DO NOW:

1
DO NOW
Day One

• Dont forget that we changed seats on Friday.
  Make sure you sit in your new seat. If you
  werent here on Friday or forgot where you sit,
  look at the seating chart on the board.
• Copy down your HW., take a Do Now from the
  middle of your table.
• Using your Do Now (half sheet in basket), answer
  questions 1 5 INDEPENDENTLY! Put this handout
  in the grammar section of your binder. (page
  five)

2
Learning Goals

• Critically take Cornell notes and participate in
  class discussion during an overview of Types of
  Sentences (fragments vs. simple sentences
  clauses).
• Classify a sentence as a group based on its
  subject and verb to determine whether it is a
  fragment or simple sentence.

3
CORNELL NOTES PAGE

• Take a Cornell notes page from the middle of your
  table. (page 6)
• What does sentence structure matter to a reader
  or writer?

Essential Question
4
TYPES OF SENTENCES
Fragments VS. Simple Sentences
5
SUBJECTS VERBS
-In order to fully understand the difference
between a fragment and a simple sentence, we need
to review what constitutes a SUBJECT and a VERB.
6
SUBJECTS

• A subject of a sentence is a
• NOUN - person, place, thing, or idea
• PRONOUN non-specific word that replaces a noun
• The subject is who or what does the verb
  
• Mrs. Stoller assigns us homework.
• She assigns us homework.

7
VERBS

• -The action that is being performed by the
  subject.
• STRONG VERBS tells what the subject is doing
• LINKING/HELPING VERBS what we know as weak
  verbs (is, are, were)
• Linking verbs connect the subject to something
  that is said about the subject.
  https//www.youtube.com/watch?vvmkciQe32uQ
• Helping verbs help the verb do its job.
• https//www.youtube.com/watch?v-e10jJmdTA8
• Ex Ron's bathroom is a disaster.

8
https//www.youtube.com/watch?vAzhChOZDGDU

• Strong Verbs vs. Weak Verbs

9
NOUN PRONOUN
STRONG VERB LINKING/HELPING VERB
10
FRAGMENTS

• A fragment is formed when
• a subject is missing
• a verb is missing
• a complete thought is not expressed

11
SIMPLE SENTENCE

• has one subject-verb pair and expresses a
  complete thought
• http//search.yahoo.com/search?pschoolhouserock
  commaseiUTF-8frw3itypeW3i_DS,202,0_0,Search,
  20140416,20034,0,87,0
• The Tale of Mr. Morton
• Mrs. Stoller emphatically teaches us how to vary
  our sentence structure.

12
SYNTHESIZE

• IN SUMMARY SECTION OF NOTES
• Create your own sentence fragment and give a
  reason why it is incomplete.
• Create your own simple sentence. Label the
  subject-verb pair.

13
Homework

• Fragments and Verbs
• Two pages (double-sided)
• Evens only

14
TRACKING MY LEARNING
4 I can teach it.
3 I understand and can apply it.
2 I think I understand it.
1 Im not so sure I understand it.
0 Ive got no idea, but Im listening.
15
On your Cornell Notes page, follow the directions
below for each line.
S
V
She went to the concert Since she went to the
concert
V
S

1. Label the subject (S) and verb (V) in each line.
2. Are both complete sentences? Explain why or why
   not.
3. Label your CN page 8 Day 2. Add it to your
   TOC ?

Do Now
Day Two
16
Review of homework

• Take out last nights homework and a green or red
  pen. From now on, you should have a green pen
  with you at all times!
• Check your work against the answer key.
• Put a question mark by any questions you got
  incorrect and dont understand why you got them
  incorrect.
• I will answer ALL questions after we go over all
  of the homework!
• I provided answers for all of the questions even
  though you just needed to complete the odds. I
  did this in case you decided to do extra work
  NOT for you to copy the answers!

17
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19
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20
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Learning Goals

• Critically take Cornell notes and participate in
  class discussion during an overview of Types of
  Sentences (two types of clauses).
• Classify an independent and dependent clause.
• Classify compound subjects, compound predicates,
  and compound subjects and predicates.
• Recognize Prepositions and Prepositional Phrases

26
CORNELL NOTES PAGE

• Take a Cornell notes page from the middle of your
  table.
• What does sentence structure matter to a reader
  or writer?

Essential Question
27
TYPES OF SENTENCES
Clauses
28
What is a CLAUSE?
A clause is a group of words with its own subject
and verb. The subject is performing the
verb Exgt Joe ran home.
S
V
29
Two Kinds of Clauses

• An independent clause is a subject/verb group
  that forms a complete sentence.

• A dependent (or subordinate) clause is a
  subject/verb group that depends on more an
  independent clause to make it a complete
  sentence.

30
The Sentence Tree
CLAUSE a group of words with its own subject and
verb
DEPENDENT CLAUSE
INDEPENDENT CLAUSE
Adjective Clause
Adverb Clause
SIMPLE SENTENCE
Note A dependent clause that stands alone, can
sometimes be referred to as a fragment because it
doesnt express a complete thought!
31
SIMPLE SENTENCE!
S
V

• Sally eats breakfast with her mom.

1
1 independent clause
32
PREPOSITIONS

• Prepositions show relationships between things,
  function as connectors, and express the link
  between separate items, such as their relative
  location or direction.

FIFTY COMMON PREPOSITIONS FIFTY COMMON PREPOSITIONS FIFTY COMMON PREPOSITIONS FIFTY COMMON PREPOSITIONS FIFTY COMMON PREPOSITIONS
About Behind During Off To
Above Below Except On Toward
Across Beneath For Onto Under
After Beside From Opposite Underneath
Against Besides In Out Until
Along Between Inside Outside Up
Among Beyond Into Over Upon
Around But Like Past Within
At By Near Since Within
Before Down Of Through Without
33
PREPOSITIONAL PHRASES

• A preposition in a sentence always introduces a
  prepositional phrase.
• A group of words that begins with a preposition
  and ends with a noun or pronoun.
• The noun or pronoun following the preposition is
  the object of the preposition NOT the subject
  of the sentence!
• What is the prepositional phrase in this
  sentence?
• On the roof, the man placed the telescope.
• On the roof NOT a clause
• Why? The roof cannot be the subject of the
  sentence because the roof is not doing anything,
  nor is anything being done to the roof.
  Therefore, it is NOT a fragment because there is
  NO subject or verb!
• Remember. A fragment MUST have a subject OR a
  verb
• https//www.youtube.com/watch?vbyszemY8Pl8
• https//www.youtube.com/watch?vidJYhjGyWTU

34
COMPOUND SUBJECTS

• -when more than one noun or pronoun forms the
  subject and is linked to the SAME verb

1) Jack and Jill fell down. 2) History and math
are my favorite subjects. 3) Kayla and her mom
shopped all day. 4) Inspire, Alpha, and Quest
will compete.
35
COMPOUND PREDICATE

• -when more than one verb is linked to the SAME
  subject

1) Jack fell down and broke his leg. 2) History
informs and helps us. 3) Kayla shopped and then
slept today. 4) The middle school teams will
race, compete, and cheer.
36
COMPOUND SUBJECT PREDICATE

• -when more than one noun or pronoun is linked to
  more than one verb

1) Jack and Jill fell down and broke their
legs. 2) Math and history inform and help us. 3)
Kayla and her mom shopped and then slept
today. 4) Alpha, Inspire, and Quest will race,
compete, and cheer.
37
S
S
S
V
V

• Sally and Bob cook dinner and draw.

1
1 independent clause
SIMPLE SENTENCE!
38
SYNTHESIZE

• IN SUMMARY SECTION OF NOTES, write a sentence
  with
• A single subject and single predicate
• A compound subject
• A compound predicate
• CHALLENGE compound subject and compound
  predicate
• LABEL the subjects and verbs

39
Homework

• 17.1 odds only
• 19.3 (Practice 1 2) odds only
• Simple Sentence Practice (extra)

40
TRACKING MY LEARNING
4 I can teach it.
3 I understand and can apply it.
2 I think I understand it.
1 Im not so sure I understand it.
0 Ive got no idea, but Im listening.
41
DO NOW
Day Three
Make sure your name is on the Parts of Speech
Handout. Leave it on your desk, and I will
collect it.

• Copy down HW.
• Complete the Do Now from your table to practice
  identifying clauses.
• independent clause, dependent clause,
  not a clause, fragment
• Do Now CHECK Check the answers on your homework
  with the answers on the white board on the next
  slide ?
• How did you do? Rate yourself (1 5)

42

1. the singer was terrific
2. the guitar player
3. even though we liked the music
4. when the curtain closed
5. in the middle of the song
6. played for hours
7. the crowd clapped for an encore
8. because the band played and performed so well

Independent clause
Fragment
Dependent clause
Dependent clause
Not a clause
Fragment
Independent clause
Dependent clause
43
Review of homework

• Take out last nights homework and a green.
• Check your work against the answer key.
• Put a question mark by any questions you got
  incorrect and dont understand why you got them
  incorrect.
• I will answer ALL questions after we go over all
  of the homework!
• I provided answers for all of the questions even
  though you just needed to complete the odds. I
  did this in case you decided to do extra work
  NOT for you to copy the answers!

44
17.1
45
19.3 Practice 1
46
19.3 Practice 2 Exercises 1 2
47
19.3 Practice 2 Exercise 3
48
Simple Sentence PracticeExtra Practice

• In the late 1940s, a new style of jazz emerged,
  known as cool jazz. A
• Miles Davis and other young musicians were
  influenced by and adopted this new style. D
• Their approach to cool jazz blended strong
  rhythms with flowing melodies. A
• The musicians used softer tones, syncopation, and
  a more even beat than other jazz players. A
• Cool-jazz players also created complex harmonies
  and experimented on new instruments. C
• For the first time, cellos, flutes, and tubas
  were featured in jazz performances. B
• Some music critics objected to the new style and
  wrote negative reviews. C
• Jazz concerts became more popular than ever
  before. A

49
Learning Goals

• Critically take Cornell notes and participate in
  class discussion during an overview of Types of
  Sentences (complex sentences adverb clauses).
• Work as a group to match a dependent or
  independent clause with another to form a
  properly punctuated complex sentence.

50
NOT A CLAUSE DEPENDENT CLAUSE INDEPENDENT CLAUSE MORE THAN ONE CLAUSE

51
CORNELL NOTES PAGE

• Take a Cornell notes page from the middle of your
  table.
• What does sentence structure matter to a reader
  or writer?

Essential Question
52
TYPES OF SENTENCES
Complex Sentences
53
Classifying Sentences

• NUMBER of clauses
• KINDS of clauses

54
Two Types of Clauses

• Adverb Clauses
• A subordinate clause that modifies a verb, an
  adjective, or an adverb
• A subordinating conjunction always introduces the
  adverb clause.
• Where will I see the subordinating conjunction?
• At the beginning when an adverb clause begins the
  sentence.
• In the middle, connecting the independent clause
  to the subordinate clause. http//search.yahoo.com
  /search?pschoolhouserockadverbclauseseiUTF-8
  frw3itypeW3i_DS,202,0_0,Search,20140416,20034,
  0,87,0

55
Subordinating Conjunctions

• A.K.A. RED FLAG WORDS
• BEGIN a dependent clause

• WHENEVER
• AFTER
• DURING
• WHILE
• BECAUSE
• IF
• WHEN
• SINCE
• ALTHOUGH
• EVEN THOUGH
• UNTIL
• UNLESS
• BEFORE
• THOUGH
• And on and on

http//search.yahoo.com/search?pschoolhouserock
subordinateconjunctionseiUTF-8frw3itypeW3i_
DS,202,0_0,Search,20140416,20034,0,87,0
56
COMPLEX SENTENCE
S
V
S
V

• While Naomi reads, Seth distracts
• her.

Comma is needed when dependent clause comes first
1 dependent clause 1 independent clause
2
composed of ONE dependent clause and ONE
independent clause
57
What if we reverse the clauses?
S
V
S
V

• Katie dances while Marcia texts.

NO comma is needed when the
independent clause comes first
1 dependent clause 1 independent clause
2
COMPLEX SENTENCE!
58
SYNTHESIZE

• IN SUMMARY SECTION OF NOTES, write complex
  sentences with
• An adverb clause and an independent clause where
  the adverb clause comes first.
• An independent clause and an adverb clause where
  the independent clause comes first.
• LABEL the subjects and verbs
• WATCH YOUR COMMA PLACEMENT!

59
Homework

• 20.2 Adverb Clauses Whole Page

60
TRACKING MY LEARNING
4 I can teach it.
3 I understand and can apply it.
2 I think I understand it.
1 Im not so sure I understand it.
0 Ive got no idea, but Im listening.
61
Homework check

• Take out last nights homework 20.2
  Adverb Clauses and a green pen
• Check your homework and put a ? Mark next to
  anything you dont understand!

DO NOW
Day Four
62
20.2 Exercise 1
63
20.2 Exercise 2
64
CORNELL NOTES PAGE

• What does sentence structure matter to a reader
  or writer?

Essential Question
65
Learning Goals

• Critically take Cornell notes and participate in
  class discussion during an overview of Types of
  Sentences (complex sentences adjective
  clauses).
• Work as a group to match a dependent or
  independent clause with another to form a
  properly punctuated complex sentence.

66
Second Type of Clause

• Adjective Clauses
• A subordinate clause that modifies a noun or
  pronoun
• MOST adjective clauses begin with the words
• That
• Which
• Who
• Whom
• Whose
• Sometimes they begin with an adverb, such as
  since, where, or when

A.K.A. RED FLAG WORDS
Also known as relative pronouns
http//www.schooltube.com/video/964198d6a8d99911f4
dc/School-House-Rock-Unpack-Your-Adjectives-Gramma
r-Rock
67
COMPLEX SENTENCE
S
S
V

• The man who robbed the bank
• was caught today.

V
2
1 dependent clause 1 independent clause
No comma is needed when the adjective clause is
essential to understanding the sentence
composed of ONE dependent clause and ONE
independent clause
68
COMPLEX SENTENCE
S
V
S

• Sam Spider, who robbed the bank,
  was caught today.

V
1 dependent clause 1 independent clause
Commas are needed when the adjective clause is
not essential to understanding the sentence
2
composed of ONE dependent clause and ONE
independent clause
69
COMPLEX SENTENCE
V
S
S

• The pizza which was covered with pepperoni tasted
  delicious.

V
2
1 dependent clause 1 independent clause
composed of ONE dependent clause and ONE
independent clause
70
COMPLEX SENTENCE
S
V
S

• Dominos pizza, which was covered with pepperoni,
  tasted delicious.

V
2
1 dependent clause 1 independent clause
composed of ONE dependent clause and ONE
independent clause
71
SYNTHESIZE

• IN SUMMARY SECTION OF NOTES, write a complex
  sentence with
• An adjective clause that is essential to the
  sentence
• An adjective clause that is not essential to the
  sentence
• LABEL the subjects and verbs
• WATCH YOUR COMMA PLACEMENT!

72
Homeworkhttp//search.yahoo.com/search?pschoolh
ouserocksubordinateconjunctionseiUTF-8frw3i
typeW3i_DS,202,0_0,Search,20140416,20034,0,87,0
vmrBegin at 137 (Subordinating conjuncitons)

• 20.2 Adjective Clauses evens only
• 26.2 Commas odds only

73
TRACKING MY LEARNING
4 I can teach it.
3 I understand and can apply it.
2 I think I understand it.
1 Im not so sure I understand it.
0 Ive got no idea, but Im listening.
74
DO NOW
Day Five

1. Copy down HW.
2. Take a Do Now from your table and label each line
   with either simple sentence, dependent clause,
   complex, fragment, or not a clause . Label your
   subjects and verbs!
3. Take a Cornell Notes Sheet, and be prepared to
   take Cornell Notes for Types Of Sentences
   Compound Sentences.

75

• 1. Team Inspire has the best seventh grade
  teachers
• simple independent clause
• 2. Because Mr. Sidler coaches and teaches he is a
  busy man
• complex - adverb and independent clause
• 3. Ms. Sarcone loves to sing even though she has
  a terrible voice complex adverb and
  independent clause
• 4. Mrs. Heyl is an active runner when she is not
  teaching her favorite subject complex
  adverb and independent clause
• 5. At the start of every year not a clause

76

• While the student council officers organize
  school events dependent clause
• Mrs. Markwells speech fragment
• Senora Siniscalchi and the French teacher share a
  room and speak two languages simple compound
  subject and predicate
• Ms. Awad is back to being a student at Rutgers
  University simple
• Mrs. Stoller loves to play with her
  grandchildren because they give lots of hugs
  complex adverb and independent clause

77
Homework Review
Take out a green pen and your homework from last
night 20.2 Adjective Clauses. 26.2 -
Commas Check your answers How did you do?
78
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79
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80
Learning Goals

• Critically take Cornell notes and participate in
  class discussion during an overview of Types of
  Sentences (compound sentences).
• Work as a group to write two simple sentences and
  link them with proper punctuation.

81
TYPES OF SENTENCES
Compound Sentences
DEFINITION 2 independent clauses must be
joined together (2 ways)
82
COMPOUND SENTENCES

• Two ways to join independent clauses
• 1) COMMA CONJUNCTION (,FANBOYS)
• 2) SEMICOLON ()

• Sally cooks dinner, and Jen draws.

, and

• Sally cooks dinner Jen draws.

, n
A conjunction is NOT part of the clause.
83
But what if?
S
V
It started to snow, so the wrestling match
was cancelled.
V
S
2
2 independent clauses
COMPOUND SENTENCE!
84
But what if?
S
V
It started to snow the wrestling match was
cancelled.
S
V
2
COMPOUND SENTENCE!
2 independent clauses
85
To make two simple sentences into a compound
sentence, use a comma and a coordinating
conjunction or a semi-colon. Remember the
sentences must be related.
86

for and nor but or yet so
.
,
Sentence
sentence
87
FANBOYS

• forandnorbutor yetso

Each coordinating conjunction is used for a
different purpose! They each have their own job.
?
88
FORThe Problem FinderConnects a
solutionwith a problem (because)
89
Lets go to the swimming pool, for its hot
inside the house.
90
ANDThe MatchmakerConnects two ideasthat
go together
91
I want to go to the circus, and I want to ride a
pony.
92
NORMr. NegativeNegative form of (also means
not)
93
I have never visited Asia, nor have I ever
visited Africa.
94
BUTKing ConflictConnects two ideas
that go against each other
95
I need to go to the store, but Im feeling too
sick to drive.
96
ORThe Decision MakerConnects two choices
97
You can make a big poster, or you can make a
small clay statue.
98
YETButs Evil Twin BrotherConnects two
ideas thatgo against each other
99
I dont want to practice playing the violin, yet
I dont want to disobey my mother.
100
SO The Problem-SolverConnects a
problemwith a result
101
I didnt do my homework, so my parents punished
me.
102
REFERENCE HANDOUT

• Turn to the back of the handout, and see if you
  can fill-in the blanks correctly!
• https//www.youtube.com/watch?v6pDSjOcFM3U

103
SYNTHESIZE

• IN SUMMARY SECTION OF NOTES, write a sentence
  with
• Two independent clauses joined together by a
  comma and FANBOYS word
• Two independent clauses joined together by a
  semi-colon
• LABEL the subjects and verbs

104
Homework

• Compound Sentences
• Comma and a Fanboys word
• For this homework, do not use semi-colons to
  combine your simple sentences!

I looked into my crystal ball this morning and
saw a quiz on the horizon for tomorrow on
classifying sentence structure! Are you ready?
105
TRACKING MY LEARNING
4 I can teach it.
3 I understand and can apply it.
2 I think I understand it.
1 Im not so sure I understand it.
0 Ive got no idea, but Im listening.
106
Quiz Time
DO NOW
Day Six

• Copy your homework, and start your quiz. When you
  are done with your quiz, hand it into me.
• Take a Do Now, Identifying Sentence Structure.
  from the middle of your table and complete skip
  4 this will go in the grammar section of your
  binder.
• Identify each sentence on the Do Now as either
  simple, compound, or complex. Put the handout in
  your binder.

107
Do Now
V
S

1. Kangaroos powerful hind legs are used for
   hopping, and their thick, long tails are used for
   balancing.
2. The large red or gray kangaroo may stand as tall
   as seven feet.
3. Wallabies and kangaroo rats are smaller animals
   that are also members of the kangaroo family.

S
V
S
V
V
S
S
S
V
108

• 5. Although it does not bark, the dingo is a
  dog-like rabbit.
• 6. Rabbits, foxes, and cats were introduced
  into Australia by Europeans.

S
V
V
S
S
S
V
S
109
Homework Review
Take out a green pen and your homework from last
night Compound Sentences Check your answers
How did you do?
110
1. The black dog has won many prizes. He doesn't
know many tricks.    The black dog has won many
prizes, yet he doesnt know many tricks.   2.
She saw a cat run in front of her. She fell down
while roller-skating.    She saw a cat run in
front of her, so she fell down while
roller-skating.     3. There was a meteor
shower. The crew did not know how to avoid the
meteors.    There was a meteor shower, but the
crew did not know how to avoid the
meteors.    4. I wanted to buy a baby
Chihuahua. I started to save my money.    I
wanted to buy a baby Chihuahua, so I started to
save my money. 5. Gillian did not like to read.
She was not very good at it. Gillian did not
like to read, for she was not very good at
it.  
111
6. Pam liked Wayne. Leena also liked
Wayne.    Pam liked Wayne, and Leena also liked
Wayne.   7. The little boy did not like going
to school. He went anyway.    The little boy did
not like going to school, yet he went
anyway.     8. You can cry like a baby. You can
clean your room like an adult.   You can cry like
a baby, or you can clean your room like an
adult.   9. She didn't want to play with Jill.
She didn't want to play with Tim.    She didnt
want to play with Jill, and she didnt want to
play with Tim.   10. Arleen could not play with
that boy. Arleen could not play with that other
boy.    Arleen could not play with that boy, nor
could she play with that other boy.
112
11. Let's go to the swimming pool. It's hot
inside the house.    Lets go to the swimming
pool, for its hot inside the house.   12. I
dont want to eat. I don't want to drink.    I
dont want to eat, and I dont want to
drink.   13. I dont want to practice playing my
violin. I dont want to disobey my mother.    I
dont want to practice playing my violin, yet I
dont want to disobey my mother.   14. I want to
own my own company. I want to pay all my workers
a lot of money.    I want to own my own company,
and I want to pay all my workers a lot of
money.   15. I need to go to the store. I'm
feeling too sick to drive.    I need to go to the
store, but Im feeling too sick to drive.  
113
16. Rabbits make good pets. They dont make too
much noise and they are clean.    Rabbits make
good pets, for they dont make too much noise,
and they are clean.   17. I want to go to the
circus. I want to ride a pony.   I want to go to
the circus, and I want to ride a pony.   18. I
didnt do my homework. My parents punished
me.    I didnt do my homework, so my parents
punished me.   19. I have never visited Asia. I
have never visited Africa.    I have never
visited Asia, nor have I visited Africa.   20.
You can make a big poster. You can make a little
clay statue.   You can make a big poster, or you
can make a little clay statue.
114
Learning Goals

• Critically take Cornell notes and participate in
  class discussion during an overview of Types of
  Sentences.

115
Practice

• Label the S and V in each sentence on your
  Cornell Notes Page.
• Determine the clauses and kinds to classify the
  type of sentence.

• While Ulysses took the helm, he held his breath.
• Ulysses, while he took the helm, held his breath.
• Ulysses held his breath while he took the helm.
• Ulysses took the helm, and his crew was safe.

116
Follow these Easy Classifying Steps

• 1) Label every S and V in the sentence.
  (Hint Label subjects first! What is V?)
• Write the number of clauses (next to the
  sentence).
• Draw a solid line under independent clauses.
• Draw a broken line under dependent clauses.
• Draw a square around your coordinating
  conjunction and a circle around your
  subordinating conjunction.
• Check to make sure each clause is underlined in
  some way.

117
Types of Sentences
Independent Clauses Dependent Clauses
SIMPLE 1 -----
COMPOUND 2 -----
COMPLEX 1 1
COMPOUND-COMPLEX 2 1
118
Compound Complex example
S
V

• When it started to snow, the wrestling
• match was cancelled, and the coach
• was not very happy.

S
V
S
, and
V
3
1 dependent clause 2 independent clause
COMPOUND-COMPLEX SENTENCE!
119
TO REVIEW
and types of clauses
Independent Clauses Dependent Clauses
SIMPLE 1 -----
COMPOUND 2 -----
COMPLEX 1 1
COMPOUND-COMPLEX 2 1








120
SYNTHESIZE

• IN SUMMARY SECTION OF NOTES, write a
  compound-complex sentence.
• LABEL the subjects and verbs
• Follow the classifying steps to make sure you
  wrote the sentence correctly!

121
Homework

• 20.2 Classifying Sentences by Structure
  (Double-sided)

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TRACKING MY LEARNING
4 I can teach it.
3 I understand and can apply it.
2 I think I understand it.
1 Im not so sure I understand it.
0 Ive got no idea, but Im listening.
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DO NOW
Day Seven

1. Take a Do Now from the middle of your table and
   complete the Do Now.
2. Take out a green pen, and be prepared to check
   your work. How ready are you for our upcoming
   test? Rate yourself on a scale 1 5.

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Learning Goals

• The learners will demonstrate ability to
• classify types of sentences in a team review game

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study guideFYI - Powerpoint presentation will
be on my webpage to help you review!
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Homework Review
Take out a green pen and your homework from last
night 20.2 Classifying Sentences Check your
answers How did you do?
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Whole-Class Practice
Before you can run on your own, you have to
practice!
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• Ulysses took the helm.

1
of clauses _______
0
1
of independent ____
of dependent ______
TYPE OF SENTENCE __________________________
Simple Sentence
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• While Ulysses took the helm, he held his breath.

2
of clauses ____
1
1
of independent ______
of dependent _____
TYPE OF SENTENCE ______________________
Complex Sentence
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• Ulysses, while he took the helm, held his breath.

2
of clauses _____
1
1
of independent _____
of dependent _____
TYPE OF SENTENCE ______________________
Complex Sentence
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• Ulysses held his breath while he took the helm.

2
of clauses _____
1
1
of independent _____
of dependent _____
TYPE OF SENTENCE _______________________
Complex Sentence
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• Ulysses took the helm, and the crew was safe.

2
of clauses _____
2
0
of independent _____
of dependent _____
TYPE OF SENTENCE ______________________
Compound Sentence
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APPOSITIVES

• An appositive is a noun or noun phrase that
  renames another noun right beside it. The
  appositive can be a short or long combination of
  words.
• Exgt Mrs. Stoller, a language arts teacher, is
  crazy about types of sentences.
• Exgt I like to watch the New York Mets, a
  baseball team.
• http//search.yahoo.com/search?pschoolhouserock
  appositiveseiUTF-8frw3itypeW3i_DS,202,0_0,Se
  arch,20140416,20034,0,87,0

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You Finished the Practice Race!
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Homework

• 20.1 Appositives in Phrases (whole page)

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Learning Goals

• The learners will demonstrate ability to
• Recognize and apply commas in a series and in
  between adjectives
• Recognize misplaced modifiers and be able to
  apply your knowledge to fix them

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COMMASin a series

• Use commas to separate items in a series or list.
  Separating the items with commas makes your
  meaning clear to the readers.
• Exgt Begin by gathering your tools, reviewing the
  recipe, and preheating the oven.
• Exgt Add the sugar, baking soda, baking powder,
  and salt.

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COMMAS between adjectives

• Use commas to separate adjectives of equal rank.
• If the word and can be placed between the
  adjectives without changing the meaning of the
  sentence, then the adjectives are of equal rank.
• If the order of the adjectives can be changed,
  then they are of equal rank.
• Exgt You have made a simple, polite request.
• DO NOT use commas to separate adjectives that
  must stay in a specific order.
• Exgt I read descriptions of several ancient
  temples in my guidebook.

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Correcting Misplaced Modifiers

• If a phrase or clause acting as an adjective or
  adverb is not placed near the word it modifies,
  the meaning of the sentence may be unclear.
• A modifier should be placed as close as possible
  to the word it modifies (describes).
• MISPLACED MODIFIER
• -We rented a boat at the lake with an outboard
  motor.
• The misplaced phrase with an outboard motor
  makes it seem as though the lake has an outboard
  motor.
• CORRECTED SENTENCE
• -At the lake, we rented a boat with an outboard
  motor.
• https//www.youtube.com/watch?vfrrF_S4Q_Vc

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Homework

• 26.2 Commas in a Series, Between Adjectives
  whole page
• 21.4 Recognizing Misplaced Modifiers (skip
  numbers 4 10)
• Practice one only
• We will go over this homework on Tuesday of next
  week.

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SYNTHESIZE

• IN SUMMARY SECTION OF NOTES, write a
• Fix the misplaced modifier in this sentence.
  Rewrite it correctly
• Built of stone, kings were buried in pyramids
  during the early dynastic period of Egypt.

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TRACKING MY LEARNING
4 I can teach it.
3 I understand and can apply it.
2 I think I understand it.
1 Im not so sure I understand it.
0 Ive got no idea, but Im listening.
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Video Review

• Independent vs. Dependent
• https//www.youtube.com/watch?vhNT1D0JoFk8
• Fragments https//www.youtube.com/watch?vxRdLNT8
  1Hio
• Adverbs https//www.youtube.com/watch?vQnIX1MWJ2
  9o
• Adverb Clauses https//www.youtube.com/watch?v6t
  YXbxyqTjA
• Adjective Clause
• https//www.youtube.com/watch?vXoEWD6OT0_o