Transcript Grammar Warm-ups

Grammar Warm-ups
RULES AND EXAMPLES ADAPTED FROM:
THE ULTIMATE WRITING GUIDE FOR
STUDENTS
BY: MIGNON FOGARTY
Complied by Caryn Rasberry
How to set up your warm-ups
 1. Always identify entry
Ex. 1.1.M
 2. Write rules and examples in their ENTIREITY for
full credit

Exception: Items in italics do NOT need to be copied; these are
only mental notes or instructions.
 3. Continue to use the same page, front and back,
until full
 4. If absent, it is your responsibility to copy the
missed warm-up from a reliable classmate
1.1.M
 Rule for Capitalizing nouns:


In general, use a capital letter if the noun names a specific person,
place or thing
Directions and seasons can be tricky.
Rule for directions:
 Lowercase when they describe a direction, and uppercase when
they describe a specific place/region
 Rule for seasons:
 Lowercase unless they are part of a proper name

 Application #1: (write sentence, filling in correct letters)
I headed s/Southeast until I reached the w/Winter b/Ball,
held at Humble c/Civic c/Center.
1.1.T
 (Italics) Write the example and choose the correct
letters as you write.
Example:
Madison, the c/Class p/President, is from the s/South, so
she likes to eat p/Pecan p/Pie.

 (Italics) Next, use your rule from Monday to write
an explanation for why you picked the letters you
did. You may write in paragraph form OR you may
draw arrows and write short notations.
1.1.B
(Everything is in Italics)
 Review Monday and Tuesday’s notes. Today, you
will write your own sample sentence in the SAME
format (provide a choice for upper vs. lower case).
 When you have written your sample, pass it to a
neighbor and ask him/her to circle the correct
letters. You will simultaneously complete his/hers.
 Be sure to provide feedback! Did she earn an A???
1.1.F
 (Everything is in Italics)
 Take a vocab list from the black chair
 Look it over
 Select 3 difficult/unfamiliar words
 For your warm-up:
 Write the 3 words in on your paper, with their part of
speech and definition. Then, draw a simple illustration to
help you remember the word.
1.1.F
 Turn in your Name Essay (black tray on table)
 Take a “What to Study List” from the black chair
 Look it over and consider if you need to ask me
about any items on the list (we have yet to cover
allegory)
 Your warm-up – Write down 3 ways you will study
for the LOTF test.
1.2.M & T
 Rules for plurals
Words ending in ‘y’ – depends on the letter before the ‘y’
 If the preceding letter is a vowel, simply add ‘s’ after the
‘y’.
 If the preceding letter is a consonant, change the ‘y’ to
‘i’ and add ‘es’.
 Words ending in ‘o’ – refer to a dictionary; there is no
regularity
 Abbreviations (DVD) simply take an ‘s’, but make sure it’s
lowercase
 Individual letters need an apostrophe and an ‘s’ (I want to
make all A’s).
 Compound nouns (brother-in-law) require a plural only
on the first noun (brother >> brothers-in-law).

1.2.B
 Choose the correct sentence from each pair. Only
write the correct sentece.
1.
a) She knows one of the justices of the peace.
b) She knows one of the justice of the peaces.
2.
a) I sold more GPSs than any other employee.
b) I sold more GPS’s than any other employee.
1.2.F
 With a partner, brainstorm a list of words that end
in ‘o’. List as many as you can!
 Next, split the list and use a dictionary to find the
correct plural ending.
1.3.M
 Rule for pronouns with agreeing antecedents


Pronouns are commonly: I, you, he, it, she, we, they, his, her…
Pronouns stand in the place of a noun


Harry is a wizard.
birthday.
He found out on his 11th
Pronouns and antecedents MUST agree; otherwise, it is
poor grammar. These sometimes appear on TAKS.
Incorrect: No one should live with their mom after
age 35.
 Correct: No one should live with his mom after age 35.
 OR:
No one…her
 OR:
No one…his or her (this is the most PC, but
tedious in vast quantities)


Avoid using ‘you’ as an antecedent. Always write in 3rd person for
academics or making an opinionated statement (such as a FB
status).

Incorrect: If someone wants to succeed in life, you shouldn’t do drugs!
1.3.T
 Write a correct version of the
following sentences. You may change
the pronoun, antecedent OR re-phrase
the sentence to make it correct.
1. A student should see their counselor if they have any
questions.
2. Everyone thinks their teacher must be a super nerd.
1.3.B
 Rule for combining pronouns
 If you are conveying that a friend and you both do something, you
are combining pronouns.


Ex: Vanessa and I like going to the movies.
Ex: My mom and I secretly act like ninjas.
 However, modern speech typically says…
 Vanessa and me like going to the movies.
 My mom and me secretly act like ninjas.
 The failsafe to make sure you are correct is to read the sentence
without the other person’s name:


Me like going to the movies. (wrong!)
I like going to the movies.

So… Vanessa and I like going to the movies.
 This also takes care of the old rule “’me’ only goes at the end of a
sentence”…not always so!

This space is too small for John and I/me to fit. Which is correct??
1.3.F (Level)
Make a list of your top 5 pet peeves
(things that annoy you). Next, find a
person in class who was born in the same
month as you. Share your list with
him/her.
1.3.F
1) Take out your Books 2 & 3 Answers
2) Writing topic:
What do you think of the way the Trojans
are depicted in Book 3? Then, what
are your thoughts on Helen?
Write in paragraph form; use at least
one quotation from the text.
Remember that the citation is
(1.315)…book #, line #.
1.4.M
 Rules for who vs. whom
 The simplest answer is to determine if you could hypothetically
answer the question with “he” or “him”
[Who/Whom] should we invite?
 We should invite him. If you can say ‘him’, use whom.
 [Who/Whom] is bringing soda?
 He is bringing soda. If you can say ‘he’, use who.


However, who/whom are not always questions. You might
need to make a statement with whoever or whomever. Apply
the same logic with him/he.

You may give the money to [whoever/whomever] you like.
1.4.T
 Identify which pronoun should be used.
1) I don’t know to [who/whom] I should give the
award.
2)[Who/Whom] are you? (Be careful! This one’s
tricky!)
 Now, refer to Monday’s notes and write
an explanation. You may use paragraph
form, or simply draw arrows and make
notations.
1.4.B
 Draw a short cartoon where a speaker correctly
uses both who and whom. Do not use previous
examples in any form, whether copied or emulated.
1.4.F
 TBD…vocab
1.5.M
 Rules for modifiers
 An adjective modifies nouns and tells you which one, what
kind, or how many (ex: this, huge, some, soft, twelve, damp,
etc.)
 An adverb tells you where, when, how often or how much.
They often end in –ly

Using these descriptions, categorize which of these words are
being used as an adjective or adverb.
A. He kept a weekly calendar.
B. He jogged weekly.
1.5.T
 Determine whether the following
underlined words are adjectives or
adverbs. Some sentences will require
more than one answer.
1) John threw a fluffy unicorn pillow at Sam.
2)Sam skillfully caught the pillow.
3)He stayed late, working on his big report.
1.5.B
 Refer to the sentences you wrote down
yesterday. Number your paper 1-3
again and provide a 1-sentence
explanation for each of your previous
answers. Reference Monday’s notes.
1.5.F
1) Collect all of your warm-ups, write
your name on the front, staple and
place in your class’ tray.
1.6.M
 Rules for using comparatives and superlatives
 A comparative uses more before the adjective or adverb, or
adds the suffix –er on the end of it


A superlative is for comparing three or more items


the taller tree, ran faster, the more peculiar person
the most peculiar person, tallest, fastest
However…it’s wrong to say: funner, funnest or spectacularer,
right? The rule is…
One-syllable words use –er and –est
 Three-syllable words use more or most
 Two-syllable words are not regular; consult a dictionary!

1.6.T
 With a neighbor, brainstorm a list of two-syllable
adjectives or adverbs, then make them into a
superlative. Double-check your work with a
dictionary; you might have been saying the word
incorrectly for years!
1.6.B
 Today you will turn in your warm-ups. Please take
a few minutes to verify you have all entries. Staple
warm-ups together, write your MLA heading at the
top, and place in your class’ turn-in tray.
2.1.M & T
 Rule for good vs. well
 Simply put, “well” is an adverb and modifies verbs; good is an
adjective and modifies nouns.
Ex. He plays baseball well. “Well” modifies “plays”.
 Ex. He is good at playing baseball. “Good” modifies “he”.


Ever been beat over the head for saying “I’m good!”? You’re
actually not doing a bad thing…

Explanation: Since “good” modifies nouns, and “I” is a noun,
you’re in the right. The key, too, is with the verb “am”, since it is
a linking verb. To say “I am well” is using ‘well’ as a predicate
adjective rather than an adverb. Also, many grammarians will
say that “I am well” applies more to one’s health situation.
2.1.B
 Write the following sentences, filling in which word
you think is correct.
1) Jenny writes [good/well].
2) Jenny’s essay has a [good/well] chance of winning
a prize.
 Next, look over the rule from yesterday. Add
notations to explain why you made the choice you
did.
2.1.F
 TBD…vocab?
2.2.M
 Rules for affect vs. effect
 Affect is a verb
Given your context, if it means “to influence or change”, you can
often read the sentence with the word “ruined”
 The rain affected [ruined] our picnic.
 No one really talks like this…but, it can also mean “to act in a
way that you don’t feel”
 He affected an air of superiority. (In this case, it’s obvious
affect is the verb, so you’ll know which spelling to use)


Effect is a noun

You can usually put an article (this, that, the, a or an) in front of
the word “effect”. If it passes the test, you’ll know to use the “e”
spelling.
 She dumped him for the effect it would have on her reputation.
 The effect was not planned.
2.2.T
 Write the following sentences, filling in the correct
usage of e/affect.
1) I don’t know whether or not my lack of a college
education will [effect/affect] me.
2) There is no evidence that the fire
[effected/affected] surrounding homes.
 Next, refer to Monday’s notes and add notations
explaining your answers.
2.2.B
 Draw a short cartoon that demonstrates either a
polite or impolite way to correct someone who
misuses effect/affect.
 Show a neighbor your cartoon and explain its
moral.
2.2.F
 TBD…vocab
2.3.M
 Coordinating conjunctions
 Job is to organize a sentence
 Commit to memory: FANBOYS (for, and, nor, but, or, yet, so)

Rule for parallel construction

If a sentence lists items, make sure to consistently use
conjunctions
INCORRECT: This birthday, I hope for a bike, world peace, and
for a big party.
 CORRECT: This birthday, I hope for a bike, for world peace, and
for a big party.

2.3.T
 Rule for correlative conjunctions
 Certain conjunctions come in pairs. These are often misused.

Commit to memory:
both…and
either…or
neither…nor
not only…but also
 Select two different pairs of words. Write a
sentence for each pair, using the conjunctions
correctly.
2.3.B
 Refer to Tuesday’s notes on Correlative
Conjunctions. Write a sentence that incorrectly uses
a pair of Correlative Conjunctions. Have a
neighbor fix your sentence.
2.3.F
 TBD
2.4.M
 Rules for identifying subordinating conjunctions
 Commit to memory: because, before, if, since, though, when,
whenever and while
 If any of these words begin a clause, it’s called a subordinate
clause. They are usually offset with a comma. Also, they
usually begin the clause.

Identify which words are the subordinating conjunctions with 1
line, and identify the subordinate clause with 2 lines.
1)
Mary left the room whenever her brother watched football.
Since Mary did not like football, she found fall months lonely.
2)
2.4.T
 Write the following sentences and Identify which words are the
subordinating conjunctions with 1 line, and identify the subordinate
clause with 2 lines.
1)
2)
3)
While shopping for socks, I ran into the school bully.
Though he looked rough, he was holding pink socks.
He said he will be nicer if I keep my mouth shut.
2.4.B
 Devise a creative way to help someone remember
the list of subordinate conjunctions from Monday’s
notes. You may discuss this with a neighbor, but be
sure to include a brief summary of your idea in your
warm-ups.
2.4.F
 TBD
2.5.M
 Rules for identifying verbals (no...not verbs!)
 Verbal #1: Gerunds


#2: Participles


Gerunds add –ing to the end of a verb, then function as a noun
 Ex: Singing requires hours of training.
 Hint: If you can replace the –ing word with the word
“something”, it is a gerund.
Participles add –ing to the end of a verb, then function as an
adjective, as it modifies a noun or pronoun (for part participles,
the ending could be –d, -ed, -n, -en or –t)
 Ex: Singing lessons are expensive.
#3: Infinitives

Infinitives combine the word “to” and the bare form or a verb
 Ex: I like to sing.
2.5.T
 Look at the underlined words in the following
sentences. Identify which verbal they are.
It takes time to decide on a college.
2. Playing soccer should land me a scholarship.
3. Soon, I will be waving good-bye to this place!
1.
2.5.B
 Look at the underlined words in the following
sentences. Identify which verbal they are.
Shaken, he walked away from the wrecked car.
2. The mother held a crying baby.
3. Saving money is smart to do.
1.
2.5.F
 TBD