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Eighth Grade
Conventions
of Language
Interactive
Notebook
Copyright © 2014 Tamelia Tumlin
Name___________________________________
________________________________________________
Eighth Grade
Conventions
of Language
Interactive
Notebook
Name___________________________________
________________________________________________
Eighth Grade
Conventions
of Language
Interactive
Notebook
Note to teacher:
Interactive notebooks are a great way for your students to experience
hand-on language skills and activities they will actually remember. This
notebook (when completed) will serve as an excellent end-of-the-year study
guide for the 8th grade standardized test. ALL language skills in this notebook
are aligned to the 8th Common Core Conventions of Language standards.
Interactive notebooks can be used in many different ways (choose
whatever works for you). Personally, I like to introduce the skill, have the
students complete their notebook activity and use it as a guide when they are
completing independent activities or group work. Students are encouraged to
use their notebook as needed throughout the year.
This notebook is designed for your students to actually interact in some
way with the skill (usually through flap books, pocket activities etc.)
EACH Common Core standard includes:
“I Can” statement with the standard clearly stated to glue in
their notebook.
An explanation of the standard (grammar rule, definition
etc.
An interactive activity for students to complete with examples of the
skill.
Directions for using the activity in their notebook.
A student self-evaluation for the skill. (This is a check sheet
which is placed at the beginning of their interactive
notebook for students to use at the end of each skill.
Teacher Progress monitoring sheet for the standards.
I have also included a table of contents, dividers for each section
(Conventions of Language, Knowledge of Language and Vocabulary
Acquisition) and color and black and white composition book covers.
Some blank templates are included in case you prefer to add your own
academic vocabulary or affixes.
Your students will need a composition book, colored-pencils or crayons,
glue (preferably Elmer’s using ONLY small dots of glue for pasting), and
scissors to use this interactive notebook.
Common Core Skills taught in this Interactive Notebook
Conventions of Standard English:
CCSS.ELA-Literacy.L.8.1.a
Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences.
CCSS.ELA-Literacy.L.8.1.b
Form and use verbs in the active and passive voice.
CCSS.ELA-Literacy.L.8.1.c
Form and use verbs in the indicative, imperative, interrogative,
conditional, and subjunctive mood.
CCSS.ELA-Literacy.L.8.1.d
Recognize and correct inappropriate shifts in verb voice and
mood.*
CCSS.ELA-Literacy.L.8.2.a
Use punctuation (comma, ellipsis, dash) to indicate a pause or
break.
CCSS.ELA-Literacy.L.8.2.b
Use an ellipsis to indicate an omission.
CCSS.ELA-Literacy.L.8.2.c
Spell correctly.
Knowledge of Language:
CCSS.ELA-Literacy.L.8.3.a
Use verbs in the active and passive voice and in the conditional and
subjunctive mood to achieve particular effects (e.g., emphasizing the
actor or the action; expressing uncertainty or describing a state contrary
to fact).
Vocabulary Acquisition and Use:
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or
paragraph; a word's position or function in a sentence) as
a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.4.b
Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., precede,
recede, secede).
CCSS.ELA-Literacy.L.8.4.c
Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine
or clarify its precise meaning or its part of speech.
CCSS.ELA-Literacy.L.8.4.d
Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
CCSS.ELA-Literacy.L.8.5.a
Interpret figures of speech (e.g. verbal irony, puns) in
context.
CCSS.ELA-Literacy.L.8.5.b
Use the relationship between particular words to better
understand each of the words.
CCSS.ELA-Literacy.L.8.5.c
Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge
when considering a word or phrase important to comprehension or
expression.
Table of Contents
Self Evaluation
Conventions of Standard English Divider
Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences. L.8.1.a
Form and use verbs in the active and passive voice. L.8.1.b
Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood. L.8.1.c
Recognize and correct inappropriate shifts in verb voice
and mood.* L.8.1.d
Use punctuation (comma, ellipsis, dash) to indicate a pause
or break. L.8.2.a
Use an ellipsis to indicate an omission. L.8.2.b
Spell correctly. L.8.2.c
Knowledge of Language Divider
Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact). L.8.3.a
Page
Number
Vocabulary Acquisition Divider
Use context (e.g., the overall meaning of a sentence or
paragraph; a word's position or function in a sentence) as
a clue to the meaning of a word or phrase. L.8.4.a
Use common, grade-appropriate Greek or Latin affixes
and roots as clues to the meaning of a word (e.g., precede,
recede, secede). L.8.4.b
Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine
or clarify its precise meaning or its part of speech.
L.8.4.c
Verify the preliminary determination of the meaning of
a word or phrase (e.g., by checking the inferred meaning
in context or in a dictionary). L.8.4.d
Interpret figures of speech (e.g. verbal irony, puns) in
context. L.8.5.a
Use the relationship between particular words to better
understand each of the words. L.8.5.b
Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute). L.8.5.c
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
L.8.6.
“I
CAN” Self-Evaluation
I’ve got it!
“I Can”

I need more
help!

I don’t
understand
at all.
Conventions of Language
Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in
particular sentences. L.8.1.a
Form and use verbs in the active and
passive voice. L.8.1.b
Form and use verbs in the indicative,
imperative, interrogative,
conditional, and subjunctive mood.
L.8.1.c
Recognize and correct
inappropriate shifts in verb voice
and mood.* L.8.1.d
Use punctuation (comma, ellipsis,
dash) to indicate a pause or
break. L.8.2.a
Use an ellipsis to indicate an
omission. L.8.2.b
Spell correctly. L.8.2.c
Knowledge of Language
Use verbs in the active and passive
voice and in the conditional and
subjunctive mood to achieve
particular effects L.8.3.a

“I
CAN” Self-Evaluation
I’ve got it!
“I Can”

I need more
help!

I don’t
understand
at all!

Vocabulary Acquisition and Use
Use context as a clue to the
meaning of a word or phrase.
L.8.4.a
Use common, grade-appropriate
Greek or Latin affixes and roots
as clues to the meaning of a word
(e.g., precede, recede, secede). L.8.4.b
Consult general and specialized
reference materials to find the
pronunciation of a word or clarify
its precise meaning or its part of
speech. L.8.4.c
Verify the preliminary
determination of the meaning of a
word or phrase (. L.8.4.d
Interpret figures of speech (e.g.
verbal irony, puns) in context.
L.8.5.a
Use the relationship between
particular words to better
understand each of the words.
L.8.5.b
Distinguish among the
connotations (associations) of
words with similar denotations
(definitions). L.8.5.d
Acquire and use accurately gradeappropriate general academic and
domain-specific words and
phrases;.L.8.6.
Not
Progressing
Progressing
Mastered
Standard
Conventions of Language
Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in
particular sentences. L.8.1.a
Form and use verbs in the active and
passive voice. L.8.1.b
Form and use verbs in the indicative,
imperative, interrogative,
conditional, and subjunctive mood.
L.8.1.c
Recognize and correct
inappropriate shifts in verb voice
and mood.* L.8.1.d
Use punctuation (comma, ellipsis,
dash) to indicate a pause or
break. L.8.2.a
Use an ellipsis to indicate an
omission. L.8.2.b
Spell correctly. L.8.2.c
Knowledge of Language
Use verbs in the active and passive
voice and in the conditional and
subjunctive mood to achieve
particular effects L.8.3.a
Progress Monitoring
Name__________________
Standard
Not
Progressing
Progressing
Mastered
Vocabulary Acquisition and Use
Use context as a clue to the
meaning of a word or phrase.
L.8.4.a
Use common, grade-appropriate
Greek or Latin affixes and roots
as clues to the meaning of a word
(e.g., precede, recede, secede). L.8.4.b
Consult general and specialized
reference materials to find the
pronunciation of a word or clarify
its precise meaning or its part of
speech. L.8.4.c
Verify the preliminary
determination of the meaning of a
word or phrase (. L.8.4.d
Interpret figures of speech (e.g.
verbal irony, puns) in context.
L.8.5.a
Use the relationship between
particular words to better
understand each of the words.
L.8.5.b
Distinguish among the
connotations (associations) of
words with similar denotations
(definitions). L.8.5.d
Acquire and use accurately gradeappropriate general academic and
domain-specific words and
phrases;.L.8.6.
Conventions of
Standard English
CCSS ELA Literacy L.8.1 / L.8.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
I can explain the function of verbals
(gerunds, participles, infinitives) in general
and their function in particular sentences.
L.8.1.a
Directions: Cut and paste the “I Can” statement into
your notebook. Cut and paste the tab book beneath
the “I Can” statement. In your own words explain
definition for each verbal (you may use the
explanations to help you). Then cut and paste the
Gerund explanation into your notebook. On the
opposite page (where you an see BOTH the
explanation and the puzzle) cut and paste the correct
puzzle. Do the same for the Participle and for the
Infinitive. Make sure your sentences on the puzzle
pieces MATCH the correct verbal.
The tab book should look like this when completed.
Gerund
Participle Infinitive
Verbals
Infinitive
Participle
Gerund
Verbals
Gerunds
Gerunds are verbals that ends in “ing” and acts
as a noun.
Gerund as a subject:
Baking is my favorite hobby.
Gerund as a direct object:
Even though my new puppy is adorable, my
neighbor did not like the constant barking.
Gerund as a subject complement:
My favorite summertime activity is swimming.
Gerund as an object of the preposition.
He was scolded for running in the house.
Gerund PhraseA gerund phrase is a group of words which begins
with a gerund and is followed by modifiers, direct
objects, indirect objects or prepositional phrases.
Finding a needle in a haystack would be easier
than what we are trying to do.
finding- gerund
needle – direct object
in a haystack- prepositional phrase
Participles
Participles are verbals which act as an
adjective.
It usually ends in “ing” or “ed” from the past
or present participle of the verb.
She ate two pieces of the baked cobbler.
Worried, she checked to locks three times
before leaving the house.
Participle Phrase
A participle phrase is group of words
containing a participle and modifiers, direct
objects, indirect objects or prepositional
phrases.
Jumping in the boat, the dog greeted his
master with squeal.
Jumping in the boat functions as an adjective
modifying the dog.
jumping – participle
in the boat- prepositional phrase
Infinitive
Infinitives are verbals consisting of the word “to” plus
a verb functioning as a noun, adjective or adverb.
To fail is not an option. (subject)
We must practice to succeed. (adverb modifying
must practice)
Be careful not to confuse an infinitive with a
prepositional phrase.
Infinitives consist of “to” plus a verb.
to fly, to walk, to laugh
Prepositions consist of “to” plus a noun
to the door, to my sister,
Infinitive phrases- are a group of words consisting of
an infinitive and followed by modifiers, direct objects
and prepositional phrases.
Thelma agree to sew the dress for me.
Split Infinitives- A split infinitive occurs when other
words are included between “to” and the verb. This
should be avoided in formal writing.
He had to quickly shut the door.
Participle
Infinitive
Gerund
Drooling saliva
all over the
ball, the dog
happily
returned it to
his master.
Singing is a talent
many people
have.
To dance with the
ballet is her
lifelong dream.
The screaming baby
toddled across the
room to his mother.
That is a valid
question to ask.
My favorite sport
is jousting!
Split Infinitives
to
deliberately split an infinitive
Directions: Cut and
past the visual
example and title
into your notebook.
Cut and paste the
three clouds into
your notebook.
Write examples of
split infinities on
each one.
I can form and use verbs in the active and
passive voice. L.8.1.b
Voice
There are two types of voices in writingthe active voice and passive voice.
Active Voice: The subject performs the
action. (Show not tell)
Example: The boy hit the ball.
Passive Voice: The subject receives the
action. (Tell not show)
Example: The ball was hit by the boy.
Passive Voice
Active Voice
The bear chased the hikers down the trail.
The girl’s knee was bruised from the fall..
Researchers found several new strains of
the virus.
Congress reconvened in order to vote on
the bill.
We were invited by our friends to the
party.
The chef baked a scrumptious dessert for
the gathering.
The teacher handed the tests back to the
students.
The Forty-Niners won the game and will
now go to the playoffs.
The computer was shut down for the
night.
The zoo was flooded during the storm.
I can form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood. L.8.1.c
Directions: Cut and paste the “I Can”
statement into your notebook. Cut and paste
the explanation into your notebook. Cut and
paste the flower flaps into your notebook.
Write an example for each corresponding
flap.
Imperative
Mood
This is the bottom.
Glue this part into
your notebook. Make
sure you don’t glue
past the dotted lines.
Verbs Come in Five Moods
Indicative: expresses facts and opinions
I want to travel to Australia this summer.
Imperative: used to make request or commands
Do not open that popcorn!
Interrogative: used to ask questions
Do you know what time it is?
Subjunctive: used to express wishes, desires, unreal or
hypothetical conditions
(usually uses the word “if”)
Note: If should be used with the word “were” not with
the word “was”
If only I had not spent all of my money!
Conditional: is a form of subjunctive but expresses
what conditions something will happen. It usually is a
cause and effect sentence with the word “if”.
If it were winter then I’d go skiing!
I can recognize and correct inappropriate
shifts in verb voice and mood.* L.8.1.d
Directions: Cut and past the “I Can” statement into your notebook.
Cut and past the sentences into your notebook. Read each sentence
to check for shifts in mood or voice. Highlight the inappropriate shifts
in each sentence and write it correctly in your notebook.
1.
When the children opened the
box, a hissing sound was heard.
2.
Eat all of your chicken noodle
soup then you should feel better
soon.
3.
Bring the coffee to my office and
will you check the mail as well?
4.
The book was read by the entire
class and they wrote a
persuasive essay about it.
I can use punctuation (comma, ellipsis, dash) to
indicate a pause or break. L.8.2.a
Directions: Cut out the “I Can” sentence and glue it to the top of your
page. Cut out the explanation and glue it beneath the “I Can” statement.
Cut and paste the flap book into your notebook. Write the definition of
each element on the inside of each tab. Write an example of each type
of element beneath the appropriate flap.
A parenthetical element is information which is not essential to
the meaning of the sentence.
For example: The cake, which was slightly burnt, was served at the
end of the meal.
The phrase, which was slightly burnt , gives us more information
about the cake, but it does not change the meaning of the
sentence. The cake was still served at the end of the meal whether
it was burnt or not.
We set off non-restrictive (unnecessary) phrases with commas,
parentheses, or dashes.
Use commas when you only want a slight interruption to the
sentence.
Use parenthesis when you want to emphasize the content a little
stronger than just with commas.
Use dashes when you want to STRONGLY emphasize the content.
Use an ellipsis when omitting a word, phrase, line, paragraph, or
more from a quoted passage. Ellipses save space or remove
material that is less relevant. They are useful in getting right to the
point without delay or distraction:
Dashes
Parentheses
{ }
,
Commas
Ellipses
…
Use an ellipsis to indicate an omission. L.8.2.b
Directions: cut and paste the “I Can” statement into your notebook. Cut
and paste the explanation below the “I Can” statement. Cut and paste the
flapbook out. Beneath the Quote tab find two quotes and copy them
beneath the tab. Shorten each one using ellipses. Beneath the pause tab
write two examples of sentences with pauses or where the conversation
trails off.
Use an ellipsis when omitting a word, phrase, line, paragraph, or
more from a quoted passage. Ellipses save space or remove
material that is less relevant. They are useful in getting right to
the point without delay or distraction:
Remember the integrity of the quote must remain in tact when
using ellipses to eliminate unnecessary information from a
quote.
Ellipses can also be used for showing pauses or when a
conversation trails off.
Example:
John said, “I love pie. All kinds of pie. Chocolate pie, strawberry
pie, lemon pie, coconut pie and cream pie. I could eat pie
everyday.”
With the ellipsis:
John said, “I love pie. All kinds of pie…I could eat pie everyday.”
NOTE: If an ellipsis is used at the end of a statement then you
will have a TOTAL of four dots. The ellipsis and the period.
Example:
I really shouldn’t...
Quotes
snip here
Pauses
I can spell correctly. CCSS L.8.2.b
Directions: Cut out the “I Can” Statement and glue it to the top of your notebook page. Cut
out the title (located on the last page) and glue it below the “I Can” statement. Then cut out
each flap book. Glue the spine of each flap book into your notebook. You should be able to fit
two flap books to each page. Use this to keep a running record of words you are having
trouble spelling. Lift the flap to add words to your notebook. Be sure to write the word under
the appropriate flap. Example: All words beginning with A should be under the flap labeled A.
Use the clip art to decorate your spelling pages if you’d like.
snip
here
snip
here
snip
here
My Personal Spelling Dictionary
Ways to Study
Spelling
Websites
Knowledge of
Language
CCSS ELA Literacy 8.3
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
I can use verbs in the active and passive voice
and in the conditional and subjunctive mood to
achieve particular effects L.8.3.a
Directions: Cut and paste the “I Can” statement into
your notebook. Cut and past the pizza flap book into
your notebook. Be sure to glue the outside edges
(between the bold circle and the dotted circle. Cut the
bold lines.) Beneath each pizza flap re-write the passive
sentence as an active one.
snip here
snip here
Vocabulary
Acquisition and Use
CCSS.ELA-Literacy.L.8.4 /L.8.5/L.8.6
Determine or clarify the meaning of
unknown and multiple-meaning
words and phrases based on grade 6
reading and content, choosing
flexibly from a range of strategies.
I can use context as a clue to the
meaning of a word or phrase. L.8.4.a
Directions: Cut and paste the “I Can” statement into your
notebook. Cut out the explanation and glue it below your
“I Can” statement. Cut out the clipboard and glue it to the
LEFT side of your page leaving enough room on the right
side to write notes. Highlight the context clues in the story
which help you determine the meaning of each bold word.
Write the meaning of the word and the type of context
clue you use to help you determine the meaning.
Types of Context Clues
Inferences: Using surrounding sentences to
determine the meaning of unknown words.
Synonyms: Words that mean the same.
Antonyms: Words that mean the opposite.
Examples: A part of the sentence which has
examples of the word.
Definitions: A part of the sentence which
explains the word.
Stage Fright
Jose’ knew he was a stupendous musician
and everyone loved his band. Nearly every
scheduled concert sold out within the first days
of the tickets going on sale. This shouldn’t
surprise him anymore, but somehow it still did.
It was hard to believe that people really
wanted to hear him play and would pay good
money to do so.
However, it was a little known fact that Jose’
detested performing in front of crowds. His
palms would become sweaty and his heart rate
would increase. Nausea would hit him with a
vengeance and he would feel sick to his
stomach. It took every ounce of courage he
could muster to walk out on the stage each
night. But, he did it. Each and every time.
Letting his audience down wasn’t something he
could fathom, so he would quell his fears and
step into the spotlight night after night.
Thankfully, once the music started, his nerves
would settle and he could perform like the star
he was.
I can use common Greek and Latin affixes and roots to
figure out meanings of words. CCSS L.8.4.b
Directions: Cut and glue the “I Can” statement to the top of your notebook page. Cut
and glue the roots and affixes explanation beneath the “I Can” statement.
Cut and glue the Roots and Affixes chart to your notebook page. Cut and glue the
square affix/root flaps to the opposite page. Write words with each one underneath
the appropriate flap. Use the clip art to decorate your pages.
Roots and Affixes
Many English words are made up of Greek and
Latin roots and affixes (prefixes and suffixes).
Some roots are stand alone words such as play in
the word playful. Other roots, such as ject in the
word reject can not stand alone.
Root or Affix
Meaning
ambi-
both
arch-
first
anti-
against
bene-
good
bio-
life
chrono-
time
-cycle
circle
de-
from
di-
two; split
-duct
to lead
fore-
before
geo-
earth
-ous
have qualities of
para-
beside
-ship
skilled
spect-
to look
sub-
below
super-
above
sys-
together
terra-
earth
-tion
act; process
ultra-
beyond
vali-
strength
vis-
to see
ambi-
arch-
-cycle
de-
anti-
bene-
di-
-duct
bio-
chrono-
fore-
-ous
spect-
sys-
ultra-
para-
-sub
terra-
vali-
-ship
-super
-tion
vis-
geo-
Root or Affix
Meaning
I can verify what I think a word means by looking it up.
(dictionary, glossary, thesaurus etc.) CCSS L.8.4.d
Directions: Cut and glue the “I Can” statement to the top of your
notebook page. Cut and glue the resource explanation beneath the “I
Can” statement. Cut and paste the shutterbook below the explanation.
Write examples of each underneath the appropriate flap.
Dictionary: a book with definitions, parts of speech and
pronunciations for entry words
Glossary: a section of a book located in the back with definitions for
specific vocabulary words found in that particular book
Thesaurus: a book of synonyms (some words may also list
antonyms as well)
Web Site: online dictionaries or thesauruses
snip
here
Thesaurus
Web Site
This is the bottom.
Glue ONLY the dotted
rectangle to the your
notebook page. Then
snip the bold lines
between each tab.
Glossary
Dictionary
Science
Book
snip
here
I can consult general and specialized reference
materials to find the pronunciation of a word or
determine or clarify its precise meaning or its part
of speech. L8.4.c
Directions: Cut and paste the “I Can” statement into your notebook. Cut and
past the flap book beneath your “I Can” statement. Be sure to glue ONLY the
outside tabs to your notebook. Cut the middle BOLD line and the three
middle bold lines on the right flap (don’t go past the dotted line). Read each
vocabulary word. Write what you think it means and the part of speech it is
on the outside flap next to the word. Then look the word up in the dictionary
and write the dictionary definition and the part of speech it is beneath the
flap beside the appropriate word. Write a sentence using the word on the
left side beneath the large flap for each word.
atrocity
rankle
fastidious
commemorate
I can interpret figures of speech in context. CCSS L.8.5.a
Directions: Cut and glue the “I Can” statement to the top of your
notebook page. Cut and glue the literary device chart beneath the
“I Can” statement. Cut and paste the shutterbooks onto the
opposite page. Write examples of each underneath the
appropriate flap.
Literary Devices
Literary Device
Definition
Example
Simile
comparing two
unlike things using
like or as
Maria was as mad
as a hornet when
she found out who
took her money.
Metaphor
comparing two
unlike things by
saying one thing is
something else
The house was a
freezer when the
electricity went
out.
Alliteration
words begin in
quick succession
with the same
sound group.
Peter Piper picked
a peck of pickled
peppers.
Personification
giving human
qualities to an
animal or object.
The trees danced
in the storm.
Oxymoron
contradictory
contrasting words
that make a
strange sort of
sense
cruel kindness
Onomatopoeia
words whose
sounds are close to
the sounds of what
they depict
buzz, snap,
crackle, whoosh
Hyperbole
an exaggeration
I’ll be grounded
forever.
Allusion
refers to a place,
event or literary
work in passing
reference
She has the Midas
Touch.
Literary Devices
Literary Device
Definition
Verbal Irony
You say one thing,
but mean something
else.
Jargon
language of a trade
or profession
Example
Baseball jargon:
clutch hitter
Pun
A play on words. A
humorous way to
use words.
Paradox
statement that
seems contrasting
to common sense yet
may be true:
"Coach said it was a
good loss."
snip
here
Simile
Metaphor
This is the bottom. Glue this square to your
notebook page and fold on the dotted lines.
Write examples of each literary device beneath the
appropriate tab.
Personification
snip
here
Alliteration
snip
here
Oxymoron
Onomatopoeia
This is the bottom. Glue this square to your
notebook page and fold on the dotted lines.
Write examples of each literary device beneath the
appropriate tab.
Hyperbole
snip
here
Allusion
snip
here
Paradox
Irony
This is the bottom. Glue this square to your
notebook page and fold on the dotted lines.
Write examples of each literary device beneath the
appropriate tab.
Jargon
snip
here
Pun
Oxymoron
Onomatopoeia
Simile
Metaphor
Alliteration
Personification
Hyperbole
Allusion
Jargon
Irony
Pun
Paradox
The king’s foolish wisdom saved them.
The play was a tragic comedy.
She is awfully pretty.
If you do that, you may open Pandora’s box.
The offer is a Trojan horse. Don’t trust them.
The new boy thinks he’s Romeo.
My mother was boiling mad.
The child’s hair was silk.
My puppy’s claws are razors.
The motorcycle hugged the curve as it sped off.
The stairs groaned when we climbed them.
f the building.
The fire swallowed
The bee buzzed by my ear.
Thunder boomed in the distance.
The helicopter The
whirred overhead.
I’m so hungry I could eat a horse.
I’ll never find the answer in a million years.
She is as old as Methuselah.
Several seals saw six silly starfish.
Four fancy falcons flew into Fred.
The millionaire’s money made him miserly.
The road was as slippery as glass.
She is as pretty as a picture.
The thief was as clever as a fox.
The butter is as soft as a granite rock.
It was the best of times and it was the worst
of times.
A gossip is someone with a great sense of rumor.
He choked up on the bat.
The business decided to downsize.
Without geometry, life is pointless.
I’m nobody.
Today was as cold and bitter as a cup of hot
chocolate.
I can use the relationship between words to figure out the meanings
of each word (cause/effect, part to whole).
CCSS L.8.5.b
Directions: Cut and glue the “I Can” statement to the top of your notebook page.
Cut and glue the word relationship explanation below the “I Can” statement.
Then cut and glue (only the very top) of the flap card to into your notebook. You
may need to use several pages in order for them to fit in your notebook. Write
examples of each one underneath the tab.
Word Relationships
By studying the relationship between words you can
determine the meaning of the text.
Common word relationships include part to whole,
whole to part, analogies, cause and effect, age or
size, synonyms, antonyms and homonyms.
Part to Whole
toe
foot
Whole to Part
house
room
Age or Size
fawn
deer
Synonyms
Words with the same meaning.
slender / thin
homonyms
Words that sound the same, but are
spelled differently.
blue / blew
Antonyms
Words with opposite meanings.
frigid /scorching
Cause and Effect
Cause- what happened
Effect- the result of what happened
Marie didn’t
study for her
test,
so she didn’t
make a very
good grade,
Analogies
vast is to large
as minute is to small
rigid is to flexible
as cruel is to kind
I can distinguish among the connotations (associations) of words with
similar denotations (definitions) ex. stingy, scrimping… CCSS L.8.5.c
Directions: Cut and glue the “I Can” Statement to the top of your notebook page. Cut
and glue the Connotation and Denotation explanation below the “I Can” Statement.
Cut and glue the two sentences below the explanation. Then cut and paste the flip
books on the opposite page. In the large diamond write the denotation for the four
words. Beneath each flap write the connotations for each one. (Hint: Think about how
each word makes you feel.
Connotations are the emotional and contextual meaning of words
including shades of meanings for the word. These can be negative
or positive shades depending on the shade of the meaning.
Denotations are the literal dictionary meaning of a word.
Example: home, house, and dwelling
Denotation: a place where someone lives
Connotations: home- cozy warm place to live
house- building or structure you live in
dwelling- basic living quarters (like a cave)
Directions: Circle the words in each set
which have a negative connotation with a
red colored pencil. Underline the positive
connotations with a blue colored pencil.
1. old, ancient, gnarled, mature
2. thrifty, miserly, greedy, stingy
This is the bottom.
Glue this dotted
diamond ONLY to
your notebook. Fold
the flaps.
This is the bottom. Glue
this dotted diamond
ONLY to your
notebook. Fold the
flaps.
I can use eighth grade academic vocabulary and phrases. CCSS
L.8.6.
Directions: Cut and glue the “I Can” statement to the top of your notebook page. Cut
and glue the academic vocabulary explanation below the “I Can” statement. Cut and
glue the Power Verb chart below the explanation. Then cut and glue the pockets on the
opposite page. Cut out all of the pencils (power verbs) and store them in the appropriate
pocket. Cut out the definitions (notebook paper) and store them in the appropriate
pocket. Use these to practice matching the power verb to the definition. Use the chart as
a study guide. Note: Some of these power verbs are adapted from Larry Bell’s 12
powerful words.
Academic vocabulary are words found in specific
subject matter or direction words. These fourteen
words are commonly found on standardized test
as part of the directions.
Power Verbs
Trace
List in steps. Outline.
Sequence.
Analyze
Break it apart. Think it
through.
Compare
Tell how it is alike.
Contrast
Tell how it is different.
Predict
What will happen next?
What will happen in the
future?
Evaluate
Judge its worth.
Formulate
Make a plan.
Infer
Read between the lines.
What do you think?
Explain
Tell why.
Describe
Tell all about it in your
own words.
Summarize
Tell the short version.
Cite
Find and write down proof
from the text. Details.
Give credit to the source.
Evidence
Proof. Details. Facts.
Support
Back up your answer with
proof from the text.
Prove it with details.
Power Verbs
Definitions
Trace
Analyze
Describe
Explain
Compare
Contrast
Cite
Infer
Evaluate
Formulate
Support
Summarize
Predict
Evidence
What will
happen
next? What
will happen
in the
future?.
List in steps.
Sequence.
Outline.
Break
apart.
Think it
through..
Read
between
the lines.
What do
you think?
Judge its
worth..
Make a
plan.
Tell all
about it in
your own
words..
Tell why..
Prove it
with details.
Back up your
answer with
proof from
the text..
Tell the
short
version..
Proof.
Facts.
Details..
Find and
write down
proof from
the text.
Give credit to
the source.
Academic
Vocabulary
Definitions
TOU and Credits
Rocky Creek Frames
Molly’s Kids Back to School
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