Parts of Speech

A word can be used as more than one part of speech.
For example --

Here, "sleeping" is an adjective.  It could be a verb.
Even the adjective could be interpreted in more than one way.

Friday, May 20, 2011

Bell-ringer:  Finish packets and preposition manipulatives if needed.
Gather and staple your packets together.  You will use them for the test next time.
A2 -- extra credit for bringing your preposition manipulative.  

A3, A4 -- Correct the prepositions page.

Play Grammar Punk, adapted
    Creating sentences using parts of speech.

More on prepositions:
A preposition isn't being a preposition unless it begins a phrase with a noun or a pronoun (and usually an article, and sometimes other words such as adjectives).
Examples:
The tables in the cafeteria get really messy. (This prepositional phrase tells which tables get really messy.  It is adding information about the noun, so it is an adjective phrase.)
Jumping on the trampoline is great exercise. (This prepositional phrase tells what sort of jumping is great exercise.  Believe it or not, "jumping" here is a noun, so the prepositional phrase is an adjective phrase.)
I hid under the trampoline.  (This prepositional phrase tells where I hiad. It is adding information about the verb, so it is an adverb phrase.)

Stand Tall  
More of Stand Tall by Joan Bauer -- contemporary realistic fiction novel
A1 -- 5 to page 14 to page 29 Gargantuan
A2 -- 18 to page 26 break  -- Do you agree or disagree that "No one can make you feel inferior without your consent"?  Explain and tell how that applies to your life?  to page 35
A3 -- 14 to page 26 break -- Didn't yet do the comp. book prompt. Do you agree or disagree that "No one can make you feel inferior without your consent"?  Explain and tell how that applies to your life?  to bottom of page 33.
A4 -- 12 to top of page 21 -- wrote about grandparents  to  page 35

Parts of Speech Test May 24.   For Parts of Speech Practice:  
 More Grammar Games and Activities:  http://classroom.jc-schools.net/basic/la-grammar.html 
See posts below for the rest of the packets.

No more late, revised, or make-up work will be accepted after May 27.

Please check the list of students who have checked out books from Ms. Dorsey's classroom library and have not checked them back in.  Please bring back any books you have.  I'd much rather get the books back than put your name on the fines list.  

Parts of Speech

Nouns   Nouns
Pronouns
Verbs
Adjectives (and Articles)
Adverbs
Interjections
Conjunctions
Prepositions

Added 4-6-11

Nouns

Concrete and Abstract Nouns (Thanks to http://grammar.about.com/od/c/g/concreterm.htm)

A noun (such as chicken or egg) that names a material or tangible object or phenomenon--something recognizable through the senses. Contrast with abstract noun.

Examples and Observations:

• "Abstract and general terms represent ideas, explain attitudes, and explore relationships such as contigency (if something will happen), causality (why it occurs), and priority (what is first in time or importance). Concrete and specific words clarify and illustrate between abstract and concrete words and general and specific language, blending them naturally.
  
  "To achieve this mix, use abstract and general words to state your ideas. Use specific and concrete words to illustrate and support them."
  (Robert DiYanni and Pat C. Hoy II, The Scribner Handbook for Writers, 3rd ed. Allyn and Bacon, 2001)
• "With your sheets like metal and your belt like lace,
  And your deck of cards missing the jack and the ace,
  And your basement clothes and your hollow face,
  Who among them can think he could outguess you?"
  (Bob Dylan, "Sad-Eyed Lady of the Lowlands")
• "Beauty and fear are abstract ideas; they exist in your mind, not in the forest along with the trees and the owls. Concrete words refer to things we can touch, see, hear, smell, and taste, such as sandpaper, soda, birch trees, smog, cow, sailboat, rocking chair, and pancake. . . .
  
  "Good writing balances ideas and facts, and it also balances abstract and concrete diction. If the writing is too abstract, with too few concrete facts and details, it will be unconvincing and tiresome. If the writing is too concrete, devoid of ideas and emotions, it can seem pointless and dry."
  (Alfred Rosa and Paul Eschholz, Models for Writers: Short Essays for Composition. St. Martin's, 1982)
• "At middle age the soul should be opening up like a rose, not closing up like a cabbage."
  (John Andrew Holmes)

added 4-6-11

February 17/18, 2009

February 17/18, 2009

Don't forget money for penny wars!

Today:
1. Grammar Rock -- Reviewing some of the parts of speech

2. Read chapters 9-10 of Words By Heart. Answer questions:
1) Why do you think Papa doesn't tell Claudie that he's going to Hawk Hill to mend fences?
2) What are the possible outcomes of Papa's going to Hawk Hill?
3) What are the chores that Claudie does to prepare for Mrs. Chism's party?
4) Describe Mrs. Chism's fancy dinner as Claudie tells it.
5) After Claudie tells her family about the dinner, Lena says she's going to Mrs. Chism's to borrow a book, but she's really going to do what?
6) Mrs. Chism throws her Boston fern at what? Why?

3. Personal Narrative Peer Review Activity (If you were absent, see us for a copy of the peer review.)

March 26, 2008

March 26, 2008
Today we practiced more with parts of speech, focusing on a way to avoid problems with subject-verb agreement.

This was the self-starter: If you were absent today, copy this onto the same lined sheet as last time under "Word Work," and follow the instructions below.

Copy these sentences on a sheet of lined paper in your binder
(under Word Work).
What is wrong with these sentences?
a. Underline and label the prepositions.
b. Put each prepositional phrase in parentheses.
c. Find the verb and label it.
d. Find the subject of the sentence.
e. What word do you need to change to correct the sentence? Why?


1. One of my best friends are moving to California in April.

2. The famous rock star with many fans were pushing through the

door into the Delta Center.

3. That student in the class without textbooks don’t understand verbs.

Important: Subjects and verbs must agree in number. This is called Subject-Verb agreement. Singular subjects must go with singular verbs, and plural subjects go with plural verbs. For instance, "The boys were in the hallway," instead of "The boys was in the hallway." "She doesn't want any candy," instead of "She don't want any candy."


CORE Test Preparation, exercise #1.
We read a passage and answered multiple choice questions, discussing test-taking strategies, including carefully reading the instructions, carefully reading a passage, and reading all the possible answers before marking one. If you were absent, do this, and check the answers with me.

PERSONAL NARRATIVE
Today students wrote a rough draft for a personal narrative. This was practice for writing the district test in the computer lab on Friday. If you were absent, write a Quick List and a rough draft on one of the subjects given on the attached handout.

On Friday we will be in the computer lab, writing an essay for a district writing test . It will be a personal essay on a topic assigned by the district.

March 24, 2008

March 24, 2008
Self-Starter:
Copy these sentences onto a sheet of lined paper under "word work" :

1. Mrs. Kwan later became the director of the museum.

2. It rained hard during the night.

3. The boy climbed carefully up the tree.

Now,
a. Label any prepositions.
1. Mrs. Kwan later became the director of the museum.
The preposition is "of."

b. Put parentheses around the prepositional phrase, and label any nouns or pronouns and adjectives or articles in the prepositional phase.
1. Mrs. Kwan later became the director (of the museum).
The preposition is "of," the adjective/article is "the," and the noun is "museum."

c. Find and label the verb.
1. Mrs. Kwan later became the director (of the museum).
The verb (predicate) is "became."

d. Find and label the subject (noun or pronoun).
1. Mrs. Kwan later became the director (of the museum).
The subject (proper noun) is "Mrs. Kwan."

e. Label any other "a's, an's, or the's" as articles or adjectives.

f. In sentence #1 you have another noun which is "director." (A director is a person, right? So it is a noun.) It is a predicate noun, linked to the subject by the verb "became."

g. Check any words left over to see if they are adverbs or adjectives. If a word gives more information (describes) a noun, it is an adjective. If it gives more information (describes) a verb, it is an adverb.

After you have marked sentence #1, go ahead and mark the parts of speech for sentences #2 and #3.

Today we also worked on learning how to better write a personal narrative.
If you were absent, use the textbook Write Source 2000, pages 153-157 to fill out the blanks on the handout.
We read two sample stories, one in the Write Source 2000 book on page 154, and the other in our literature textbook on pages 136-137.
What did you learn from Write Source 2000 about writing a personal narrative?

Next time, you will need to write (and basically finish) a personal narrative about a time when you were either
frightened, embarrassed, proud, laughing a lot, sick or hurt, lost or separated from your group, forgetful, ashamed, stressed, or really happy.
Come prepared.

On Friday, you will do a writing test (assigned by the District) on GoMYAccess. It will be on a different topic than the personal narrative you are writing today and Wednesday.

March 18, 2008

About March 18, 2008
For our Part of Speech test on Tuesday, March 18th, you will be able to use your Parts of Speech packet. If you don't think you can already recognize the parts of speech in sentences, study your packet more.
If you were absent, see me to make up the test immediately (before the end of the term).
Here are the WHITE BUS conjunctions (subordinating conjunctions) that are not included in your packet:

Subordinating Conjunctions

A -- after, although, as

W -- when, whenever, where, wherever, while
H -- how
I -- if
T -- than
E -- even though, even if

B -- because, before
U -- unless, until
S -- since, so that

We also did some activities to review our prefixes and suffixes. Be prepared for the test on March 20.

March 12, 2008

March 12, 2008
Today students received the grading sheet for their binder checks. We will have the binder check at the very beginning of class next time, March 14.

Students should have handed in their book portfolios, parts 1 and 2. These were due February 15 and March 6.
They should have handed in their Reading Bingo which was due March 4.
They should finish revising their essays on MYAccess by Friday evening.
Students should continue to study for the tests next week on parts of speech and word parts (prefixes and suffixes).

Today we had time for students to get their Reading Bingos signed off if they are late getting them in.

Parts of Speech --
Today we reviewed Parts of Speech by using a packet, and by playing "Battle of the Sentences."
Students in teams created various types of sentences.
If you were absent, create a sentence for each of the following sets of criteria:

Here are the general rules:
 Your sentence must meet all qualifications.
 Your sentence must be a complete,
correctly capitalized and punctuated sentence.
 Your sentence must be easily legible.

You may add the words the, a, or an, but don't add any other words to the required words.

1. Noun + Verb (both start with the letter B)

2. Noun + Verb (both start with the letter S) 4 points

3. Pronoun + Verb (verb starts with T) 4 points

4. Noun + Verb (both start with C) +
Adjective (it starts with D) 6 points

5. Noun (starts with R)+ Linking Verb
+ Predicate Adjective (starts with K) 6 points

If you don't understand what linking verbs and predicate adjectives are, see your parts of speech packet, pages 7-9.

A1 got through #4, A2 and A3 worked through predicate adjectives, A4 worked to predicate adjectives.

March 4, 2008

March 4, 2008
The Reading Bingo is due today.
The Book Portfolio, Part 2 is due Thursday.

We took a survey about GoMYAccess.
We discussed the Portfolio, Part II project which is due next classtime -- March 6.
We practiced creating a Works Cited Entry.
We worked on Parts of Speech.

A1 -- We watched Grammar Rock --Adjectives and Adverbs and Conjunction Junction.
We played "In the Manner of the Adverb."

A2 -- Watched Grammar Rock -- adjectives and Adverbs and Conjunction Junction.
We played "In the Manner of the Adverb."
We worked on the Nouns and Pronouns pages in the grammar packet.

A3 -- Watched Grammar Rock --
We worked on the Grammar Packet -- Conjunctions and nouns.

A4 -- Watched Grammar Rock --
We worked on the Grammar Packet -- Conjunctions and nouns.

January 29, 2008

January 29, 2008
We did an activity with the suffixes -able and -ible, and found a general rule about when to use -able and when to use -ible. We also discovered that these suffixes turn words into adjectives -- most of the time.

A1 only: On a sheet of lined paper (file under "Reading") write at least 5 sentences about a time when you really wanted to win (or to at succeed at something).

All classes: On the same lined sheet of paper where you wrote your entry about winning,
list groups that have been treated with cruelty or disrespect. Label it groups that have been treated with cruelty or disrespect. Think of what you know of history and of the world. Make a list of at least 5 groups.


Book orders were handed out. They are due by January 31.
If you have extra time in class, read your portfolio book.
Make sure you've turned in your portfolio book approval. You'll still get full points, but have missed the chance for the ten extra credit points.

We created a "choral montage" using sentences from Words By Heart.

Reading from Words By Heart:
A1 to the bottom of page 14 "She sat silent beside him the rest of the way home."
A2 to the bottom of page 14 "She sat silent beside him the rest of the way home."
A3 to the bottom of page 14 "She sat silent beside him the rest of the way home."
(This class didn't get to do the choral montage yet. They wrote down pages and words to remind them where their sentences are.)
A4 to the bottom of page 14 "She sat silent beside him the rest of the way home."

January 23. 2008

January 23. 2008

Don't forget that we're having a binder check today!

Binder check. Check with me to make up your work if you didn't get this taken care of today.

Introduction to Grammar Rap

See a Sample of Part 1 for the Book Portfolio.
For more suggestions for books, see the blogs for December 19, January 14, January 19.

Practice taking notes from a nonfiction text, "When the Earth Shakes," pages 435 - 439 in our literature text. Look for important facts that could stand on their own.
For instance, the first two pages of this nonfiction article tell about the effects of the March 1964 earthquake that shook Alaska. The part that is presented in story form tells us that
Fact: "An earthquake that took place on March 27, 1964, caused severe damage and changed the topography of parts of Alaska." pp. 436-437 (paraphrased)
The rest of the article explains how earthquakes are produced, and includes many facts we need to understand the explanation.
Fact: "Beneath its soil and oceans, the earth is a big ball of rock with three main regions: the core, the mantle, and the crust." p. 438
Fact: "The crust under the oceans is made of denser rock than the crust under the continents." p. 438
Fact: "Earthquakes occur when the rock of the mantle or crust suddenly shifts or snaps." p. 438

January 16, 2008

January 16, 2008

We completed a word sort sheet, and filed it in our binders under "Word Work."*

We finished the "Magical Study Guides" for prefixes and suffixes.
We did a brief pronoun quiz.**

We watched the Grammar Rock segment about pronouns "'cause sayin' those nouns over and over can really wear you down."

Students created a "circle book" to use in studying nouns and pronouns.
The created the "book." Then they copied definitions and example words for common nouns, collective nouns, compound nouns, proper nouns, personal pronouns, indefinite pronouns, interrogative pronouns, and demonstrative pronouns.

*Word Sort Challenge
➢ Sort the words below into four categories.
➢ All the words in each category must have something in common that they don’t have in common with the words in the other categories.
➢ The categories do not need to have equal numbers of words in each.
➢ Be able to explain how you sorted the words. There is more than one right way to do it!

animation
entertainment
builder
collector
banker
digestion
actor
detachment
creator
celebration
advertisement
advisor
education
amazement
boxer
contentment
director

** Above each word, write a pronoun you could use to replace it.

1. Sally sold seventy flashlights to Sally’s sisters, so Sally won twenty minutes of giant Play-Station at lunchtime.
2. Irene said about Irene, “The I-Pod is Irene’s. Irene won it in a drawing.”
3. Don dreamed Don was a doughnut at a doughnut party. In the dream, when Ms. Dorsey tried to eat Don, Don screamed, “Don’t eat Don!”
4. Now, write a definition for pronouns:

[I found the cartoon at http://anthropologynet.files.wordpress.com/2007/08/bizarro-pronoun.jpg]

January 8, 2008

January 8, 2008
Today we took the test on Seventh Grade Confusing Words. If you were absent, arrange with Ms. Dorsey to take the test.
We spent more time reviewing sentence parts and parts of speech.
subject, predicate, simple and complete subject and predicate, simple and compound subject and predicate, nouns, verbs, pronouns, adjectives, and adverbs. Look for the packets in your class absent envelope if you weren't here.
Ms. Dorsey gave a "Heads-Up" introduction to the types of books you will be reading for the Term 3 Novel Portfolio. Acceptable books include these genres:
Nonfiction/factual
biography
autobiography
literary nonfiction
and
Fiction/Made-Up
Historical fiction (novels)
and
Multicultural fiction (novels)

January 4, 2008

January 4, 2008
Today is the LAST day to hand in late work for this class --
including the novel portfolio (both parts) and the reading bingo.
It is also the last day to work on the MYAccess essay on The Giver. You may continue to work on it after school or this evening at home, but after today it will not be available.

Next time -- Tuesday, January 8 -- you will take the final test on the Confusing Words.

1. Review for Confusing Words -- We played Sparkle to review, with all students writing down the words.
2. Sentence Parts and Parts of Speech Review!
Students took a pretest on parts of speech. We watched "The Tale of Mr. Morton" (about subjects and predicates) from Grammar Rock. Students also completed or took for homework a packet on sentences, subjects, predicates, and verbs.

Students who needed to had a chance to finish up or revise the Giver essay in the computer lab.

If you were absent you need to do these things:
1. Ask Ms. Dorsey to let you take the Grammar Pre-Test.
2. Complete, check, and hand in the pink grammar packet.
3. Complete and hand in the exit slip.