Transcript Quarter 3 ~ 8th Grade - How to complete Grammar Notes from

Quarter 3 ~ 8th Grade How to complete Grammar Notes from home:
• Write down the title for each NB entry
• Set up notebook page the same way the PPT slide looks
• Watch the Brain Pop video associated with notes (search
on www.brainpop.com for video name)
• LOG IN:
username = rcspop
password = rcspop14
• Fill in the missing information with help from Tim & Moby
on each video
8th Grade - Quarter 3 Grammar Notes
1.) Parts of Speech Review
2.) Modifiers
3.) Clauses
4.) Parallel Structure
5.) Active Voice
6.) Appositive Phrases
7.) Interjections
8.) Common Mistakes
9.) I or Me?
10.) Which, Who, or Whom?
WRITER’S NB ENTRY:
Grammar Notes:
Remember us?
An elephant never forgets…
Review
1.) Label all parts of speech: Adjective, Adverb, Verb, and Noun
(common, proper, compound, possessive, and pronouns)
2.) Draw a circle around the simple subject. Draw a rectangle around
the simple predicate. Underline the complete subject once. Underline
the complete predicate twice.
3.) Label the prepositions with a “P”
4.) Add apostrophes to possessive nouns (correctly!)
5.) Label articles (the, an, a)
The three pink elephants walked carefully on the
steady tight-rope during the opening act of
Rochester Hills circus.
Practice - Answers
1.) Label all parts of speech (Adjective, Adverb, Verb, and Noun (common,
compound, proper, possessive, and pronouns)
2.) Draw a circle around the simple subject. Draw a rectangle around the
simple predicate. Underline the complete subject once. Underline the
complete predicate twice.
3.) Label the prepositions with a “P”
4.) Add apostrophes to possessive nouns (correctly!)
5.) Label articles (the, an, a)
Article Adj.
Adj.
Common &
plural noun
verb
Adv.
P
Article
The three pink elephants walked carefully on the
Adj.
Compound
noun
P
Article
Compound noun P
steady tight-rope during the opening act of
Proper noun & possessive Common noun
Rochester Hills’s circus.
WRITER’S NB ENTRY:
Grammar Notes:
Modifiers
Modifiers
• Modifiers are words or groups of words that
change or limit the meanings of other words.
• Adjectives and adverbs are common modifiers.
• Modifiers can be used to compare two or more
things.
• The forms of a modifier shows the degree of
comparison.
• Both adjectives and adverbs have comparative
and superlative forms.
Comparison of Modifiers
Comparative form
This form is used to
compare two things,
groups, or action.
• Ex: His father’s hands
were stronger than his
own.
• Ex: My father was more
courageous than I am.
Superlative form
• This form is used to
compare more than two
things, groups, or actions.
• Ex: His father’s hands
were the strongest in the
family.
• Ex: My father was the
most courageous of us all.
Regular Comparisons
• Most one-syllable and some two-syllable adjectives and
adverbs have comparatives and superlatives by adding
–er and –est.
• All three-syllable and most two-syllable modifiers have
comparatives and superlatives form with more or most.
Modifier
Comparative
Superlative
small
smaller
smallest
thin
thinner
thinnest
sleepy*
sleepier
sleepiest
useless
more useless
most useless
precisely
more precisely
most precisely
NERD ALERT
What do you
call a
mountain that
is almost the
tallest in the
world?
Irregular Comparisons
• Some commonly used modifiers have irregular comparative
and superlative forms. They are listed in the chart below. My
advice is: just memorize them.
Modifier
Comparative
Superlative
good
better
best
bad
worse
worst
far
farther or further*
farthest or furthest*
little
less or lesser
least
many
more
most
well
better
best
much
more
most
Problems with Modifiers
Use farther for distance; use further for everything else.
Stay away from double comparisons:
Incorrect: Crushed ice is more better than cubed ice.
Correct: Crushed ice is better than cubed ice.
Good is always an adjective. Well is often an adverb
meaning “expertly” or “properly.” Well can also be used as
an adjective when referring to “good health.”
Incorrect: Rachel writes very good.
Correct: Rachel writes very well.
Correct: I don’t feel sick today; in fact, I feel well.
Practice Quiz – Choose the correct word
1.) Mark Twain’s attempt at studying the law did
not go (good, well).
2.) That wasn’t the (worse, worst) of his many
occupations, however.
3.) He didn’t have (no, any) confidence as a
newspaper editor.
4.) Still, that turned out to be the (more, most)
satisfying job he ever had.
5.) I am not feeling (good, well) today.
WRITER’S NB ENTRY:
Grammar Notes:
Clauses
Clauses
• A clause is a group of words that contains a subject and a
predicate.
• There are two types of clauses: main and subordinate.
• To make it even more complicated, you will hear about
these clauses by other names:
• Main (independent) clause or subordinate (dependent) clause.
Thanks English language, like we don’t have enough to remember
as it is! 
Main (independent) clause
A main (independent) clause can stand alone as a
sentence.
Main clause: I enjoyed reading Divergent.
A sentence may contain more than one main clause.
Example: I read Divergent twice, and I even asked
my students to read it.
^Notice in the preceding example how the coordinating
conjunction and joins two main clauses. Why did I use the
comma as well? How else could I write this sentence if I
want to avoid commas and conjunctions?
Subordinate (dependent) clause
A subordinate (dependent) clause cannot stand alone as a
sentence. It is subordinate to, or dependent on a main
clause.
Example: After I read Divergent, I recommended it to
my students.
^Notice how the text in orange cannot stand by itself.
Other Clauses….
Adjective clauses, adverb clauses, noun clauses, etc. If you
would like to get information on the other clauses, please refer
to your grammar handbook in your textbook (R62-R63).
For 8th grade, let’s just focus on this important type:
nonessential clause.
A nonessential clause adds additional information about a noun
or pronoun whose meaning is already clear. Nonessential
clauses are set off with commas.
Example: He carried his horse, which had broken her
ankle, around his neck.
NERD ALERT
What’s the difference between
a cat and a comma?
One has claws at the end of his
paws, and the other is a pause
at the end of a clause!
WRITER’S NB ENTRY:
Grammar Notes:
Parallel Structure
Parallel Structure
• When you write sentences, make sure that coordinate
parts are equivalent, or parallel, in structure. For instance,
be sure items you list in a series or contrast for emphasis
are parallel. In sum, consistency is key!
This example is similar to a question from last year’s ACT
Explore. (The scores were low across grade levels)
I want to exercise, learn how to play the piano, and become
a professional wrestler.
Parallel Structure Practice 1
What’s wrong with this sentence? How can it be fixed?
With his friends, Luke played hide and seek in the laundry
room, would slide down the banisters in the house, and
rode a red tricycle through the kitchen.
With his friends, Luke played hide and seek in the laundry
room, slid down the banisters in the house, and rode a
tricycle through the kitchen.
Parallel Structure Practice 3
What’s wrong with this sentence? How can it be fixed?
Josie now writes novels, nonfiction, and even articles for
magazines!
Josie now writes novels, nonfiction, and articles for
magazines.
Parallel Structure Practice 4
What’s wrong with this sentence? How can it be fixed?
Rainey went on to earn degrees in drama criticism, English,
and a third degree in creative writing.
Rainey went on to earn degrees in drama criticism, English,
and creative writing.
WRITER’S NB ENTRY:
Grammar Notes:
Using Active Voice
Active vs. Passive Voice
The voice of the verb tells whether its subject performs or
receives the action expressed by the verb.
When the subject performs the action, the verb is in the
active voice.
When the subject is the receiver of the action, the verb is in
the passive voice.
Active: Veronica Roth wrote Divergent.
Passive: Divergent was written by Veronica Roth.
*Use passive voice sparingly because it can make writing
awkward and less direct.
Using the Active Voice
p. 585
Write down these two sentences and label
them as passive voice. Rewrite the
sentences to make them active and label
them as active voice.
1.) The leaves were raked by Annalia.
2.) Five bags of leaves were added to the
compost bin by Natalie.
WRITER’S NB ENTRY:
Grammar Notes:
Use Appositive Phrases
Appositive Phrases
You can make your writing more clear by using an appositive
phrase to combine two sentences into one.
Original Sentence: Jimmy Valentine was released from prison.
Jimmy Valentine was a notorious safecracker.
Revised Sentence: Jimmy Valentine, a notorious safecracker,
was released from prison.
“a notorious safecracker” is an appositive phrase that identifies
Jimmy. You place a comma before and after the appositive
phrase.
Practice Using Appositive Phrases
For each item, combine the two sentences by changing the
second sentence to an appositive phrase.
1.) Alex practices every day. He is a champion
skateboarder.
2.) Annora has a large vocabulary. She is a master at
languages.
3.) The man wants to become a citizen. He is an
immigrant.
4.) The woman keeps asking questions. The woman is a
TV reporter.
WRITER’S NB ENTRY:
Grammar Notes:
Interjections
Interjections
Interjections are words used to express strong feeling or sudden
emotion. They are included in a sentence - usually at the start - to
express a sentiment such as surprise, disgust, joy, excitement or
enthusiasm.
Interjections are used to:
express a feeling: ow, gee, golly, oops, darn
yay yes or no: yes, no yep, nope, uh-huh, uh-uh
call attention: yo, hey, whoa
indicates a pause: well, um, hmm, ah
Hey! Get off that floor!
Oh, that is a surprise.
Good! Now we can move on.
Jeepers, that was close.
Mmmmm, dinner was delicious!
Phew! I’m glad Q3 grammar notes are over!
WRITER’S NB ENTRY:
Grammar Notes:
Common Mistakes
Common goof-ups:
A lot/ a lot
There is no such word as alot. Stop using it! 
Everyday/ every day
Brushing your teeth is part of an everyday routine.
You must brush your teeth every day.
Everyone/ every one
Everyone has secrets.
Every one of you have a Writer’s Notebook.
Some more goof-ups:
Then/than
I am going to school, and then I am going to track practice.
I like track more than I like ice cream.
Good/well
Tavi is a good writer. (good = adjective)
Tavi writes well. (well = adverb)
Use well when referring to health and expertise!
How are you feeling today? I’m feeling well today!
Another common goof-up:
Can/May
Student: Mrs. Pathenos, can I go to the restroom?
Mrs. Pathenos: Physically? I hope so!
Student: Mrs. Pathenos, may I use the restroom?
Mrs. Pathenos: Sure, but where’s your planner?
Let’s Practice Aloud/Allowed
Jeepers! Mrs. Pathenos makes us write
(alot/a lot)!
I like reading more (than/then) writing.
I’m not feeling (good/well) today.
I did (good/well) on my last grammar test.
My (good/well) grade is posted on our
kitchen fridge!
WRITER’S NB ENTRY:
Grammar Notes:
I or Me??
Remember this rule:
I = subject
I is used for the subject of a sentence (the person doing the
action)
Me = object
Me is used for the object of the sentence (the person the
verb is acting upon)
Don’t forget that the English language follows this order: Subject-Verb-Object
Ayesha threw the ball to Maggie.
Remember this rule:
I = subject
Me called Mrs. Steffes
I called Mrs. Steffes
(because I performed the action!)
Me = object
Mrs. Steffes called I back
Mrs. Steffes called me back
(because Mrs. Steffes performed the action)
Let’s Practice:
Mrs. Knox and (I/me) frolicked to the library.
The librarian handed (I/me) a new library
card.
Do you want to go to the library with (I/me)?
My mom and (I/me) have green eyes.
WRITER’S NB ENTRY:
Grammar Notes:
Which, Who, or Whom?
Which
Use which for things (not people)
My brother is the one which fed our dinner to the dog!
My brother is the one who fed our dinner to the dog!
Who or Whom?
According to the rules of formal grammar, who should be
used in the subject position in a sentence, while whom should
be used in the object position, and also after a preposition.
For example:
• Who made this decision? [here, who is the subject of the
sentence]
• Whom do you think we should support? [here, whom is the
object of support]
• To whom do you wish to speak? [here, whom is following
the preposition to]
Who or Whom? Here’s a trick:
Use this he/him method to decide whether who or whom is correct:
he = who
him = whom
Examples:
Who/Whom wrote the letter?
He wrote the letter. Therefore, who is correct.
Who/Whom should I vote for?
Should I vote for him? Therefore, whom is correct.
We all know who/whom pulled that prank.
This sentence contains two clauses: we all know and who/whom pulled
that prank. We are interested in the second clause because it contains
the who/whom. He pulled that prank. Therefore, who is correct.
We wondered who/whom the book was about.
This sentence contains two clauses: we wondered and who/whom the
book was about. Again, we are interested in the second clause because it
contains the who/whom. The book was about him. Therefore, whom is
correct.
NERD ALERT
Knock knock!
With.
Who’s there?
With who?
With whom*!