Page 96
Exercise 1
1. runs
2. discussed
3. will sail
4. enjoyed
5. likes
6. will lend
7. will convince
8. runs
9. asked
10. plays
Exercise 2
1. present
2. past
3. future
4. present
5. past
6. present
7. past
8. future
9. present
10. future
Exercise 3
1. present
2. future
3. present
4. present
5. future
6. present
7. future
8. past
9. past
10. past
Page 98
Exercise 1
1. have produced
2. has helped
3. have lasted
4. has recommended
5. have appreciated
6. have paused
7. has delivered
8. have entered
9. have attempted
10. have found
Exercise 2
1. has printed
2. have mailed
3. have written
4. has printed
5. have developed
Tuesday, December 16, 2008
Thursday, December 11, 2008
135-136 Worksheet
Page 135
Exercise A
1. come
2. broken
3. become
4. knew
5. flown
6. began
7. saw
8. froze
9. went
10. gave
Exercise B
11. written
12. hurt
13. become
14. took
15. brought
Page 136
Exercise A
1. drove
2. sang
3. took
4. brought
5. hurt
6. gave
7. did
8. wore
9. wrote
10. held
11. kept
12. said
13. saw
14. got
15. blew
16. brought
17. bought
18. froze
19. stood
20. caught
Exercise A
1. come
2. broken
3. become
4. knew
5. flown
6. began
7. saw
8. froze
9. went
10. gave
Exercise B
11. written
12. hurt
13. become
14. took
15. brought
Page 136
Exercise A
1. drove
2. sang
3. took
4. brought
5. hurt
6. gave
7. did
8. wore
9. wrote
10. held
11. kept
12. said
13. saw
14. got
15. blew
16. brought
17. bought
18. froze
19. stood
20. caught
Tuesday, December 9, 2008
Pages 88 and 90
Page 88
Exercise 1
1. recommended
2. started
3. living
4. witness
5. stayed
6. remained
7. complaining
8. created
9. learned
10. suggest
Exercise 2
1. explored
2. photographed
3. developed
4. learning
5. learned
6. inhabited
7. been discovered
8. reading
9. deposited
10. formed
Page 90
1. caught
2. gotten
3. led
4. paid
5. spun
6. lost
7. swung
8. bought
9. had
10. brought
11. paid
12. lost
13. brought
14. caught
15. built
16. stung
17. bought
18. sat
19. laid
20. swung
Exercise 1
1. recommended
2. started
3. living
4. witness
5. stayed
6. remained
7. complaining
8. created
9. learned
10. suggest
Exercise 2
1. explored
2. photographed
3. developed
4. learning
5. learned
6. inhabited
7. been discovered
8. reading
9. deposited
10. formed
Page 90
1. caught
2. gotten
3. led
4. paid
5. spun
6. lost
7. swung
8. bought
9. had
10. brought
11. paid
12. lost
13. brought
14. caught
15. built
16. stung
17. bought
18. sat
19. laid
20. swung
Thursday, November 13, 2008
Pgs 58 and 59
Page 58
1. not only, but also
2. both, and
3. but
4. and
5. and
6. but
7. both, and
8. yet
9. or
10. for
11. either, or
12. or
13. neither, nor
14. but
15. and
16. both, and
17. so
18. for
19. so
20. and
Pg 59
Answers will vary, but need to make sense.
1. not only, but also
2. both, and
3. but
4. and
5. and
6. but
7. both, and
8. yet
9. or
10. for
11. either, or
12. or
13. neither, nor
14. but
15. and
16. both, and
17. so
18. for
19. so
20. and
Pg 59
Answers will vary, but need to make sense.
Tuesday, November 11, 2008
Pages 38 and 40
Page 38
Exercise 1
1. mathematics and social studies
2. I went to the game, but I left early.
3. in the street and in the driveways
4. slowly and carefully
5. Mary wanted to buy those jeans, so she saved her allowance money.
6. long but enjoyable
7. stumbled and fell
8. did like nor did
9. with us or with them
10. Bill phoned all day, yet nobody answered.
Exercise 2
1. Jill nor Ed
2. lemonade or soda
3. sunny but cool
4. I'm excited, for today is my birthday
5. in the garage or in the basement
6. fly or drive
7. simple but beautiful
8. silently but rapidly
9. lettuce and mayonnaise
10. you or she
Page 40
Exerice 1
1. Neither bat nor ball
2. both novels and plays
3. whether to go or to stay
4. neither agreed nor disagreed
5. both funny and intelligent
6. either in the lake or in that bush
7. both inexpensive and tasty
8. Not only did we go to the fair but we also won a prize
9. whether Phil or Don
10. both slowly and carefully
11. Both Eric and Aaron
12. not only compete but also practice
13. neither nervous nor upset
14. both before a game and during a game
15. either singles or doubles
16. whether Eric or Aaron
17. not only their equipment but also the courts
18. either during the day or during the evening
19. neither tired nor angry
20. both focused and calm
Exercise 1
1. mathematics and social studies
2. I went to the game, but I left early.
3. in the street and in the driveways
4. slowly and carefully
5. Mary wanted to buy those jeans, so she saved her allowance money.
6. long but enjoyable
7. stumbled and fell
8. did like nor did
9. with us or with them
10. Bill phoned all day, yet nobody answered.
Exercise 2
1. Jill nor Ed
2. lemonade or soda
3. sunny but cool
4. I'm excited, for today is my birthday
5. in the garage or in the basement
6. fly or drive
7. simple but beautiful
8. silently but rapidly
9. lettuce and mayonnaise
10. you or she
Page 40
Exerice 1
1. Neither bat nor ball
2. both novels and plays
3. whether to go or to stay
4. neither agreed nor disagreed
5. both funny and intelligent
6. either in the lake or in that bush
7. both inexpensive and tasty
8. Not only did we go to the fair but we also won a prize
9. whether Phil or Don
10. both slowly and carefully
11. Both Eric and Aaron
12. not only compete but also practice
13. neither nervous nor upset
14. both before a game and during a game
15. either singles or doubles
16. whether Eric or Aaron
17. not only their equipment but also the courts
18. either during the day or during the evening
19. neither tired nor angry
20. both focused and calm
Tuesday, November 4, 2008
Worksheet 25-26
Exercise A
1. on
2. as, during
3. of, for
4. underneath, of
5. into
6. from, through
7. to
8. since
9. across, into
10. outside
Exercise B
11. In front of
12. up to, on
13. under
14. to, on
15. with
16. out of
17. at
18. near, next to
19. Instead of, in
20. of, on
1. on
2. as, during
3. of, for
4. underneath, of
5. into
6. from, through
7. to
8. since
9. across, into
10. outside
Exercise B
11. In front of
12. up to, on
13. under
14. to, on
15. with
16. out of
17. at
18. near, next to
19. Instead of, in
20. of, on
Monday, October 27, 2008
Pages 33 and 35
Page 33
Exercise 1
1. into, next to
2. without
3. Among, of for
4. Because of, to
5. from, across
6. through
7. against, since
8. for, on, in
9. from, until
10. except
Exercise 2
1. to
2. for
3. until
4. around
5. under
6. beacuse of
7. about
8. besides
9. through
10. next to
Page 35
Exercise 1
1. A
2. P
3. A
4. P
5. P
6. P
7. P
8. A
9. P
10. A
Exercise 2
Answers will vary.
Exercise 1
1. into, next to
2. without
3. Among, of for
4. Because of, to
5. from, across
6. through
7. against, since
8. for, on, in
9. from, until
10. except
Exercise 2
1. to
2. for
3. until
4. around
5. under
6. beacuse of
7. about
8. besides
9. through
10. next to
Page 35
Exercise 1
1. A
2. P
3. A
4. P
5. P
6. P
7. P
8. A
9. P
10. A
Exercise 2
Answers will vary.
Wednesday, October 22, 2008
Quarter 1 Exam Study Guide Part 2
Part G
1. jumped
2. ran
3. carried
4. started
5. revolves
6. walk
7. look
8. cried
9. ran
10. stood
Part H
1. is
2. none
3. none
4. tastes
5. turned
6. none
7. none
8. smells
9. was
10. was
Part I
1. have
2. must
3. might
4. Would
5. is
6. should have
7. may
8. will
9. might
10. could have
Part J
1. tall, professional, baseball
2. lovely, old, realistic, short
3. loud, noisy, returned
4. small, strong, cute, little
5. tall, slender, beauty
6. These, first
7. This, sack
8. That, big, those, tiny
9. small
10. blue, green
Part K
1. a
2. an
3. a
4. an
5. an
6. a
7. a
8. a
9. an
10. a
Part L
1. frantically
2. secretly
3. beautifully
4. readily
5. carefully, quickly
6. immediately
7. Daily
8. later
9. now
10. tomorrow
1. jumped
2. ran
3. carried
4. started
5. revolves
6. walk
7. look
8. cried
9. ran
10. stood
Part H
1. is
2. none
3. none
4. tastes
5. turned
6. none
7. none
8. smells
9. was
10. was
Part I
1. have
2. must
3. might
4. Would
5. is
6. should have
7. may
8. will
9. might
10. could have
Part J
1. tall, professional, baseball
2. lovely, old, realistic, short
3. loud, noisy, returned
4. small, strong, cute, little
5. tall, slender, beauty
6. These, first
7. This, sack
8. That, big, those, tiny
9. small
10. blue, green
Part K
1. a
2. an
3. a
4. an
5. an
6. a
7. a
8. a
9. an
10. a
Part L
1. frantically
2. secretly
3. beautifully
4. readily
5. carefully, quickly
6. immediately
7. Daily
8. later
9. now
10. tomorrow
Tuesday, October 21, 2008
Quarter 1 Study Guide Part 1
Part A
1. IN
2. IM
3. IM
4. E
5. E
6. IN
7. D
8. IM
9. IN
10. IM
Part B
1. The actor danced across the stage.
2. The tiny flowers looked beautiful in the garden.
3. George and his friends played football in the field.
4. The bulldog snored all night long.
5. The tiny brown acorn fell off the tall oak tree.
6. Jesse's mother baked cookies.
7. The television in the living room was unplugged.
8. Marvin put on his working boots.
9. Patricia went to the bakery to pick up a loaf of bread.
10. Lynn read a book to her little sister.
Part C
1. Before he sat down, he wiped his seat.
2. After they finished writing their papers, they went to the underground.
3. The Spencers own the house that stands near the lake.
4. The book that won the award had not been expected to win.
5. He took the writing class because he wanted to improve his own composition.
6. If he does not turn in his paper, he will not pass the course.
7. James could have done his own work, although he did not think so.
8. Meg was very irritable at dinner because she had been working on her graduate school essay all day.
9. The book she read confused her, but she gave her report to the class, who also became confused after hearing her.
10. The prospective teacher seemed very intelligent until he spoke.
Part D
1. S
2. CX
3. CD
4. CX
5. CX
6. CX
7. S
8. CX
9. S
10. CX
Part E
1. Does Jimmy really want to move to California?
2. An impolite fish asked my brother for a worm.
3. Amy will travel to Norway and Sweden.
4. Which is larger, Microsoft or Intel?
5. Cats are very valuable helpers on a farm.
6. My grandfather wasn’t allowed in that diner because of his strange habits.
7. Cassy, Samantha, and David are playing outside.
8. Happiness is a feeling that is hard to describe.
9. Her smile became a frown as she noticed the tiny insects crawling out of her sandwich.
10. The Giants will not play the Cubs in Orlando.
Part F
1. Fred let his brother use a bicycle that was mine.
2. Did you remember to bring that new pencil of yours?
3. With a brain like mine and talent like yours, we would starve.
4. She told us that we were late for the party.
5. We have to leave, so give our seats to them.
6. I hate to be the one to tell you, but he is married.
7. A sister of theirs wanted to go on the hike with us.
8. I said that she told him to leave us alone.
1. IN
2. IM
3. IM
4. E
5. E
6. IN
7. D
8. IM
9. IN
10. IM
Part B
1. The actor danced across the stage.
2. The tiny flowers looked beautiful in the garden.
3. George and his friends played football in the field.
4. The bulldog snored all night long.
5. The tiny brown acorn fell off the tall oak tree.
6. Jesse's mother baked cookies.
7. The television in the living room was unplugged.
8. Marvin put on his working boots.
9. Patricia went to the bakery to pick up a loaf of bread.
10. Lynn read a book to her little sister.
Part C
1. Before he sat down, he wiped his seat.
2. After they finished writing their papers, they went to the underground.
3. The Spencers own the house that stands near the lake.
4. The book that won the award had not been expected to win.
5. He took the writing class because he wanted to improve his own composition.
6. If he does not turn in his paper, he will not pass the course.
7. James could have done his own work, although he did not think so.
8. Meg was very irritable at dinner because she had been working on her graduate school essay all day.
9. The book she read confused her, but she gave her report to the class, who also became confused after hearing her.
10. The prospective teacher seemed very intelligent until he spoke.
Part D
1. S
2. CX
3. CD
4. CX
5. CX
6. CX
7. S
8. CX
9. S
10. CX
Part E
1. Does Jimmy really want to move to California?
2. An impolite fish asked my brother for a worm.
3. Amy will travel to Norway and Sweden.
4. Which is larger, Microsoft or Intel?
5. Cats are very valuable helpers on a farm.
6. My grandfather wasn’t allowed in that diner because of his strange habits.
7. Cassy, Samantha, and David are playing outside.
8. Happiness is a feeling that is hard to describe.
9. Her smile became a frown as she noticed the tiny insects crawling out of her sandwich.
10. The Giants will not play the Cubs in Orlando.
Part F
1. Fred let his brother use a bicycle that was mine.
2. Did you remember to bring that new pencil of yours?
3. With a brain like mine and talent like yours, we would starve.
4. She told us that we were late for the party.
5. We have to leave, so give our seats to them.
6. I hate to be the one to tell you, but he is married.
7. A sister of theirs wanted to go on the hike with us.
8. I said that she told him to leave us alone.
Thursday, October 16, 2008
Pages 30 and 32
Pg 30
Exercise 1
1. often
2. Yesterday
3. once
4. jokingly
5. Carefully
6. most
7. Eventually
8. very
9. amazingly
10. carefully
Exercise 2
1. yearly
2. Jously
3. outside
4. early
5. uptown
6. carefully
7. utterly
8. unusually
9. fully
10. quite
Writing Application
Answers will vary.
Pg 32
Exercise 1
1. adj
2. adv
3. adv
4. adj
5. adj
6. adv
7. adv
8. adj
9. adv
10. adj
Exercise 2
1. adj
2. adv
3. adj
4. adj
5. adv
6. adv
7. adv
8. adj
9. adj
10. adv
Writing Application
Answers will vary.
Exercise 1
1. often
2. Yesterday
3. once
4. jokingly
5. Carefully
6. most
7. Eventually
8. very
9. amazingly
10. carefully
Exercise 2
1. yearly
2. Jously
3. outside
4. early
5. uptown
6. carefully
7. utterly
8. unusually
9. fully
10. quite
Writing Application
Answers will vary.
Pg 32
Exercise 1
1. adj
2. adv
3. adv
4. adj
5. adj
6. adv
7. adv
8. adj
9. adv
10. adj
Exercise 2
1. adj
2. adv
3. adj
4. adj
5. adv
6. adv
7. adv
8. adj
9. adj
10. adv
Writing Application
Answers will vary.
Wednesday, October 15, 2008
Pages 27-28
Page 27
(Underlined is the antecedent, in parenthesis is the noun it modifies.)
Exercise 1
1. orchestra its (finale)
2. Mandy her (family)
3. record its (week)
4. stars their (services)
5. you your (work)
6. I my (umbrella)
7. Rick his (guitar)
8. Betsy and I our (secrets)
9. people their (chairs)
10. Denise and Len their (grandparents)
Exercise 2
1. their computer
2. his collection
3. her pie
4. its circulation
5. his home
6. my camera
7. its schedule
8. her family
9. his puppy
10. your report
Page 28
Exercise 1
1. Andrea her (life)
2. computers their (patience)
3. Eric My (homework)
4. Juan his (time)
5. computer its (uses)
6. Michael your (school)
7. Mary her (program)
8. Donna your (program)
9. boys their (compositions)
10. Chris his (skills)
Exercise 2
1. Dr. Alice Hamilton her (work)
2. people their (children)
3. Dr. Hamilton her (degree)
4. governor his (committees)
5. diseases their (causes)
(Underlined is the antecedent, in parenthesis is the noun it modifies.)
Exercise 1
1. orchestra its (finale)
2. Mandy her (family)
3. record its (week)
4. stars their (services)
5. you your (work)
6. I my (umbrella)
7. Rick his (guitar)
8. Betsy and I our (secrets)
9. people their (chairs)
10. Denise and Len their (grandparents)
Exercise 2
1. their computer
2. his collection
3. her pie
4. its circulation
5. his home
6. my camera
7. its schedule
8. her family
9. his puppy
10. your report
Page 28
Exercise 1
1. Andrea her (life)
2. computers their (patience)
3. Eric My (homework)
4. Juan his (time)
5. computer its (uses)
6. Michael your (school)
7. Mary her (program)
8. Donna your (program)
9. boys their (compositions)
10. Chris his (skills)
Exercise 2
1. Dr. Alice Hamilton her (work)
2. people their (children)
3. Dr. Hamilton her (degree)
4. governor his (committees)
5. diseases their (causes)
Tuesday, October 14, 2008
Pages 25-26
Page 25
Exercise 1
(modified words in parenthesis)
1. Scandinavian (winters)
2. Eskimo (kayak)
3. June (day)
4. Brazilian (restaurants)
5. Caribbean (ports)
6. Mel Gibson (films)
7. Colombian (beans)
8. Italian (ice)
9. Greek (myths)
10. Money (painting)
Exercise 2
1. a new Michael Jackson video
2. the Australian soccer team
3. an Italian opera
4. a Middle Eastern diplomat
5. a Mediterranean island
6. the Tchaikovsky overture
7. a White house spokesman
8. Alaskan snowstorms
9. the Idaho potato
10. a California representative
Page 26
Exercise 1
1. Georgia (peaches)
2. French (dressing)
3. Beethoven (symphony)
4. Swiss (watch)
5. Panama (hat)
6. Parisian (designer)
7. Spanish (literature)
8. Canadian (team)
9. March (winds)
10. Venezuelan (embassy)
Exercise 2
1. Hawaiian (island)
2. Chaplain (movie)
3. Portuguese (coins)
4. Carter (memoirs)
5. Mediterranean (furniture)
6. Christmas (vacation)
7. Irish (leprechaun)
8. Swedish (film)
9. Mexican (restaurant)
10. Chopin (waltz)
Writing Application
Answers will vary.
Exercise 1
(modified words in parenthesis)
1. Scandinavian (winters)
2. Eskimo (kayak)
3. June (day)
4. Brazilian (restaurants)
5. Caribbean (ports)
6. Mel Gibson (films)
7. Colombian (beans)
8. Italian (ice)
9. Greek (myths)
10. Money (painting)
Exercise 2
1. a new Michael Jackson video
2. the Australian soccer team
3. an Italian opera
4. a Middle Eastern diplomat
5. a Mediterranean island
6. the Tchaikovsky overture
7. a White house spokesman
8. Alaskan snowstorms
9. the Idaho potato
10. a California representative
Page 26
Exercise 1
1. Georgia (peaches)
2. French (dressing)
3. Beethoven (symphony)
4. Swiss (watch)
5. Panama (hat)
6. Parisian (designer)
7. Spanish (literature)
8. Canadian (team)
9. March (winds)
10. Venezuelan (embassy)
Exercise 2
1. Hawaiian (island)
2. Chaplain (movie)
3. Portuguese (coins)
4. Carter (memoirs)
5. Mediterranean (furniture)
6. Christmas (vacation)
7. Irish (leprechaun)
8. Swedish (film)
9. Mexican (restaurant)
10. Chopin (waltz)
Writing Application
Answers will vary.
Thursday, October 9, 2008
Pages 19-20
Page 19
Exercise 1
(main verb in parenthesis)
1. will be (serving)
2. should (arrive)
3. has (examined)
4. can (be)
5. has (ordered)
6. did (forget)
7. may (know)
8. has (taken)
9. am (waiting)
10. should ahve (tried)
Exercise 2
Answers will vary.
Page 20
Exercise 1
1. can (explain)
2. might (begin)
3. will (look)
4. could be (caused)
5. will (grow)
6. has been (working)
7. might be (solving)
8. is being (used)
9. has (written)
10. have been (fed)
Exercise 2
1. have (written)
2. was (serving)
3. would (become)
4. was (captured); was (sentenced)
5. should (remember)
6. had (lived)
7. should have (volunteered)
8. could have (done)
9. might have (been)
10. must have (inspired)
Writing Application
Answers will vary.
Exercise 1
(main verb in parenthesis)
1. will be (serving)
2. should (arrive)
3. has (examined)
4. can (be)
5. has (ordered)
6. did (forget)
7. may (know)
8. has (taken)
9. am (waiting)
10. should ahve (tried)
Exercise 2
Answers will vary.
Page 20
Exercise 1
1. can (explain)
2. might (begin)
3. will (look)
4. could be (caused)
5. will (grow)
6. has been (working)
7. might be (solving)
8. is being (used)
9. has (written)
10. have been (fed)
Exercise 2
1. have (written)
2. was (serving)
3. would (become)
4. was (captured); was (sentenced)
5. should (remember)
6. had (lived)
7. should have (volunteered)
8. could have (done)
9. might have (been)
10. must have (inspired)
Writing Application
Answers will vary.
Wednesday, October 8, 2008
Pages 17-18
Sorry for the delay tonight. With the half day, conferences, and physical therapy, I just couldn't get to this any sooner.
Page 17
Exercise 1
(linked words in parenthesis)
1. sound (violinists, terrible)
2. has been (rail service, irregular)
3. am (I, bored)
4. became (crowd, restless)
5. were (Many, jealous)
6. feels (Jerry, listless)
7. should have been (Louisa, careful)
8. smell (cookies, delicious)
9. feels (Linus, secure)
10. remained (Alicia, calm)
Exercise 2
answers may vary
Page 18
Exercise 1
1. is (Rita, artist)
2. seem (candidates, confident)
3. grow (trees, tall)
4. smelled (bread, delicious)
5. sounded (neighbor, frightened)
6. looks (magazine, interesting)
7. was (Mr. Davis, farmer)
8. stayed (store, open)
9. remained (We, partners)
10. felt (traveler, tired)
Exercise 2
1. appeared (speaker, relaxed)
2. sounds (report, accurate)
3. am (I, relative)
4. remained (sister, calm)
5. became (John, impatient)
6. turned (Michelle, red)
7. were (horses, Shetlands)
8. looked (item, new)
9. seemed (Ted, fit)
10. smells (dinner, delicious)
Page 17
Exercise 1
(linked words in parenthesis)
1. sound (violinists, terrible)
2. has been (rail service, irregular)
3. am (I, bored)
4. became (crowd, restless)
5. were (Many, jealous)
6. feels (Jerry, listless)
7. should have been (Louisa, careful)
8. smell (cookies, delicious)
9. feels (Linus, secure)
10. remained (Alicia, calm)
Exercise 2
answers may vary
Page 18
Exercise 1
1. is (Rita, artist)
2. seem (candidates, confident)
3. grow (trees, tall)
4. smelled (bread, delicious)
5. sounded (neighbor, frightened)
6. looks (magazine, interesting)
7. was (Mr. Davis, farmer)
8. stayed (store, open)
9. remained (We, partners)
10. felt (traveler, tired)
Exercise 2
1. appeared (speaker, relaxed)
2. sounds (report, accurate)
3. am (I, relative)
4. remained (sister, calm)
5. became (John, impatient)
6. turned (Michelle, red)
7. were (horses, Shetlands)
8. looked (item, new)
9. seemed (Ted, fit)
10. smells (dinner, delicious)
Monday, October 6, 2008
Pages 15-16
Page 15
Exercise 1
1. explained
2. planted
3. teased
4. borrowed
5. won
6. promised
7. estimated
8. left
9. started
10. failed
Exercise 2
Answers will vary.
Page 16
Exercise 1
1. built
2. produces
3. remember
4. rubs
5. twirls
6. appreciate
7. wonder
8. wrote
9. feared
10. banned
Exercise 2
1. slected
2. gathered
3. signaled
4. understand
5. awarded
6. realized
7. recognized
8. heard
9. adjusted
10. chose
Writing Application
Answers will vary.
Exercise 1
1. explained
2. planted
3. teased
4. borrowed
5. won
6. promised
7. estimated
8. left
9. started
10. failed
Exercise 2
Answers will vary.
Page 16
Exercise 1
1. built
2. produces
3. remember
4. rubs
5. twirls
6. appreciate
7. wonder
8. wrote
9. feared
10. banned
Exercise 2
1. slected
2. gathered
3. signaled
4. understand
5. awarded
6. realized
7. recognized
8. heard
9. adjusted
10. chose
Writing Application
Answers will vary.
Wednesday, October 1, 2008
Pages 11-12
Pg 11
Exercise 1
(Antecedent in parenthesis)
1. that (firecracker)
2. these (pastries)
3. these (tomatoes)
4. this (sweater)
5. Those (meatballs)
6. That (woman)
7. These (curtains)
8. this (stew)
9. That (movie)
10. those (pictures)
Exercise 2
1. This or That
2. That
3. those
4. that or this
5. this
6. those
7. this
8. those
9. this
10. these or those
Pg 12
Exercise 1
(Antecedent in parenthesis)
1. These (paintings)
2. This (portrait)
3. those (paintings)
4. This (gallery)
5. That (bathtub)
6. These (birds)
7. This (household)
8. That (studio)
9. these (pictures
10. those (letters)
Exercise 2
1. This (street)
2. That (house)
3. Those (bushes)
4. that (coins)
5. This (coin)
6. These (pennies)
7. Those (francs)
8. This (nickel)
9. this (money)
10. These (coins)
Writing Application
Answers will vary
Exercise 1
(Antecedent in parenthesis)
1. that (firecracker)
2. these (pastries)
3. these (tomatoes)
4. this (sweater)
5. Those (meatballs)
6. That (woman)
7. These (curtains)
8. this (stew)
9. That (movie)
10. those (pictures)
Exercise 2
1. This or That
2. That
3. those
4. that or this
5. this
6. those
7. this
8. those
9. this
10. these or those
Pg 12
Exercise 1
(Antecedent in parenthesis)
1. These (paintings)
2. This (portrait)
3. those (paintings)
4. This (gallery)
5. That (bathtub)
6. These (birds)
7. This (household)
8. That (studio)
9. these (pictures
10. those (letters)
Exercise 2
1. This (street)
2. That (house)
3. Those (bushes)
4. that (coins)
5. This (coin)
6. These (pennies)
7. Those (francs)
8. This (nickel)
9. this (money)
10. These (coins)
Writing Application
Answers will vary
Tuesday, September 30, 2008
Pages 9-10
Pg 9
Exercise 1
1. your, 2nd, P
2. I, 1st, S
3. ours, 1st, P
4. she, 3rd, S
5. you, 2nd, S
6. their, 3rd, P
7. its, 3rd, S
8. his, 3rd, S
9. us, 1st, P
10. mine, 1st, S
Exercise 2
1. our
2. their
3. me
4. her
5. your
6. his
7. its
8. he
9. her
10. it
Pg 10
Exercise 1
1. you, 2nd
2. It, 3rd
3. he, third
4. His, 3rd
5. We, 1st
6. they, 3rd
7. My, 1st
8. I, 1st
9. him, 3rd
10. she, 3rd
11. her, 3rd
12. them, 3rd
13. your, 2nd
14. mine, 1st
15. we, 1st
Exercise 2
1. your, 2nd
2. I, 1st
3. me, 1st
4. us, 1st
5. his, 3rd
6. her, 3rd
7. our, 1st
8. her, 3rd
9. they, 3rd
10. we, 1st
11. mine, 1st
12. yours, 2nd
13. hers, 3rd
14. them, 3rd
15. their, 3rd
Exercise 1
1. your, 2nd, P
2. I, 1st, S
3. ours, 1st, P
4. she, 3rd, S
5. you, 2nd, S
6. their, 3rd, P
7. its, 3rd, S
8. his, 3rd, S
9. us, 1st, P
10. mine, 1st, S
Exercise 2
1. our
2. their
3. me
4. her
5. your
6. his
7. its
8. he
9. her
10. it
Pg 10
Exercise 1
1. you, 2nd
2. It, 3rd
3. he, third
4. His, 3rd
5. We, 1st
6. they, 3rd
7. My, 1st
8. I, 1st
9. him, 3rd
10. she, 3rd
11. her, 3rd
12. them, 3rd
13. your, 2nd
14. mine, 1st
15. we, 1st
Exercise 2
1. your, 2nd
2. I, 1st
3. me, 1st
4. us, 1st
5. his, 3rd
6. her, 3rd
7. our, 1st
8. her, 3rd
9. they, 3rd
10. we, 1st
11. mine, 1st
12. yours, 2nd
13. hers, 3rd
14. them, 3rd
15. their, 3rd
Monday, September 29, 2008
Pgs 7-8
Page 7
Exercise 1
(Antecedents are in parenthesis)
1. her (Allison)
2. their (parakeets)
3. its (Iowa)
4. their (students)
5. He (Mr. Wilson)
6. she (Angie)
7. their (members)
8. her (Mom)
9. its (Mississippi River)
10. their (twins)
Exercise 2
1. his
2. their
3. their
4. his
5. its
6. it
7. she
8. they
9. their
10. it
Page 8
Exercise 1
(Antecedents in parenthesis)
1. they (colonists)
2. their (Farmers)
3. she (woman)
4. her (Sybilla Masters)
5. their (people)
6. them (tall tales)
7. its (bird)
8. it (doll)
9. he (settler)
10. he (boy)
Exercise 2
1. its (seashell)
2. they (varieties)
3. they (shells)
4. them (skeletons)
5. their (animals)
Exercise 1
(Antecedents are in parenthesis)
1. her (Allison)
2. their (parakeets)
3. its (Iowa)
4. their (students)
5. He (Mr. Wilson)
6. she (Angie)
7. their (members)
8. her (Mom)
9. its (Mississippi River)
10. their (twins)
Exercise 2
1. his
2. their
3. their
4. his
5. its
6. it
7. she
8. they
9. their
10. it
Page 8
Exercise 1
(Antecedents in parenthesis)
1. they (colonists)
2. their (Farmers)
3. she (woman)
4. her (Sybilla Masters)
5. their (people)
6. them (tall tales)
7. its (bird)
8. it (doll)
9. he (settler)
10. he (boy)
Exercise 2
1. its (seashell)
2. they (varieties)
3. they (shells)
4. them (skeletons)
5. their (animals)
Thursday, September 25, 2008
Personal Narrative Grading
Below you will find the area that students are being graded in and the high and low end of the rubric for that area. Each category is worth up to 20 points.
Ideas
20 (High)
§ Focus on topic is clear and
definite.
§ Effective and appropriate
details create a vivid picture
showing knowledge and
insight.
12 (Low)
§ Focus on topic is not clearly
defined.
§ Limited or disconnected details
show a lack of understandingand sidetrack the reader.
Organization
20 (High)
§ Memorable introduction and
conclusion are clearly linked
(may be explicit or implicit
connection) and establish focus.
§ Transitions effectively tie theideas of the paper together.
12 (Low)
§ Introduction and/or conclusion
lack focus.§ Transitions are not evident
Voice
20 (High)
§ The writer’s personality is
expressed; confidence and
feeling are apparent.
§ Connection to audience and
purpose is excellent.
§ Writing evokes strong emotion
in the reader.
12 (Low)
§ Writer’s personality is not
evident.
§ Connection to audience and
purpose is lacking.
§ Writing evokes minimalemotion in the reader.
Word Choice
20 (High)
§ Powerful verbs, precise nouns,
appropriate adjectives and
phrases enhance meaning.
§ Original phrasing and
memorable language promptreflective thoughts and insights.
12 (Low)
§ Verb and noun choice is rather
general. Adjectives and phrases
lack definition.
§ Language choice and phrasing
is inappropriate, repetitive orlacks meaning.
Sentence Fluency
20 (High)
§ Sentences vary in beginnings,
length and structure.
§ Sentences sound smooth and
rhythmic when read aloud; theyinvite expressive reading.
12 (Low)
§ Sentences offer little or no
variety in beginnings, length,
and structure.
§ Sentences lack rhythm orpattern when read aloud.
Conventions
20 (High)
§ A strong grasp of the standard
writing conventions is apparent:
capitalization is accurate,
punctuation is smooth and
enhances meaning, spelling is
correct even on more difficult
words, grammar is essentially
correct, usage is correct,
paragraphing (indenting)
enhances the organization of
the paper.
12 (Low)
§ A minimal grasp of the
standard writing conventions is
apparent.
§ Numerous errors in conventions
distract and/or confuse thereader.
Ideas
20 (High)
§ Focus on topic is clear and
definite.
§ Effective and appropriate
details create a vivid picture
showing knowledge and
insight.
12 (Low)
§ Focus on topic is not clearly
defined.
§ Limited or disconnected details
show a lack of understandingand sidetrack the reader.
Organization
20 (High)
§ Memorable introduction and
conclusion are clearly linked
(may be explicit or implicit
connection) and establish focus.
§ Transitions effectively tie theideas of the paper together.
12 (Low)
§ Introduction and/or conclusion
lack focus.§ Transitions are not evident
Voice
20 (High)
§ The writer’s personality is
expressed; confidence and
feeling are apparent.
§ Connection to audience and
purpose is excellent.
§ Writing evokes strong emotion
in the reader.
12 (Low)
§ Writer’s personality is not
evident.
§ Connection to audience and
purpose is lacking.
§ Writing evokes minimalemotion in the reader.
Word Choice
20 (High)
§ Powerful verbs, precise nouns,
appropriate adjectives and
phrases enhance meaning.
§ Original phrasing and
memorable language promptreflective thoughts and insights.
12 (Low)
§ Verb and noun choice is rather
general. Adjectives and phrases
lack definition.
§ Language choice and phrasing
is inappropriate, repetitive orlacks meaning.
Sentence Fluency
20 (High)
§ Sentences vary in beginnings,
length and structure.
§ Sentences sound smooth and
rhythmic when read aloud; theyinvite expressive reading.
12 (Low)
§ Sentences offer little or no
variety in beginnings, length,
and structure.
§ Sentences lack rhythm orpattern when read aloud.
Conventions
20 (High)
§ A strong grasp of the standard
writing conventions is apparent:
capitalization is accurate,
punctuation is smooth and
enhances meaning, spelling is
correct even on more difficult
words, grammar is essentially
correct, usage is correct,
paragraphing (indenting)
enhances the organization of
the paper.
12 (Low)
§ A minimal grasp of the
standard writing conventions is
apparent.
§ Numerous errors in conventions
distract and/or confuse thereader.
personal Narrative Info
Personal Narrative
What is it?
A personal narrative is an account of something that has happened to the author and holds some significance to them. It tells the story of one complete event from start to finish. Some personal narratives tell about only a few seconds in time, while others may cover several days. It is up to the author to make sure that only one event is being talked about and that the topic is narrow and focused.
Length
I am always asked, “How long does it have to be?” The truth is, I can’t tell you. A Personal Narrative’s length depends on how long it takes to tell your story. For some people their story can be told in a matter of 1.5 pages and be full and complete and finished. For other people it may take 7 pages to do the same thing. However, that does not mean that I think a 3 paragraph essay will fulfill these demands. The essay need to have a strong introduction that draws the reader in and makes them want to read more, a solid body that shows, not tells the events that took place and give the reader a sense of voice and purpose. Finally, the essay must have a clear conclusion that wraps everything up and leaves the reader fulfilled. How many paragraphs or pages that takes varies from writer to writer, so I never put a number on it because that focuses the writer on a meaningless number.
Narrow FocusOne of the things that will add to your writing is having a narrow focus. This means that you have a specific topic to write about. This will naturally allow for more detail and better word choice in your writing. For example, if I wanted to write about my trip to France, I wouldn’t write about the whole week. Instead I might choose to write about when I first saw the Eiffel Tower and how I overcame my fear of heights to take in its amazing view. This is also true of research paper. Instead of writing about WWII I might narrow my topic to battles. I might further narrow down to one specific battle. I could get even more specific and talk about how one decision a general made changed the tide of the battle.
What is it?
A personal narrative is an account of something that has happened to the author and holds some significance to them. It tells the story of one complete event from start to finish. Some personal narratives tell about only a few seconds in time, while others may cover several days. It is up to the author to make sure that only one event is being talked about and that the topic is narrow and focused.
Length
I am always asked, “How long does it have to be?” The truth is, I can’t tell you. A Personal Narrative’s length depends on how long it takes to tell your story. For some people their story can be told in a matter of 1.5 pages and be full and complete and finished. For other people it may take 7 pages to do the same thing. However, that does not mean that I think a 3 paragraph essay will fulfill these demands. The essay need to have a strong introduction that draws the reader in and makes them want to read more, a solid body that shows, not tells the events that took place and give the reader a sense of voice and purpose. Finally, the essay must have a clear conclusion that wraps everything up and leaves the reader fulfilled. How many paragraphs or pages that takes varies from writer to writer, so I never put a number on it because that focuses the writer on a meaningless number.
Narrow FocusOne of the things that will add to your writing is having a narrow focus. This means that you have a specific topic to write about. This will naturally allow for more detail and better word choice in your writing. For example, if I wanted to write about my trip to France, I wouldn’t write about the whole week. Instead I might choose to write about when I first saw the Eiffel Tower and how I overcame my fear of heights to take in its amazing view. This is also true of research paper. Instead of writing about WWII I might narrow my topic to battles. I might further narrow down to one specific battle. I could get even more specific and talk about how one decision a general made changed the tide of the battle.
Extra Credit
General
Students will be allowed to turn in this type of extra credit twice a quarter. Each time it will be worth up to 5 points. However, as the year goes on, it will become more difficult as there will be fewer topics to choose from.
Directions
You will need to write a book review of a book you have recently read. You cannot pick a book that has already been reviewed. (To see which books have already been reviewed, you will need to check the website http://ecbookreview.blogspot.com/.) In your review you need to tell me the book title, author, and genre as well as give a short plot summary. The summary should be at least one solid paragraph and should give the reader a general idea to the plot without giving the plot away. You should have a second solid paragraph that says whether or not you would recommend this book to others with reasons why or why not. This review should be typed in Word. The piece can then either be emailed to me or brought to me on a saved disk. I will upload the review to the website. I will acknowledge the reviewer by first name only unless you ask me not to identify you at all on the blog. Asking to not be identified will not change your points awarded.
Using the Blog
Once reviews start being submitted, you will be able to view the blog to get ideas for what you might like to read next. You will be able to search by genre or book title. You will also be able to comment on book reviews to add to what has already been said, or to offer a different opinion. Comments will be monitored so that they are appropriate and constructive.
Students will be allowed to turn in this type of extra credit twice a quarter. Each time it will be worth up to 5 points. However, as the year goes on, it will become more difficult as there will be fewer topics to choose from.
Directions
You will need to write a book review of a book you have recently read. You cannot pick a book that has already been reviewed. (To see which books have already been reviewed, you will need to check the website http://ecbookreview.blogspot.com/.) In your review you need to tell me the book title, author, and genre as well as give a short plot summary. The summary should be at least one solid paragraph and should give the reader a general idea to the plot without giving the plot away. You should have a second solid paragraph that says whether or not you would recommend this book to others with reasons why or why not. This review should be typed in Word. The piece can then either be emailed to me or brought to me on a saved disk. I will upload the review to the website. I will acknowledge the reviewer by first name only unless you ask me not to identify you at all on the blog. Asking to not be identified will not change your points awarded.
Using the Blog
Once reviews start being submitted, you will be able to view the blog to get ideas for what you might like to read next. You will be able to search by genre or book title. You will also be able to comment on book reviews to add to what has already been said, or to offer a different opinion. Comments will be monitored so that they are appropriate and constructive.
Wednesday, September 24, 2008
Test Corrections
Test Corrections
You may only do corrections on #’s 11-30.
Corrections are done on a clean sheet of loose leaf paper with your name on it.
For each correct answer you will receive ½ a point.
Directions:
Write the number that you are correcting.
Write out the complete sentence
Underline once each independent clause.
Underline twice each subordinate clause
On the next line write what type of sentence it is.
Skip a line and repeat for each new problem.
Corrections are Due Monday, September 29
You may only do corrections on #’s 11-30.
Corrections are done on a clean sheet of loose leaf paper with your name on it.
For each correct answer you will receive ½ a point.
Directions:
Write the number that you are correcting.
Write out the complete sentence
Underline once each independent clause.
Underline twice each subordinate clause
On the next line write what type of sentence it is.
Skip a line and repeat for each new problem.
Corrections are Due Monday, September 29
Thursday, September 18, 2008
Personal Narrative Writing Process Part 1
Pre-writing
Brainstorm!
Think about...
-the important events in your life
-odd events that have happened
-moments that defined you
-a time you were surprised
-a special memory
Select a Topic
Make sure you...
-narrow your topic (write about visiting the Eiffel Tower instead of your whole week in Paris)
-care about your topic (that will show through in your writing)
-have a purpose for writing about this topic
Gather Ideas
Come up with details that...
-include the 5 senses
-provide insight
-add information for the reader
-are unexpected
Consider using....
-an ABC chart
-a web
Drafting
Get it all out
-For the first draft, write everything-don't edit yourself at this point.
-Write on every other line.
-Write on only one side of the paper.
Block out Time
-Give yourself time to draft.
-Work in a place that won't be distracting.
-It's ok if you get writer's block-take a walk around the room, get a drink, and come back to it.
Brainstorm!
Think about...
-the important events in your life
-odd events that have happened
-moments that defined you
-a time you were surprised
-a special memory
Select a Topic
Make sure you...
-narrow your topic (write about visiting the Eiffel Tower instead of your whole week in Paris)
-care about your topic (that will show through in your writing)
-have a purpose for writing about this topic
Gather Ideas
Come up with details that...
-include the 5 senses
-provide insight
-add information for the reader
-are unexpected
Consider using....
-an ABC chart
-a web
Drafting
Get it all out
-For the first draft, write everything-don't edit yourself at this point.
-Write on every other line.
-Write on only one side of the paper.
Block out Time
-Give yourself time to draft.
-Work in a place that won't be distracting.
-It's ok if you get writer's block-take a walk around the room, get a drink, and come back to it.
Saturday, September 13, 2008
Pen Pals
Please remember that your first pen pal letter is due on Thursday. The requirements are: typed or handwritten in print, at least the front of a page in length, and includes appropriate information and questions. Please keep in mind that your pen pals are in second or third grade and know nothing about you. We want to be good role models for these kids in addition to great pen pals. Some things you could include in your letters are information about your friends, family, likes, dislikes, school, hobbies, and, of course, your name and age.
Also remember that I will be previewing these letters before they are sent out so do not seal your envelope!
Also remember that I will be previewing these letters before they are sent out so do not seal your envelope!
Update
I came home yesterday afternoon and have been resting since. Things are looking good for a return on Tuesday!
Thursday, September 11, 2008
FYI
I just wanted to remind everyone that I will not be in school on Friday, September 12, and Monday, September 15. I will (hopefully) be back in school on Tuesday, September 16. Homework hot line will not be updated, so make sure that the homework gets copied down into your agenda. I am sorry for any inconvenience this may cause. I will be sure to update as soon as I am out of the hospital to let you know that everything went well!
Personal Narrative Due Date
The personal narrative will be due on Tuesday, October 13th. Students will receive more detailed information on the narrative itself after ISTEP.
Grammar Quiz
Just some quick reminders for the grammar quiz tomorrow (Friday).
Independent clauses have a subject and predicate and can stand alone as a sentence (meaning they have a complete thought).
Subordinate clauses have a subject and a predicate but cannot stand alone (meaning they do not make a complete thought).
Example of an independent clause:
I like to run up hills
Example of a subordinate clause:
After she ran up the hill
Simple sentences are made up of exactly one independent clause and zero subordinate clauses.
Compound sentences are made up of two or more independent clauses and zero subordinate clauses. Remember that compound sentences combine clauses by using a comma and one of the FANBOYS OR by using a semi colon.
Complex sentences are made up of one independent clause and one or more subordinate clauses. Be on the lookout for words like "although," "because," and "after" (and other subordinating conjunctions) because they are a clue that a subordinate clause might be coming up.
Example of a simple sentence:
Jan likes to dance.
Example of a compund sentence:
John will eat, but Tracy will not cook.
Example of a complex sentence:
If you like fish, I cannot be your friend.
Independent clauses have a subject and predicate and can stand alone as a sentence (meaning they have a complete thought).
Subordinate clauses have a subject and a predicate but cannot stand alone (meaning they do not make a complete thought).
Example of an independent clause:
I like to run up hills
Example of a subordinate clause:
After she ran up the hill
Simple sentences are made up of exactly one independent clause and zero subordinate clauses.
Compound sentences are made up of two or more independent clauses and zero subordinate clauses. Remember that compound sentences combine clauses by using a comma and one of the FANBOYS OR by using a semi colon.
Complex sentences are made up of one independent clause and one or more subordinate clauses. Be on the lookout for words like "although," "because," and "after" (and other subordinating conjunctions) because they are a clue that a subordinate clause might be coming up.
Example of a simple sentence:
Jan likes to dance.
Example of a compund sentence:
John will eat, but Tracy will not cook.
Example of a complex sentence:
If you like fish, I cannot be your friend.
Wednesday, September 10, 2008
Pg 431
Pg 431
Exercise 20
(Independent, Subordiante)
1. After diving sports became popular, the United States created an underwater national park.
2. Divers can see animals, fishes, and coral while they use underwater signs to find their way around.
3. Some divers search for treasure, while other divers explore nature.
4. When divers visit shipwrecks, they use modern devices to find artifacts.
5. There is much to explore underwater because the ocean is so vast.
Exercise 21
(Subject, Verb)
1. Some people have trouble breathing through a snorkle, but it becomes easier with practice.
2. Lessons are given in swimming pools, so the students feel comfortable and safe.
3. Divers enter the water from a boat, and they go in feet first or backward.
4. One should take a deep breath first, for water may get in the snorkel tube.
5. It is easy to swim with the fins on, and the flutter kick helps you go faster.
Exercise 22
Answers will vary
Exercise 23
1. (While they are under the water,) divers are in a new and silent world.
2. (Unless divers are careful,) motor boats could pose a danger.
3. Boaters have difficulty seeing divers (when divers are under the water.)
4. Some fish, (since they are so curious and unafraid,) will follow divers.
5. (When a diver wants to surface,) she should swim up slowly.
Exercise 20
(Independent, Subordiante)
1. After diving sports became popular, the United States created an underwater national park.
2. Divers can see animals, fishes, and coral while they use underwater signs to find their way around.
3. Some divers search for treasure, while other divers explore nature.
4. When divers visit shipwrecks, they use modern devices to find artifacts.
5. There is much to explore underwater because the ocean is so vast.
Exercise 21
(Subject, Verb)
1. Some people have trouble breathing through a snorkle, but it becomes easier with practice.
2. Lessons are given in swimming pools, so the students feel comfortable and safe.
3. Divers enter the water from a boat, and they go in feet first or backward.
4. One should take a deep breath first, for water may get in the snorkel tube.
5. It is easy to swim with the fins on, and the flutter kick helps you go faster.
Exercise 22
Answers will vary
Exercise 23
1. (While they are under the water,) divers are in a new and silent world.
2. (Unless divers are careful,) motor boats could pose a danger.
3. Boaters have difficulty seeing divers (when divers are under the water.)
4. Some fish, (since they are so curious and unafraid,) will follow divers.
5. (When a diver wants to surface,) she should swim up slowly.
Tuesday, September 9, 2008
Pg 68
Pg 68
For exercise 1 the most important thing is to remember that after the first independent clause you put a comma and the conjunction (FANBOYS), then put the second independent clause. Though not used on this worksheet, the other way to join together two independent clauses is to put just a semi-colon in between them.
Exercise 1
1. Ted brought the rolls, and Robin brought the orange juice.
2. The fans cheered the players on, but the team couldn't even the score.
3. I went to sell my old bicycle, for I have outgrown it.
4. We can take the bus to the theater, or we can leave early and walk there.
5. Susan helped me with my math, and I helped her with her English.
6. I have long, straight hair, but my sister has short, curly hair.
7. Bowling is a very old game, for balls and pins have been found in Egyptian tombs.
8. Dinosaurs were very large, yet their brains were very small.
9. In 1910, there were no electric washing machines, and there were no electric toasters.
10. Frisbees today are made of plastic, but earlier models were made of metal.
Exercise 2
Answers will vary.
For exercise 1 the most important thing is to remember that after the first independent clause you put a comma and the conjunction (FANBOYS), then put the second independent clause. Though not used on this worksheet, the other way to join together two independent clauses is to put just a semi-colon in between them.
Exercise 1
1. Ted brought the rolls, and Robin brought the orange juice.
2. The fans cheered the players on, but the team couldn't even the score.
3. I went to sell my old bicycle, for I have outgrown it.
4. We can take the bus to the theater, or we can leave early and walk there.
5. Susan helped me with my math, and I helped her with her English.
6. I have long, straight hair, but my sister has short, curly hair.
7. Bowling is a very old game, for balls and pins have been found in Egyptian tombs.
8. Dinosaurs were very large, yet their brains were very small.
9. In 1910, there were no electric washing machines, and there were no electric toasters.
10. Frisbees today are made of plastic, but earlier models were made of metal.
Exercise 2
Answers will vary.
Monday, September 8, 2008
A Note for Period 3
Somehow in my lesson today I failed to talk to period 3 about compound sentences. While looking over your homework I realized that you needed to know this in order to complete it. A compound sentence is a sentence that is made up of two independent clauses. Basially, if you see two sets of subjects and predicates in the sentence, you have a compound sentence. Another way to know if it is a compound sentence is to look for a comma and a conjunction. Conjunctions are connecting words. You can remeber them by thinking if the word FANBOYS.
For
And
Nor
But
Yet
So
I am very sorry for this huge oversight. We will talk about it before you take your homework quiz tomorrow.
For
And
Nor
But
Yet
So
I am very sorry for this huge oversight. We will talk about it before you take your homework quiz tomorrow.
Pg 66-67
Page 66
Exercise 1
1. I
2. S
3. I
4. S
5. S
6. I
7. I
8. S
9. I
10. I
Exercise 2
1. I
2. S
3. S
4. I
5. S
6. I
7. S
8. S
9. I
10. S
Writing Application
Answers will vary
Page 67
The underlined word is the subject, the bold word is the predicate. No normal typeface word is the conjunction.
Exercise 1
1. water looked but it was
2. Leaves were turning and geese were flying
3. recipe calls but I do use
4. We expected for all had predicted
5. Sharon could make ; much depended
6. We must score or Renegades will win
7. No one walked for Mrs. Lewis was
8. work was but it paid
9. Scott did expect yet he entered
10. We have so we might drink
Exercise 2
Answers will vary.
Exercise 1
1. I
2. S
3. I
4. S
5. S
6. I
7. I
8. S
9. I
10. I
Exercise 2
1. I
2. S
3. S
4. I
5. S
6. I
7. S
8. S
9. I
10. S
Writing Application
Answers will vary
Page 67
The underlined word is the subject, the bold word is the predicate. No normal typeface word is the conjunction.
Exercise 1
1. water looked but it was
2. Leaves were turning and geese were flying
3. recipe calls but I do use
4. We expected for all had predicted
5. Sharon could make ; much depended
6. We must score or Renegades will win
7. No one walked for Mrs. Lewis was
8. work was but it paid
9. Scott did expect yet he entered
10. We have so we might drink
Exercise 2
Answers will vary.
Wednesday, September 3, 2008
Page 19
Exercise A
1. CS-Ella Fitzgerald, Louis Armstrong
2. CV-worked, performed
3. CV-played, sang
4. CS-He, Fitzgerald
5. CS, CV-Duke Ellington, band; played, achieved
6. CV-wrote, composed
7. CS-Charlie Parker, Thelonious Monk
8. CV-played, improvised
9. CV-accepted, attended
10. CS-father, uncle
Exercise B
11. CS-Mrs. Fernandez, husband
12. CV-travel, stay
13. CS, CV-fruits, vegetables; are grown, prepared
14. CV-inherited, stopped
15. CS-condominiums, courses
16. CV-enjoy, take
17. CS-rooms, areas
18. CS-chef, assistants
19. CV-can visit, take
20. CS, CV-Mrs. Fernandez, staff; welcome, make
1. CS-Ella Fitzgerald, Louis Armstrong
2. CV-worked, performed
3. CV-played, sang
4. CS-He, Fitzgerald
5. CS, CV-Duke Ellington, band; played, achieved
6. CV-wrote, composed
7. CS-Charlie Parker, Thelonious Monk
8. CV-played, improvised
9. CV-accepted, attended
10. CS-father, uncle
Exercise B
11. CS-Mrs. Fernandez, husband
12. CV-travel, stay
13. CS, CV-fruits, vegetables; are grown, prepared
14. CV-inherited, stopped
15. CS-condominiums, courses
16. CV-enjoy, take
17. CS-rooms, areas
18. CS-chef, assistants
19. CV-can visit, take
20. CS, CV-Mrs. Fernandez, staff; welcome, make
Tuesday, September 2, 2008
Page 18
The regular type face is the complete subject, the italics is the complete predicate. Simple subjects and simple predicates are in bold.
Exercise 1
1. A valuable stamp collection is missing from the library.
2. One stamp is worth ten thousand dollars.
3. Part of the image on the stamp had been printed upside down.
4. The librarian has called the police.
5. Two representatives from the police department have arrived.
6. Detective Durand is questioning people.
7. His partner will look for clues.
8. Unfortunately we had no information for the police.
9. The insurance company will be called.
10. Of course, money can never replace those stamps.
Exercise 2
11. Throughout the centuries many legends have been told about the Fountain of Youth.
12. The waters of the Fountain of Youth had special powers.
13. They could make old people young again.
14. Illness could be cured.
15. However, most people don't believe the legends.
16. Some people have searched for the Fountain of Youth.
17. Ponce de Leon may have believed the legends.
18. His search for new lands brought him to Florida.
19. A spring in St. Augustine, Florida, was discovered by Ponce de Leon.
20. It's youth-giving powers were never proven.
In many of these sentences an introductory phrase was used that was part of the predicate. If you got this wrong, don't worry too much about it. There will not be parts like that on the test.
Exercise 1
1. A valuable stamp collection is missing from the library.
2. One stamp is worth ten thousand dollars.
3. Part of the image on the stamp had been printed upside down.
4. The librarian has called the police.
5. Two representatives from the police department have arrived.
6. Detective Durand is questioning people.
7. His partner will look for clues.
8. Unfortunately we had no information for the police.
9. The insurance company will be called.
10. Of course, money can never replace those stamps.
Exercise 2
11. Throughout the centuries many legends have been told about the Fountain of Youth.
12. The waters of the Fountain of Youth had special powers.
13. They could make old people young again.
14. Illness could be cured.
15. However, most people don't believe the legends.
16. Some people have searched for the Fountain of Youth.
17. Ponce de Leon may have believed the legends.
18. His search for new lands brought him to Florida.
19. A spring in St. Augustine, Florida, was discovered by Ponce de Leon.
20. It's youth-giving powers were never proven.
In many of these sentences an introductory phrase was used that was part of the predicate. If you got this wrong, don't worry too much about it. There will not be parts like that on the test.
Friday, August 29, 2008
Page 49-50
Page 49
Exercise 1
1. binoculars
2. place
3. pairs
4. cat
5. season
6. cameras
7. chance
8. nails
9. stamp
10. letter
Exercise 2
The subject of each sentence is "you." The carrot will show where to put it in each sentence.
1. Jill, ^ hand
2. ^open
3. ^Do
4. Wendy, ^ watch
5. Asron, ^ stop
Page 50
Exercise 1
1. (you)
2. Australia
3. British
4. (you)
5. (you)
6. people
7. (you)
8. words
9. Sydney
10. (you)
Exercise 2
1. capital
2. Richie
3. you
4. June
5. show
6. museum
7. lessons
8. Arctic Ocean
9. scientists
10. advertisements
Exercise 3
1. whale
2. whales
3. class
4. you
5. you
Exercise 1
1. binoculars
2. place
3. pairs
4. cat
5. season
6. cameras
7. chance
8. nails
9. stamp
10. letter
Exercise 2
The subject of each sentence is "you." The carrot will show where to put it in each sentence.
1. Jill, ^ hand
2. ^open
3. ^Do
4. Wendy, ^ watch
5. Asron, ^ stop
Page 50
Exercise 1
1. (you)
2. Australia
3. British
4. (you)
5. (you)
6. people
7. (you)
8. words
9. Sydney
10. (you)
Exercise 2
1. capital
2. Richie
3. you
4. June
5. show
6. museum
7. lessons
8. Arctic Ocean
9. scientists
10. advertisements
Exercise 3
1. whale
2. whales
3. class
4. you
5. you
Thursday, August 28, 2008
Page 45-46
The word before the line and after the line will be given.
Page 45
Exercise 1
1. bicylce/stood
2. problem/is
3. September/is
4. brother/earns
5. States/was
6. waiter/accepted
7. lilies/floated
8. description/joined
9. neighborhood/was
10. This toy/requires
Exercise 2
1. the tanker/was slowly breaking
2. the youngest...brothers/has
3. The manager...Otters/argued
4. crocodile/snoozed
5. the hedge...house/concealed
6. the drawer...desk/contained
7. that girl...trenchcoat/is
8. majority/is
9. Few of the spectators/stayed
10. apology/satisfied
Page 46
Exercise 1
1. The elegant lady/glanced nervously at the clock.
2. Old Dr. Wentworth/walked up and down the room.
3. A man in a blue suit/looked out the window.
4. The famous artist/mumbled some words to herself.
5. The pianist, pleaseant and handsome,/spoke constantly.
6. The alert hostess/tried to relieve the tension.
7. A young woman/offered the guests cold drinks.
8. This thoughtful offer/helped a bit.
9. All the guests/welcomed the sitraction.
10. The conversation/returned to normal.
Exercise 2
1. My older cousin/works on his car every weekend.
2. He/checks the pressure in the tires.
3. Paul/opens the hood to check the oil.
4. The oil/must be at the proper level.
5. The old radiator/needs more water.
6. Several quarts of water/must be added.
7. A friend from school/sometimes helps Paul with these chores.
8. The two boys/clean the inside of the car.
9. The other boys from town/wash the outside.
10. Waxing/is the last chore.
Writing Application
Answers will vary.
Page 45
Exercise 1
1. bicylce/stood
2. problem/is
3. September/is
4. brother/earns
5. States/was
6. waiter/accepted
7. lilies/floated
8. description/joined
9. neighborhood/was
10. This toy/requires
Exercise 2
1. the tanker/was slowly breaking
2. the youngest...brothers/has
3. The manager...Otters/argued
4. crocodile/snoozed
5. the hedge...house/concealed
6. the drawer...desk/contained
7. that girl...trenchcoat/is
8. majority/is
9. Few of the spectators/stayed
10. apology/satisfied
Page 46
Exercise 1
1. The elegant lady/glanced nervously at the clock.
2. Old Dr. Wentworth/walked up and down the room.
3. A man in a blue suit/looked out the window.
4. The famous artist/mumbled some words to herself.
5. The pianist, pleaseant and handsome,/spoke constantly.
6. The alert hostess/tried to relieve the tension.
7. A young woman/offered the guests cold drinks.
8. This thoughtful offer/helped a bit.
9. All the guests/welcomed the sitraction.
10. The conversation/returned to normal.
Exercise 2
1. My older cousin/works on his car every weekend.
2. He/checks the pressure in the tires.
3. Paul/opens the hood to check the oil.
4. The oil/must be at the proper level.
5. The old radiator/needs more water.
6. Several quarts of water/must be added.
7. A friend from school/sometimes helps Paul with these chores.
8. The two boys/clean the inside of the car.
9. The other boys from town/wash the outside.
10. Waxing/is the last chore.
Writing Application
Answers will vary.
Wednesday, August 27, 2008
Worksheet 43-44
The first word/phrase is the subject, the word/phrase after the comma is the predicate.
Page 43
Exercise 1
1. beach balls, rolled
2. Dachshunds, were bred
3. book, was
4. people, reported
5. Len, speaks
6. sink, was
7. Inspector Low, held
8. Mr. Bixby, assigns
9. no one, noticed
10. map, was
Exercise 2
Answers will vary
Page 44
Exercise 1
1. settlers, arrived
2. governor, called
3. people, came
4. ship, was called
5. settlers, wanted
6. men, worked
7. women, helped
8. children, were expected
9. houses, were
10. homes, pleased
Exercise 2
1. we, moved
2. Uncle Jonathan, will sell
3. I, remember
4. chair, wobbles
5. letters, were written
6. Robert, Studied
7. We, felt
8. Furniture, looks
9. table, holds
10. seat, swivels
Exercise 3
Answers will vary
Page 43
Exercise 1
1. beach balls, rolled
2. Dachshunds, were bred
3. book, was
4. people, reported
5. Len, speaks
6. sink, was
7. Inspector Low, held
8. Mr. Bixby, assigns
9. no one, noticed
10. map, was
Exercise 2
Answers will vary
Page 44
Exercise 1
1. settlers, arrived
2. governor, called
3. people, came
4. ship, was called
5. settlers, wanted
6. men, worked
7. women, helped
8. children, were expected
9. houses, were
10. homes, pleased
Exercise 2
1. we, moved
2. Uncle Jonathan, will sell
3. I, remember
4. chair, wobbles
5. letters, were written
6. Robert, Studied
7. We, felt
8. Furniture, looks
9. table, holds
10. seat, swivels
Exercise 3
Answers will vary
Tuesday, August 26, 2008
Page 20
Here are the answers to page 20.
Exercise 1
1. IM .
2. D .
3. E !
4. IN ?
5. D .
6. IM . or !
7. IN ?
8. D .
9. D .
10. E !
Exercise 2
11. D .
12. D .
13. IM .
14. E !
15. IN ?
16. IM . or !
17. IM .
18. IN ?
19. D .
20. E !
Exercise 1
1. IM .
2. D .
3. E !
4. IN ?
5. D .
6. IM . or !
7. IN ?
8. D .
9. D .
10. E !
Exercise 2
11. D .
12. D .
13. IM .
14. E !
15. IN ?
16. IM . or !
17. IM .
18. IN ?
19. D .
20. E !
Monday, August 25, 2008
Worksheet 69-70
Here are the answers to worksheet 69-70. Please check over them. Remember, 3 of these questions will be on your quiz at the start of class tomorrow.
D = Declarative
IM = Imperative
IN = Interrogative
E = Exclamatory
Page 69
Exercise 1
1. IN
2. IM
3. IM
4. E
5. E
6. D
7. IN
8. IM
9. D
10. E
Exercise 2
1. .
2. .
3. ?
4. ?
5. !
6. .
7. ?
8. .
9. .
10. !
Page 70
Exercise 1
1. D .
2. IN ?
3. IM .
4. IN ?
5. E !
6. E !
7. D .
8. IM .
9. IN ?
10. D .
Exercise 2
1. D .
2. IM . or !
3. D .
4. IM .
5. IN ?
6. E !
7. IN ?
8. E !
9. D .
10. D .
Exercise 3
Answers will vary. Double check your sentences against the definitions of each type of sentence.
D = Declarative
IM = Imperative
IN = Interrogative
E = Exclamatory
Page 69
Exercise 1
1. IN
2. IM
3. IM
4. E
5. E
6. D
7. IN
8. IM
9. D
10. E
Exercise 2
1. .
2. .
3. ?
4. ?
5. !
6. .
7. ?
8. .
9. .
10. !
Page 70
Exercise 1
1. D .
2. IN ?
3. IM .
4. IN ?
5. E !
6. E !
7. D .
8. IM .
9. IN ?
10. D .
Exercise 2
1. D .
2. IM . or !
3. D .
4. IM .
5. IN ?
6. E !
7. IN ?
8. E !
9. D .
10. D .
Exercise 3
Answers will vary. Double check your sentences against the definitions of each type of sentence.
Tuesday, August 19, 2008
Class Information
Course Overview
This is a year long class that will focus on the Indiana writing, spelling, and grammar standards. Students will be encouraged to be independent thinkers and learners as the year progresses. Students will be using the 6 + 1 Traits of Writing in conjunction with our school improvement goals and best practice for writing.
Course Materials
Loose leaf paper
Blue or black ink pens
Red pen
Pencils
One subject notebook
Folder
Students are expected to come to class prepared each and every day. This means that they have their books, writing utensils, and notebooks. When students come unprepared they are not moving forward toward becoming responsible adults and waste valuable class time.
Homework
Homework will be given almost every night. Homework will be written on the board everyday and should be copied into the agenda. Answers to the homework will be posted on my website, http://honorsnotesfromtheoverhead.blogspot.com. Students can check their work nightly and come before school or during study hall with questions. Every day class will start with a homework quiz worth three points consisting of work from the previous night’s assignment. Students will be given two homework passes which they can staple to their quiz to be excused from that day’s quiz. The only exception to the homework quizzes will be test or large unit quiz days (typically Fridays).
Late projects and essays will work on a 10% system. For every day they are late it is 10% off the grade. Students will have up to 5 days to turn in the assignment. After 5 days it will not be accepted.
Grading
A basic 90/80/70/60 system will be used for determining the letter grade. If a student wishes to check their grade they may do so before or after school or through Parent Connect.
If a student notices a discrepancy in their progress report grade and their returned work they may show the assignment with grade to me during a non instruction time to have the score changed. Likewise, if they want to argue a point they need to see me during a non instruction time and be prepared to explain their point and use their materials to back their point up.
Absence
If a student is absent they will have the same number of days they were absent to make up the work starting when they return. It is the student’s responsibility to find out what was covered while they were gone and what work they need to do. If the work is not completed within that number of days it will not be accepted.
Classroom Conduct
Students are expected to behave in a responsible manner at all times. This means that they take responsibility for their actions and are respectful of and to others. Name calling, rude gestures, physical contact and other inappropriate actions or behaviors (such as those outlined in the student handbook) will be grounds for consequences. Any behavior that disrupts instruction or learning such as talking during lessons will also be grounds for consequences.
Students removed from the classroom due to behavior will receive a zero for any assignments completed in class that day.
Passes
Students will receive two hall passes per quarter. It is up to them when they use them. Passes may be used to go to their locker for materials, use the restroom, or get a drink of water. Once these passes have been used up, students will not be allowed to leave the room.
Students must sign out any time they exit the room and sign back in when they return. There will be a clipboard next to the door with the sign out sheet.
This is a year long class that will focus on the Indiana writing, spelling, and grammar standards. Students will be encouraged to be independent thinkers and learners as the year progresses. Students will be using the 6 + 1 Traits of Writing in conjunction with our school improvement goals and best practice for writing.
Course Materials
Loose leaf paper
Blue or black ink pens
Red pen
Pencils
One subject notebook
Folder
Students are expected to come to class prepared each and every day. This means that they have their books, writing utensils, and notebooks. When students come unprepared they are not moving forward toward becoming responsible adults and waste valuable class time.
Homework
Homework will be given almost every night. Homework will be written on the board everyday and should be copied into the agenda. Answers to the homework will be posted on my website, http://honorsnotesfromtheoverhead.blogspot.com. Students can check their work nightly and come before school or during study hall with questions. Every day class will start with a homework quiz worth three points consisting of work from the previous night’s assignment. Students will be given two homework passes which they can staple to their quiz to be excused from that day’s quiz. The only exception to the homework quizzes will be test or large unit quiz days (typically Fridays).
Late projects and essays will work on a 10% system. For every day they are late it is 10% off the grade. Students will have up to 5 days to turn in the assignment. After 5 days it will not be accepted.
Grading
A basic 90/80/70/60 system will be used for determining the letter grade. If a student wishes to check their grade they may do so before or after school or through Parent Connect.
If a student notices a discrepancy in their progress report grade and their returned work they may show the assignment with grade to me during a non instruction time to have the score changed. Likewise, if they want to argue a point they need to see me during a non instruction time and be prepared to explain their point and use their materials to back their point up.
Absence
If a student is absent they will have the same number of days they were absent to make up the work starting when they return. It is the student’s responsibility to find out what was covered while they were gone and what work they need to do. If the work is not completed within that number of days it will not be accepted.
Classroom Conduct
Students are expected to behave in a responsible manner at all times. This means that they take responsibility for their actions and are respectful of and to others. Name calling, rude gestures, physical contact and other inappropriate actions or behaviors (such as those outlined in the student handbook) will be grounds for consequences. Any behavior that disrupts instruction or learning such as talking during lessons will also be grounds for consequences.
Students removed from the classroom due to behavior will receive a zero for any assignments completed in class that day.
Passes
Students will receive two hall passes per quarter. It is up to them when they use them. Passes may be used to go to their locker for materials, use the restroom, or get a drink of water. Once these passes have been used up, students will not be allowed to leave the room.
Students must sign out any time they exit the room and sign back in when they return. There will be a clipboard next to the door with the sign out sheet.
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