Transcript L.8.1.a

High School Grammar Standards
9th-12th grade
English Language Arts
L.9-10.1: Demonstrate
command of conventions of
standard English grammar
and usage when writing or
speaking.
a. Use parallel structure
What is parallel structure?
Parallel structure is repetition of
the same pattern of words or
phrases within a sentence or
passage to show that two or
more ideas have the same level
of importance.
What do you notice?
"Friends, Romans, Countrymen, lend me your ears;
I come to bury Caesar, not to praise him."
—William Shakespeare, The Tragedy of Julius Caesar
L.8.1.a
What do you notice?
“The house on Mango Street is ours, and we don’t have to
pay rent to anybody, or share the yard with the people
downstairs, or be careful not to make too much noise, and
there isn’t a landlord banging on the ceiling with a
broom.”
-The House on Mango Street by Sandra Cisneros
L.8.1.a
Your Turn!
Use your mentor sentence to create your own sentence that is
parallel.
L.8.1.a
L.9.1: Demonstrate command
of conventions of standard
English grammar and usage
when writing or speaking.
b. Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to
convey specific meanings and add variety and interest to
writing or presentations.
Prepositional Phrases
Prepositional phrases typically consist of a preposition followed by
a noun group/phrase.
What do you notice?
"East of my grandmother's house, south of the pecan
grove, there is buried a woman in a beautiful dress.”
(N. Scott Momaday, The Way to Rainy Mountain, 1969)
.
L.8.1.a
Noun Phrases
A noun phrase includes a noun—a person, place, or thing—
and the modifiers—either before or after—which distinguish
it.
Noun Phrases
The shoplifted pair of jeans
Pair = noun; the, shoplifted, of jeans = modifiers.
A cat that refused to meow
Cat = noun; a, that refused to meow = modifiers.
A great English teacher
Teacher = noun; a, great, English = modifiers.
What do you notice?
"Panting, Harry fell forward over the hydrangea bush,
straightened up and stared around."
(J.K. Rowling, Harry Potter and the Order of the Phoenix.
Bloomsbury, 2003)
.
L.8.1.a
Verb Phrases
Sometimes a sentence can communicate its meaning with
a one-word verb. Other times, however, a sentence will use
a verb phrase, a multi-word verb, to express more nuanced
action or condition. A verb phrase can have up to four
parts. The pattern looks like this:
AUXILIARY VERB(S) + MAIN VERB + VERB ENDING WHEN
NECESSARY
Verb Phrases
Mom had just cleaned the refrigerator shelves when
Lawrence knocked over the pitcher of orange juice.
Sarah should have been writing her research essay, but she
couldn't resist another short chapter in her Stephen King
novel.
If guests are coming for dinner, we must wash our smelly
dog!
What do you notice?
"The mourners on the front benches sat in a blue-serge,
black-crepe-dress gloom. A funeral hymn made its way
around the church tediously but successfully. It eased into
the heart of every gay thought, into the care of each
happy memory."
(Maya Angelou, I Know Why the Caged Bird Sings.
Random House, 1970)
L.8.1.a
Adjectival Phrases
An adjective phrase (or adjectival phrase) is a phrase that
tells us something about the noun it is modifying.
Adjectival Phrase
The extremely tired lioness is losing patience with her overly enthusiastic cub.
My mother was fairly unhappy with the service.
Her baking always smells very tempting.
The consequences of agreeing were far too serious.
The dog covered in mud looked pleased with himself.
What do you notice?
"Marge, you're as pretty as Princess Leia and as smart as
Yoda."
(Homer Simpson)
L.8.1.a
What do you notice?
"Humans can be fairly ridiculous
animals.”
(Barbara Kingsolver, Animal,
Vegetable, Miracle: A Year of Food
Life, 2007)
L.8.1.a
Adverbial Phrase
A word group with an adverb as its head.
This adverb may be accompanied by
modifiers or qualifiers.
An adverb phrase can modify a verb, an
adjective, or another adverb, and it can
appear in a number of different positions in
a sentence.
Adverbial Phrase
The Cheshire Cat vanished quite slowly, beginning with the
end of its tail.
The players responded surprisingly well to all the pressures of
the playoffs.
The best way to preserve the flavor and texture of fresh
vegetables is to cook them as quickly as possible.
As quickly as possible we cleaned the fish and placed them
in coolers.
Absolute Phrases
An absolute phrase combines a noun and a participle with
any accompanying modifiers or objects. The pattern looks
like this:
NOUN + PARTICIPLE + OPTIONAL OBJECT(S) AND/OR
MODIFIER(S)
Absolute Phrases
His brow knitted in frustration
Brow = noun; knitted = participle; his, in frustration = modifiers.
Her fingers flying over the piano keys
Fingers = noun; flying = participle; her, over the piano keys =
modifiers.
Our eyes following the arc of the ball
Eyes = noun; following = participle; arc = direct object; our, the,
of the ball = modifiers.
What do you notice?
"Six boys came over the hill half an hour early that
afternoon, running hard, their heads down, their forearms
working, their breath whistling."
(John Steinbeck, The Red Pony)
L.8.1.a
What do you notice?
"The accused man, Kabuo Miyamoto, sat proudly upright
with a rigid grace, his palms placed softly on the
defendant's table--the posture of a man who has
detached himself insofar as this is possible at his own trial."
(David Guterson, Snow Falling on Cedars, 1994)
L.8.1.a
Participial Phrases
A word group consisting of a present participle (also known
as an -ing form) or past participle (also known as an -en
form), plus any modifiers, objects, and complements.
A participial phrase commonly functions as an adjective.
What do you notice?
 "The great fish moved silently through the night water,
propelled by short sweeps of its crescent tail."
 (Peter Benchley, Jaws, 1974
L.8.1.a
Your Turn!
Writing
Write a paragraph about ______ using a variety of
sentence structures.
L.8.1.b
Clauses and Phrases
A clause is a group of related words which has both a
subject and a predicate. A clause is different from a
phrase because a phrase is a group of related words
which lacks either a subject or a predicate or both.
L.8.1.a
Clauses
Independent Clause
An independent clause is a group of words that
contains a subject and verb and expresses a
complete thought. An independent clause is a
sentence.
Jim studied in the Sweet Shop for his chemistry
quiz.
L.8.1.a
Clauses
Dependent Clause
A dependent clause is a group of words that contains
a subject and verb but does not express a complete
thought. A dependent clause cannot be a sentence.
Often a dependent clause is marked by a dependent
marker word.
When Jim studied in the Sweet Shop for his chemistry
quiz . . . (What happened when he studied? The
thought is incomplete.)
L.8.1.a
What do you notice?
"Bricks are crumbling in places, and the front door is so
swollen you have to push hard to get in." Sandra Cisneros,
The House on Mango Street
L.8.1.a
What do you notice?
"If I hadn't gone outside, I don't know if I would have heard
the scream." Maggie Stiefvater, Shiver
L.8.1.a
Noun Clause
A dependent clause that functions as
a noun (that is, as a subject, object,
or complement) within a sentence.
What do you notice?
"I knew exactly how clouds drifted on a July afternoon,
what rain tasted like, how ladybugs preened and
caterpillars rippled, what it felt like to sit inside a bush.”
(Bill Bryson, The Life and Times of the Thunderbolt Kid.
Broadway Books, 2006)
L.8.1.a
Your Turn!
Writing
Write a paragraph about ______ using a variety of
sentence structures.
L.8.1.b
Application
Continue to find examples in
your reading!
Examine your own written
work for effective use of
sentence variety!
L.8.1.a
L.9-10.2a: Demonstrate
command of conventions of
standard English capitalization,
punctuation, and spelling when
writing
a. Use a semicolon (and perhaps a conjunctive adverb) to
link two or more closely related independent clauses.
L.8.1.c
Mentor Sentence
"There was no point in worrying Mrs. Dursley; she
always got so upset at any mention of her sister." J.K.
Rowling, Harry Potter and the Sorcerer's Stone)
L.8.1.c
What Do You Notice?
Mentor Sentence
"His cast-iron features puckered into a
smile of the richest drollery, and his eyes
twinkled with the wickedest fun; but no
undignified giggle escaped the portal
of those majestic lips." — A Journey to the
Center of the Earth, Jules Verne
L.8.1.c
What Do Your Notice?
Mentor Sentence
"Something from deep inside the world
had crept up from the well; a monster
set loose in our midst. The fire was his
breath; the jeers all around were his
snarls. I felt something burn inside of
me."
~Alice Hoffman, Incantation
L.8.1.c
Your Turn!
Use your mentor sentence to create your own sentences
following similar patterns and structures.
L.8.1.c
L.9-10.2b: Demonstrate
command of conventions of
standard English
capitalization, punctuation,
and spelling when writing
b. Use a colon to introduce a list or quotation.
Colon
Use a colon after an independent
clause when it is followed by a list, a
quotation, appositive, or other idea
directly related to the independent
clause.
What do you notice?
"I can remember lying awake in a hotel in
downtown Washington listening to the
sounds of an August night wash in through
the open window: sirens, car horns, the thrum
of neon from the hotel sign, the swish of
traffic, people laughing, people yelling
..."(114; Bill Bryson, The Lost Continent)
L.8.2.a
What do you notice?
In his Gettysburg Address, Abraham Lincoln
urges Americans to rededicate themselves to
the unfinished work of the deceased soldiers:
"It is for us the living rather to be dedicated
here to the unfinished work which they who
fought here have thus far so nobly
advanced.”
L.8.2.a
Your Turn!
What are some other uses of the colon?
L.8.2.a
Application
Continue to find examples in
your reading!
Examine your own written
work and add punctuation to
indicate a pause or break!
L.8.2.a
L.9-10.1: Demonstrate
command of conventions of
standard English grammar
and usage when writing or
speaking.
L.9-10.1: Demonstrate
command of conventions of
standard English grammar
and usage when writing or
speaking.
Understand that grammar usage is a matter of convention, and
can be adjusted over time. Learn how issues of grammar
contention are resolved.
Oxford Comma-TED Talk
The most hotly contested
punctuation mark of all
time: http://on.ted.com/h0QF5 (
via @TED_ED) pic.twitter.com/yR
wowzMRMw
L.9-10.2b: Demonstrate
command of conventions of
standard English
capitalization, punctuation,
and spelling when writing
b. Observe hyphenation conventions.
Hyphenation
Use a hyphen to join two or more words serving as a single
adjective before a noun:
a one-way street chocolate-covered peanuts well-known
author
However, when compound modifiers come after a noun,
they are not hyphenated:
The peanuts were chocolate covered. The author was well
known.
Hyphenation
Use a hyphen with compound numbers:
forty-six sixty-three Our much-loved teacher was sixty-three
years old.
Hyphenation
Use a hyphen to avoid confusion or an awkward
combination of letters:
re-sign a petition (vs. resign from a job) semi-independent
(but semiconscious) shell-like (but childlike)
Hyphenation
Use a hyphen with the prefixes ex- (meaning former), self-,
all-; with the suffix -elect; between a prefix and a capitalized
word; and with figures or letters:
ex-husband self-assured mid-September allinclusive mayor-elect anti-American T-shirt pre-Civil
War mid-1980s
Hyphenation
Use a hyphen to divide words at the end of a line if
necessary, and make the break only between syllables:
pref-er-ence sell-ing in-di-vid-u-al-ist
NOTE: I tell students to avoid this in their own writing!
Hyphenation
For line breaks, divide already-hyphenated words only at
the hyphen:
mass- produced self- conscious
NOTE: I tell students to avoid this in their own writing.
Hyphenation
For line breaks in words ending in -ing, if a single final
consonant in the root word is doubled before the suffix,
hyphenate between the consonants; otherwise, hyphenate
at the suffix itself:
plan-ning run-ning driv-ing call-ing
NOTE: I tell students to avoid this in their own writing.
Hyphenation
Never put the first or last letter of a word at the end or
beginning of a line, and don't put two-letter suffixes at the
beginning of a new line:
lovely (Do not separate in a way which leaves ly beginning
a new line.) eval-u-ate (Separate only on either side of the
u; do not leave the initial e- at the end of a line.)
NOTE: I tell students to avoid this is their own writing.
Application
Continue to find examples in
your reading!
Examine your own written
work and see if hyphens are
required!
L.8.2.a