Download Language Arts Manual Volume V, Elementary II

Language Arts Manual
Elementary II (9 - 12)
Judi Bauerlein
© Copyright 2004
Montessori Research and Development
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(510) 278-1115 FAX (510) 278-1577
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ELE II: Language Arts Manual
TABLE OF CONTENTS
INTRODUCTION ..................................................................................... 1
GRAMMAR SYMBOLS .............................................................................. 2
9-12 GRAMMAR SEQUENCE .................................................................... 4
THE ARTICLE ........................................................................................... 5
THE NOUN ............................................................................................. 8
THE ADJECTIVE ..................................................................................... 17
PERSON ................................................................................................ 21
TENSES ................................................................................................. 27
CHARTS – SIMPLE TENSES ...................................................................... 29
STUDY OF MOOD ................................................................................ 34
THE VERB ............................................................................................. 36
CONTENTS OF FOLDERS FOR CONSTRUCTION OF THE VERB ................ 40
CONJUGATION OF THE VERB TO LOVE ................................................. 46
CONJUGATION OF THE VERB TO BE ...................................................... 51
CONJUGATION OF THE VERB TO HAVE ................................................. 53
PRACTICE SHEETS: VERB, PERSON, NUMBER, TENSE .............................. 55
COMPOUND TENSE .............................................................................. 63
GRAMMAR BOXES FOR THE COMPOUND TENSES ................................. 65
THE PREPOSITION................................................................................. 67
THE ADVERB ......................................................................................... 68
THE PRONOUN .................................................................................... 71
THE INTERJECTION ............................................................................... 73
THE CONJUNCTION ............................................................................. 74
STUDY OF VERBALS .............................................................................. 78
SAMPLE SENTENCES: INFINITIVE, GERUND, PARTICIPLE ......................... 80
TRANSITIVE AND INTRANSITIVE VERBS .................................................. 82
VOICE OF THE VERB: ACTIVE AND PASSIVE ........................................... 98
CHARTS – STUDY OF THE VERB ............................................................104
ARROWS ............................................................................................. 110
SAMPLE SENTENCES: ADVERBIAL MODIFIERS, DIRECT OBJECTS,
NOUNS OF ADDRESS, APPOSITIVES ..................................................... 111
THE ATTRIBUTE .................................................................................... 115
APPOSITION ........................................................................................ 116
THE SENTENCE ....................................................................................123
CHARTS – STUDY OF THE SENTENCE ....................................................125
PHRASE FORMS ...................................................................................129
THE CLAUSE ........................................................................................132
LOGICAL ANALYSIS – COMPLEX SENTENCE ...........................................143
SUMMARY OF PROCEDURE ..................................................................144
Montessori Research and Development © INTRODUCTION
I appreciate Sister Anne McCarrick’s generosity in allowing us to use her
album as the basis of this work. Sister Anne and I want to rework the material; any
feedback or input you have would be appreciated.
The books used as references include:
Walsh, J. Martyn, Walsh, Anna Kathleen, Plain English Handbook, McCormickMathers: Cincinnati, 1977.
La Palombara, Lyda E., An Introduction to Grammar, Winthrop Publisher: Cambridge, Massachusetts, 1976.
Judi Bauerlein
300 Occidental #7
Burlingame, CA 94010
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GRAMMAR
SYMBOLS
article (light blue)
adjective (medium blue)
numerical adjective
(medium blue)
possessive adjective (medium
common noun
collective noun
(pink hyphen)
proper noun (gold triangle)
abstract noun (blue circle)
spiritual noun (gold circle)
transitive verb
intransitive verb (gold circl
auxiliary verb (silver circle
linking verb (silver triangle
infinitive (silver)
participle (blue triangle on
gerund (black triangle on sil
adverb (orange)
preposition (green)
conjunction (pink)
pronoun (purple)
interjection
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Verb Symbols
Transitive Verb
I threw a ball
Intransitive Verb
The bell rang.
Auxilary Verb
You are working.
Linking Verb
The soup is good
Verbals
Infinitve
I like to write
Participle
The barking dog
Gerund
I go swimming.
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9-12 GRAMMAR SEQUENCE
PARTS OF SPEECH
ARTICLE:
a/an
singular/plural
definite/indefinite
SENTENCE ANALYSIS
LEVEL II
Indirect object (B1, B2, B3)
Adverbial Extensions (B1, B2,
B3)
NOUN:
singular/plural
concrete/abstract
masculine/feminine
ADJECTIVE:
Classes:
descriptive
limiting
proper
Comparisons
VERB:
Person & Noun (Pronoun)
Mood:
indicative
imperative
subjunctive
Tenses: (simple)charts
Conjugation: to love (present)
Conjugation: tolove(past/future)
Conjugation: to have, to be
PREPOSITION:
VERB (continued):
Simple
Formation of
Compound
Compound Tense
Participial
Symbolization of
Compound Tense
ADVERB:
Simple
Compound
Conjunctive
PRONOUN:
VERBALS:
Personal
Infinitive
Possessive
Participle
Gerund
CONJUNCTION
TYPES OF VERBS:
Coordinating
Transitive
Correlative
Intransitive
PATTERNS:
INTERJECTIONS:
Transitive (charts) ‹—›
Hark!
Intransitive(charts)—›
ATTRIBUTES
APPOSITIVES
VOICE:
Active ‹—›
Passive
CONJUNCTION:
Subordinating
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PHRASE TYPES:
Function
Noun
Adjective
Adverb
Independent
Clause Types:
Independent
Subordinate (dependent)
Sentence Types:
Simple
Compound
Complex
Compound/complex
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THE ARTICLE
Presentation 1: Classification of Two Kinds of Articles (Review Exercise)
1. The Filling Box is isolated on the table, and the child is invited to place noun
andarticlecardsincompartments(shufflefirst).
2. The child is then invited to lay out all noun cards in a column.
3. He then places an article card before each noun; this may be purely a matter
of choice, for the indefinite and the definite articles may both apply to one
noun.
4. When completed, the child reads over his list, making sure that nouns begun
with vowel sounds have the article “an.”
5. The teacher then gives a grammar lesson on the Indefinite and Definite Articles. Etymology: “definite” from the Latin “definire,” meaning “to limit,
end”; “indefinite” from the Latin “in,” meaning “not” and “definire,” meaning “limited.” These two articles have the following functions: definite articles point out particular persons or things; indefinite articles do not point
outparticularpersonsorthings. Thedefinitearticleis“the,”theindefinite
articlesare“a”or“an.”
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Presentation 2 (Suggested by Institute):
Note: The teacher, when preparing the Grammar Filling Boxes, should be aware
ofthefollowingaspectsofArticles:
IndefiniteandDefinite
Number
Two forms of Indefinite
Phonetic pronunciation of “the [thuh]” or “the [thee]”
And, although not mentioned, the teacher should be sure to include Common,
Proper, Collective, Masculine and Feminine, and Singular and Plural Nouns in the
black noun series. Classification Cards should be included as well:
Definite
Indefinite
Singular
Plural
1. The Noun and Article Cards are separated, and the child arranges all nouns
in a column under the classification card noting “nouns.”
2. The child is then invited to place the appropriate Article in front of each
noun. Note: these Article Cards will include “the,” “an,” and “a”; the
purpose being to use those articles with the variety of nouns in Series:
the houses
an emperor
the boys
theactresses
thegirls
a book
anarticle
the women
a woman
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Presentation 3 (Classification of Definite and Indefinite):
1. The child separates the nouns and articles, placing them in the Box.
2. The white Classification Cards are arranged on the desk:
definite
indefinite
singular
plural
3. The child isolates the articles and then places them under the appropriate
ClassificationCards:
Article
Definite
Singular
he sheep
NOTE:
Indefinite
Plural
the sheep
Singular
a sheep
Plural
the sheep
The teacher may explain that “the” may be either singular or plural
definite and that “a” and “an” are only used in the singular.
Presentation 4:
1. The teacher will prepare a set of nouns which have both vowel and consonant front sounds (only singular nouns).
2. The child will arrange all noun cards in a column under the Classification
Card “nouns.”
3. Then under the Classification Card “Indefinite Article,” the child will place
the appropriate form with each of the nouns:
“IndefiniteArticle”
“Nouns”
an
hour
a
house
an
apple
a
sailboat
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THE NOUN
Function of the Noun
Extended Activity: Choral Reading
WHY IS ENGLISH SO HARD
We’ll begin with a box, and the plural is boxes.
But the plural of ox should be oxen, not oxes.
Then one fowl is goose, but two are called geese.
Yet the plural of moose should never be meese.
You may find a lone mouse or a whole lot of mice.
But the plural of house is houses, not hise.
If the plural of man is always called men,
Why shouldn’t the plural of pan be called pen?
The cow in the plural may be cows or kine.
But the plural of vow is vows, not vine.
And I speak of foot and you show me feet.
But I give you a boot. . .would a pair be called beet?
If one is a tooth and the whole set are teeth,
Why shouldn’t the plural of booth be called beeth?
Ifthesingularisthisandthepluralisthese,
Should the plural of kiss be nicknamed kese?
Then one may be that, and three may be those,
Yet the plural of hat would never be hose.
We speak of a brother, and also of brethren,
But though we say mother, we never say methren.
The masculine pronouns are he, his, and him.
But imagine the feminine she, shis, and shim!
So our English, I think you will all agree,
Is the trickiest language you ever did see!
Anonymous
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Presentation 1 (Singular and Plural): Review
Materials:
Second Filling Box B
Classification Cards “Singular” and “Plural”
1. The classification cards “singular” and “plural” are placed.
2. All black noun cards are shuffled.
3. Child is invited to place all singular nouns under the card heading. The other
cards are placed in stack.
4. The child then reads through the singular nouns and, for each one, places the
pluralformnexttoitunderpluralclassificationcard.
5. The child could copy the lists, placing the symbols “s” or “p” by each word.
Singular
Plural
piano
pianos
boy
boys
girl
girls
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Presentation 2 (Gender):
Materials:
ThirdFillingBox
Classification Cards “Masculine” and “Feminine” ( IIC-1)
1. The classification cards “Masculine” and “Feminine” are placed on table or
floor and all black cards shuffled or the teacher has prepared a set of cards.
2. The students are invited to go through stack and place all masculine nouns
underclassificationcard.
3. The remaining nouns are placed under the Feminine column; each being
matched to its masculine counterparts.
4. The teacher then invites the students to form groups, according to how the
nouns have been constructed.
5. After the students have formed the groups, they are asked to determine an
appropriate label for each group. Students are then shown the labels as determined by grammarians.
6.
As a follow up the students look for examples in literature for each of hte
constructions.
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aunt- uncle
father - mother
sister-brother
Change of Word
director-directress
heir-heiress
prince-princess
Change of Ending
boyfriend-girlfriend
she-goat - he-goat
Change of One Word
at Beginning or End
Presentation 2a (Independent Decision Regarding Construction)
Materials
ThirdFillingBox
Classification Cards “Masculine” and “Feminine” (IC-2)
1. Other cards; method of laying out are used; here, however, the child decides
completely by himself the grouping of cards into categories which reflect
theirconstruction.
Presentation 2b (Masculine, Feminine, Common)
Materials:
FillingBoxIC-3
Classification Cards “Masculine,” “Feminine,” and “Common”
1. The Classification Cards are arranged on a table.
2. The stack of noun cards are shuffled and given to child; he must then separate them according to the masculine, feminine, or common gender, placing
cards under classification headings.
Masculine
Feminine
Common Gender
husband
wife
spouse
peacock
peahen
pea-fowl
brother
sister
sibling
boar
sow
pig
king
queen
monarch
father
mother
parent
stallion
mare
horse
buck
doe
deer
3. The student may then copy the list and symbolize with “m,” “f,” or “c.”
4. Students may find examples in literature.
5. Later, the teacher should introduce nouns of neuter gender.
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