Grammar Grapplers Activities and Assessments

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36 pages of Activities and assessments for the Parts of Speech, Parts of a Sentence, Sentence, Agreement Issues and Sentence Sentence Clarity

By: Constance D. Casserly

Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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GRAMMAR GRAPPLERS Teacher Notes

Just the mere mention of the word grammar causes students’ eyes to glaze over and English teachers to argue methodology. In fact, until the Virginia Virginia Standards of Learning were adopted, most county administrators frowned upon the study of grammar, usage and mechanics solely as an entity unto it itself. Even t hough these leaders have now rescinded this viewpoint, I still feel that students need to see the connection connection with the “what they say” and the “how they say it” it” aspects of their writing. Combined with my philosophy philosophy that learning can be fun, I attempt to eradicate the consternation associated with the study of the English language. The key word, when planning for this this segment, is interaction. Therefore, it is vital that that students do more than work through the exercises in a grammar grammar book. In fact, other than using a text to clarify the definitions of the work under study, I only onl y utilize our adopted book for defining the grammar concept and for learning and reinforcing the rules associated with its usage. Usually every introductory lesson for a conc ept starts with the students writing original sentences on the board. I guide them to 1. Find the errors (when choosing the sentences to use, I make sure that I select examples that exhibit the concept that I have chosen). 2. Name the concept. 3. Review the concept’s rules with students coming to the board and writing original sentence that show the principle. 4. Connect the concept with one of its rules. The study of the concept in question continues with as much student involvement as time allows, utilizing both small and large group instruction. The following 36 pages of worksheets, tests and answer keys are by no means conclusive, but are a sampling of how form and function can combine to increase students’ students’ understanding of English usage. I compiled many of them after selecting prevalent u sage errors from student essays. In others, I use characters that I have created who are the Composites of Students Past . I found that students display more enthusiasm in completing the worksheets when they can relate to the thoughts, actions and reactions o f the subjects and direct objects. Definitions are taken from: Kinneavy, James L, and Warriner, John E. Elements E. Elements of Writing : Writing : Complete Course. Austin: Holt, Rinehart and Winston, 1998.

NOTE: Regarding the Active the Active Voice Rules activity on pages 27-28, I sell a corresponding Power Point that teaches this concept and that uses these sentences: http://www.teacherspayteachers.com/Product/Grammar-ActivePassive-Voice-PowerPoint


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Teacher Notes Common Core Standards for Literature: College and Readiness Anchor Standards R 1, 5, 10 Reading: R 1, Writing: W 4, 5, 10 Speaking and Listening : SL 1, 3, 4, 6 Language: L 1, 2, 3, 4, 5, 6 Bloom’s Taxonomy Remember/Understand: describe, discuss, explain, identify, observe  

Apply: compose

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Analyze: infer, differentiate, examine, distinguish, determine, deduce

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Evaluate: conclude, discuss, verify, support, select, give your opinion, justify

Create: hypothesize, imagine, compose Who: Teachers identify: grade level, ability levels, and special-need s students. to recognize grammar What: Students will show their understanding of and ability to concepts and to correct usage issues in their writing and that of others. When: This activity should be introduced in conjunction with students’ writing assignments. issues in a variety of Why: Students will show their ability to recognize grammatical issues contexts while exhibiting their range of thinking skills from simple to complex. These activities allow them to show their understanding of all aspects of v arious grammar concepts as well as their analytic and critical-thinking skills. How: Hand out pages 3-6. Explain that this this is a summary of the Parts of Speech, Parts of a Sentence and Verb Tenses, and that that students are to refer refer to it during their writing assignments and during any grammar lessons/activities. Choose the activity students are to complete and give each student a copy. 

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Review the directions by reading them aloud while students listen.

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Brainstorm some possible answers to stimulate the students’ thinking.

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Jot the students’ responses on the board.

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Time Frame: Each activity can be completed in class in 25-40 minutes, depending on the students’ skill and ability levels and the depth of writing the teacher desires.

Have students complete the assessments when you feel that they are ready to show their understanding of the grammatical concept. Suggestion: Hand out this complete packet and choose which one the students should complete in class on the day you select. For reinforcement of a concept concept and not initial learning, hand out this packet and let students choose an activity to complete c omplete that best fits a problematic area they exhibit ex hibit in their writing. For this, they are to: copy the sentences with the errors and then correct them. They should label the grammatical concept on the top of their paper. For a whole class review, have students write their sentences with the errors on the board and let their peers correct them. 


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A Review Handout of: the PARTS OF SPEECH, the PARTS OF A SENTENCE and VERB TENSES

1. Noun: names a person, place, thing or idea a. common: any person, place, thing, idea (Bubba, school, notebook, freedom). b. proper: a specific person, place, thing or idea; ALWAYS capitalized (Herndon ). c. concrete: an object or idea that an be seen, felt, touched, tasted or smelled (sneeze, cinnamon, velvet, popcorn, tiger). d. abstract: a quality, characteristic or idea (peace, Romanticism, honor, jealousy). e. collective: names a group ( team, class, committee). f. compound: two or more words used together as one noun (ham and eggs, book case, assistant principal, ceiling fan, mother-in-law, Herndon High School). 2. Pronoun: a word used in place of one or more nouns or pronouns st nd a. personal: refers to the person speaking(1 person), the person spoken to (2 . Person) rd or the person/thing spoken about (3 . person). Singular Plural 1st I, me, my, mine we, us, our, ours 2nd you, your, yours you, your, yours 3rd he, him, his, she, her, hers, they, them, their, theirs it, its b. reflexive: refers to the subject of the sentence; directs the action o f the verb back to the subject. Singular Plural 1st myself ourselves 2nd yourself yourselves 3rd himself, herself, itself themselves c. intensive: stresses its antecedent, a noun or another pronoun. pronoun. d. demonstrative: points out a noun or another pronoun( this, that, these, those) e. interrogative: introduces a question (who, whom, which, what, whose) f. relative: introduces a subordinate clause (that, which, who, whom, whose) g. indefinite: refers to a person, place, thing or idea that may/ may not be named. All both few nobody several Another each many none some Any either more no one somebody Anybody everybody most nothing someone Anyone everyone much one something Anything everything neither other such 3. adjective : a word used to modify a noun or a pronoun. An adjective answers the the questions: which one, what kind, how many or how much. (ripe apples, this book, several choices, several choices, enough time) you usually NOTE: sometimes nouns and pronouns may be used as adjectives. If a word you think of as a noun or pronoun is modifying another noun, than the word is being used as an adjective. Example: These books are mine. (adjective) This is mine. (pronoun) taco (noun) taco salad (adjective) Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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4. verb: a word used to express action (physical or mental activity) activity) or state of being ( the condition of existing) A. linking verb : connects the subject of a sentence with a noun, pronoun or adjective that describes or identifies the subject. (Bubba looks serious.) (Bubba is a jock.) Common Linking Verb Forms of verb to be Am be will be had been Is can be could be shall have been Are may be should be will have been Was might be would be could have been Were must be has been should have been Being shall be have been would have been Others Appear grow seem stay Become look smell taste Feel remain sound turn B. helping verb : one or more words that when added to the main verb, form the verb phrase. Forms of be: am, were, is, be, are, being, was, been forms of have: has, have, had forms of do: do, does, did others: may, might, must, can, shall, will, could, should, would

5. adverb : a word used to modify a verb, an adjective or another adverb. Answers the questions: how, when, where or to what extent. She reads quickly (how). She reads early and late.(when). late.(when). She reads everywhere (where). She reads very quickly (to what extent). 6. preposition : a word used to show the relationship of a noun or a pronoun to some other word in the sentence. sentence. Every preposition has an object of a preposition which is the noun or pronoun that follows the preposition. Together, the preposition (starts the phrase) and the object of the preposition (ends the phrase) make a prepositional phrase. Before (preposition) lunch (object of the preposition) At (preposition) the game (object of the preposition) Throughout (preposition) the school year (object of the preposition) Common Prepositions About beside in through Above besides inside throughout Across between into to After beyond like toward Against but (meaning) near under Along except) of underneath Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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Among by off until Around concerning on unto At down out up Before during outside upon Behind except over with Below for past within Beneath from since without Compound Prepositions According to because of in spite of Along with by means of instead of Apart from in addition to next to Aside from in front of on account of As of in place of out of 7. conjunction : a word used to join words or groups of words a. coordinating conjunctions : connects words or groups of words that are used in the same way. (and, but, for, nor, or, so, yet) b. correlative conjunctions : pairs of conjunctions that join words/groups of words used in the same way. (both…only, either…or, neither…nor, whether…or, not onl y…but also, c. subordinating conjunctions : begins a subordinate or dependent clause, joining it to an independent clause. Common Subordinating Conjunctions After because since until Although before so that when As how than whenever As if if that where As much as in order that though wherever As though provided unless while 8. interjection : a word used to express emotion. (ah, ouch, well, whoops, hey, oh, whew, wow) The Parts of a Sentence SENTENCE: a group of words expressing a complete com plete thought. a. Subject : the who or what is doing do ing the action or about which something is being said (nouns or pronouns that answer what answer what or or whom whom). ). b. Predicate : says something about the subject; states what is; is; it is the what’s happening in happening in the sentence (verbs). c. Compound subject : two or more nouns/pronouns joined by a conjunction, with both sharing the same verb. d. Compound predicate : two or more verbs joined by a conjunction, with both sharing the same subject. e. Complements : nouns, pronouns or adjectives that complete or add to the meaning of the subject and verb.


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1. Direct Object : receives the action of the verb; v erb; shows what the verb did. They follow action verbs only (nouns or pronouns that answer what answer what or or whom). whom). 2. Indirect Object : comes between the verb and the direct object; relate to whom or for for whom the action is done (nouns or pronouns). 3. Objective compliment : completes the meaning of the verb; v erb; refers to the object (noun, pronoun or adjective). 4. Subject Compliment : describe, explain, identify or otherwise refer to the subject. They follow linking verbs only. a. Predicate Nominative : a noun that refers to the subject. b. Predicate Adjective : an adjective that refers to the subject. Verb Tenses Tense: the tense of a verb indicates the time of the action or the state of being expressed by the verb. Principle Part of the verb: to give to give Infinitive: give Present participle: (is/was) giving Past: gave Past Participle (have/has) given Present: expresses an action or state of being that i s occurring now. Past: expresses an action or state of being that oc curred in the past but did not continue into the present. Future: (will or shall + infinitive) expresses an action or a state of being that will occur. The future tense is formed with will or shall and the verb’s infinitive. Present Perfect: (have or has + past participle) pa rticiple) expresses an action or a state of being th at occurred at some indefinite time time in the past. The present tense always includes includes the helping verb have or has or has.. Past Perfect: (Had + past participle) expresses an action or a state of being that was completed in the past before some other past occurrence. The past perfect tense always includes the helping verb had . Future Perfect: (will have or shall have + past pa rticiple) expresses an action or a state of being that will be completed in the future before some other future occurrence. The future perfect tense always includes will have or shall shall have. have.


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Pronouns Worksheet A

Directions: A. Rewrite the paragraph correcting any vague pronoun references or any pronouns that do not agree with their their antecedents in number. Remember: things are referred to with the pronoun that ; people with the pronoun who. who. You might encounter other previously discussed grammar and usage problems; correct them, too. B. When you are finished rewriting, answer the qu estions on the bottom of the sheet. Although the sky loomed overhead like a thick gray blanket, George and Vern still decide to cut his afternoon classes for their annual S aint Patrick's Day picnic at Great Falls Park. "Man, why are we doing this," George grumbled to Vern as he slid into the car and slammed the key into the the ignition. He glanced through his dirt pocked windshield for the security guard, Dutch, that had been eyeballing him as he slunk through the halls. "The sky looks like dirty dishwater and the wind feels like it's it's from Alaska. Besides, he tells me if I'm caught skipping again, I'm I'm gettin' an automatic three day vacation." "You are such a downer, dude, if I wanted to be depressed, I coulda stayed and been bored to tears by Sadsack Handelsman." Vern glared at his friend. He slunk down in his seat as he spied the guard checking out the parking lot. "He is such an idiot." After pausing to light a Marlboro, he continued. "Everyone tries to switch from his class but they say the guidance guru said, 'No dice.'" When the coast is clear, he backed back ed out of the parking lot, shifted to first gear, then floored it though the gates while his buddy glanced back at the prison where they spend their days, chuckling at everyone still still trapped in their seats. seats. "Can't catch me, I'm the gingerbreadman," he guffawed as the duo headed for the park. 1. Whose classes classes were cut? 2. Who was driving? 3. Who was the passenger? 4. Who is the idiot? The security guard guard or Sadsack Handelsman? Handelsman? 5. Who is the gingerbreadman? 1. Did you find all of the verb tense errors? errors? The problems with pronoun/antecedent agreement? All the the vague pronoun references?


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PARTS OF SPEECH WORKSHEET #1

You will be using this this worksheet throughout our study of the parts of speech. In order to complete this sheet, you will need colored pencils, crayons or markers in the following colors: red, green, blue, yellow, yellow, orange, purple and brown. Do not work work ahead. Only complete the directions for each part of speech when I say so. DIRECTIONS: Using your colored pencils, markers or crayons, underline the parts of speech in the following story with the colors: red-nouns, green-pronouns, blue-verbs, yellowadjectives, orange-adverbs, purple-prepositions, purple-prepositi ons, and brown-conjunctions. List the words for each part of speech in the spaces provided. HINT: Watch for helping verbs and be careful of contractions. Helping verbs along with the main verb are considered as one part of speech; the verb. Troy impatiently rapped his fingers fingers on the steering wheel. wheel. He peered through the windshield at the pummeling raindrops. Where was Carrie? She had promised promised she'd be at the turnoff by Beaver Beaver Dam Road by eight. The digital clock on the dashboard flashed flashed eight-thirty-two. "I'll wait wait fifteen more minutes," Troy mumbled. He sighed in frustration. frustration. "I hope no one catches me here and becomes suspicious. suspicious. She knows our schedule is tight." Both were fully aware that their most dangerous time period fell before they reached their safe house.

Nouns

1.________ 2.________ 3.________ 4.________ 5.________ 6.________ 7.________ 8.________ 9.________ 10._______ 11._______ 12._______ 13._______ 14._______ 15._______ 16._______ 17._______ 18._______ 19._______

Pronouns

________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

Verbs

________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

Adjectives

________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

Adverbs

Prepositions

________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ _______ ________ ________ ________ ________ ________ ________ ________ ________ ________


Conjunctions

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____

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Parts of Speech Worksheet #2

I. Directions: A. Fill in the blanks with the part of speech designated. B. Make sure all pronouns agree in number, there are no vague pronouns, and that verbs agree with their subjects subjects in number and do not shift tense. You fill in the first verb blank, so the tense is up to you. You may use helping verbs where necessary. n=noun, v=verb, v=verb, pro=pronoun, adj=adjective, adj=adjective, adv=adverb, prep=preposition, conj=conjunction, sconj=subordinating conjunction, coconj=coordinating conjunction, art=article.

(n)__________ (v)__________into the patch of blackberries after(pro)_________ (v)__________ down the hill. "Are you you hurt?" Nina (v)__________ (v)__________ (adv)__________as tears (v)__________ down her her face. She (v)__________she (v)___________ but (n or pro)__________ (v)__________ so ludicrous. "Really nice, Nina," (n or pro)__________ (v)__________ as (pro)_________ (v)__________ (adv)__________. (adv)__________. "You're a real pal." (n or pro)__________ pro)__________ (v)__________ at (pro)___________ purple stained clothes and body. "Look at me! Just look at me! My clothes are (adj)_________ and my legs and arms resemble (adj)__________ (n)__________. (n)__________. (pro)__________will (v)__________ when (pro)__________ see me tonight. II. Write sentences sentences for the following patterns. Use the same abbreviations as above. 1. art-adj-adj-n-v-prep-art-n-adv-art art-adj-adj-n-v-prep-art-n-adv-art-adj-n-v-pro-prep-art-n. -adj-n-v-pro-prep-art-n. 2. sconj-art-adj-n-v-prep-art-adj sconj-art-adj-n-v-prep-art-adj-n-pro-v-adv-conj-v-prep-art-n. -n-pro-v-adv-conj-v-prep-art-n. 3. n-conj-n-v-prep-the-adj-adj-n-conjn -conj-n-v-prep-the-adj-adj-n-conj-prep-art-adj-n. prep-art-adj-n. 4. prep-art-n-v-prep-art-n-n-v-prepprep-art-n-v-prep-art-n-n-v-prep-art-adj-n-conj-prep-pro-n. art-adj-n-conj-prep-pro-n. 5. coconj -art-adj-conj-adj-n-v-art-art-adj-conj-adj-n-v-art-n-coconj-art-n-v-art-adj-n. n-coconj-art-n-v-art-adj-n.


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PARTS OF SPEECH TEST

65 points

Directions: In the left-hand spaces below, identify the numbered, bo ld-printed words with the following abbreviations: Noun=N, Pronoun=Pro, Verb=V, Adjective=Adj, Adverb=Adv, Preposition=Prep and Conjunction=Conj. YOUR ANSWER WILL BE MARKED WRONG IF THE PROPER ABBREVIATIONS ARE NOT USED. DO NOT WRITE ON THIS PAGE! Troy turned the key in the ignition (1), ready to give up on his(2) friend, when Carrie loomed(3) in the raindrops. "That(4) was close," she said as(5) she slipped into the car. "Dear, sweet Joe was playing prison(6) warden again." She referred to her eighteen-year-old stepbrother(7) . He parked himself(8) outside my door until my Harry Connick Junior CD finally(9) irritated(10) him enough to leave." She grabbed a towel from(11) the bag in the back(12) seat and(13) swiped at her face; finally, she rubbed(14) her dripping hair. "I had to push m y dresser in front of(15) my door and crawl out the window." An involuntary(16) shudder shook her thin frame. "Gees he scares me. I wish Mom had stayed single. We were much(17)happier before(18) he entered the scene. How did his father spawn such a jerk? Dad's a nice guy." As(19) he listened to her rambling explanation(20) , Troy peered out(21) of the windshield as well as each(22) car window. "Are you sure you weren't(23) followed? Which(24) road did you take?" "Don't worry. I(25) 'm positive we're safe." Carrie grinned for(26) the first time. "I peeked in Joe-baby's window as(27) I crept across the roof. Not only(28) was he collapsed in bed like a beached whale, but also(28) none(29) of his creepy friends' cars were around(30) either. I'm surprised his snores couldn't be heard by the whole neighborhood(31) ." A slow smile lit(32) up Troy's face. He himself(33) had heard the foghorn-like racket many(34) times when he picked up his friend. "Time(35) to begin begin plan A. It's going(36) to take about three hours to reach Mrs. Luckett's cabin in the Blue Ridge. If this stupid rain doesn’t get(37) any worse, that is." He referred to the isolated ski chalet chalet that(38) their English teacher was letting them use. Both(39) teenagers knew she was putting her job in jeopardy by helping them(40), but(41) she felt Carrie's life was in danger by staying und er the same(42) roof with her stepbrother and his friends any longer(43) . As soon as Troy and Carrie called her with the news that they were safe, she would call a meeting with the parents as well as the ringleaders of the gang, the principal and the police. Carrie had left a copy of(44) a lengthy explanation detailing times and dates of Joe's involvement with a radical white supremacy(45) organization with the teacher. Troy had backed-up her testimony(46) with his own, for he had witnessed some of the group's hatred himself. Pictures of their secret meetings were included along with (47) a cassette tape where they planned to "get" a teacher who(48) they felt suspected them of some of the racially motivated vandalism that had plagued their quiet town lately. Although(49) a spasm of fear and relief at her escape momentarily filled her body, Carrie managed(50) to force out a shaky grin. "Okay, Troy. Let's make tracks." Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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PARTS OF SPEECH TEST Part 1: Parts of Speech 1.______ 2.______ 3.______ 4.______ 5.______ 6.______ 7.______ 8.______ 9.______ 10.______ 11.______ 12.______ 13.______ 14.______ 15.______ 16.______ 17.______ 18.______ 19.______ 20.______ 21.______ 22.______ 23.______ 24.______ 25.______ 26.______ 27.______ 28.______ 29.______ 30.______

NAME_________________________ Score_____

31.______ 32.______ 33.______ 34.______ 35.______ 36.______ 37.______ 38.______ 39.______ 40.______ 41.______ 42.______ 43.______ 44.______ 45.______ 46.______ 47.______ 48.______ 49.______ 50.______

o f the following, using the Part 2: On the back of the sheet, write a sentence for each of parts of speech given. Be sure to label only the parts of speech mentioned below in each sentence. They do NOT have to be used in the order given. 5 points each sentence 1. Proper compound noun, a verb phrase consisting of 2 helping verbs and the main verb, prepositional phrase. 2. Reflexive pronoun, abstract noun, adverb, adjective, subordinate conjunction. 3. Indefinite pro., correlative conj., adverb modifying an adjective, compound subject (2 nouns)


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Sentence Structure Group Work

100 points

Each group of three will be assigned one of the following sentence structure issues to teach to the class . 1. Parallel structure: 2. Fragments: 3. Run-ons: 4. Comma Splices 5. Subject/Verb Agreement: 6. Verb Tense Shift 7. Dangling Modifiers: 8. Pronoun/Antecedent agreement Criteria: 1. Each lesson must include a group activity and an individual worksheet. 2. The lesson should be 30 minutes long and divided as follows: Lesson-10 minutes; group activity-10 minutes; seat work-10 minutes. 3. How you clarify the definition of the issue and the way to correct it is up to your group. 4. The bottom line is that for the seatwork, students should be proficient in identifying and correcting any errors on the worksheet. 5. During the individual work, offer help to students who seem confused or unsure about correcting any errors. 6. Be creative (Power Points, videos, acting, music, poetry, etc.); make this learning fun. 7. The members of each group will each earn Extra Credit points for Proficiency ratings on the class tests as follows: 100% Proficient: 5 points; 90 -99% Proficient: 4 points; 80-89% Proficient: 3 points; 70-79% Proficient-2 points; 60-69% Proficient-1 point. Group Lesson Grading Rubric: Student __________________________________ Total ____/100 Superior 10

Excellent

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Satisfactory 8

Some Work 7

Planning the presentation Teaching the Lesson Group Activity Seatwork Activity


Insufficient 6

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GRAMMAR IDOL GAME Teacher Note: This game is a good review for a test on the Parts of Speech and Parts of a Sentence. It can be easily adapted to include any of the other grammatical issues. Directions for the teacher: Cut 8” x 11” sheets of green, yellow, pink, blue and red construction paper in half horizontally. Give each student one piece of each color. Making the Game: Directions for students: Choose a sentence from your writing for each of the following categories. Do not use the same sentence sentence twice. Copy each one onto its correlating correlating color of construction paper. Follow the directions for each color a. Green: Parts of Speech (5 points/card) Copy a sentence from your writing on the card, and then underline 5 words. b.Yellow: Simple Subject and Predicate (10 points/card) Copy a sentence from your writing on the card. c. Pink: Complete Subject and Predicate (10 points/card) Copy a sentence from your writing on the card. d. Blue: Compliments (20 points/card) Copy a sentence from your writing on the card. e. Red: Sentence Patterns (25 points/card) On each card, state the sentence components that a sentence must include. Use the following: The parts of speech, whether the subjects and predicates should be simple or compound, and what compliments are to be used. Example: (This is what what you will put on a card): 4 nouns, a compound predicate and a direct object. Playing the Game: 1. Evenly divide students into five groups. 2. For each group, set up a Jeopardy-type grid by taping five cards from each color category to a large piece of poster board or paper; give one to each group. Parts of Speech

Simple Subject and Predicate

Complete Subject and Predicate

Compliments

Sentence Patterns

3. In every group, each student will choose which categories and cards he/she wants to complete. 4. Students follow the directions on the cards, making sure to copy the given sentences first (except for Red cards) a. Green: Copy the sentence, and then identify the parts of speech for the underlined words. b. Yellow: Copy the sentence and then and then underline and label the simple subject and predicate. c. Pink: Copy the sentence and then and then underline and label the complete subject and predicate Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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d. Blue: Copy the sentence sentence and then underline and label any compliments. e. Red: Create sentences using using the components given on the the card. card. 5. The goal for each student is to earn 100 points in the set time limit (30-35 minutes). 6. The team with the highest score wins. For individual scores, add together each group member’s points member’s points after multiplying his/her number of correct answers x the point value for each color. 7. Students may not use more more than three three d or three e cards. 8. They must put the point value of each card they are answering in the left-hand margin of their papers. 9. They only earn points if the answer is totally correct. No partial points will be tallied. 10. Any students who earns an A or a B+ (90-100 points) may opt not to take take the test. Any students who earn 100% may be crowned GRAMMAR IDOLS


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Clauses and Types of Sentences Test Define the following terms; include any synonyms Clause Independent clause Dependent clause Essential clause Nonessential clause Conjunctive adverb Simple sentence Compound sentence Complex sentence Compound/complex sentence

Directions: A: Copy the requested clause from the sentence. B: Identify the type of sentence as: SIMPLE, COMPOUND, COMPLEX, or COMPOUND/COMPLEX 1. Zelda’s belongings, including clothes, art supplies, her IPod, Smart Phone and Kindle Fire, cluttered her room. A. dependent clause

B. 2. After we all went to the Silver Diner for pecan pancakes, we concurred that Bubba’s Bubba’s house was our next destination, and we would determine what we were going to do from there. A. independent clause B. 3. Principal Demittis marched Bertha in to his office, office, and since we weren’t allowed to go with her, Michelle and I walked to Subway eat. A. independent clause B. 4. The pain of the terror that struck my body was like a bowling ball crashing into twenty pins. A. essential clause B. Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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5. High schools teach the most influential lessons, not through blackboards and textbooks, but rather from experience. A. independent clause B. 6. I learned from the National Geographic show that even members of the rodent family offer lessons we can take to heart. A. dependent clause B. 7. Doubts were far from my mind, but I did contemplate if I really had the guts to stare rebellion in the face. A. essential clause B. 8. My parents were out of town, and I was on my own with my own rules for the weekend. A. independent B. 9. Although most of my relatives could not speak English, I could still feel a connection conne ction because of the history we shared. A. dependent clause B. 10. In the coming days, you may begin to see posters and flyers hyping the Ides of March. A. independent B.


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Sentence Clarity Scavenger Hunt Directions: Using all of the writings you have completed co mpleted this year: For Homework: 1. Find examples of the following grammar and usage u sage errors. 2. Find at least three examples of each type of grammar/usage issue. Some may not be marked, so you will have to reread your essays. 3. Copy the sentence(s) exactly as you wrote them on your final drafts. 4. DO NOT CORRECT AT THIS TIME!! In Class: 1. Sit in threes. 2. Exchange papers. 3. Correct one of the three examples for each type of grammar and usage errors from the examples given by the other two members of your group and your own examples for each type of issue. 4. Three corrections per issue x ten Grammar and Usage Issues Issues = 30 sentences, Total. Grammar and Usage Issues: 1. Sentences where the subjects and verbs do not agree agree in number (singular subject/plural verb or plural subject/singular verb). 2. Sentences where the verb tense has shifted. shifted. 3. Sentences where the pronoun pronoun reference reference is is vague. 4. Sentences where the pronouns do not agree with their antecedents (the words they are replacing). 5. A series of sentences that do not vary beginnings or that follow the subject-verbobject pattern. 6. Any sentence fragments or run-ons. 7. Any sentence needing parallel structure. 8. Any sentence with dangling modifiers. 9. Any sentence ending in a preposition. 10. Any sentence starting with the conjunctions: and , but, so, then or o r well.


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Agreement Worksheet 20 points Directions: in the space to the left write S/V for subject/verb errors, P/A for pronoun/antecedent errors or C if the sentence is correct. Revise and Correct each sentence beneath the original.

____1. Zelda’s individuality and rebellious nature sets her a part from most of her peers. ____2. Contracting rampant nausea before the district game could take the team anywhere from three minutes to three hours depen ding on his immune system. ____3. The plot and characters of this book mirrors the people from the 1930’s. ____4. Some of the students requests a specific instructor for each course they take. ____5. The Short Stories by Southern Writers, Writers, are one of the books required for senior English. ____6. After the doctor diagnosed Bubba, each of his friends offered their opinions about how Bubba received his concussion. ____7. Neither Bubba nor Zelda expects to find a perfect job on the very first try. ____8. There is no late busses on Thursday because of Touching Bases. ____9. Many of the students attending college, even Bubba, has not figured out that most professors require class attendance as a mandatory policy. ____10. Time drags slowly during grammar lessons, but they fly when I don’t know the test answers.


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Agreement Test

25 points

DIRECTIONS: the following sentences may contain an error in either subject/verb or pronoun/antecedent pronoun/antecedent agreement. agreement. In the space space to the the left of each sentence sentence write write the correct correct verb or tense; just the verb number should number should pronoun, ONLY. Be careful that you do NOT change verb tense; be considered. considered. If the sentence sentence is correct, write the letter C. Do not change change any other part of speech in the sentence. ____ 1. 1. In September, the new teacher was delighted because the class were enthusiastic and cooperative. ____2. One junior, as well as four four seniors, have been been invited to attend attend the Herndon Herndon Youth Council next month. ____3. The number of investors in companies companies that manufacture manufacture robots is increasing increasing.. ____4. Eight Eight hours was set aside aside for that mini-series about the Civil War. War. ____5. Neither Neither Charlotte nor Caroline drove their their cars yesterday. yesterday. ____6. Anyone Anyone completing completing so few essays will will have difficulty difficulty passing passing their classes. classes. ____7. Many Many a football football player player practices dancing in the off-season. off-season. ____8. A completed completed application, application, in addition to a full financial statement, statement, are required required of all all students seeking college scholarships. ____9. Every Every cabinet, cabinet, closet and dresser dresser have been been stuffed with with outdated clothes and and shoes. ____10. Doesn’ Doesn’tt the boys get bonuses for their work? ____11. Where Where there’s there’s people and and excitement, excitement, you’re sure to find Bubba and and Zelda. ____12. Waiting Waiting tables tables and managing a restaurant restaurant is fun but frequently stressful work. work. ____13. Are the United Nations meeting meeting today today or not? ____14. I believe believe that that anyone should be free to express express their opinions. ____15. The enthusiastic enthusiastic response to his jokes jokes were one one reason Bubba Bubba started started creating creating his own own comedy routines. ____16. There’s There’s a number number of programs programs at the local local colleges colleges that Bubb Bubbaa wants to take. ____17. For example, example, many a comedian comedian have started started creating creating jokes jokes after taking taking the class, One Liners and You. ____18. What, What, you may may ask, is is the biggest biggest threats to comics? comics? ____19. Most Most of the danger danger come come from thieving thieving fellow comedians and pompous pompous critics. ____20. Fortunately, Fortunately, comics is some of of the world’s most necessary necessary entertainers. entertainers. ____21. As a result, many many personal personal property lawyers have have enforced laws to protect protect comics comics and their jokes. ____22. Many Many comedy comedy clubs have have demanded demanded that their their entertainers entertainers sign contracts attesting to the originality of their routines. ____23. Bubba, Bubba, who is a newcomer newcomer to the field, as well as some of his his pals, have have received received offers from lawyers after he appeared on one for Novice Nite. ____24. NOVA, NOVA, together together with some other community community colleges, colleges, has planned planned an orientation night for the classes about Quippers Capers: The Rights and Wrongs of Comedy. ____25. Anybody Anybody who wants wants to know more about these and and other programs programs for the the advancement advancement of comedians should consult their local library or conservation club.


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Sentence Clarity Worksheet #1: Fragments and Run-ons

Rewrite the following sentences taken from student essays so they ea ch express a complete thought. Correct any other errors. 1. However McMurphy is the one exception, ex ception, he demonstrates his qualities as a role model by continually speaking out against Nurse Nu rse Ratched. 2. Nurse Ratched is opposed to this proposition, she agrees to put it up for a vote, assuming that none of the other men will disobe y her. 3. For instance, when he has the opportunity to escape during the party but chooses not to but rather to wait to leave with his wife. 4. Nurse Ratched is the fisherman and she locks up in the pens the hens that are females and with that she uses her ability to emasculate. 5. He watches as McMurphy continuously wins battles against Ratched - his thoughts became more rational, and he began to remember things that before were clouded out of his mind in the fog. 6. He is getting better- now he was more susceptible to human reactions. 7. Not to mention the fact that most women, even today, would most likely react in a similar manner as Pilbow did, when approached b y a man in a mental institution, and somebody informs them that he might be a sex maniac. 8. Meaning that the rules of the Combine are so strict and consistent that the patients cannot fight against the rules, they can onl y abide by them. 9. Usually in books men have the dominant role, but not in this book its obviously women. 10. He was the only one of his flock to make it out alive, even though most of the other patients checked themselves out, they could not be considered part of his flock. 11. Janie thinks she is in love with this man, she is wrong. 12. Consider when she was with Joe she was never aloud to speak up, she had to keep her mouth shut, it was not her place to say anything. 13. Virgible Woods is his name, he happens to be much younger than Janie. 14. Logan as a worker, Joe did not want her to speak to anyone and because he saw men trying to touch her hair, and Tea Cake got jealous about Mrs. Turner’s Turner’s brother. 15. A wonderful home with many acres of land and stability. 16. Oftentimes talking behind the back of a person, shooting off their ability to have handled the situation better. 17. He was always persistent about pushing the patients, the n urse and himself, he could never fold. 18. Whether it is words used by the many different characters or phrases that describe the many visions that some of the inmates had. 19. Hens being the patients and the pen being the ward. 20. Limber lock is how he is feeling ph ysically, he feels lifeless


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Sentence Clarity Worksheet #2: Awkward Phrasing

Rewrite the following sentences taken from actual student essays to eliminate any awkward/unclear phrasing. 1. The story Their Eyes Were Watching God ”there is to much to contemplate. The two male characters Logan and Tea Cake were both at one time intimate with the overall main character Janie. But the way males are depicted in this book is done in two two totally different fashions. 2. Candy Starr was the pleaser to men. 3. It is very ironic because historically speaking men have been the more dominant figures overpowering women. 4. To be invisible hid nightmares of orders, punishments and guilt’s that he had. 5. They are not right by God’s eyes. e yes. 6. When the fog sets in, Bromden goes into a distant, distorted state of mind. 7. The first religious symbol is Ellis in the position Christ was crucified in. 8. The fishing trip gives the twelve men who boa rd the boat a chance to find there true identities, and also has parallels Christ’s twelve disciples. 9. The women in this novel, One Flew Over the Cuckoo’s Nest , by Ken Kesey, are depicted in different ways. ways. The different depictions of these these women are shown through the nurses in the ward. 10. Development of personal identity is one of the themes expressed in One Flew Over t he he Cuckoo’s Nest , by Ken Kesey. 11. He was afraid of Nurse Ratched, the head h ead nurse of the ward he was living on. 12. A book being from the 1960’s this book does not show how women the way most people thought of them as in the 1990’s. 13. The nurse with the birthmark on the other hand is terrified figure towards the patients, especially of McMurphy. 14. These three women, Nurse Ratched, Mrs. Bibbit, an d Mrs. Harding, all showed extraordinary dominance over various men. 15. The men and women in the t he story are all illustrated in a very stereotypical status quo kind of environment. 16. The Catholic women in the early 1960’s 1960 ’s are definitely not as fearless as men as the women of the year toward the end of the century. 17. Bromden uses the fog as a safety zone, where when he feels distressed the fog comes in the picture. 18. When you put these two women together there unstoppable. 19. This hope he brings to the people peop le the hospital does not take along tome to receive because he starts right away with challenging Nurse Ratched. 20. So, instead of going through the proper techniques of training patients to cure them she puts them in shock therapy to corrupt c orrupt their lives even more. 21. There is no way of getting out of this treatment because Nurse Ratched has the authority to put them through treatment. 22. Throughout the novel there are man y aspects that symbolize different points in life and give you a picture of what each character or situation is supposed to mean. Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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23. But most importantly he taught other patients to use laughter or fun to get them through tough times. 24. It is with TeaCake that the pear tree finds the rain it needs. 25. Janie is wed to Logan Killicks right before Nann y dies. 26. There is an uncertainty as to whether Janie J anie lives or dies, even in the metaphoric met aphoric sense. 27. Logan was the first husband Janie married. She was forced to marry Logan because of her grandmother. grandmother. Her grandmother made her marry Logan Logan because he had 60 acres of land and had some money. 28. Very rarely does a black female push past a traditional past and lives a life of no regrets. 29. Janie Crawford leads the reader on a delightful d elightful look at herself. 30. The ability to include strong emotions like jealousy, love a nd vanity in a novel n ovel leads it to be a lesson that can be appreciated by any generation.


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Sentence Clarity Worksheet # 3: Verbs/ Sentence Structure

Directions: Rewrite the following sentences, correcting any shift in verb tense, an y subject/verb agreement problems and any fragments or run -ons. 1. As time went by, Simi and Rachel left home, and their father got married ma rried to a woman who wishes to get rid of what was left of o f Annie's past by selling all the furniture Annie's family had, furniture Annie's mother loved with all of her heart and not allowing Annie to talk about any of her friends and family, especially about Ootervelds. 2. Meursault's emotions are greatly affected by the sun sun and light. He demonstrated how the sun affects him both negatively and positively. 3. While there is happiness with both marriages, m arriages, Janie can't find it. She didn't know what she wanted. 4. He is a cold-blooded killer. Was he not going to the beach to kill the Arab? 5. As Joe put Janie on the High High Chair, the community followed his lead. 6. She tries to find freedom from the painful feelings of loneliness that h ad haltered her all of her life. 7. He was annoyed at the crime sight as he spoke to the policemen. 8. They did not like him, although they speak to his brother. 9. Perhaps the most important person that Meursault betrayed is himself. 10. She was moving on to what she thought was bigger and better things. 11. Mr. T, as he likes likes to be called, taught advanced life drawing. drawing. My first impressions impressions of him were surprise and intrigue. 12. Meursault was a character that is much hated in the beginning of the novel. 13. Although the bad outweighed the good, my likes about school consist of receiving a great education, and school also gives you a great environment for exploring society such as different people, races and religions. 14. It is a slow death for Tea Cake C ake when he caught cau ght rabies. 15.How would somebody respond if he is asked if he were an existentialist? He probably doesn't know what an existentialist ex istentialist was? 16.He also cared how people look at him as a mayor. 17. The thought of lives as stresses and un explainable made him treated lives as if it was nothing. 18.He orders her around like a possession. Joe's treatment of Janie was very surprising. surprising. 19. He refers to himself as a god and looked down upon her as if she has to be obedient and different. 20. A life that society helped give give him. 21. Have you ever been with someone that treats you in a different manner? 22. Janie also believes that a person p erson was a person no matter how rich or poor. 23. Petra, who is very much like her father, was even willing to go and warn strangers about the water. 24. Dr. Stockman was truthfully trying to warn the people of the town about the contaminated water, but he is shunned for his honesty. 25. Many of the town members me mbers were in agreement with the authorities in saying that Dr. Stockman is the enemy. Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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Sentence Clarity Worksheet #4: Subject/Verb Agreement Worksheet

Rewrite the following sentences so the subjects and v erbs agree in number. 1. The woman that were helpless characters in the no vel was the Nurse with the Birthmark and the Japanese nurse. 2. The woman are of two types. 3. Generally, the effects of these women varies depend ing on the particular person they react with. 4. Randle McMurphy McMurphy and Mr. Harding has different opinions of the different women around them. 5. Bromden and his nightmare of fog makes man y realize that he hasn’t grown up yet. 6. Bromden and the other men on the ward wants McMurphy to run away to escape the Nurse. 7. Perhaps no one is truly insane, but just see things on a different level than the people we would consider sane. 8. The next sentence about the ‘Three geese inna flock”, talk about how Bromden, McMurphy and Cheswick/Bibbit all become close and were able to stick together like a flock of geese. 9. The third and final portion of the poem po em look at how Bromden felt when both of his friends die and he is left to escape on his own. The one who ended up flying east was most likely Cheswick when he kills himself. 10. If Janie has any more spare time he wanted her assistance outside.


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Sentence Clarity worksheet #5: Verb Tense Shifts

Rewrite the following sentences, correcting any shifts in verb tense and any other errors. 1. His affection is very pleasing to Janie. She decided to leave Logan and marry Joe. 2. However, that matters nothing to them. They The y were happy, that is all that matters. 3. Janie realizes realizes that she doesn’t love him, and stood in the store “until something fell off the shelf inside her” (67). 4. Domination and power are the tools some of the women used to belittle and a nd demean the patients. Other women were depicted as prostitutes and were submissive to the men. 5. When Bromden and McMurphy visit the disturbed ward, after being cuffed by Ratched for fighting with the orderlies, the Japanese nu rse asked to take off their cuffs. 6. Even the nurse criticized Ratched. Again a reference is made to to sexuality and age, in that if she is not married or with a partner, she should not be working. The Japanese nurse is intelligent because she understands and accepts her morality and identity as a woman. 7. Some of the patients visit her ward because bec ause of their trial and she treated them fairly and helped them to see that not all women are like Nurse Ratched. 8. McMurphy writes obscene messages in the bathroom to the evil Nurse Ratched and laughed her authority off whenever he got a chance which leads to other patients laughing at her as well. 9. Janie was faced with abuse and many other life threatening situations. However, she is strong and overcame all trials and tribulations presented to her. 10. Janie’s marriage to Logan was based on the fact that he had sixty acres of land land and could take care of her. This conflicts with with Janie’s image of the pear tree, though because she wanted to fall in love and have the perfect fairy tale marriage. 11. As opposed to her previous marriage, Joe wanted to put her up on a pedestal and treat her better than everyone everyone else. When Joe first first meets meets Janie, he says, “You ain’t never knowed what it was to be treated lak a lady and I wants to be de first one to show yah” yah” (29). (29). 12. Janie Crawford is a strong-willed woman who knows what she wants from men and life. As a middle-aged woman, after two husbands who treated her poorly, she finally found Tea Cake and was happy. 13. However, Janie lived her life with a dream of someday finding love and happiness. She spends her day sitting under a pear tree and saw her life, life, “…like “…like a great tree in leaf with the things suffered, suffered, things enjoyed, things done and undone” (8). (8). 14. When they first met, Janie was convinced that Joe believes that she is a very special person because of the compliments he gave her. 15. He tells Janie that that he was going to buy her a mule, and there is no reason she can’t do it. 16. Jody refused to allow Janie to make her own decisions, so their marriage turns out unhappily as well. Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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17. In her final attempt, to make him lay his cards down on the table and quietly give up, the nurse gives him EST treatments. treatments. McMurphy still continued on with his strong beliefs showing that physical pain was nothing compared to being satisfied knowing that the system was mentally unable to destroy him. 18. All of the patients were scared of Nurse Ratched because she knows about their past. 19. Most of his changes were for the worst. This book shows how he changes in early childhood, after the official government visitor, his life in the institution, and his life after McMurphy. 20. From this day forward, McMurphy challenged Big Nurse’s rule. Everyday he openly fights against her tyranny.


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ACTIVE VOICE RULES! Directions: 1. Put the verb in its simplest simplest form (no (no helping verbs). 2. Who or what is doing the action? What is the subject of the verb? 3. Who or what is the object of the verb? Who or what is receiving the action? 4. Put the subject at the beginning of the sentence, insert the verb and place the object (if there is one) after the verb. SUBJECT-VERB-OBJECT

A. Rearrange the sentences so the verbs v erbs are in active voice. 1. The paper was unfairly graded. 2. Because of her attitude toward marriage, Beatrice's opinion is heard and taken into account by the audience. 3. His use of the passive was so spineless that his attempts to find a date were alwa ys rebuffed. 4. If money is spent on the congressmen, then a health reform bill will never be passed. 5. The argument that the passive voice should be allowed is usually made by people who haven't been taught to recognize it. 6. Mistakes were made. 7. It was admitted by the senatorial candidate that lies were told to Congress. 8. Eighteen and a half h alf minutes were erased from the tape. 9. Let liberty be received by me or let death be received by me. 10. Today a break is deserved by people like you. 11. The sheriff was shot. 12. It is desired that your hand be held by me. 13. Satisfaction can't be gotten. 14. A little tenderness ought to be tried. 15. You can't be compared to anything. 16. Let it be given away. 17. Who are your wild horses ho rses going to be driven by? 18. Death is only achieved at an early age by the good. 19. Let me be taken to the river. 20. What is wanted by you can't always be gotten. 21. Rain was falling outside. 22. On the sidewalk sitting Indian style was Mindy. 23. The TV was turned on o n by me so I could keep myself entertained with "Melrose Place." 24. Looking at the five foot eight inch perfect figure made him fall in love with her all over again. 25. The beads of sweat on o n his forehead were glistening in the early morning rays of sunlight. 26. On the top of the counter there were clusters of broken glass which were the remnants of beer mugs and wine glasses. 27. In the water there were a variety of fish swimming in endless circles.


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28. The wind was calmed by the fog which came and enveloped Jenny in a gray mist full of shadows. 29. Maybe a glance was w as thrown once or twice, but there was a definite coldness between them. 30. Propelling me closer and closer to the shore, the wave is caught by another and they blend. 31. The paper was unfairly graded. 32. Because of her attitude toward marriage, ma rriage, Beatrice's opinion is heard and taken into account by the audience. 33. His use of the passive was so spineless that h is attempts to find a date were alwa ys rebuffed. 34. If money is spent on congressmen, then a health reform bill will never be passed. 35. The argument that the passive voice should be allowed is usually made by people who haven't been taught to recognize it. B. Write ten sentences sentences from your pieces that use use passive voice. Change them to active voice.


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SENTENCE ERROR TEST

100 points.

Part 1: Label each of the following sentences with one of the following: RO (Run-on), CS (Comma Splice), F (Fragment), S/V (Subject/Verb Agreement), P/A(Pronoun/Antecedent agreement), VTS (Verb Tense Shift), P (Parallelism), C (Clarity), DM (Dangling Modifier). Choose the abbreviation for the most important problem in the sentence. Make any changes necessary to correct each faulty sentence (this includes any spelling or punctuation errors).

____1. Bubba never really enjoyed math, PE is his favorite class. ____2. By the time Bubba and Zelda arrived at the theater, the show was nearly over, they missed everything but the credits and the cartoon. ____3. All of the campus organizations is looking for new members among the incoming freshman, which includes Bertha, George, Zelda and Bubba. Amazingly, all of them are attending the same school. ____4. Bubba was told that the room and time slot that is assigned for his astronomy class have been changed. ____5. Neither Bertha nor Zelda expects to find the perfect job on their first try. ____6. When looking for a job, the different methods of searching should be made available to people. ____7. Bubba likes alternative music better than classic rock but to him country was the best. ____8. The Coach told Bubba that running improves the mobility of major joints and is strengthening for the muscles ____9. Coming to class late for the fourth day in a row, the Professor gave Zelda a lecture on common courtesy. ____10. George had to go to work for awhile however he will stop by when he is through. ____11. “I can’t go with you tonight. Unless you can be back by nine o’clock.” Said Bertha. ____12. Some of the students requests a specific instructor for each course they take. ____13. The anthology, Selected Stories of Alice Walker are Walker are one of the books required for Freshmen English. Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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____14. The dorm bathrooms always smelled. Even though the custodians sprayed twice a day with a strong disinfectant. ____15. When she visited Clemson after being accepted, Zelda stayed in her future dorm, and registering for classes and meeting my roommate. ____16. After she heard about a huge party. She crept out of her dorm, but was caught by the hall resident monitoring future freshman students students and now, having been put on restriction for the first month she told her she wouldn’t be coming in September. ____17. After he cut classes and went swimming in the lake all afternoon, the answering machine showed six messages from Bubba’s mother. ____18. If Bertha would of checked the gas gauge before she left, she would not of run out of gas on the freeway freewa y and would of made it home ho me before the storm hit instead of almost being washed down the hillside when the earth turned into a mudslide.

____19. George tries to understand peoples feelings but most importantly he was tolerant of there beliefs. ____20. Weak ankles, injuring a shoulder, and having a ripped ACL kept Bubba from playing football his first year. ____21. After the doctor’s prognosis, he asked Bubba if he needed an operation. ____22. Bubba was very upset because athletes must train hard too make the team for many years. ____23. Since she was still a bookworm even though she was now in collage, Bertha had been going to the library every Sunday to check out a book for her whole life. ____24. Many of the students attending college, even Bubba, has not figured out that most professors require class attendance as a mandatory policy. ____25. Time drags slowly during grammar lessons in English however it is flying when the correct answer is not known for any an y of the test questions.


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Sentence Error Test Part 2: Rewrite the following paragraph, correcting any s entence clarity issues we covered in class during this unit, and including spelling, punctuation or other grammatical errors. Also, be aware of the requirements for introductions, bodies and conclusions.

As a small child, Bubba had always eaten jelly doughnuts for breakfast. Now that he is in college and is is a plump and rather easily easily winded 19. He had switched over to a special diet prepared by his coach that tha t is low in fat and low in calorie but high carbohydrate for his weight training including granola and skimmed milk. Excluding big macs and beer. Along with his new eating habits his looks and attitude had begun to change, he wears his hair slightly longer in the back and shorter on the sides, and he recently revealed a much more tolerant attitude t oward independent woman, kitty k itty cats and Birkenstock sandals. His music appreciation has changed to consequently he packed away all of his country CD’s and went out and spent a fortune on everything from alternative to soft rock to show tunes. Even some big band big band CD’s. Maybe Zelda is write in her appraisal, maybe he is becoming too phony and preppy. Maybe we’re finally seeing seeing the real Bubba. Maybe neither and he’s going through a phase. Maybe she’s just ticked off seeing as how he dropped her after the whole school ignored them after their stupid plan to act like they hated each other to get everyone to take sides and she wants to get back at him by passing around rumors about him. That was so dumb on their parts. I wish they would both grow up and leave all that behind. That was then and this is now and now. Anyway, back to Bubba’s metamorphosis. No matter what walk he walks and what talk he talks Bubba will always be Bubba.


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Grammar Grapplers Answer Keys p. 8: Pronouns Correct rewrites will vary. Although the sky loomed overhead like a thick, gray blanket, George and Vern still decided to cut their afternoon classes for their annual Saint Patrick’s Day picnic at Great Falls Park. “Man, why are we doing this?” George grumbled to Vern. Vern. He slammed the key into the ignition and glanced at Dutch, the security guard, through his dirt pocked windshield. When George had slunk through the halls a few minutes earlier, he had seen Dutch eyeballing him. “The sky looks like dirty dishwater and the the wind feels like it’s from from Alaska. Besides, Dutch told me that that if I’m caught caught skipping again, I’m getting an automatic three day vacation.” “You are such a downer, dude. If I wanted to to be depressed, I coulda stayed and been bored to tears by Sadsack Handelsman,” Handelsman,” Vern said as he glared at his friend. He slunk down in his seat as he spied the guard checking out the parking lot. “Handelsman is such an idiot.” He paused to pull his knit hat down over his ears, ears, then continued, “A bunch of kids have tried to switch out of his class, but they told me that the guidance guru said, “No dice.” When the coast was clear, George backed b acked out of the parking lot, shifted into first gear, then floored it through the gates while Vern glanced back at the prison where they spent their days. George chuckled at all of the students still trapped in their seats. “Can’t catch me; I’m the gingerbread man,” he guffawed as he and Vern headed for the park. 1. George and Vern cut Sadsack Handelsman’s class. 2. George 3. Vern 4. Handelsman 5. George 6. Yes p. 9: Parts of Speech Worksheet#1 Answers are given in chronological order. Nouns: Troy, fingers, wheel, windshield, raindrops, Carrie, turnoff, Beaver Dam Road, eight, clock, dashboard, eight-thirty-two, minutes, Troy, frustration, schedule, period, house. Pronouns: his, he, She, she, I, He, I no one, me, She, our, Both, that, their, they their. Verbs: rapped, peered, was, had promised, would be, flashed, will wait, mumbled, sighed, hope, catches, becomes, knows, is were aware, fell, reached Adjectives: steering, pummeling, digital, fifteen, more, suspicious, tight, dangerous, time, safe. Adverbs: impatiently, Where, here, fully, most, before. Prepositions: on, through, at, at, by, by, on, in. Conjunctions: and. p. 10: Parts of Speech Worksheet #2 The answers will vary. In order to check understanding, assign each student a sentence sentence from part one or two two to write on the board. So each student has a chance, sentences can be used more than once, especially in part two. p. 11-12: Parts of Speech Test Since possessive pronouns can be labeled as adjectives, both answers are given when appropriate. 1. noun, 2. Pronoun or adjective, 3. Verb, 4. Pronoun, 5. Conjunction, 6. Adjective, 7. Noun, 8. Pronoun, 9. Adverb, 10. Verb, 11. Preposition, 12. Adjective, 13. Conjunction, 14. Verb, 15. Preposition, 16. Adjective, 17. Adverb, 18. Conjunction, 19. Conjunction, Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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20. Noun, 21. Adverb, 22. Pronoun/adjective, 23. Adverb, 24. Pronoun/adjective, 25. Pronoun, 26. Preposition, 27. Conjunction, 28. Conjunction, 29. Pronoun, 30. Adverb, 31. Noun, 32. Verb, 33. Pronoun, 34. Adjective, 35. Noun, 36. Verb, 37. Verb, 38. Pronoun, 39. Adjective/pronoun, 40. Pronoun, 41. Conjunction, 42. Adjective, 43. Adverb, 44, preposition, 45. Adjective, 46. Noun, 47. Preposition, 48. Pronoun, 49. Conjunction, 50. Verb. p. 12 Parts of Speech Test (Bottom): answers will vary; be sure that each given part of speech is used correctly. p. 16-17: Clauses and Types of Sentences Test Definitions: 1. a group of words with a subject and verb. 2. A group of words with a subject and verb that makes a complete thought. 3. A group of words with a subject and verb that cannot stand alone because its thought is incomplete. Also called a subordinate clause. 4. A group of words that are necessary to the meaning of the sentence. 5. A group of words not necessary to the meaning of the sentence, and which is set of by commas from the rest of the sentence. 6. An adverb that connects two independent clauses and is preceded by a semi-colon. 7. The same definition as an independent clause. 8. A sentence that contains two or more independent clauses. 9. A sentence that is made up of one independent clause and at least one dependent clause. 10. A sentence that contains two independent clauses and at least one dependent clause. Identifying clauses: 1. A. included clothes…Kindle Fire, Fire, B. complex. 2. A. We concurred…destination; we would determine…there, B. compound/complex. 3. A. Principal…office; Michelle…to eat, B. compound/complex. 4. A. like a bowling bowling ball…pins, B. B. complex. 5. A. Entire sentence, B. simple. 6. A.E that even…lessons, even…lessons, B. B. complex. 7. A. If I… face, B. B. compound/complex. 8. A. My…town; I…weekend, B. B. compound. 9. A. Although…English; because of…shared, B. complex. 10. A. The whole sentence, B. simple. p. 19: Agreement Worksheet 1. S/V 2. P/A 3. S/V 4. S/V 5. S/V 6. P/A 7. C 8. S/V 9. S/V 10. P/A p. 20. Agreement Test 1. was 2. has 3. C 4. were 5. her 6. his/hers 7. C 8. is 9. has 10. Don’t 11. there are 12. C 13. is 14. his/her 15. was was 16. There are 17. has 18. are 19. comes 20. are 21.C 22. C 23. has 24. C 25.his/hers p. 21-27: Sentence Clarity Worksheets #1-#5 For all of these worksheets, the sentences are to be rewritten to correct any and all clarity issues. Although the various pages are labeled labeled according to specific errors, other sentence clarity issues may occur in the examples, as they are all student generated and taken from essays. Students don’t need to have read the stories to correct the usage errors. p. 28-29: Active Voice Rules Answers will vary; just make sure that the noun/pronoun in the subject space is always doing and not receiving the action of the verb. 1. The teacher graded the paper unfairly. 2. Beatrice shared her attitude regarding marriage with the audience. They took her opinions into account. Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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3. Possible dates rebuffed his attempts to take them out because he used th e passive voice so spinelessly. 4. If money is spent on the congressmen, then they will never pass a health h ealth reform bill. 5. People who haven’t been taught to recognize the passive voice always make the argument that this form should be allowed. 6. They made mistakes. 7. The senatorial candidate admitted that she told lies to Congress. 8. The secretary erased eighteen and a half minutes from the tape. 9. Give me liberty or give me death. 10. You deserve a break today. 11. I shot the sheriff. 12. I want to hold your hand. 13. I can’t get any satisfaction. 14. Try a little tenderness. 15. Nothing compares to you. 16. Give it away. 17. Who will drive your wild horses? 18. Only the good die young. 19. Take me to the river. 20. You can’t always have what you want. 21. Rain fell outside. 22. Mindy sat Indian-style on the sidewalk. 23. I turned on the TV so I could entertain myself with “Melrose Place.” 24. He fell in love with her all over again when he looked at her five foot eight inch perfect figure. 25. The beads of sweat on o n his forehead glistened in the early morning ra ys of sunlight. 26. Broken glass, the remnants of beer mugs and wine glasses, clustered on top of the counter. 27. A variety of fish fish swam in endless circles in the the water. 28. The fog that enveloped Jenny in a gray mist full of shadows calmed th e wind. 29. Although Bubba threw Bertha a glance once or twice, a definite coldness existed between them. 30. Wave after wave blended together, propelling me closer and closer to t he shore. Part Two: answers will vary as they come from individu al student writings. p. 30-32: Sentence Error Test 1. CS 2. RO/CS 3. S/V 4. VTS 5. S/V 6. DM 7. VTS 8. P 9. DM 10. C 11. F 12. S/V 13. S/V 14. F 15. P 16. F/RO/C 17. DM 18. C 19. VTS 20. P 21. P/A 22. C 23. VTS 24. S/V 25. RO/C p. 31: Sentence Error Test, Part 2 Answers will vary; a suggested rewrite is: As a small child, Bubba had always eaten jelly doughnuts for breakfast. Now that he is in college and is a plump and rather easily winded nineteen, he has switched over to a special diet. Prepared by his coach, it is low in fats and calories, calories, but high in carbohydrates. His weight training includes granola granola and skimmed milk, but excludes Big Big Macs and beer. Copyright © 2013 2013 Constance D. Casserly All rights rights reserved reserved by author. Copying for more than one teacher, classroom, department, school, or school system is prohibited.

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Along with his new eating habits, his looks and attitude have begun to change. He wears his hair slightly longer in the back and shorter on the sides. Recently he has revealed a much more tolerant attitude toward independent women, kitty cats and Birkenstock sandals. His music appreciation has changed, so, consequently, he has packed away all of his country CD’s. He has spent a fortune replenishing his music shelves with everything from alternative artists to show tunes. He has even added some Big Band CD’s. Maybe Zelda is right in her appraisal that he is becoming too phony and preppy. Then again, maybe we are finally seeing the real Bubba. Another theory is that he is going through a phase. Zelda could just be ticked off since he dropped her after the whole school ignored them when their stupid plot backfired, forcing everyone to take sides. She probably wants to get him back so is passing around rumors about the changes that he has made. Their whole plot to pretend pretend that they hated each other was so so stupid. They should both grow up and leave that all behind. That was then and this is now. Anyway, regarding Bubba’s metamorphosis, no matter how he walks or talks, he will always always be Bubba.


Grammar Grapplers Activities and Assessments

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