.
See next slide for answer.
PASS GUM 3.1.i.
Use conjunctions correctly.
subject
verb
---prep. phrase--- conj.
verb
Monique boxed for two hours and blistered
adj.
dir. obj.
adv.
her knuckles badly.
Monique (subject) has two verbs
(boxed, blistered). The sentence has a compound verb.
This is not a compound sentence. It does not need a comma
to separate the two independent clauses because there are
not two independent clauses. There are just two verbs.
PASS GUM 3.1.i.
Use conjunctions correctly.
sub.
verb
dir. obj. conj.
verb.
dir. obj.
Monique loves reading but dislikes shopping.
What is the best change, if
any, to make to reading but
in the above sentence?
A. reading, but
B. reading; but
C. reading. But
D. No change.
PASS GUM 3.1.i.
Use conjunctions correctly.
sub.
verb
dir. obj. conj.
verb.
dir. obj.
Monique loves reading but dislikes shopping.
D. No change. This sentence has one subject and two verbs. It has a
compound verb, but it is not a compound sentence. No comma is needed.
sub.
verb
dir. obj.
conj. sub.
verb.
dir. obj.
Monique loves reading, but she dislikes shopping.
This is a compound sentence; it has two sets of subjects and verbs,
separated by a comma and conjunction.
Correlative Conjunctions:
either… or neither… nor both… and
not only… but also whether… or
Be careful to check subject-verb agreement with
these conjunctions.
Either the boys or Hannah (want, wants) to go.
(With either…or… look at the subject that is next
to the verb – is it singular? Then the verb should
be singular.
Either Kate or her sisters always (leave, leaves)
the door open.
Both Kate and her sisters (want, wants) to go.
(With both…and… the verb is always plural. It’s
like adding two plus two.)
Common Conjunctive Adverbs:
additionally, also, anyway, besides, consequently,
furthermore, however, instead, likewise, meanwhile,
moreover, nevertheless, otherwise, still, then, therefore
These interrupt in order to connect two thoughts.
They can be used two ways:
1. to separate two independent clauses
(semicolon /conjunctive adverb /comma.)
Example:
subject
verb
sub.
verb
Monique likes boxing ; however, she also likes running.
2. in the middle of one independent clause
(comma /conjunctive adverb /comma.)
Example:
subject
verb
Monique , however, likes both running and boxing.
Common Transitional Expressions:
as a result, at any rate, by the way, for example, for instance,
in addition, in fact, in other words, on the contrary, on the
other hand
These, just like the conjunctive adverbs, interrupt to connect
ideas; they “transition” from one idea to another.
They can make transitions in two ways:
1. They can connect two independent clauses.
subject
verb
sub. verb
Ex: Monique likes boxing ; on the other hand, she likes
running. (semicolon/transitional expression/comma)
2. They can interrupt one independent clause,
connecting the first part of the clause to the second part.
subject
verb
Ex: Monique , by the way, is a championship boxer and a
first-place marathon runner. (comma/trans./comma)
PASS GUM 3.1.i.
Use conjunctions correctly.
Now – can you use conjunctions correctly?
Try this sample test question:
Either Sara’s downloads or her keyboard were not
working properly.
What is the best change, if any, to make to
keyboard were not in the above sentence?
A. keyboard weren’t
B. keyboard was not
C. keyboard are not
D. No change.
PASS GUM 3.1.i.
Use conjunctions correctly.
Try another one:
Sara works hard; in other words, she is a good
employee.
What is the best change, if any, to make to hard
; in other words, in the above sentence?
A.
B.
C.
D.
hard, in other words,
hard, in other words
hard in other words,
No change.
PASS GUM 3.1.j.
Distinguish and correctly spell commonly
confused words.
I can’t believe that I, Dawn McTaffy,
am all ready here on this beautiful
dessert island. Tomorrow their taking
us to it’s capitol city.
Which is the best change, if any, to make to
the underlined words in the sentence above?
A. all ready / desert / their / its / capital
B. already / dessert / they’re / it’s / capitol
C. already / desert / they’re / its / capital
D. No change.
These are some of the commonly
confused words. One of the most
abused pairs is its/it’s.
No worries:
It’s always means IT IS. It’s a
contraction!
The other one (its) always means the
possessive pronoun…like…the puppy
licked its paw.
Commonly Confused Words:
to, two, too; our, are;
accept, except; affect, effect;
past, passed; red, read;
there, their, they’re; dessert, desert; lead, led;
its, it’s; loose, lose; peace, piece; break, brake;
choose, chose; capital, capitol; all right;
all ready, already; altar, alter;
all together, altogether
Here are a few more…
What effect will the new
luggage restrictions have on
you? Will they affect you very
much? They’re saying that
their effect will be felt both in
America and clear over there
on the islands. To enforce the
airlines’ two-bag restrictions
will be just too difficult!
Packing is already hard for us.
Oh well, I’m all ready to pay
whatever I must in order to
travel!
It’s time for you to look in your grammar book,
make a list of the “commonly confused
words” that you still get mixed up in your
mind, and study them every now and then
until you familiarize yourself with them!
You know, you need to realize at some point that you are in
charge of what you learn. If you see something in this lesson –
or in any lesson -- that you don’t know, take responsibility for it.
Make a list of what you don’t know and learn it. It will be on your
ACT and SAT.
Don’t always
I’ve got to
wait for your
remember to get
teacher to
my teacher to
identify what
email me that
you need to
grammar
know. Instead,
PowerPoint at
if you see
home!
something
I need to study
you don’t
several of the
know, learn it!
slides. It’ll help
my little brother,
too! My parents
will be
impressed with
my work ethic!
GUM 3.1.k.
Use the correct forms of
plural and possessive forms of nouns.
OK – Noun –
person, place, thing, idea –
right?
OK – Plural form is how we
spell it when there is more
than one – like rose/roses
or man/men – right?
OK – Possessive form
means when the noun
shows ownership – like
Jeff’s rose or
my friends’ cars – right?
Singular: one bag
Plural: two bags
Rules for Making Nouns PLURAL:
Most nouns: Add s
Ex: bike(s), shop(s), the Graham family/the
Graham(s), the Devoe family/the Devoe(s), the Frame
family/the Frame(s), the Kettler family/the Kettler(s),
the Willhite family/the Willhite(s)
Nouns ending in s, x, z, ch, sh: Add es
Ex: church(es), box(es), dress(es), waltz(es),
brush(es), the Katz family/the Katzes, the Jones
family/the Jones(es), the Evans family/ the Evans(es),
the Barghols family/ the Barghols(es), the Butts
family/ the Butts(es), the Burch family/the Burch(es),
the Mills family/ the Mills(es), the Hughes family/ the
Hughes(es), the McWatters family/ the McWatters(es)
Rules for Making Nouns PLURAL, continued
Nouns ending in vowel-y: Add s
Ex: key(s) essay(s) journey(s), the Toney family/
the Toney(s), the Lashley family/ the Lashley(s)
Nouns ending in consonant-y: Drop the y
and add ies*
Ex: baby/babies, sky/skies, comedy/comedies,
trophy/trophies, cavity/cavities
*Proper nouns ending in consonant-y: You
cannot change their spelling, so just add s.
Ex: The Gundy family/the Gundys (not the Gundies!),
There are two Circuit Citys (not Circuit Cities!), the
McElvany family/the McElvanys (not the
McElvanies!), Principal Geri Woody/ the Woodys (not
the Woodies!)
Rules for Making Nouns PLURAL, continued
Nouns ending in vowel-o: Add s
Ex: radio(s), video(s), studio(s), Antonio(s), igloo(s),
patio(s)
Nouns ending in consonant-o: Add es*
Ex: hero(es), tomato(es), potato(es), veto(es),
torpedo(es)
*Exceptions: Music words - piano(s), solo(s)
*Other common exceptions: taco(s), photo(s)…
For proper nouns ending in consonant-o, you
can’t change their spelling, so just add s.
Ex: the LoPresto family/the LoPrestos, the Alvarados
For some nouns ending in consonant-o, add
either s or es.
Ex: tornado/tornado(s) tornado(es), motto/motto(s)
motto(es), banjo/banjo(s) banjo(es)
Rules for Making Nouns PLURAL, continued
Some nouns ending in f or fe: Drop the f or
fe and add ves.
No, people,
Ex: knife/knives, leaf/leaves, shelf/shelves
But…roof/roofs, safe/safes
Some nouns have irregular plurals.
Ex: child/children, tooth/teeth, goose/
geese, woman/women, mouse/mice
Some nouns stay the same from
singular to plural forms.
Ex: one deer/two deer, one sheep/
two sheep, one species/two species
you are not
going to
memorize all
these rules!
You are
going to
remember
one key
word in each
category!
Rules for Making Nouns PLURAL, continued
Most compound nouns:
Ex: notebook/notebook(s), disc jockey/ disc jockey(s),
blueprint/blueprint(s), two-year old/two-year-old(s),
Other compound nouns: Form the plural of the
actual noun
Ex: brother(s)-in-law
Nouns from other languages use the plural
form in the original language:
Ex: alumnus/alumni, phenomenon/ phenomena
Some nouns from other languages have two
plural forms – an original one and an English
one. The English one is preferred.
Ex: index/indexes or indices, appendix/appendixes or
appendices, cactus/cactuses or cacti, cherub/cherubs
or cherubim
Rules for Making Nouns PLURAL, continued
Use ‘s to form the plural of numbers,
letters, symbols, etc.
Ex. #1 There are two a’s in the word separate.
(Without the apostrophe, the word a’s would look
like as. Very confusing!)
Ex. #2 Your i’s look like e’s. (Without the
apostrophe, the word i’s would look like is.)
Ex. #3 There are two 8’s in the address. The Civil
War was in the 1860’s. I have several CD’s. (These
are understandable with or without apostrophes.)
FYI: Many grammar books allow either s or ‘s with
example #3 (CDs or CD’s, 1860s or 1860’s).
Grammar rules insist, though, on using ‘s with
examples #1 and #2, when the absence of the
apostrophe would cause confusion.
Rules for Making Nouns POSSESSIVE
Singular nouns: Add ‘s
Ex: the player’s uniform, student’s car, the Jones
family’s house, Sam’s cap, Francis’s baseball
Plural nouns ending in s: Add ‘
Ex: the players’ uniforms, the
students’ cars, the Joneses’ house
Plural nouns not ending in s:
Add ‘s
Ex: the children’s uniforms, the
women’s team, the men’s team
Isn’t there some little trick for checking my
possessive forms after I write them?
Hey, I know a great trick! You can check your
possessive forms by mentally circling
everything to the left of the apostrophe.
Then ask, “Is that what I’m talking about?”
Try these:
1. Bubba put all of his (sister’s, sisters’) toys
in the toy box. His three sisters thanked him.
Hmm… sister’s… or… sisters’ …
Am I talking about sister or sisters?
Right! It’s “three” so it’s sisters’.
2. I don’t have all of this (recipe’s, recipes’)
ingredients.
Hmm… recipe’s… or… recipes’ …
Am I talking about recipe or recipes?
Right! It’s “this,” so it’s recipe’s.
GUM 3.1.k.
Use the correct forms of
plural and possessive forms of nouns.
My Plural Example
Words:
My Possessive
Example Words:
bikes
churches
keys
babies
Gundys
radios
heroes
pianos
tornado(s,es)
knives
children
deer
notebooks
brothers-in-law
cactuses
a’s
the player’s
uniform
the players’
uniforms
the children’s
uniforms
If I can memorize
how to form these
key words, I can
remember each
plural and
possessive rule!
PASS GUM 3.2.b.8
Use a comma after an
introductory participial phrase.
What is a
participia
l phrase?
Participial phrase
1. Phrase – a group of words without a subject
and a verb
2. Participial – beginning with a word that
ends in –ing or –ed
3. A participial phrase always functions as an
adjective in the sentence.
PASS GUM 3.2.b.8
Use a comma after an
introductory participial phrase.
Dancing with her friends, Krista
enjoyed the school party.
Tired of dancing, Krista still
continued to dance until it was time to go
home.
PASS GUM 3.2.b.8
Use a comma after an
introductory participial phrase.
Doing crunches Angelina prepared for
the rowing competition.
What is the best change, if any, to make to
crunches Angelina in the above sentence?
A. crunches; Angelina
B. crunches, Angelina
C. crunches. Angelina
D. No change.
PASS GUM 3.2.b.8.
Use a comma after an
introductory participial phrase.
Broken by the puppy; Lea’s alarm clock
failed to wake her early enough.
Which is the best change, if any,
to make to puppy; Lea’s
in the above sentence?
A. puppy. Lea’s
B. puppy: Lea’s
C. puppy, Lea’s
D. No change.
Hey, I
thought the
first word in
the
participial
phrase had
to end in
–ing or –ed!
Broken ends
in –en.
Yes, participial phrases do begin with
words ending in –ing and –ed.
Some –ed words, however, are irregular. Examples:
Verb
Present Participle
(-ing form)
Past Participle
(-ed form)
keep
keeping
keeped kept
go
going
goed gone
break
breaking
broked broken
build
building
builded built
bring
bringing
bringed brought
Participial phrase
is an adjective modifying the subject, clock.
Kept safely on a high shelf, Lea’s new clock
was safe from the puppy.
PASS GUM 3.2.b.8.
Use a comma after an
introductory participial phrase.
Write two original sentences beginning with introductory
participial phrases. Start one with an “-ing” participial
phrase and one with an “–ed” participial phrase.
1._________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________________________________
2._________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________________________________
PASS GUM 3.2.b.5.
Use commas to set off
nonessential participial phrases.
Thank goodness! I get the whole introductory
thing, but what if a participial phrase isn’t at the
beginning of the sentence?
Allie, I care
because of my
music! Everyone
knows that in
writing,
punctuation
controls meaning!
But why do you
care, Cole?
Oh,
Cole,
you are
so
smart!
PASS GUM 3.2.b.5.
Use commas to set off
nonessential participial phrases.
Review: Participial Phrase – Group of words beginning with a
word that ends in –ing or –ed
Introductory Participial Phrase – Always put a comma after it.
Essential vs. Nonessential – This just means necessary
vs. not necessary. Is the phrase necessary – is it
“essential” to the main point (the independent clause) of
the sentence, or is it just interesting, extra, added
information?
Now, the comma rule:
If the phrase is “nonessential,” set it off with commas.
If the phrase is “essential,” do not set it off with commas.
PASS GUM 3.2.b.5.
Use commas to set off
nonessential participial phrases.
Nonessential:
Cole Rambler, blinking back the tears, accepted the
People’s Choice Award for Best New Male Recording
Artist.
Oh, I get it!
The main point is in the independent
clause! It’s all about me – Cole –
accepting the award!
The whole “blinking back the tears”
thing is nonessential!
Put commas around it to show it’s
interesting but nonessential!
It’s almost like you’re putting it in
parentheses or something!
PASS GUM 3.2.b.5.
Use commas to set off
nonessential participial phrases.
Nonessential:
Allie, worried about Cole’s concert, practiced her yoga
for twelve hours yesterday.
I get it!
The big point is the independent clause!
Allie practiced her yoga for twelve hours
yesterday!
Never mind the extra, added information that I
am worried about Cole’s concert – that is
nonessential! (blah-blah-Cole’s-concert-so-what?
blah-blah-interesting-but not the main point!)
Put it in commas!
This is an Allie/yoga sentence, not a Cole’s
concert sentence! Yay, I get it!
PASS GUM 3.2.b.5.
Use commas to set off
nonessential participial phrases.
Could I see an
“essential” one?
Allie is the girl practicing
yoga in the green room.
I totally get it!
This participial phrase is essential!
Without it, the independent clause is
“Allie is the girl.” That is just plain crazy!
What girl? In this sentence you have to
have the participial phrase; thus, it is
essential. If it’s essential, you don’t use
commas! Yay!
PASS GUM 3.2.b.31.
Use quotation marks
to enclose a direct quotation.
…and when I said, “Yes,
I will be honored to be
Spring Sports Queen,”
I could hear my
parents cheering in
the gym…
Place the comma or period inside
the ending quotation mark.
PASS GUM 3.3.b.
Identify and correct misplaced modifiers.
O GR8. DO U NO MODIFIER?
CWOT. IDK, IDC!
OK CU.
Modifiers are any phrases or
clauses that “modify” or
“describe” any other
words in the sentence.
…Prepositional phrases
…Participial phrases
…Appositive phrases
…Adverb clauses
…Adjective clauses
PASS GUM 3.3.b.
Identify and correct misplaced modifiers.
How do they get “misplaced”?
You have to write the “modifier” as
close as possible to the word it
“modifies.”
. Sometimes you mess up.
BAD: Asking questions, the rules
became clearer to Jenny.
(“Asking questions” is a participial
phrase that modifies “Jenny.” It is,
though, very far away from “Jenny.”)
GOOD: Asking questions, Jenny
understood the rules more clearly.
PASS GUM 3.3.b.
Identify and correct misplaced modifiers.
Determined to improve his grammar, bad
telephone reception did not keep Con from
studying.
Hey Jenny. Now what did you
teach me earlier about those
misplaced modifiers? Jenny?
Jenny? Can you hear me?
Do you think the above participial
phrase, “Determined to improve his
grammar,” is close enough to the noun
it is supposed to modify?
PASS GUM 3.3.b.
Identify and correct misplaced modifiers.
This is bad! The modifier is
right next to the words
“bad telephone reception.”
Determined to improve his grammar, bad telephone
reception did not keep Con from studying.
Jenny? Can
you hear me
now?
Ahhh! This is nice!
The modifying phrase
is right next to “Con.”
Determined to improve his grammar, Con did not let bad
telephone reception keep him from studying.
PASS GUM 3.3.b.
Identify and correct misplaced modifiers.
Con thanked Jenny for helping him with his
grammar lesson while he was texting some
friends.
We have two modifiers:
1. Prepositional phrase – for helping him with
his grammar lesson (modifies the verb
thanked – answers thanked why?)
PASS GUM 3.3.b.
Identify and correct misplaced modifiers.
Con thanked Jenny for helping him with his grammar
lesson while he was texting some friends.
2. Adverb clause – while he was texting some friends –
(Is this in the right place?)
Was Con “texting some friends” while Jenny was
“helping him with his grammar lesson”?
No! Try it this way…
While he was texting some friends, Con thanked Jenny
for helping him with his grammar lesson.
PASS GUM 3.3.b.
Identify and correct misplaced modifiers.
Rewrite these sentences, correcting the misplaced modifiers.
1. Allie saw her dog Boomer, running down the street to
catch the school bus.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
2. Con told Allie about the song he heard on the radio that
had a huge impact on him.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
OK, now…
if you don’t need the
modifer, you do need the
commas; if you do need the
modifier, you don’t need
the commas…
so… it’s… don’t/do;
do/don’t.
Got it! Weird.