Quarter 3 ~ 8 th Grade - - PowerPoint Presentation

Slide1

Quarter 3 ~ 8th Grade -How to complete Grammar Notes from home:

Write down the title for each NB entry

Set up notebook page the same way the PPT slide looks

Watch the Brain Pop video associated with notes (search on

www.brainpop.com

for video name)

LOG

IN: username =

rcspop

password =

rcspop14

Fill

in the missing information with help from Tim & Moby on each videoSlide2

8th Grade - Quarter 3 Grammar Notes

1.) Parts of Speech Review

2

.) Modifiers

3.) Clauses

4.) Parallel Structure

5.) Active Voice

6.) Appositive Phrases

7.) Interjections

8.) Common Mistakes

9.) I or Me?

10.) Which, Who, or Whom?Slide3

Writer’s nb entry:

Grammar Notes:

Remember us?

An elephant never forgets…Slide4

Review

1.) Label all parts of

speech: Adjective

, Adverb, Verb, and Noun (common, proper,

compound, possessive, and

pronouns)2.) Draw a circle around the simple subject. Draw a rectangle around the simple predicate. Underline the complete subject once. Underline the complete predicate twice.

3.) Label the prepositions with a “P”

4.)

Add apostrophes to possessive nouns (correctly!)5.) Label articles (the, an, a)The three pink elephants walked carefully on the steady tight-rope during the opening act of Rochester Hills circus. Slide5

Practice - Answers

1.) Label all parts of speech (Adjective, Adverb, Verb, and Noun (common, compound, proper, possessive, and pronouns)

2.) Draw a circle around the simple subject. Draw a rectangle around the simple predicate. Underline the complete subject once. Underline the complete predicate twice.

3.) Label the prepositions with a “P”

4.) Add apostrophes to possessive nouns (correctly!)

5.) Label articles (the, an, a

)

The three pink elephants walked carefully on the

steady tight-rope during the opening act of

Rochester Hills

’s

circus.

Adj.

Adj.

Common & plural noun

verb

Adv.

P

Article

Adj.

Compound noun

P

Article

Compound noun

P

Proper noun & possessive

Common noun

ArticleSlide6

Writer’s nb entry:

Grammar Notes:

ModifiersSlide7

ModifiersModifiers are words or groups of words that change or limit the meanings of other words.Adjectives and adverbs are common modifiers.

Modifiers can be used to compare two or more things.

The forms of a modifier shows the degree of comparison.

Both adjectives and adverbs have

comparative

and

superlative

forms. Slide8

Comparison of ModifiersComparative form

This form is used to compare two things, groups, or action.

Ex: His father’s hands were

stronger

than his own.

Ex: My father was

more courageous

than I am.

Superlative formThis form is used to compare more than two things, groups, or actions.Ex: His father’s hands were the strongest in the family.

Ex: My father was the

most courageous

of us all.Slide9

Regular ComparisonsMost one-syllable and some two-syllable adjectives and adverbs have comparatives and superlatives by adding

–

er

and

–est.

All three-syllable and most two-syllable modifiers have comparatives and superlatives form with

more

or most.ModifierComparative

Superlative

small

smaller

smallest

thinthinner

thinnestsleepy*sleepier

sleepiestuselessmore useless

most uselessprecisely

more preciselymost preciselySlide10

NERD ALERT

What do you call a mountain that is

almost

the tallest in the world?Slide11

Irregular ComparisonsSome commonly used modifiers have irregular comparative and superlative forms. They are listed in the chart below. My advice is: just memorize them.

Modifier

Comparative

Superlative

good

better

best

bad

worse

worst

far

farther or further*

farthest or furthest*

little

less or lesserleast

manymoremost

wellbetterbest

muchmore

mostSlide12

Problems with ModifiersUse farther for distance; use further for everything else.

Stay away from double comparisons:

Incorrect: Crushed ice is

more better

than cubed ice.

Correct: Crushed ice is

better than cubed ice.Good is always an adjective. Well is often an adverb meaning “expertly” or “properly.” Well can also be used as an adjective when referring to “good health.”

Incorrect: Rachel writes very

good

.

Correct: Rachel writes very

well. Correct: I don’t feel sick today; in fact, I feel well.Slide13

Practice Quiz – Choose the correct word1.) Mark Twain’s attempt at studying the law did not go

(good, well)

.

2.) That wasn’t the

(worse, worst)

of his many occupations, however.

3.) He didn’t have

(no, any)

confidence as a newspaper editor.4.) Still, that turned out to be the (more, most) satisfying job he ever had.5.) I am not feeling (good, well) today.Slide14

Writer’s nb entry:

Grammar Notes:

ClausesSlide15

ClausesA clause is a group of words that contains a subject and a predicate.There are two types of clauses:

main

and

subordinate

.

To make it even more complicated, you will hear about these clauses by other names:

Main (independent) clause

or

subordinate (dependent) clause.Thanks English language, like we don’t have enough to remember as it is! Slide16

Main (independent) clauseA

main

(independent) clause

can stand alone as a sentence.

Main clause:

I enjoyed reading

Divergent

.

A sentence may contain more than one main clause. Example: I read Divergent twice, and I even asked my students to read it.^Notice in the preceding example how the coordinating conjunction and joins two main clauses. Why did I use the comma as well? How else could I write this sentence if I want to avoid commas and conjunctions?Slide17

Subordinate (dependent) clauseA subordinate (dependent

) clause

cannot stand alone as a sentence. It is subordinate to, or dependent on a main clause.

Example:

After I read

Divergent

, I recommended it to my students.^Notice how the text in orange cannot stand by itself.Slide18

Other Clauses….

Adjective clauses, adverb clauses, noun clauses, etc. If you would like to get information on the other clauses, please refer to your grammar handbook in your textbook (R62-R63).

For 8

th

grade, let’s just focus on this important type:

nonessential clause

.

A

nonessential clause adds additional information about a noun or pronoun whose meaning is already clear. Nonessential clauses are set off with commas. Example: He carried his horse, which had broken her ankle, around his neck.Slide19

NERD ALERT

What’s the difference between a cat and a comma?

One has claws at the end of his paws, and the other is a pause at the end of a clause!Slide20

Writer’s nb entry:

Grammar Notes:

Parallel StructureSlide21

Parallel StructureWhen you write sentences, make sure that coordinate parts are equivalent, or parallel, in structure. For instance, be sure items you list in a series or contrast for emphasis are parallel. In sum, consistency is key!

This example is similar to a question from last year’s ACT Explore. (The scores were low across grade levels)

I want to exercise, learn how to play the piano, and become a professional wrestler.Slide22

Parallel Structure Practice 1What’s wrong with this sentence? How can it be fixed?

With his friends, Luke played hide and seek in the laundry room, would slide down the banisters in the house, and rode a red tricycle through the kitchen.

With his friends, Luke played hide and seek in the laundry room, slid down the banisters in the house, and rode a tricycle through the kitchen.Slide23

Parallel Structure Practice 3What’s wrong with this sentence? How can it be fixed?

Josie now writes novels, nonfiction, and even articles for magazines!

Josie now writes novels, nonfiction, and articles for magazines.Slide24

Parallel Structure Practice 4What’s wrong with this sentence? How can it be fixed?

Rainey went on to earn degrees in drama criticism, English, and a third degree in creative writing.

Rainey went on to earn degrees in drama criticism, English, and creative writing. Slide25

Writer’s nb entry:

Grammar Notes:

Using Active VoiceSlide26

Active vs. Passive VoiceThe voice of the verb tells whether its subject performs or receives the action expressed by the verb.

When the subject performs the action, the verb is in the active voice.

When the subject is the receiver of the action, the verb is in the passive voice.

Active: Veronica Roth wrote

Divergent

.

Passive:

Divergent

was written by Veronica Roth.*Use passive voice sparingly because it can make writing awkward and less direct.Slide27

Using the Active Voice  p. 585Write down these two sentences and label them as passive voice. Rewrite the sentences to make them active and label them as active voice.

1.)

The leaves were raked by

Annalia

.

2.)

Five bags of leaves were added to the compost bin by

Natalie.Slide28

Writer’s nb entry:

Grammar Notes:

Use Appositive PhrasesSlide29

Appositive Phrases

You can make your writing more clear by using an appositive phrase to combine two sentences into one.

Original Sentence:

Jimmy Valentine was released from prison.

Jimmy Valentine was a notorious safecracker.

Revised Sentence:

Jimmy Valentine

,

a notorious safecracker, was released from prison. “a notorious safecracker” is an appositive phrase that identifies Jimmy. You place a comma before and after the appositive phrase.Slide30

Practice Using Appositive Phrases

For each item, combine the two sentences by changing the second sentence to an appositive phrase.

1.) Alex practices every day. He is a champion skateboarder.

2.)

Annora

has a large vocabulary. She is a master at languages.

3.) The man wants to become a citizen. He is an immigrant.

4.) The woman keeps asking questions. The woman is a TV reporter.Slide31

Writer’s nb entry:

Grammar Notes:

InterjectionsSlide32

Interjections

Interjections

are words used to express strong feeling or sudden emotion. They are included in a sentence - usually at the start - to express a sentiment such as surprise, disgust, joy, excitement or enthusiasm

.

Interjections are used to:

e

xpress a feeling:

ow

, gee, golly, oops, darnyay yes or no: yes, no yep, nope, uh-huh, uh-uhcall attention: yo, hey, whoa

i

ndicates a pause: well, um, hmm, ah

Hey

!

Get off that floor!Oh, that is a surprise.

Good! Now we can move on.

Jeepers, that was close.Mmmmm,

dinner was delicious!Phew! I’m glad Q3 grammar notes are over!Slide33

Writer’s nb entry:

Grammar Notes:

Common MistakesSlide34

Common goof-ups:A lot/ a lotThere is no such word as

alot

. Stop using it!



Everyday/ every day

Brushing your teeth is part of an everyday routine.

You must brush your teeth every day.

Everyone/ every one

Everyone has secrets.Every one of you have a Writer’s Notebook.Slide35

Some more goof-ups:

Then/than

I am going to school, and

then

I am going to track practice.

I like track more

than

I like ice cream.

Good/wellTavi is a good writer. (good = adjective)Tavi writes well. (well = adverb)

Use

well

when referring to health and expertise!

How are you feeling today? I’m feeling

well today!Slide36

Another common goof-up:Can/May

Student: Mrs.

Pathenos

,

can

I go to the restroom?

Mrs.

Pathenos

: Physically? I hope so!Student: Mrs. Pathenos, may I use the restroom?

Mrs.

Pathenos

: Sure, but where’s your planner?Slide37

Let’s Practice Aloud/Allowed

Jeepers! Mrs.

Pathenos

makes us write (

alot

/a lot)!

I like reading more (than/then) writing.

I’m not feeling (good/well) today.

I did (good/well) on my last grammar test.My (good/well) grade is posted on our kitchen fridge!Slide38

Writer’s nb entry:

Grammar Notes:

I or Me??Slide39

Remember this rule:I = subject

I

is used for the subject of a sentence (the person doing the action)

Me = object

Me

is used for the object of the sentence (the person the verb is acting upon)

Don’t forget that the English language follows this order: Subject-Verb-Object

Ayesha threw the ball to Maggie.Slide40

Remember this rule:

I = subject

Me called Mrs.

Steffes

I called Mrs.

Steffes

(because I performed the action!)

Me = object

Mrs.

Steffes

called I back

Mrs.

Steffes called me back

(because Mrs. Steffes performed the action)Slide41

Let’s Practice:

Mrs. Knox and (I/me) frolicked to the library.

The librarian handed (I/me) a new library card.

Do you want to go to the library with (I/me)?

My mom and (I/me) have green eyes.Slide42

Writer’s nb entry:

Grammar Notes:

Which, Who, or Whom?Slide43

Which

Use which for things (not people)

My brother is the one

which

fed our dinner to the dog!

My brother is the one

who

fed our dinner to the dog!Slide44

Who or Whom?According

to the rules of formal grammar, 

who

 should be used in the subject position in a sentence, while 

whom

 should be used in the object position, and also after a preposition.

For

example:

Who made this decision? [here, who is the subject of the sentence]Whom do you think we should support? [here, whom is the object of support]To 

whom

 do you wish to speak?

[here, 

whom is following the preposition to]Slide45

Who or Whom? Here’s a trick:

Use

this 

he/him

 method to decide whether 

who or whom is correct:

he = who

him = whom

Examples:Who/Whom wrote the letter?He wrote the letter. Therefore, who is correct.Who/Whom should I vote for?Should I vote for him?

 Therefore, 

whom

 is correct.

We all know 

who/whom pulled that prank.This sentence contains two clauses: we all know and who/whom pulled that prank. We are interested in the second clause because it contains the who/whom. He pulled that prank. Therefore, who is correct.

We wondered who/whom the book was about.This sentence contains two clauses: we wondered

 and who/whom the book was about. Again, we are interested in the second clause because it contains the who/whom. The book was about him. Therefore, 

whom is correct.Slide46

NERD ALERT

Knock

knock

! Who’s there?

With. With who?

With whom*!