RULES AND EXAMPLES ADAPTED FROM:

1
Grammar Warm-ups

• RULES AND EXAMPLES ADAPTED FROM
• THE ULTIMATE WRITING GUIDE FOR STUDENTS
• BY MIGNON FOGARTY
• Complied by Caryn Rasberry

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How to set up your warm-ups

• 1. Always identify entry
• Ex. 1.1.M
• 2. Write rules and examples in their ENTIREITY
  for full credit
• Exception Items in italics do NOT need to be
  copied these are only mental notes or
  instructions.
• 3. Continue to use the same page, front and back,
  until full
• 4. If absent, it is your responsibility to copy
  the missed warm-up from a reliable classmate

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1.1.M

• Rule for Capitalizing nouns
• In general, use a capital letter if the noun
  names a specific person, place or thing
• Directions and seasons can be tricky.
• Rule for directions
• Lowercase when they describe a direction, and
  uppercase when they describe a specific
  place/region
• Rule for seasons
• Lowercase unless they are part of a proper name
• Application 1 (write sentence, filling in
  correct letters)
• I headed s/Southeast until I reached the w/Winter
  b/Ball, held at Humble c/Civic c/Center.

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1.1.T

• (Italics) Write the example and choose the
  correct letters as you write.
• Example
• Madison, the c/Class p/President, is from the
  s/South, so she likes to eat p/Pecan p/Pie.
• (Italics) Next, use your rule from Monday to
  write an explanation for why you picked the
  letters you did. You may write in paragraph form
  OR you may draw arrows and write short notations.

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1.1.B

• (Everything is in Italics)
• Review Monday and Tuesdays notes. Today, you
  will write your own sample sentence in the SAME
  format (provide a choice for upper vs. lower
  case).
• When you have written your sample, pass it to a
  neighbor and ask him/her to circle the correct
  letters. You will simultaneously complete
  his/hers.
• Be sure to provide feedback! Did she earn an A???

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1.1.F

• (Everything is in Italics)
• Take a vocab list from the black chair
• Look it over
• Select 3 difficult/unfamiliar words
• For your warm-up
• Write the 3 words in on your paper, with their
  part of speech and definition. Then, draw a
  simple illustration to help you remember the word.

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1.1.F

• Turn in your Name Essay (black tray on table)
• Take a What to Study List from the black chair
• Look it over and consider if you need to ask me
  about any items on the list (we have yet to cover
  allegory)
• Your warm-up Write down 3 ways you will study
  for the LOTF test.

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1.2.M T

• Rules for plurals
• Words ending in y depends on the letter
  before the y
• If the preceding letter is a vowel, simply add
  s after the y.
• If the preceding letter is a consonant, change
  the y to i and add es.
• Words ending in o refer to a dictionary
  there is no regularity
• Abbreviations (DVD) simply take an s, but make
  sure its lowercase
• Individual letters need an apostrophe and an s
  (I want to make all As).
• Compound nouns (brother-in-law) require a plural
  only on the first noun (brother gtgt
  brothers-in-law).

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1.2.B

• Choose the correct sentence from each pair. Only
  write the correct sentece.
• 1.
• a) She knows one of the justices of the
  peace.
• b) She knows one of the justice of the
  peaces.
• 2.
• a) I sold more GPSs than any other employee.
• b) I sold more GPSs than any other employee.

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1.2.F

• With a partner, brainstorm a list of words that
  end in o. List as many as you can!
• Next, split the list and use a dictionary to find
  the correct plural ending.

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1.3.M

• Rule for pronouns with agreeing antecedents
• Pronouns are commonly I, you, he, it, she, we,
  they, his, her
• Pronouns stand in the place of a noun
• Harry is a wizard. He found out on his 11th
  birthday.
• Pronouns and antecedents MUST agree otherwise,
  it is poor grammar. These sometimes appear on
  TAKS.
• Incorrect No one should live with their mom
  after age 35.
• Correct No one should live with his mom after
  age 35.
• OR No oneher
• OR No onehis or her (this is the most
  PC, but tedious in vast quantities)
• Avoid using you as an antecedent. Always write
  in 3rd person for academics or making an
  opinionated statement (such as a FB status).
• Incorrect If someone wants to succeed in life,
  you shouldnt do drugs!

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1.3.T

• Write a correct version of the following
  sentences. You may change the pronoun,
  antecedent OR re-phrase the sentence to make it
  correct.
• A student should see their counselor if they have
  any questions.
• Everyone thinks their teacher must be a super
  nerd.

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1.3.B

• Rule for combining pronouns
• If you are conveying that a friend and you both
  do something, you are combining pronouns.
• Ex Vanessa and I like going to the movies.
• Ex My mom and I secretly act like ninjas.
• However, modern speech typically says
• Vanessa and me like going to the movies.
• My mom and me secretly act like ninjas.
• The failsafe to make sure you are correct is to
  read the sentence without the other persons
  name
• Me like going to the movies. (wrong!)
• I like going to the movies.
• So Vanessa and I like going to the movies.
• This also takes care of the old rule me only
  goes at the end of a sentencenot always so!
• This space is too small for John and I/me to fit.
  Which is correct??

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1.3.F (Level)

• Make a list of your top 5 pet peeves (things that
  annoy you). Next, find a person in class who was
  born in the same month as you. Share your list
  with him/her.

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1.3.F

• Take out your Books 2 3 Answers
• Writing topic
• What do you think of the way the Trojans are
  depicted in Book 3? Then, what are your thoughts
  on Helen?
• Write in paragraph form use at least one
  quotation from the text. Remember that the
  citation is (1.315)book , line .

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1.4.M

• Rules for who vs. whom
• The simplest answer is to determine if you could
  hypothetically answer the question with he or
  him
• Who/Whom should we invite?
• We should invite him. If you can say him, use
  whom.
• Who/Whom is bringing soda?
• He is bringing soda. If you can say he, use
  who.
• However, who/whom are not always questions. You
  might need to make a statement with whoever or
  whomever. Apply the same logic with him/he.
• You may give the money to whoever/whomever you
  like.

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1.4.T

• Identify which pronoun should be used.
• I dont know to who/whom I should give the
  award.
• Who/Whom are you? (Be careful! This ones
  tricky!)
• Now, refer to Mondays notes and write an
  explanation. You may use paragraph form, or
  simply draw arrows and make notations.

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1.4.B

• Draw a short cartoon where a speaker correctly
  uses both who and whom. Do not use previous
  examples in any form, whether copied or emulated.

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1.4.F

• TBDvocab

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1.5.M

• Rules for modifiers
• An adjective modifies nouns and tells you which
  one, what kind, or how many (ex this, huge,
  some, soft, twelve, damp, etc.)
• An adverb tells you where, when, how often or how
  much. They often end in ly
• Using these descriptions, categorize which of
  these words are being used as an adjective or
  adverb.
• A. He kept a weekly calendar.
• B. He jogged weekly.

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1.5.T

• Determine whether the following underlined words
  are adjectives or adverbs. Some sentences will
  require more than one answer.
• John threw a fluffy unicorn pillow at Sam.
• Sam skillfully caught the pillow.
• He stayed late, working on his big report.

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1.5.B

• Refer to the sentences you wrote down yesterday.
  Number your paper 1-3 again and provide a
  1-sentence explanation for each of your previous
  answers. Reference Mondays notes.

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1.5.F

1. Collect all of your warm-ups, write your name on
   the front, staple and place in your class tray.

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1.6.M

• Rules for using comparatives and superlatives
• A comparative uses more before the adjective or
  adverb, or adds the suffix er on the end of it
• the taller tree, ran faster, the more peculiar
  person
• A superlative is for comparing three or more
  items
• the most peculiar person, tallest, fastest
• Howeverits wrong to say funner, funnest or
  spectacularer, right? The rule is
• One-syllable words use er and est
• Three-syllable words use more or most
• Two-syllable words are not regular consult a
  dictionary!

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1.6.T

• With a neighbor, brainstorm a list of
  two-syllable adjectives or adverbs, then make
  them into a superlative. Double-check your work
  with a dictionary you might have been saying the
  word incorrectly for years!

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1.6.B

• Today you will turn in your warm-ups. Please
  take a few minutes to verify you have all
  entries. Staple warm-ups together, write your
  MLA heading at the top, and place in your class
  turn-in tray.

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2.1.M T

• Rule for good vs. well
• Simply put, well is an adverb and modifies
  verbs good is an adjective and modifies nouns.
• Ex. He plays baseball well. Well modifies
  plays.
• Ex. He is good at playing baseball. Good
  modifies he.
• Ever been beat over the head for saying Im
  good!? Youre actually not doing a bad thing
• Explanation Since good modifies nouns, and I
  is a noun, youre in the right. The key, too, is
  with the verb am, since it is a linking verb.
  To say I am well is using well as a predicate
  adjective rather than an adverb. Also, many
  grammarians will say that I am well applies
  more to ones health situation.

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2.1.B

• Write the following sentences, filling in which
  word you think is correct.
• Jenny writes good/well.
• Jennys essay has a good/well chance of winning
  a prize.
• Next, look over the rule from yesterday. Add
  notations to explain why you made the choice you
  did.

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2.1.F

• TBDvocab?

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2.2.M

• Rules for affect vs. effect
• Affect is a verb
• Given your context, if it means to influence or
  change, you can often read the sentence with the
  word ruined
• The rain affected ruined our picnic.
• No one really talks like thisbut, it can also
  mean to act in a way that you dont feel
• He affected an air of superiority. (In this
  case, its obvious affect is the verb, so youll
  know which spelling to use)
• Effect is a noun
• You can usually put an article (this, that, the,
  a or an) in front of the word effect. If it
  passes the test, youll know to use the e
  spelling.
• She dumped him for the effect it would have on
  her reputation.
• The effect was not planned.

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2.2.T

• Write the following sentences, filling in the
  correct usage of e/affect.
• I dont know whether or not my lack of a college
  education will effect/affect me.
• There is no evidence that the fire
  effected/affected surrounding homes.
• Next, refer to Mondays notes and add notations
  explaining your answers.

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2.2.B

• Draw a short cartoon that demonstrates either a
  polite or impolite way to correct someone who
  misuses effect/affect.
• Show a neighbor your cartoon and explain its
  moral.

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2.2.F

• TBDvocab

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2.3.M

• Coordinating conjunctions
• Job is to organize a sentence
• Commit to memory FANBOYS (for, and, nor, but,
  or, yet, so)
• Rule for parallel construction
• If a sentence lists items, make sure to
  consistently use conjunctions
• INCORRECT This birthday, I hope for a bike,
  world peace, and for a big party.
• CORRECT This birthday, I hope for a bike, for
  world peace, and for a big party.

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2.3.T

• Rule for correlative conjunctions
• Certain conjunctions come in pairs. These are
  often misused.
• Commit to memory
• bothand neithernor
• eitheror not onlybut also
• Select two different pairs of words. Write a
  sentence for each pair, using the conjunctions
  correctly.

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2.3.B

• Refer to Tuesdays notes on Correlative
  Conjunctions. Write a sentence that incorrectly
  uses a pair of Correlative Conjunctions. Have a
  neighbor fix your sentence.

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2.3.F

• TBD

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2.4.M

• Rules for identifying subordinating conjunctions
• Commit to memory because, before, if, since,
  though, when, whenever and while
• If any of these words begin a clause, its called
  a subordinate clause. They are usually offset
  with a comma. Also, they usually begin the
  clause.
• Identify which words are the subordinating
  conjunctions with 1 line, and identify the
  subordinate clause with 2 lines.
• Mary left the room whenever her brother watched
  football.
• Since Mary did not like football, she found fall
  months lonely.

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2.4.T

• Write the following sentences and Identify which
  words are the subordinating conjunctions with 1
  line, and identify the subordinate clause with 2
  lines.
• While shopping for socks, I ran into the school
  bully.
• Though he looked rough, he was holding pink
  socks.
• He said he will be nicer if I keep my mouth shut.
  

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2.4.B

• Devise a creative way to help someone remember
  the list of subordinate conjunctions from
  Mondays notes. You may discuss this with a
  neighbor, but be sure to include a brief summary
  of your idea in your warm-ups.

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2.4.F

• TBD

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2.5.M

• Rules for identifying verbals (no...not verbs!)
• Verbal 1 Gerunds
• Gerunds add ing to the end of a verb, then
  function as a noun
• Ex Singing requires hours of training.
• Hint If you can replace the ing word with the
  word something, it is a gerund.
• 2 Participles
• Participles add ing to the end of a verb, then
  function as an adjective, as it modifies a noun
  or pronoun (for part participles, the ending
  could be d, -ed, -n, -en or t)
• Ex Singing lessons are expensive.
• 3 Infinitives
• Infinitives combine the word to and the bare
  form or a verb
• Ex I like to sing.

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2.5.T

• Look at the underlined words in the following
  sentences. Identify which verbal they are.
• It takes time to decide on a college.
• Playing soccer should land me a scholarship.
• Soon, I will be waving good-bye to this place!

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2.5.B

• Look at the underlined words in the following
  sentences. Identify which verbal they are.
• Shaken, he walked away from the wrecked car.
• The mother held a crying baby.
• Saving money is smart to do.

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2.5.F

• TBD