Transcript Lesson - PlanbookConnect

UNIT 11
Parts of the Sentence
Unit 11 Overview
Lesson 11.1: Simple Subjects and
Simple Predicates
Lesson 11.2: Complete Subjects and
Complete Predicates
Lesson 11.3: Compound Subjects and
Compound Predicates
Lesson 11.4: Order of Subject and
Predicate
Lesson 11.5: Complements
Grammar Review
Click a hyperlink to view the corresponding slides.
Unit Objectives
• To learn about the various parts of
sentences, including simple and compound
subjects and predicates and various kinds
of complements 
• To demonstrate control over the uses of
various kinds of subjects, predicates, and
complements by identifying them and
writing sentences using them correctly
Click the mouse button or press the
Space Bar to display the information.
Click the mouse button to return to the Contents slide.
Objective
• To use simple subjects and simple
predicates correctly
Simple Subjects and Simple
Predicates
• A sentence is a group of words expressing
a complete thought. 
• Every sentence has two basic parts, a
subject and a predicate. 
• The subject is the part of the sentence
about which something is being said. 
• The predicate is the part that says
something about the subject.
Click the mouse button or press the
Space Bar to display the information.
Simple Subjects and Simple
Predicates (cont.)
• The simple subject is the key noun or
pronoun (or word or group of words acting
as a noun) that tells what a sentence is
about. 
• The simple subject may be a compound
noun consisting of more than one word. 
• The simple predicate is the verb or verb
phrase that expresses the essential thought
about the subject of the sentence.
Click the mouse button or press the
Space Bar to display the information.
Simple Subjects and Simple
Predicates (cont.)
• A simple predicate that is a verb phrase
consists of the verb and any helping
verbs. 
SIMPLE SUBJECT
SIMPLE PREDICATE
Dionne Warwick
will perform. 
Owls
José Canseco
Things
were hooting. 
ran. 
change.
Click the mouse button or press the
Space Bar to display the information.
Simple Subjects and Simple
Predicates (cont.)
• The simple subject is found by asking who?
or what? about the verb.
Exercise 1 Identifying Simple Subjects and
Predicates
Underline each simple subject and circle each simple predicate.
1. Donald Duncan was an American inventor.
2. He founded a toy company in the 1920s.
3. A popular Duncan toy was the yo-yo.
4. The yo-yo is a double disc with a string between
the discs.
5. The yo-yo moves up and down the string.
Click the mouse button or press the
Space Bar to display the answers.
Close
Consider how understanding subjects and
predicates can help you in your writing.
Summarize your ideas in your journal.
Click the mouse button to return to the Contents slide.
Objective
• To identify and create complete subjects
and complete predicates
Complete Subjects and Complete
Predicates
• In most sentences the meaning of the
simple subject and the simple predicate is
expanded or modified by the addition of
other words and phrases. 
• The complete subject consists of the
simple subject and all the words that modify
it. 
• The complete predicate consists of the
simple predicate, or verb, and all the words
that modify it or complete its meaning.
Click the mouse button or press the
Space Bar to display the information.
Complete Subjects and Complete
Predicates (cont.)
COMPLETE SUBJECT
COMPLETE PREDICATE
Talented Dionne Warwick
will perform her
biggest hits. 
Large owls with bright eyes were hooting loudly in
the dark forest. 
The speedy José Canseco ran all the way home
from first base on a
double. 
Many things
change daily.
Click the mouse button or press the
Space Bar to display the information.
Exercise 2 Identifying Complete Subjects
and Predicates
Underline each complete subject and circle each complete
predicate.
1. The state of Virginia has a fine park system.
2. Virginia state parks offer access to lakes, rivers,
and the Chesapeake Bay.
3. Virginia’s lakes contain largemouth bass, trout,
and bream.
4. Boats can be rented only in the summer months.
5. Canoes are available in many places.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 3 Identifying Complete and Simple
Subjects and Predicates
In each of the following sentences draw a vertical line between
the complete subject and the complete predicate. Then
underline the simple subject once and the simple predicate
twice.
1. Rosa Lee Parks made history in Montgomery,
Alabama, in 1955.
2. She boarded a bus there late one December day.
3. Parks took a seat at the front of the bus.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 3 Identifying Complete and Simple
Subjects and Predicates (cont.)
In each of the following sentences draw a vertical line between
the complete subject and the complete predicate. Then
underline the simple subject once and the simple predicate
twice.
4. This action was illegal for an African American
person in Alabama at the time.
5. The angry driver ordered Parks to the back of the
bus.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 4 Expanding Subjects and Predicates
Expand each of the following sentences by adding words and
phrases to both the simple subject and the simple predicate.
Then underline the simple predicate in each sentence.
1. The sun set.
The bright sun set in the west.
2. Night fell.
In winter, night in Norway fell very early.
3. Darkness descended.
An eerie darkness descended on our camp.
Click the mouse button or press the
Space Bar to display sample answers.
Exercise 4 Expanding Subjects and Predicates
(cont.)
Expand each of the following sentences by adding words and
phrases to both the simple subject and the simple predicate.
Then underline the simple predicate in each sentence.
4. Frogs croaked.
Each night, a chorus of frogs croaked a hoarse
hello.
5. Stars shone.
Millions of stars shone in the sky.
Click the mouse button or press the
Space Bar to display sample answers.
Close
Write a paragraph explaining how to
embellish your simple subjects and simple
predicates to make your writing more
powerful.
Click the mouse button to return to the Contents slide.
Objectives
• To identify compound subjects and
compound predicates 
• To use compound subjects and compound
predicates correctly in writing
Click the mouse button or press the
Space Bar to display the information.
Compound Subjects and Compound
Predicates
• A sentence may have more than one simple
subject or more than one simple predicate.
Compound Subjects
• A compound subject is made up of two or
more simple subjects that are joined by a
conjunction and have the same verb. 
• The conjunctions most commonly used to
join the subjects in a compound subject are
and and or. 
– Tomatoes and carrots are colorful
vegetables. 
– Tomatoes or carrots are my favorite
vegetable.
Click the mouse button or press the
Space Bar to display the information.
Compound Subjects (cont.)
• Correlative conjunctions may be used to
join compound subjects. 
– Neither the tomato nor the pepper grows
underground. 
– Both the tomato and the pepper are rich in
vitamin C.
Click the mouse button or press the
Space Bar to display the information.
Compound Subjects (cont.)
• When more than two words are included in
the compound subject, the conjunction is
usually used only between the last two
words, and the words are separated by
commas. 
– Tomatoes, carrots, and peppers are
healthful.
Click the mouse button or press the
Space Bar to display the information.
Exercise 5 Identifying Compound Subjects
Underline the compound subject in each of the following
sentences.
1. Jupiter and Saturn are the largest planets.
2. Mercury, Venus, and Earth are the warmest
planets in our solar system.
3. Mars or one of Jupiter’s moons could harbor life
forms.
4. Both Jupiter and Saturn have many moons.
5. Neither Mercury nor Venus has moons.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 6 Expanding Subjects
(a) Write five sentences. In each one use a simple subject and a
simple predicate. (b) Expand each sentence by making the
subject compound. A sample sentence has been provided.
a. Snow fell on the ground.
b. Snow and sleet fell on the ground.
Click the mouse button or press the
Space Bar to display a sample answer.
Compound Predicates
• A compound predicate (or compound
verb) is made up of two or more verbs or
verb phrases that are joined by a
conjunction and have the same subject. 
– Horses gallop and charge. 
– Nina inserted the film, looked through the
viewfinder, and snapped the first photograph.
Click the mouse button or press the
Space Bar to display the information.
Compound Predicates (cont.)
• In compound verbs that contain verb
phrases, the helping verb may or may not
be repeated before the second verb. 
– Sea gulls will glide or swoop down to the
ocean. 
• A sentence may have both a compound
subject and a compound predicate. 
S
S
P
P
– Butterflies and hummingbirds dart and dip in
the air.
Click the mouse button or press the
Space Bar to display the information.
Exercise 7 Identifying Compound Predicates
Underline the compound predicate in each of the following
sentences.
1. Some dogs swim and play in the water as a
recreational activity.
2. Other dogs jump into water but then immediately
return to shore.
3. Fearful dogs may scratch or whine.
4. Confident dogs can sit quietly in a canoe and enjoy
the scenery.
5. I have swum and played in the water with many
dogs.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 8 Expanding Predicates
(a) Write five sentences. In each one use a simple subject and a
simple predicate. (b) Expand each sentence by making the
predicate compound. A sample sentence has been provided.
a. The wind roared.
b. The wind roared and shook the house.
Click the mouse button or press the
Space Bar to display a sample answer.
Exercise 9 Identifying Subjects and Predicates
For each of the following sentences, underline the simple
subject(s) once and the simple predicate(s) twice. Note that
some subjects and predicates are compound.
1. The Nez Percé lived and flourished for centuries in
the Northwest.
2. The federal government ordered them away from
their lands in 1877 and assigned them to a
reservation in Oregon.
3. The government wanted land for many new white
settlers and their families.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 9 Identifying Subjects and Predicates
(cont.)
For each of the following sentences, underline the simple
subject(s) once and the simple predicate(s) twice. Note that
some subjects and predicates are compound.
4. The leader of the Nez Percé at the time was Chief
Joseph, a wise and compassionate man.
5. Chief Joseph and the Nez Percé men, women, and
children packed their belongings and left their
homes.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 10 Writing Compound Subjects and
Predicates
Expand each of the following sentences by making both the
subject and the predicate compound. (You may need to make
other changes, too.)
1. American history is taught in schools.
American history and literature are taught and
tested in schools.
2. Children in kindergarten practice simple
mathematical concepts.
Boys and girls in kindergarten learn and practice
simple mathematical concepts.
Click the mouse button or press the
Space Bar to display possible answers.
Exercise 10 Writing Compound Subjects and
Predicates (cont.)
Expand each of the following sentences by making both the
subject and the predicate compound. (You may need to make
other changes, too.)
3. Young children play word games.
Both adults and young children play and enjoy
word games.
4. The school lunch period never lasts long enough.
The school lunch period and recess never start
soon enough
or lastplayers
long enough.
5. Coaches
will teach
useful strategies.
Coaches and team captains will encourage
players and teach them useful strategies.
Click the mouse button or press the
Space Bar to display possible answers.
Close
Write sentences with compound subjects
and compound predicates. Exchange
papers with a classmate and underline the
compound subjects and predicates in your
partner’s sentences.
Click the mouse button to return to the Contents slide.
Objective
• To recognize and use normal subjectpredicate word order unless there is a valid
reason for deviating from that order
Order of Subject and Predicate
• In most sentences in English, the subject
comes before the predicate. 
• There are exceptions, however, to this usual
word order.
Click the mouse button or press the
Space Bar to display the information.
Commands
• In commands and requests, the subject is
usually not stated. 
• The predicate is the entire sentence. 
• The pronoun you is understood to be the
subject. 
– [You] Run! 
– [You] Give it to me. 
– [You] Please be careful.
Click the mouse button or press the
Space Bar to display the information.
Questions
• Questions frequently begin with a verb or
helping verb or the words who, whom, what,
when, where, why or how. 
– Was she right? 
– Have you read Gary Soto’s stories? 
– Whom did he invite?
Click the mouse button or press the
Space Bar to display the information.
Questions (cont.)
• In both of these cases, the subject generally
follows the verb or helping verb. 
• To find the subject of a question, rearrange
the words to form a statement. 
SUBJECT
PREDICATE
She
was right. 
You
He
have read Gary Soto’s
stories. 
did invite whom.
Click the mouse button or press the
Space Bar to display the information.
Exercise 11 Identifying Subjects and Predicates
in Questions and Commands
Identify the simple subject and the simple predicate of each of
the following sentences. (Remember that the simple predicate
may include one or more helping verbs.) If the sentence is a
command, write (You) as the subject.
1. Where are drivers’ licenses issued?
licenses are issued
2. Go to the Department of Motor Vehicles.
(You) go
3. What kind of preparations should I make?
I should make
Click the mouse button or press the
Space Bar to display the answers.
Exercise 11 Identifying Subjects and Predicates
in Questions and Commands (cont.)
Identify the simple subject and the simple predicate of each of
the following sentences. (Remember that the simple predicate
may include one or more helping verbs.) If the sentence is a
command, write (You) as the subject.
4. Study the manual carefully.
(You) study
5. Practice good driving skills every day for about
four months before taking the test.
(You) practice
Click the mouse button or press the
Space Bar to display the answers.
Inverted Order
• At times a sentence is written in inverted
order–that is, with the predicate before the
subject. 
• This reversal of the usual order can add
emphasis to the subject. 
PREDICATE
SUBJECT
Across the field galloped
the three horses. 
In the distance ran
a river. 
• Remember, a word in a prepositional
phrase is never the subject.
Click the mouse button or press the
Space Bar to display the information.
Inverted Order (cont.)
• When the word there or here begins a
sentence and is followed by a form of the
verb be, the subject follows the verb. 
• The words there and here are almost never
the subject of a sentence. 
PREDICATE
SUBJECT
There is
a chill in the air. 
Here are
my thoughts on the
subject.
Click the mouse button or press the
Space Bar to display the information.
Inverted Order (cont.)
• To find a subject in an inverted sentence,
ask “Who?” or “What?” 
– What galloped across the field? The three horses
galloped. 
– What is in the air? A chill is in the air.
Click the mouse button or press the
Space Bar to display the information.
Exercise 12 Reordering Inverted Sentences
Revise each of the following sentences so that the complete
subject comes before the predicate. Then underline the simple
subject once and the simple predicate twice. (Remember that
both subjects and predicates may be compound.)
1. From under a rock crawled the coral snake.
The coral snake crawled from under a rock.
2. Around the bend swam a water moccasin.
A water moccasin swam around the bend.
3. In the stream wiggled six small water snakes.
Six small water snakes wiggled in the stream.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 12 Reordering Inverted Sentences (cont.)
Revise each of the following sentences so that the complete
subject comes before the predicate. Then underline the simple
subject once and the simple predicate twice. (Remember that
both subjects and predicates may be compound.)
4. There were a dozen hiding along the shore.
A dozen were hiding there along the shore.
5. In the United States live only two types of
poisonous snakes.
Only two types of poisonous snakes live in the
United States.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 13 Recognizing the Order of Subject
and Predicate
For each sentence, draw a vertical line between the complete
subject and the complete predicate and label each.
S
P
1. A visit to an African art exhibit can be a fine
educational experience.
S
P shows in addition
2. Many museums
offer temporary
to their permanent collections.
3. Call ahead
for information about special displays of
P
African art.
(You) is understood to be the subject.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 13 Recognizing the Order of Subject
and Predicate (cont.)
For each sentence, draw a vertical line between the complete
subject and the complete predicate, and label each.
P
S
4. Where are the best examples of beadwork,
basketry, woodwork, leatherwork, and metalwork?
S
5. In some Pmuseums are beautiful displays
of African
textiles.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 14 Writing Sentences
Write five sentences about a topic of your choice. Make at least
one sentence a question, one a command, one a statement
beginning with here or there, and one a statement in which a
prepositional phrase and the verb precede the subject.
Close
Working with a partner, write a paragraph
that begins with a There sentence, contains
a command, and ends with a question.
Discuss the word order in the sentences.
Click the mouse button to return to the Contents slide.
Objective
• To identify and use correctly the four types
of complements
Complements
• A complement is a word or group of words
that completes the meaning of a verb. 
• There are four kinds of complements: direct
objects, indirect objects, object
complements, and subject complements.
Click the mouse button or press the
Space Bar to display the information.
Direct Objects
• A direct object answers the question what?
or whom? after an action verb. 
• The subject of a sentence usually performs
the action indicated by the verb. 
• That action may be directed toward or
received by someone or something–the
direct object. 
• Nouns, pronouns, or words acting as nouns
may serve as direct objects. 
• Only transitive verbs have direct objects.
Click the mouse button or press the
Space Bar to display the information.
Direct Objects (cont.)
– Carlos served dinner. [Carlos served what?] 
– Marie admires him deeply. [Marie admires
whom?] 
– Carlos served a Mexican dinner and a fabulous
dessert. [Carlos served what?]
Click the mouse button or press the
Space Bar to display the information.
Exercise 15 Identifying Direct Objects
Underline the action verb in each sentence. Then circle any
direct objects.
1. U.S. cowboys copied the style of Mexican
cowboys.
2. Historians see the Mexican vaqueros as the first
real cowboys.
3. At all times of the year, the vaquero wore a floppy
sombrero.
4. This large hat kept snow, rain, or sun off his face.
5. The U.S. cowboy modeled his own hat on the
Mexican sombrero.
Click the mouse button or press the
Space Bar to display the answers.
Indirect Objects
• An indirect object answers the question to
whom? for whom? to what? or for what?
after an action verb. 
• In most cases, a sentence may have an
indirect object only if it has a direct object. 
• The indirect object will always come between
the verb and the direct object. 
– Tyrone served his sisters dinner. [Tyrone served
dinner to whom?] 
– Greta saved him a seat. [Greta saved a seat for
whom?]
Click the mouse button or press the
Space Bar to display the information.
Indirect Objects (cont.)
– Kim saved Rosa and José seats. [Kim saved
seats for whom?] 
– The children gave the worthy charity all their
savings. [The children gave all their savings to
what?] 
– Marsha gave the game her best effort. [Marsha
gave her best effort for what?]
Click the mouse button or press the
Space Bar to display the information.
Exercise 16 Identifying Indirect Objects
For each sentence, underline the direct object, and circle any
indirect object(s). (Not all sentences have an indirect object.)
1. Professional sports offer many careers.
2. Television or radio sportscasters broadcast sports
events.
3. A good sports announcer gives fans play-by-play
descriptions of the game.
4. The announcer tells them anecdotes.
5. Newspaper writers and photographers also cover
athletic competitions.
Click the mouse button or press the
Space Bar to display the answers.
Object Complements
• An object complement answers the
question what? after a direct object. 
• That is, it completes the meaning of the
direct object by identifying or describing it. 
• Object complements occur only in sentences
with direct objects and only in those
sentences with action verbs that have the
general meaning of “make” or “consider,”
such as the following: 
appoint
name
elect
declare
render
make
Click the mouse button or press the
Space Bar to display the information.
consider
call
find
think
Object Complements (cont.)
• An object complement usually follows a
direct object. 
• It may be an adjective, a noun, or a
pronoun. 
– Residents find the park peaceful. [adjective] 
– Katie appointed me treasurer and cook. [nouns]

– My grandmother considers the property hers.
[pronoun]
Click the mouse button or press the
Space Bar to display the information.
Exercise 17 Identifying Object Complements
Underline the object complement(s) that appear in the following
sentences.
1. The Music Club has appointed Felipe president.
2. He finds that honor extraordinary.
3. One member, Maya, thinks Mozart the best
composer.
4. Another member, Diane, considers Bach
stupendous.
5. Felipe, Maya, and Diane make music a priority.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 18 Using Object Complements
Complete the following sentences with object complements.
Then use the letter A, N, or P to identify the object complement
as an adjective, noun, or pronoun.
1. The fearful swimmers found the ocean _________.
terrifying
2. Generations
ofA fishers consider the ocean
_______.
theirs make
P the ocean __________.
3. Sailors
4. Early explorers thought the
ocean
________.
their
home
N
5. Surfers call the ocean ____________.
limitless
a playground
Click the mouse button or press the
Space Bar to display possible answers.
N
A
Subject Complements
• A subject complement follows a subject
and a linking verb and identifies or
describes the subject. 
• There are two kinds of subject
complements: predicate nominatives and
predicate adjectives. 
• A predicate nominative is a noun or
pronoun that follows a linking verb and
points back to the subject to rename it or to
identify it further. 
– Sopranos are singers.
Click the mouse button or press the
Space Bar to display the information.
Subject Complements (cont.)
– Clearly the star of the opera was she. 
– Many current opera stars are Italians or
Spaniards. 
• Predicate nominatives are usually found in
sentences that contain forms of the linking
verb be.
Click the mouse button or press the
Space Bar to display the information.
Subject Complements (cont.)
• A few other linking verbs (for example,
become and remain) can be followed by a
predicate nominative. 
– Julia became both a musician and an actress. 
– That experience remains a cherished memory for
me. 
• A predicate adjective follows a linking verb
and points back to the subject and further
describes it. 
– Ballerinas are graceful.
Click the mouse button or press the
Space Bar to display the information.
Subject Complements (cont.)
– Ballerinas must be extremely dedicated. 
– Most ballerinas seem intense and hardworking. 
• Predicate adjectives may follow any linking
verb. 
– I felt very carefree. 
– Only a few marathoners appear fresh even
now. 
– The water tasted delicious. 
– I grew increasingly tired.
Click the mouse button or press the
Space Bar to display the information.
Subject Complements (cont.)
– My sister appeared weary. 
–
–
–
–
My friend Tanya looked exhausted but happy. 
The musty room smelled bad. 
The band sounded loud. 
The noise became louder as we approached the
finish line.
Click the mouse button or press the
Space Bar to display the information.
Exercise 19 Identifying Predicate Nominatives
Underline the predicate nominatives that appear in the following
sentences. (Not all sentences contain predicate nominatives.)
1. Dwight Eisenhower was one of seven sons.
2. Eisenhower was a student at West Point.
3. He graduated from the academy with the class of
1915.
(none)
4. During World War II, he rose to the rank of
Supreme Allied Commander in Europe.
5. After that, Eisenhower’s name became a (none)
household word.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 20 Identifying Predicate Adjectives
Underline each simple subject and circle each predicate
adjective.
1. The gym was ready for the class banquet.
2. The tables looked beautiful in the soft candlelight.
3. On the walls, portraits of the class members
appeared almost alive.
4. Their unwavering gazes seemed lifelike.
5. The music of the combo sounded romantic.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 21 Using Subject Complements
Complete the following sentences with nouns, pronouns, or
adjectives. Write PN or PA to indicate if the complement you
wrote is a predicate nominative or a predicate adjective.
1. The most popular sport, in my opinion, is
_________.
basketball PN
2. The lifestyles of many prominent players seem
__________.
glamorous
PA
3. Very few athletes become ______________.
highly paid stars PN
4. The great majority of athletes are _____.
poor
PA
5. Their lives remain _________.
the same
Click the mouse button or press the
Space Bar to display possible answers.
PN
Exercise 22 Identifying Subject Complements
Underline all the subject complements that appear in the
following sentences. Then, identify each as either a predicate
nominative or predicate adjective. (One sentence has more than
one predicate nominative or predicate adjective.)
predicate nominative
1Flower
arrangement
is an
ancient Japanese art. 2This
predicate
adjective
3Early
tradition grew popular in the sixthpredicate
century.nominative
flower arrangements were decorations for Buddhist
adjective
temple altars. 4Over the centuries thepredicate
art of flower
arrangement became increasingly specific. 5Important
nominative
materials predicate
in Japanese
floral arrangement are leaves,
stems, and branches.
Click the mouse button or press the
Space Bar to display the answers.
Exercise 23 Identifying Complements
Underline the complements that appear in the following
sentences. Then, identify each as either a direct object, indirect
object, object complement, predicate nominative, or predicate
adjective.
1. Davenport, Iowa, was the hometown of Leon Bix
Beiderbecke.
predicate nominative
2. Mississippi riverboats passing by Davenport gave
Bix Beiderbecke a taste for jazz.
3. Bixindirect
Beiderbecke
the cornet and the piano.
object played
direct object
4. The cornet’s sound is mellow and rich.
direct objects
5. Bix Beiderbecke carried his cornet with him.
direct object
predicate adjectives
Click the mouse button or press the
Space Bar to display the answers.
Exercise 24 Writing Sentences with
Complements
Write five sentences about a natural phenomenon, such as an
eclipse, a thunderstorm, or a sunset. In each sentence, use at
least one of the four kinds of complements: direct object, indirect
object, object complement, or subject complement. Label the
complements for each sentence that you write.
The approaching thunderstorm made the sky(DO)
dark (OC) and ominous (OC).
Click the mouse button or press the
Space Bar to display a sample answer.
Close
Varied sentence structure and length make
the language in a passage more dramatic.
Return to Exercise 22 on page 509 of your
textbook and revise the paragraph, changing
basic sentence patterns. Read aloud your
revised version and compare it to the
original.
Click the mouse button to return to the Contents slide.
Parts of the Sentence
• A member of the Ibo tribe of eastern
Nigeria, Chinua Achebe writes about his
people in the novel Things Fall Apart. 
• Set in the Ibo village of Umuofia around the
turn of the century, the novel chronicles the
life of a proud young wrestler named
Okonkwo.
Click the mouse button or press the
Space Bar to display the information.
Parts of the Sentence (cont.)
• In the passage on pages 510–511 of your
textbook, Okonkwo is just about to go to
bed when he hears the town crier beating
his metal drum to summon the men of the
village to a meeting. As you read the
passage, notice that it has been annotated
to show some of the parts of sentences
covered in this unit.
Review: Exercise 1
Identifying Complete Subjects and
Complete Predicates
These sentences are based on the content of Things Fall Apart.
Draw a line between the complete subject and complete
predicate in each sentence.
1. Okonkwo was going to bed for the night.
2. His palm-oil lamp had been blown out.
3. The comfort of his bamboo bed beckoned him.
4. The hollow metal sound of the town crier’s drum
aroused everyone from sleep.
5. His message of a morning meeting surprised
Okonkwo.
Click the mouse button or press the
Space Bar to display the answers.
Review: Exercise 2
Writing Sentences with Complete
Subjects and Complete Predicates
These sentences draw on ideas from Things Fall Apart. Insert a
complete subject or a complete predicate, without repeating the
novel’s exact words.
1. The voice of the crier ___________________
disturbed the silence of
________.
the night
2. ___________
The villagers listened in the darkness.
3. The dark, moonless night _________________.
was absolutely silent
4. Even the bravest villagers _______________
______.
felt afraid on such
nights
5. _______________________
roamed the jungle
on dark nights.
Wild animals and evil spirits
Click the mouse button or press the
Space Bar to display possible answers.
Review: Exercise 3
Writing Sentences with Compound
Subjects and Predicates
Write a complete sentence answering each of these questions
about Things Fall Apart. Begin your sentence with the subject
and follow the directions in parentheses. Then underline and
label the simple or compound subject and the simple or
compound predicate.
1. What did Okonkwo do to prepare for sleep? (Use
simple subjectpredicate.)
compound predicate
a compound
Okonkwo extinguished his light and lay on his bed.
2. What sounds broke the silence of the night? (Use
a compound subject.)
compound subject
simple predicate
The sound of the drum and the crier’s voice broke
the silence of the night.
Click the mouse button or press the
Space Bar to display possible answers.
Review: Exercise 3
Writing Sentences with Compound
Subjects and Predicates (cont.)
Write a complete sentence answering each of these questions
about Things Fall Apart. Begin your sentence with the subject
and follow the directions in parentheses. Then underline and
label the simple or compound subject and the simple or
compound predicate.
3. What did Okonkwo do as the crier gave his
simple subject
compound predicate.)
predicate
message?
(Use a compound
Okonkwo listened to the message and wondered
aboutqualities
it.
4. What
of the night made the crier’s
message all the more ominous to the villagers?
(Use a compound subject.)
compound subject
The terrifying darkness and unnerving silence
made the
crier’s
message all the more ominous.
simple
predicate
Click the mouse button or press the
Space Bar to display possible answers.
Review: Exercise 3
Writing Sentences with Compound
Subjects and Predicates (cont.)
Write a complete sentence answering each of these questions
about Things Fall Apart. Begin your sentence with the subject
and follow the directions in parentheses. Then underline and
label the simple or compound subject and the simple or
compound predicate.
5. What things were troublesome on a dark
compound subject
night? (Use a compound
subject.) simple predicate
Dangerous animals and evil spirits were
troublesome to villagers on a dark night.
Click the mouse button or press the
Space Bar to display a possible answer.
Review: Exercise 4
Writing Inverted Sentences
The following sentences develop an image or idea suggested by
the passage from Things Fall Apart. Rewrite each sentence in
inverted order, following the instructions in parentheses and
making any needed changes.
1. Okonkwo lay on the bamboo bed. (Begin the
sentence with On the bamboo bed.)
On the bamboo bed lay Okonkwo.
2. The town crier came down the road. (Begin the
sentence with Down the road.)
Down the road came the crier.
3. Tragic overtones were in the crier’s voice. (Begin
the sentence with There were.)
There were tragic overtones in the crier’s voice.
Click the mouse button or press the
Space Bar to display the answers.
Review: Exercise 4
Writing Inverted Sentences (cont.)
The following sentences develop an image or idea suggested by
the passage from Things Fall Apart. Rewrite each sentence in
inverted order, following the instructions in parentheses and
making any needed changes.
4. Many a scary creature was out and about. (Begin
the sentence with There was.)
There was many a scary creature out and about.
5. Dangerous animals lurked in the darkness. (Begin
the sentence with In the darkness.)
In the darkness lurked dangerous animals.
Click the mouse button or press the
Space Bar to display the answers.
Review: Exercise 5
Writing Sentences with Predicate
Nominatives and Predicate
Adjectives
The pairs of words that follow are derived from the introduction
to the passage from Things Fall Apart. For each pair, write a
sentence that uses the first word as the subject and the second
word as a predicate adjective or a predicate nominative. Do not
use Achebe’s exact words, and add more than just a verb to the
pair of words. After you have written the sentence, indicate
whether the second word from the pair is acting as a predicate
adjective or a predicate nominative.
1. Things Fall Apart,predicate
novel nominative
Things Fall Apart is a novel by Chinua Achebe.
2. Nigeria, country
predicate nominative
Nigeria is the country of Achebe’s birth.
Click the mouse button or press the
Space Bar to display possible answers.
Review: Exercise 5
Writing Sentences with Predicate
Nominatives and Predicate
Adjectives (cont.)
The pairs of words that follow are derived from the introduction
to the passage from Things Fall Apart. For each pair, write a
sentence that uses the first word as the subject and the second
word as a predicate adjective or a predicate nominative. Do not
use Achebe’s exact words, and add more than just a verb to the
pair of words. After you have written the sentence, indicate
whether the second word from the pair is acting as a predicate
adjective or a predicate nominative.
3. villagers, members
predicate nominative
The villagers are members of the Ibo tribe.
4. Okonkwo, wrestlerpredicate nominative
Okonkwo is a youthful wrestler.
Click the mouse button or press the
Space Bar to display possible answers.
Review: Exercise 5
Writing Sentences with Predicate
Nominatives and Predicate
Adjectives (cont.)
The pairs of words that follow are derived from the introduction
to the passage from Things Fall Apart. For each pair, write a
sentence that uses the first word as the subject and the second
word as a predicate adjective or a predicate nominative. Do not
use Achebe’s exact words, and add more than just a verb to the
pair of words. After you have written the sentence, indicate
whether the second word from the pair is acting as a predicate
adjective or a predicate nominative.
5. ogene, drum predicate nominative
An ogene is a metal drum.
Click the mouse button or press the
Space Bar to display a possible answer.
Review: Exercise 6
Identifying Direct Objects and Object
Complements
The sentences below are based on the content of Things Fall
Apart. Underline the direct object and circle the object
complement from each sentence.
1. The town crier’s message made Okonkwo fearful.
2. He considered the crier’s tone of voice ominous.
3. The people of his village thought moonless nights
menacing.
4. In contrast, the people found moonlit nights
comfortable and friendly.
5. The light made their worst fears more bearable.
Click the mouse button or press the
Space Bar to display the answers.
Review: Exercise 7
Writing Sentences with Direct and
Indirect Objects
The following groups of words describe incidents related to the
passage from Things Fall Apart. Each word is labeled S (for
subject), DO (for direct object), or IO (for indirect object). Write a
sentence using these words as those parts of the sentence but
do not use the exact wording from the novel. Try to add
modifiers or prepositional phrases.
1. town crier (S), drum (IO), thump (DO)
The town crier gave his drum a thump.
2. Okonkwo (S), sound (DO)
Okonkwo heard the sound of the drum.
3. crier (S), instrument (DO)
The crier played his instrument with urgency.
Click the mouse button or press the
Space Bar to display possible answers.
Review: Exercise 7
Writing Sentences with Direct and
Indirect Objects (cont.)
The following groups of words describe incidents related to the
passage from Things Fall Apart. Each word is labeled S (for
subject), DO (for direct object), or IO (for indirect object). Write a
sentence using these words as those parts of the sentence but
do not use the exact wording from the novel. Try to add
modifiers or prepositional phrases.
4. crier (S), villagers (IO), message (DO)
The crier brought the villagers a message.
5. Okonkwo (S), tragedy (DO)
Okonkwo sensed tragedy in the crier’s voice.
Click the mouse button or press the
Space Bar to display possible answers.
Review: Exercise 8
Proofreading
The passage on pages 514–515 of your textbook describes the
people and the art of Nigeria. (An example of Nigerian sculpture
appears on page 515 of your textbook.) Rewrite the passage,
correcting the errors in spelling, grammar, and usage. Add any
missing punctuation. There are eleven errors.
1The
country of Nigeria are the most populous nation
in West Africa it is more than twice the size of California.
2Perhaps four hundred native tribes inhabits modren
Nigeria. 3The largest tribes are the Hausa and the Fulani
who live mainly in the north; the Yoruba, in the
southwest; the Ibo, in the southeast; and the Ijo, on the
southern coast. 4Each of the tribal groups have their
own language but the common language of all the
groups are English, reflecting Nigeria’s century-long
domination by Great Britain. 5Nigeria finally acheived it’s
independence from Great Britain in 1960.
Click the mouse button or press the
Space Bar to display the answers.
Review: Exercise 8
Proofreading (cont.)
The passage on pages 514–515 of your textbook describes the
people and the art of Nigeria. (An example of Nigerian sculpture
appears on page 515 of your textbook.) Rewrite the passage,
correcting the errors in spelling, grammar, and usage. Add any
missing punctuation. There are eleven errors.
1The
country of Nigeria is the most populous nation
in West Africa. It is more than twice the size of
California. 2Perhaps four hundred native tribes inhabit
modern Nigeria. 3The largest tribes are the Hausa and
the Fulani, who live mainly in the north; the Yoruba, in
the southwest; the Ibo, in the southeast; and the Ijo, on
the southern coast. 4Each of the tribal groups has its
own language, but the common language of all the
groups is English, reflecting Nigeria’s century-long
domination by Great Britain. 5Nigeria finally achieved its
independence from Great Britain in 1960.
Click the mouse button or press the
Space Bar to display the answers.
Review: Exercise 9
Mixed Review
The following sentences describe the life of Chinua Achebe.
Rewrite each sentence according to the instructions that appear
after each item.
1. According to many critics, Chinua Achebe’s works
are insightful. (Add and educational to create a
second predicate adjective.)
According to many critics, Chinua Achebe’s works
are insightful and educational.
Click the mouse button or press the
Space Bar to display a possible answer.
Review: Exercise 9
Mixed Review (cont.)
The following sentences describe the life of Chinua Achebe.
Rewrite each sentence according to the instructions that appear
after each item.
2. A member of the Ibo tribe of Nigeria, Achebe grew
up in the village of Ogidi. (Add and graduated from
the University College at Ibadan to expand the
complete predicate.)
A member of the Ibo tribe of Nigeria, Achebe grew
up in the village of Ogidi and graduated from the
University College at Ibadan.
Click the mouse button or press the
Space Bar to display a possible answer.
Review: Exercise 9
Mixed Review (cont.)
The following sentences describe the life of Chinua Achebe.
Rewrite each sentence according to the instructions that appear
after each item.
3. He spoke the Ibo language first. (Add but learned
English as a child to expand the complete
predicate.)
He spoke the Ibo language first but learned
English as a child.
4. A member of a large family, Achebe was always a
reader. (Add eager as a modifier of the subject
complement.)
A member of a large family, Achebe was always
an eager reader.
Click the mouse button or press the
Space Bar to display possible answers.
Review: Exercise 9
Mixed Review (cont.)
The following sentences describe the life of Chinua Achebe.
Rewrite each sentence according to the instructions that appear
after each item.
5. Achebe’s mother insisted on the best education
possible for the family’s children. (Add and father
to create a compound subject.)
Achebe’s mother and father insisted on the best
possible education for the family’s children.
Click the mouse button or press the
Space Bar to display a possible answer.
Close
Read an engaging passage from a novel or
magazine article. As you read, label
examples of complete subjects and
predicates, direct and indirect objects, and
complements. Compare answers with your
classmates.
Click the mouse button to return to the Contents slide.
I jumped; Harry jumped; our heads collided. It
hurt! I groaned, and Harry groaned. The ball
bounced away, and the other team scored a run.
Click the mouse button or press the
Space Bar to display a possible answer.
A group of words, even if there are only two words,
that expresses a complete thought can be a complete
sentence. Leaving out the subject or the predicate,
even if there are many words left, results in a
sentence fragment.
Click the mouse button or press the
Space Bar to display a possible answer.
My brother, my sister, and I take our dog down to
the lake.
Corky jumps into the water and retrieves tennis
balls.
Click the mouse button or press the
Space Bar to display the answers.
Across the lawn slithers something that I don’t recognize.
Faster and faster beats my fearful heart until I get a closer
look.
There are many kinds of nonpoisonous snakes, and
among them is the garter snake.
Click the mouse button or press the
Space Bar to display the answers.
After dinner, I worked on how to identify direct objects.
Looking at the sentences, I found that direct objects were
easy to spot.
Click the mouse button or press the
Space Bar to display the possible answers.
Click the mouse button or press the
Space Bar to display the answers.
Possible answer: The red truck chugged
along the old country road.
Click the mouse button or press the
Space Bar to display a possible answer.
Click the mouse button or press the
Space Bar to display the answers.
subject: (You); predicate: Look
subject: this; predicate: is
subject: assignment; predicate: is
subject: we; predicate: raced
Click the mouse button or press the
Space Bar to display the answers.
My book was given to you.
Assistance was given to the motorist.
Click the mouse button or press the
Space Bar to display the answers.
Click the mouse button or press the
Space Bar to display the answers.
dog
me
canvasser
hiker
me
Click the mouse button or press the
Space Bar to display the answers.
Sentence Elements in Writing
• Jack London uses a variety of sentence elements and
patterns in this passage from The Call of the Wild to create a
lively, engaging prose rhythm. As you read the passage,
focus especially on the italicized words. 
Buck’s first day on the Dyea beach was like a nightmare. Every
hour was filled with shock and surprise. He had been suddenly
jerked from the heart of civilization and flung into the heart of
things primordial. No lazy, sun-kissed life was this, with nothing
to do but loaf and be bored. Here was neither peace, nor rest,
nor a moment’s safety. All was confusion and action, and every
moment life and limb were in peril. There was imperative need
to be constantly alert; for these dogs and men were not town
dogs and men. They were savages, all of them, who knew no
law but the law of club and fang.
Click the mouse button or press the
Space Bar to display the information.
Techniques with Sentence
Elements
• Try to use various sentence elements and
patterns, as London does, when you write and
revise your work. 
• Vary sentence length and rhythm by using compound
subjects and predicates. Compare the following: 
– BORING PATTERN He had been suddenly jerked from the
heart of civilization. He had been flung into the heart of
things primordial.
– LONDON’S PATTERN He had been suddenly jerked from
the heart of civilization and flung into the heart of things
primordial.
Click the mouse button or press the
Space Bar to display the information.
Techniques with Sentence
Elements
• Occasionally use repetition for effect in sentences
with predicate nominatives. 
– BORING PATTERN These dogs and men weren’t from towns.
– LONDON’S PATTERN These dogs and men were not town
dogs and men.
Click the mouse button or press the
Space Bar to display the information.
Techniques with Sentence
Elements
• Achieve sentence variety by sometimes using
inverted word order. 
– USUAL ORDER This was no lazy, sun-kissed life . . .
– LONDON’S ORDER No lazy, sun-kissed life was this . . .
Click the mouse button or press the
Space Bar to display the information.
Practice
Practice these techniques by revising the following passage, adapted from
The Call of the Wild, combining ideas to expand the basic sentence patterns.
Try to write one sentence in inverted order.
Then an old wolf, gaunt and battle-scarred, came forward.
Buck writhed his lips into the preliminary of a snarl. He sniffed
noses with him. Whereupon the old wolf sat down. He pointed
his nose at the moon. He broke out the long wolf howl. The
others sat down, too. They howled. Then the call came to Buck
in unmistakable accents. He, too, sat down. He howled. . . . And
the story of Buck may well end here.
Click the mouse button or press the
Space Bar to display a sample answer.
Practice
Sample answer:
Then an old wolf, gaunt and battle-scarred, came forward.
Writhing his lips into the preliminary of a snarl, Buck sniffed
noses with him. The old wolf sat down, pointed his nose at the
moon, and broke out the long wolf howl. The others sat down,
too, and howled. Then to Buck came the call, in unmistakable
accents. He, too, sat down and he howled … and here may
well end the story of Buck.
Explore online information about the
topics introduced in this unit.
Click on the Connect button to launch your browser and go to the
Writer’s Choice Web site. At this site, you will find unit overviews,
interactive activities, and Web sites correlated with the units and
lessons in the textbook. When you finish exploring, exit the
browser program to return to this presentation. If you experience
difficulty connecting to the Web site, manually launch your Web
browser and go to http://writerschoice.glencoe.com
End of Custom Shows
WARNING! Do Not Remove
This slide is intentionally blank and is set to auto-advance to end custom
shows and return to the main presentation.
Click the mouse button to return to the Contents slide.