Transcript Grammar * 1 Understanding Sentences

Unit I: Respect – A Review – 1
Respect for Self
1. respect – (v) to value, prize, honor, and or look
favorably on.
2. SLANT – (n) acronym for
SIT-UP, LISTEN,
ACTIVATE/ASK, NOD/NOTE,
TEACHER.
and TRACK THE
3. prepared – (adj) the quality of being organized and
ready physically and mentally.
Respect for Others
4, cooperate – (v) agreeably work together towards a
common goal.
5. patience – (n) good-natured tolerance of delay.
6. conflict vs, bullying – bullying acts are purposely
repeated to hurt someone emotionally
& sometimes physically.
2 – Unit I (cont.)
Respect for School
7. expectations – (n) goals we believe you can achieve.
8. conduct – (n) the way you act or control yourself.
9. defiance – (n) intentional disregard for our
expectations.
Unit II: The Sentence and Its Parts - 3
Bricks and Mortar
10. sentence – (n) group of words expressing a
complete thought; it has a subject and a predicate.
11. simple subject – (n) main noun or pronoun that
the sentence is about.
12. verb (simple predicate) – (n) verb or verb phrase
that tells what the simple subject does or how it is.
Kinds of Sentences
13. declarative – (n) makes a statement; ends with a
period.
14. exclamatory – (n) expresses strong emotion; ends
with an exclamation point.
15. imperative – (n) gives a command; may end with a
period or an exclamation point.
4 – Unit II (cont.)
Kinds of Sentences (cont.)
16. interrogative – (n) asks a question; ends with a
question mark.
Complements
17. action verb – (n) a main verb that tells what a
subject does
18. linking verb – (n) main verb linking a subject with
words in the predicate that modify/describe it.
19. complements – (n) word or group of words
completing the meaning of a verb.
20. predicate noun – (n) noun following a linking verb
and defining or renaming the subject.
21. predicate adjective – (n) adjective following a
linking verb and describing the subject.
Unit II (cont.) - 5
Complements (cont.)
22. direct object – (n) noun/pronoun following &
receiving the action of an action verb.
23. indirect object – (n) noun/pronoun between action
verb & direct object for whom/what the action is
done
Sentence Errors
24. run-on sentence – (n) two or more sentence
incorrectly joined together.
6 – Unit III: Writing Process Workshop
Considering the Options
25. purpose – (n) Why I am writing: To entertain,
inform/explain, persuade, describe,
express thoughts and feelings.
26. audience – (n) to whom I am writing: peers,
teachers, myself, ….
27. format – (n) The appearance of my writing:
Essays, letters, poem, research,….
28. topic – (n) What I am writing about.
Continuing the Process
29. prewriting – (n) Step 1: Exploring ideas and decide
on topic focus.
30. drafting – (n) Step 2: Rough draft using outlines
or story maps.
Unit III (cont.) - 7
Continuing (cont.)
31. revising & editing – (n) Step 3: Using rubrics to
review focus, content, organization, and
to proofread for style and conventions.
32. publishing – (n) Step 4: Making your writing
available for others to read.
Self-checking
33. rubric – (n) Defines expectations for assignments.
34. ideas – (n) F & C: Focus on topic with relevant
supports.
35. organization – (n) O: Begins with interesting
introduction, uses transitions between
ideas, and ends with satisfying conclusion.
36. voice – (n) S: Tone (feeling) fits audience and
purpose.
8 – Unit III (cont.)
Self-checking (cont.)
37. word choice – (n) S: Use of vivid/specific words.
38. sentence fluency – (n) S: Vary length and kind of
sentences.
39. conventions – (n) CUPS.
Unit III (cont.) - 9
Prewriting – p. 161
1. My bedroom
stereo with cassette & eight track, Van Halen
posters, 12” black & white tv.
* South Hills Mall
Orange Julius, the Machine Shop, parrots
OCMD
Hampden apts, boardwalk, sun
2. South Hills Mall
I remember when I lived in Pittsburgh, my
mother would load me and my friends into her station
wagon for a Saturday night with the guys at the mall.
We didn’t shop much, but we had fun. We spent a lot
of money in the gameroom.
10- Unit III (cont.)
3.
Sight – the
kaleidascopic
glow from the
machines.
Sound – the
beeps, chaching, clicks
and clangs.
Taste –
mustard on
extra salty
soft pretzels.
South
Hills
Mall
Smell- pizza
and doggy
detergent
odors
Touch – blast
of warmth
entering the
mall
4. I remember the three of us tumbling out of the
station wagon and strolling into the mall doors right
next to the game room. The Machine Shop gaping
opening was lit by the multicolored glow of the newest
video games beeping and blasting and calling to you.
The slight waft of soft pretzels and pizza from the
food court made it seem like being at the boardwalk.
Unit IV: Nouns - 11
40. part of speech – (n) classification of a word based
on its function in a particular sentence.
Kinds of Nouns include common, proper, singular,
plural, possessive, compound, and …
41. concrete noun – (n) names a thing that can be seen,
heard, smelled, touched, or tasted.
42. abstract noun – (n) names an idea, feeling, quality,
or characteristic; ie. happiness, liberty, justice.
43. collective noun – (n) names a group of people or
things; ie. class, crowd, family.
Noun Jobs include subject (p. 3), complement (p. 4),
and …
44. objects of prepositions – (n) noun or pronoun
following a preposition.
12 – proactive – (write definition here)
I can never forget my failures although I
would rather think about my successes. For example,
I remember the time I failed a film class . I followed
the lead of my partner, a senior who I knew was
starting to blow off his classes. Earning the F for
doing nothing in a class I actually liked still makes me
feel like a fool. However, I can look back to the time
I performed in the school play. I was new to the
school, but I overheard some girls saying they needed
more guys for the dancing scenes. I still smile when I
WOW #2 (cont.) -13
think of the new friendships and dancing in front of an
audience – in tights!! Being proactive may not always
create a success, but it is worth the price for the
times you do succeed
14 – Unit III & the Comparison-Contrast Essay
Prewriting (p. 289)
1. Write a comparison contrast essay about two
people, places, or objects that are familiar to you.
Explain why you chose those two subjects.
2.
NOTE:
Circle the
key point
you want to
focus on
and use
those
points to
write a
working
thesis.
Subject 1: Jeff
Subject 2: Amy
Both:
* Younger sister.
*Penn State
* Lives in
* Lives in
grads.
Coatesville.
*Have dogs. England
* Married with a *Look more * Unmarried, no
like Mom
son and twins on
children.
than Dad.
* Older brother.
the way.
Unit III (cont.) - 15
Prewriting (page 289) cont.
3. Key point: Family
Jeff:
* Kristy, wife, a teacher.
* Colin, a 4 year old son (blonde hair,
brown eyes), loves playing with Gaia and
Pap.
Amy:
* Reggie, a 4 year old Jack Russell mix.
* She says being single allows her to travel
Europe with friends whenever she can.
4. My brother and sister, Jeff and Amy, have
completely different families.
NOTE:
Write the
key point
you circled.
List at
least two
examples/
Descriptors
explaining
this key
comparison
or contrast.
16 – Unit V: Pronouns
45. pronoun – a word used to take the place of a noun
or another pronoun.
46. antecedent –noun/pronoun for which a pronoun
stands; they must agree in number & gender.
Kinds of Pronouns
47. personal pronouns – see Personal Pronoun
worksheet for the list. They come in a variety of the
following forms:
48. person – this form shows a pronoun as firstperson, second-person, or third-person.
49. number – this form shows a pronoun as singular or
plural.
50. case – this form shows a pronoun as a
subject/predicate pronoun, object (direct, indirect,
of a preposition), or possessive.
Pronouns (cont.) - 17
Other Pronouns
51. reflexive – end in –self/-selves & are used as
objects in sentences; they are
necessary to the sentence’s meaning.
52. intensive – end in –self/-selves & are used to
emphasize the antecedent; they are not
necessary to the sentence’s meaning.
53. interrogative – introduce questions: who/whom,
what, which, whose, where, when…
54. demonstrative – point people/things out: this,
that, these, & those.
Pronoun Agreement
55. gender – masculine (male), feminine (female), or
neuter (non-human or inanimate object).
56. indefinite - do not refer to anything in particular,
but some are singular or plural.
18 – Unit VI: Narrative Essay
Part 2: Apply the Writing Process
PREWRITING:
1. Brainstorm ideas:
a. “Play with matches and you’re going to get
burned.”
b. How did dogs get their bark?
c. Where do snow angels come from?
Unit V - DRAFTING: Exposition - 19
One morning, back in the days when the animals
could talk, kind and gentle Brer Possum came to a big
hole in the middle of the road and looked in. All at
once, he stepped back because lying on the bottom of
that hole was old Brer Snake with a brick on his back.
Brer Possum said to himself, “I best get on out of
here, because Brer Snake is mean, evil, and
lowdown, and if I get to staying around him, he just
might get to biting me.”
20 – Unit VI - DRAFTING: Rising Action 1
But Brer Snake called to him. “Help me, Brer
Possum. Help get this brick off my back.”
Brer Possum said, “Brer Snake, you’re mean, evil,
and lowdown. If I get in that hole to lift that brick
off your back, you would bite me.”
Brer Snake hissed, “Maybe not. Maaaaaaaybe not.”
Kindhearted Brer Possum looked up into a tree and
saw a dead limb hanging down. He climbed into the
tree, broke off the limb, and with stick, pushed that
brick off Brer Snake’s back.
Unit VI - DRAFTING: Rising Action 2 - 21
Brer Possum thought he was done , but Brer Snake
called, “Help me, Brer Possum. Help me get out .”
Brer Possum said, “You’re mean, evil, and lowdown,
and if I was to get down into that hole and lift you
out, you would bite me.”
Brer Snake hissed, “Maybe not. Maaaaaaaybe not.”
Kindhearted Brer Possum looked in the hole and
saw the dead limb. So he pushed the limb underneath
Brer Snake and lifted him out of the hole, way up into
the air, and threw him into the high grass.
22 – Unit VI - DRAFTING: Rising Action 3
Brer Possum thought he was done when Brer Snake
crawled from the grass and said, “Help me, Brer
Possum. Put me in your pocket and get me warm?”
Brer Possum said, “You’re mean, evil, and lowdown,
and if I put you in my pocket you would bite me.”
Brer Snake hissed, “Maybe not. Maaaaaaaybe not.”
Kindhearted Brer Possum looked at Brer Snake
lying there pitifully. Brer Possum, “You must be cold.
So this once I’m going to put you in my pocket.” He
picked Brer Snake up and put him in his pocket.
Unit VI – DRAFTING: Climax - 23
Brer Snake laid quiet and still—so quiet and still
that Brer Possum even forgot that he was carrying
him around. But all of a sudden, Brer Snake
commenced to crawling out, and he turned and faced
Brer Possum and hissed, “I’m going to bite you.”
24 - Unit VI – DRAFTING: Falling Action
But Brer Possum said, “Now wait a minute. Why are
you going to bite me? I done took that brick offa
your back, I got you out of that hole, and I put you in
my pocket to get you warm. Why are you going to
bite me?”
Unit VI – DRAFTING: Resolution - 25
Brer Snake hissed, “You knew I was a snake
before you put me in your pocket.”
Moral: When you’re minding your own business and you
spot a trouble-maker, keep on going.
26 –