Transcript Sentence Unit - Warren County Schools

SENTENCE UNIT
SUBJECT AND PREDICATE
Love stinks
Do these two words make a sentence?
SUBJECT/PREDICATE
A
grammatical sentence contains a subject
(who or what the sentence is about) and a
predicate (what the subject is or does) and
expresses a complete thought.
 “Love” is the subject of the sentence and
“stinks” is the predicate.
 These words have multiple meanings and can
act as different parts of speech than they’re
being used as here. It depends on their
purpose. Here, though, love is a noun and
stinks is a verb.
SUBJECT/PREDICATE
A
sentence’s subject usually contains a
noun and a sentence’s predicate always
contains a verb.
 New
York Times Article
 On your own paper please write a list of any
nouns you find interesting or challenging and
any verbs you find interesting or challenging
(two lists).
 T-Chart
SUBJECT/PREDICATE
 Let’s
discuss the article:
 Do you believe that chess saved Shawn
Martinez’s life? Why?
 How could both perspectives from #1 be
supported by quotes from the article?
(specific quotes)
 Do you think Shawn Martinez would say
that chess saved his life? Why?
SUBJECT/PREDICATE
 Groups
(I’ll number you off)
 In your groups you will show all of your lists and
choose 2 nouns and 2 verbs.
 Please write your 2 nouns and 2 verbs on the
whiteboard (once a word is used it cannot be
repeated).
 Word Wall on board
SUBJECT/PREDICATE
 Each
group will now mix and match all of the
words on the word wall to create 5 original
sentences.
 You will use the nouns as the subjects and the
verbs as the predicates.
 Add words and change tense in order to create
challenging sentences.
 Underline the subject with an “s” underneath,
underline predicate with a “p” underneath!
 Present
your sentences on board.
SUBJECT/PREDICATE
VIDEO!!!
http://www.youtube.com/watch?v=fdUXxdmhIs

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NOTES
 Subject:
Who or what the sentence is
about.
 TIP: To find the subject, ask who is
doing something or about whom or
what something is being said.
What is the subject in the following
sentence?
The Grand Canyon is a well-known
American landmark.
NOTES
Predicate:
tells something
about what the subject is or
does.
 What is the predicate in the
following sentence?
Dorothy ran home.
SIMPLE/COMPLETE SUBJECT

Simple Subject: the main word or word group that
tells whom or what the sentence is about.



The simple subject is PART of the COMPLETE SUBJECT.
Complete Subject: all words that tell whom or what
the sentence is about.
EXAMPLE: The Kabuki dancers’ costumes are
beautiful.


Complete Subject: The Kabuki dancers’ costumes
Simple Subject: costumes
SIMPLE/COMPLETE PREDICATE
 Simple
Predicate (or the main verb): the main
word or word group that tells what the subject is
or does.
 Complete Predicate: the main verb and all the
words that describe that verb and complete its
meaning.
 EXAMPLE:
The party for my grandparents’
fiftieth anniversary ended with a grand display of
fireworks.
 Complete Predicate: ended with a grand display
of fireworks
 Simple Predicate: ended
GROUP PRACTICE

1.
2.
3.
4.
5.
6.
What is the SS, CS, SP, CP in the following
sentences?
Justin washed Dad's car.
The garbage truck arrives very early in the
morning.
Would they prefer chili or sauerkraut with
their hotdogs?
Sixteen inches of snow fell in the Adirondacks
last night.
I love to climb.
Reading often improves your vocabulary
WORKBOOK PRACTICE
Please
complete the following
practice in your workbooks:
 Pages:
5-7
Depending on our time, what
you don’t finish will be HW.

SUBJECT/PREDICATE POP QUIZ

1.
2.
3.
4.
5.
6.
What is the SS, CS, SP, CP in the following
sentences?
Justin washed Dad's car.
The garbage truck arrives very early in the
morning.
Would they prefer chili or sauerkraut with
their hotdogs?
Sixteen inches of snow fell in the Adirondacks
last night.
I love to climb.
Reading improves your vocabulary
Trade and Grade
COMPOUND SUBJECTS



Many times a sentence may have more than one
subject or more than one predicate (verb) or both!
A compound subject is when two or more
connected subjects have the same verb.
Example: The doorbell and the telephone rang at
the same time.
Can you tell what the two subjects are?
 What verb do they share?

COMPOUND PREDICATE (VERB)


A compound predicate or verb is when two or
more verbs have the same subject.
Example: The Tigers won the first game of the
double-header but did not win the second.
What are my verbs in this sentence?
 What subject do they share?

PRACTICE
Workbook
HW
pages 11-13
if not completed
TREASURE
HUNT
 Placing
the answers on your own
paper, search in your workbook and
find the definitions for the following
topics (hint: the definitions are
usually in red at the top of a page).
 Sentence
Fragment
 Clauses
 Independent
Clause
 Dependent (or Subordinate) Clause
WHAT IS A SENTENCE??

BOTH DEFINITIONS ARE CORRECT,
CHOOSE THE ONE YOU CONNECT WITH
THE BEST:
Definition 1: A sentence is a group of words
arranged to express a complete thought. The
arrangement of the words follows the rules of
English grammar.
 Definition 2: A sentence is a group of words that
begins with a capital letter, has a subject and a
complete verb (predicate), and ends with a
period.

SENTENCE FRAGMENTS
A
word group that looks like a
sentence but does not contain
both a subject and a verb or does
not express a complete thought.
THEY
ARE DECEITFUL
LITTLE MONSTERS
REASONS FOR FRAGMENTS

No main verb
Fragment: A story with deep thoughts and emotions.
Possible Revision:
 She told a story with deep thoughts and emotions.


No Subject
Fragment: Planted flowers in late summer.
Possible Revision:
 Farmer Hoggett planted flowers in late summer.

No Complete Thought
 Fragment: because they had never snowboarded before.




This one has a subject and a verb, but isn’t a complete thought.
Possible Revision:
They were afraid because they had never snowboarded before.
FRAGMENT SLIP CHAOS CONVO ACTIVITY

I am going to give each student a slip of paper. These slips
have sentence fragments written on them. You are going
to go up to a random person and read your sentence
fragment like this:

“Before she hated giraffes, blank”
Or



“Blank, when pigs fly!”
Your partner will have to take that fragment and turn it
into a complete sentence by doing two things: telling you
where the comma should be added (if there needs to be
one) AND finishing the sentence to make it complete.
DEMONSTRATION
PRACTICE
Workbook
pages 2-4
CLAUSES:
 Independent
Clause (Main Clause):
expresses a complete thought and can
stand by itself as a complete sentence (It
has both a subject and a verb).

Examples:
The runner jumped.
 The singer bowed.
 The baby cried.

SIMPLE SENTENCES

Definition: Contains one independent clause and no
dependent (subordinate) clauses.
Examples:
The runner jumped.
The singer bowed.
The baby cried.

Interesting Examples:

The girl ran into the kitchen.






This simple sentence has one independent clause which contains one
subject, girl, and one predicate, ran into the kitchen. This example is
distinct from the previous three in that its verb phrase consists of
more than one word.
The dog barked and howled at the cat.

This simple sentence has one independent clause which contains one
subject, dog, and one complete predicate, barked and howled at the
cat. This predicate has two verbs, known as a compound predicate:
barked and howled. This compound verb should not be confused with
a compound sentence.
RULES
Rule 1: Simple sentences can be short.
 Jon laughed.
 Rule 2: Simple sentences can be longer.
 The funny, curly-headed boy laughed extremely hard.
 Rule 3: Simple sentences can have a compound subject.
 Simon and Garfunkel made one record that year.
 Rule 4: Simple sentences can have a compound
predicate.
 Marianne sang, danced, and played at the recital.
 Rule 5: Simple sentences can have both a compound
subject and a compound predicate
 Bill and John run and laugh everyday.

GROUP ACTIVITY FOR SIMPLE SENTENCES
I will count you off into groups of 4-5.
 Each group will receive a slip of paper with a topic on it.
 You will take that topic and write a funny story using
only simple sentences, one after the other.
 You will do this by PASSING THE PAPER AROUND A
CIRCLE and each group member adding a new simple
sentence.

 Go

around the circle 3 times.
Share
PRACTICE
 Workbook
pages: 120,139
COMPOUND SENTENCES
A
compound sentence is two or more
simple sentences (independent clauses)
that are joined together by one of these:
a conjunction and a comma
 a semicolon
 a semicolon, conj. adverb, and a comma.

THERE
ARE NO DEPENDENT
CLAUSES HERE!
3 WAYS TO JOIN IND. CLAUSES
Comma, conjunction
 Semicolon
 Semicolon, conj. adverb, comma

Conjunctions are: and, but, or, nor, so, for, yet.
 For a compound sentence to be punctuated correctly with
a comma, it must come before the conjunction.


Example:
 Comma: Liz ran home, but first she stopped by
Anna’s.
 Semicolon: The kids ran in circles; they are hoping to
make their parents proud.
 Semicolon, conj. Adverb, comma: I remained dry;
however, Sally was soaked.
COMMA SPLICES
A comma splice is the incorrect use of a comma between
two independent clauses.
 EXAMPLE: I like this class, it is very interesting.



How is that not correct!?
You can usually fix the error by:
Changing the comma to a period and therefore making the two
clauses into two separate sentences
 By changing the comma to a semicolon
 By making one clause dependent by inserting a dependent
marker word in front of it (such as also, however, therefore,
etc…)


AVOIDING COMMA SPLICES: Make sure you have a
conjunction after your comma, before your next
independent clause!
COMPOUND SENTENCE ACTIVITY








Groups
Choose an APPROPRIATE picture from a magazine
or newspaper to write a simple sentence about.
Cut out the picture and glue it on your printer paper.
Write the sentence directly underneath the picture.
Find a second picture to write a simple sentence
about.
Cut that picture out and glue it on the printer paper
as well.
Write the sentence directly underneath the picture.
NOW find a way to join the two simple sentences
(independent clauses) into one larger sentence and
write it LARGE at the bottom of the page! THIS IS A
COMPOUND SENTENCE!!!
PRACTICE
Workbook
pg. 140-141
 Dependent
(or Subordinate) Clause: does not
express a complete thought and cannot stand by
itself as a complete sentence.
 Remember our sentence fragment game?!
Examples:
 As he prepared their meal
Make into a complex sentence by adding a
simple sentence somewhere (Ind. Clause)
 Before there were dinosaurs
Make into a complex sentence by adding a
simple sentence somewhere (Ind. Clause)

COMPLEX SENTENCES

Contains one independent clause and at least one
dependent clause.

Examples: At the park, Jennifer fed the ducks
and swans, which quickly swam toward her.
 Where’s the Ind. clause? Dep. clause?

As she watched the fish and snails, she
thought about a career in marine biology.

Where’s the Ind. clause? Dep. clause?
COMPOUND-COMPLEX SENTENCES


Contains two or more independent clauses and at least one
dependent clause.
Example:

Although both were tired, Jerry went to his soccer practice, and
Carl went to his piano lesson.
Where are the two or more independent clauses?
 Where is the one dependent clause?


You should shut the gate whenever you leave the backyard;
otherwise, the dogs may get out.
Where are the two or more independent clauses?
 Where is the one dependent clause?

PRACTICE!
 On
the following slide there are 5
pictures. I want you to write a
complex sentence for 1 and 2.
 Write compound-complex sentences
for 3-4.
 In
your sentences describe the
picture or set the scene with a story.
PAIR AND SHARE
 Turn
to a neighbor and trade papers. Look
over each others 5 sentences.
 Did
they do the activity correctly?
 Write tips and pointers on their paper if
they confused the sentence types.
 Discuss how to write compound-complex
sentences correctly.
PRACTICE!
 Workbook
practice:
 Pages 142-145
UNIT EXAM REVIEW
EXAM FRIDAY 9/14