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Learning about the mechanics of writing helps us make more effective choices when editing our own work. Grammar is a way of naming the job of each word in a sentence, while editing is a way of checking to be sure that job is being done! Today's skills work begins with some grammar activities I think you will enjoy!
Let's look at Subject and Verb Agreement, for instance. Example: A bouquet of beautiful roses (was handed, were handed) to the skater after she finished her routine. Questions to ask: Who or what is doing the action in this sentence? Things to be careful of: Don't confuse a prepositional phrase with the subject. Prepositions are positional words that provide greater detail to other parts of speech (but cannot create a complete thought by itself, except of course, in poetry!). The subject in the above example is bouquet (which is that beautiful bundle of flowers you often see bridesmaids carry in a wedding). The prepositional phrase is of beautiful roses, which is a nice detail to know, but it is not the part of this sentence that works with the verb. The entire verb in the sentence would be was handed, because it must correspond with the subject bouquet,as in "The bouquet was handed to the skater . . ." Directions: Please select the correct verb/verb phrase in the sentences below. Be sure you are matching the main noun and not part of a prepositional phrase (or clause) when you make your decisions! Enjoy! 1. The man who ordered twelve pizzas, (was, were) a teacher at a nearby school. 2. The dictionaries on one student's desk (was, were) ready to be passed out to everyone. 3. At the bottom of the box, Shelley and her friends (finds, found) a pleasant surprise! 4. Each row of seats (is, are) designed effectively so that there is more room in the classroom. 5. A jar of jelly beans (was, were) on each table as a fun and edible decoration. Part Two Adverbs of Moderation Directions: Adverbs are parts of speech that modify or describe the verb in the sentence. Adverbs of moderation tell how someone or something is performing an action. Please find these adverbs in each sentence below and either circle them or write them in the space that follows. Example: She spoke quietly at the concert because people were trying to listen to the music. Quietly is the adverb of moderation because it tells how she spoke. 1. The small child skipped happily as she walked around the Square One Mall. 2. Our postman drives slowly up and down the street as he delivers mail. 3. At the graduation, students walked up proudly to receive their diplomas. 4. When you tie your shoes correctly, you can often take away the risk of an ankle injury. 5. It is important to study your class notes periodically so that you will remember what you learned that day. Your Turn to Create: Please write three sentences that include an adverb of moderation (the -ly adverbs that make up almost 75% of all adverb types). Write each sentence after each number listed below. 1. 2. 3. Next, turn to the person closest to you and share the sentences you wrote. Ask that person to name the adverb of moderation in your sentence. Did they do it correctly? Be ready to share one or more of your answers with the whole class right after! Bonus: Name the adverb of moderation in the paragraph above! Part Three Quick Write Directions: Let's take a moment in between our grammar work to think about a quotation, and to write what it means to you. You can use this paper, or you can copy the quotation into your notebooks exactly as it is written (with quotation marks and all!). Note: When using a quotation, it is important to copy every word exactly as the writer created it (or as the speaker stated it)! If you decide to skip some words because the quotation is very long or you are only concentrating on a particular idea, you can use an ellipsis (three dots) to leave out words you wish to leave out. This tells the reader that there are other words, which are part of the quotation, that are not shown in the words you copied. Example of a quotation with an ellipsis used: ". . . you can dream . . . you can do it." The original quotation is: "If you can dream it, you can do it." Notice that I put an ellipsis (three dots) wherever a word was left out. We will speak more about the ellipsis in future lessons! I bet you will be noticing the ellipsis in lots of reading materials now that you know what it is! Here is the quotation for you to write about today. What does it mean to you? How can you connect these words to your own life? "I've failed over and over again in my life, and that is why I succeed." ~Michael Jordan Part Four Idiom of the Day: Bite off more than you can chew Sentence Example: Steve was working both the morning and evening shifts at the department store; in fact, he barely had time to sleep. It was becoming obvious to Steve that he had bitten off more than he could chew. Questions to Answer: Is this a positive or negative idiom? Explain your answer. Why? What is happening in Steve's life? What does he now realize after working so hard? Remember: If this idiom were literal, it would mean that Steve had actually taken a bite of something (perhaps his sandwich at lunchtime), and he bit off more than what he could easily eat. How would that make him feel? How can we apply this knowledge to the figurative meaning, which is the hidden meaning that we have to figure out? Write Your Thoughts Here: Now think of a time when you or someone you know bit off more than you (or they) could chew. Describe it in the space below, using the idiom within your sentences. Be ready to share with a partner! Your Example: Part Five Creative Writing Story Starters Direction: Please continue the story I have started, while maintaining the same verb tenses and point of view. You can, however, make anything happen that you want--the story will then become your own! Have fun! Story: Stella enjoyed her job at the restaurant. She loved interacting with customers as their waitress, and she appreciated the generous tips she often received. One day, however, when she walked over to a table, she was shocked to see who was seated in front of her!
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Hi! Here are more skills to sharpen your communication skills and to prepare you for anything to do with words! Haha! This means more idioms, literary terms, grammar knowledge, writing prompts, Greek/Latin roots, sequencing, logic, among so much more! Let's go!! Part One Idiom of the Day Directions: In the sentence that follows, you will find an idiom in bold print. Use the context clues in the sentence to help you decide the meaning of this phrase (or at the very least, whether it is a positive or negative idea!). Danny had worked hard in studying every aspect of math skills; it was not time to let the chips fall where they may. Sentence clues I used: My definition for this idiom: Can you provide a new sentence of your own that uses this idiom? Part Two Greek/Latin Roots Root of the Day: photo Origin: The Greek word is phos. Meaning: light Examples: photograph, photocopy, photogenic, photon What is the connection between the above words and their meaning (light)? Sample Sentence: A photon is basically what light is made of. Directions: Please place one of the four words above in each of the sentences below. Look for context clues in the sentences to help you make your decision! 1. A lovely ______________________________ of Giana and Tori was displayed on the wall. 2. A tiny particle known as a ___________________________ can be compared to a packet of energy that contains light. 3. Patti is very _________________________________; she looks wonderful in every photo she takes! 4. Excuse me for a moment; I have to _____________________________ these materials so that everyone in the class can receive one! Part Three Poetic Literary Terms Literary Term of the Day: enjambment Description: In poetry, we measure words that go across the page in lines. But does each line have to end when there is no more room (and your pen would slide right off the paper)? Enjambment occurs when your poetic line continues on the next line! Example: Each step harnesses hope, unleashing dreams come true SCALE students succeed The above is a poetry form known as haiku. This traditional Japanese form uses three lines of poetry, with line one containing five syllables, line two containing seven syllables, and line three containing five syllables (known as a 5-7-5 pattern). Take a moment to count the syllables in each line above. Note: If you need help remembering how to count syllables, remember that any time you HEAR a vowel sound, a syllable can be counted. It does not matter how many vowels you SEE, only what you HEAR. For example, the word neighbor may have three vowels we can see (e, i, and o), but we only hear the ei together (which makes an "a" sound) and the o at the end. This means that neighbor has two syllables. Enjambment occurs in the haiku above when the first line continues into the second one to complete one thought! Notice that there is only one punctuation mark in my short poem above. In poetry, many grammar rules that we follow strictly in prose do not need to be followed in grammar if the poet decides they are not necessary! A great resource for understanding the differences between poetry and prose is the following website from Oxford Scholastica, a summer program founded by two Oxford University students : https://www.oxfordscholastica.com/blog/creative-writing-articles/whats-the-difference-between-poetry-and-prose/ Here is another sample for you: before the light goes out grab more wood and stoke it well keep the flame alive Remember that poems are often figurative, which we know means we have to figure them out! Is the above poem actually talking about fire? What connection can we make between what is happening in the poem and what the poet is truly speaking about? My inference: Your Turn: Try your hand at writing haiku! Remember to follow the structure of using five lines with a 5-7-5 syllable pattern, but beyond that, create what you'd like! Part Four Grammar Challenge Grammar Skill of the Day: Subject and Verb Agreement Directions: In the sentences below, be sure to locate the subject of the sentence (the main person, place, thing, or idea that is doing the main action in the sentence). After you have done this, decide which form the verb provided fits best with this subject. Example: The book of poems (was, were) filled with beautiful pictures and golden paper edges! The subject in this sentence is book. The words of poems is simply a prepositional phrase that provides more information about what is in the book! The verb that works with book is the word was! If we were to remove the prepositional phrase from the sentence, it would read: The book was filled with beautiful pictures and golden paper edges. Your turn: 1. The "champion" of cereals (is, are) Wheaties (which is what they said in commercials many years ago!). 2. The clouds in the azure blue sky (is, are) particularly fluffy today. 3. Poems, like many other types of writing we study, (is, are) meant to be read for both literal and figurative meaning. 4. (Have, Has) you seen the boys who are playing in the game tonight? 5. (Are, Is) that the class of students who studied so hard they began to pass test after test? 6. The computers in the lab across the hall (is, are) fun to use. 7. That shelf of books (is, are) so full I don't believe you could add another one to it. 8. (Do, Does) the paintings at the museum seem familiar to you? 9. Eating lots of fruits and vegetables (is, are) a great way to stay healthy. 10. Essential Education, a software program designed to help students review important skills, (is, are) especially helpful to us this year! Part Five Writing Quick Write! Directions: The following is a story to which you will add only two sentences! Then, you will pass your paper to the student to your right, and they will continue your story, adding two more sentences, as well. They will in turn pass the paper to another student, and so on. When time is up, papers will be returned to their original owners, who will then read the new story to the class. Have fun!! Jayson was on his way to the shop when he saw something unusual happening on the street corner. He was so surprised, in fact, that he had to look twice to make sure his eyes weren't playing tricks on him. |
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