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DO NOW: Day One 1) Don’t forget that we changed seats on Friday. Make sure you sit in your new seat. If you weren’t here on Friday or forgot where you sit, look at the seating chart on the board. 2) Copy down your HW., & take a Do Now from the middle of your table. 3) Using your Do Now (half sheet in basket), answer questions #1 – 5 INDEPENDENTLY! Put this handout in the grammar section of your binder. (page five) Learning Goals: • Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (fragments vs. simple sentences & clauses). • Classify a sentence as a group based on its subject and verb to determine whether it is a fragment or simple sentence. CORNELL NOTES PAGE Take a Cornell notes page from the middle of your table. (page 6) What does sentence structure matter to a reader or writer? TYPES OF SENTENCES: SUBJECTS & VERBS -In order to fully understand the difference between a fragment and a simple sentence, we need to review what constitutes a SUBJECT and a VERB. SUBJECTS A subject of a sentence is a: • NOUN - person, place, thing, or idea • PRONOUN – non-specific word that replaces a noun • The subject is who or what does the verb • • Mrs. Stoller assigns us homework. She assigns us homework. VERBS -The action that is being performed by the subject. • STRONG VERBS – tells what the subject is doing • LINKING/HELPING VERBS – what we know as “weak” verbs (is, are, were) • Linking verbs connect the subject to something that is said about the subject. https://www.youtube.com/watch?v=vmkciQe32uQ • Helping verbs help the verb do its job. https://www.youtube.com/watch?v=-e10jJmdTA8 Ex: Ron's bathroom is a disaster. Strong Verbs vs. Weak Verbs HTTPS://WWW.YOUTUBE.COM /WATCH?V=AZHCHOZDGDU NOUN PRONOUN STRONG VERB LINKING/HELPING VERB FRAGMENTS A fragment is formed when: a subject is missing a verb is missing a complete thought is not expressed SIMPLE SENTENCE • has one subject-verb pair and expresses a complete thought http://search.yahoo.com/search?p=schoolhouse+rock+commas&ei=UTF -8&fr=w3i&type=W3i_DS,202,0_0,Search,20140416,20034,0,87,0 The Tale of Mr. Morton • Mrs. Stoller emphatically teaches us how to vary our sentence structure. SYNTHESIZE: IN SUMMARY SECTION OF NOTES – Create your own sentence fragment and give a reason why it is incomplete. Create your own simple sentence. Label the subject-verb pair. Fragments and Verbs Two pages (double-sided) Evens only HOMEWORK TRACKING MY LEARNING 4 I can teach it. 3 I understand and can apply it. 2 I think I understand it. 1 I’m not so sure I understand it. 0 I’ve got no idea, but I’m listening. On your Cornell Notes page, follow the directions below for each line. S V She went to the concert Since she went to the concert V S 1) Label the subject (S) and verb (V) in each line. 2) Are both complete sentences? Explain why or why not. 3) Label your CN – page 8 – Day 2. Add it to your TOC Do Now Day Two Review of homework Take out last night’s homework and a green or red pen. From now on, you should have a green pen with you at all times! Check your work against the answer key. Put a question mark by any questions you got incorrect and don’t understand why you got them incorrect. I will answer ALL questions after we go over all of the homework! I provided answers for all of the questions even though you just needed to complete the odds. I did this in case you decided to do extra work – NOT for you to copy the answers! Learning Goals: • Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (two types of clauses). • Classify an independent and dependent clause. • Classify compound subjects, compound predicates, and compound subjects and predicates. • Recognize Prepositions and Prepositional Phrases CORNELL NOTES PAGE Take a Cornell notes page from the middle of your table. What does sentence structure matter to a reader or writer? TYPES OF SENTENCES: What is a CLAUSE? A clause is a group of words with its own subject and verb. *The subject is performing the verb S V Ex> Joe ran home. Two Kinds of Clauses • An independent clause is a subject/verb group that forms a complete sentence. • A dependent (or subordinate) clause is a subject/verb group that depends on more [an independent clause] to make it a complete sentence. The Sentence Tree CLAUSE a group of words with its own subject and verb DEPENDENT CLAUSE INDEPENDENT CLAUSE Adjective Clause SIMPLE SENTENCE Adverb Clause Note: A dependent clause that stands alone, can sometimes be referred to as a fragment because it doesn’t express a complete thought! SIMPLE SENTENCE! S V Sally eats breakfast with her mom. 1 – independent clause 1 PREPOSITIONS Prepositions show relationships between things, function as connectors, and express the link between separate items, such as their relative location or direction. FIFTY COMMON PREPOSITIONS About Behind During Off To Above Below Except On Toward Across Beneath For Onto Under After Beside From Opposite Underneath Against Besides In Out Until Along Between Inside Outside Up Among Beyond Into Over Upon Around But Like Past Within At By Near Since Within Before Down Of Through Without PREPOSITIONAL PHRASES A preposition in a sentence always introduces a prepositional phrase. A group of words that begins with a preposition and ends with a noun or pronoun. – The noun or pronoun following the preposition is the object of the preposition – NOT the subject of the sentence! What is the prepositional phrase in this sentence? On the roof, the man placed the telescope. On the roof = NOT a clause Why? = The roof cannot be the subject of the sentence because the roof is not doing anything, nor is anything being done to the roof. Therefore, it is NOT a fragment because there is NO subject or verb! Remember…. A fragment MUST have a subject OR a verb https://www.youtube.com/watch?v=byszemY8Pl8 https://www.youtube.com/watch?v=idJYhjGyWTU COMPOUND SUBJECTS -when more than one noun or pronoun forms the subject and is linked to the SAME verb 1) Jack and Jill fell down. 2) History and math are my favorite subjects. 3) Kayla and her mom shopped all day. 4) Inspire, Alpha, and Quest will compete. COMPOUND PREDICATE -when more than one verb is linked to the SAME subject 1) Jack fell down and broke his leg. 2) History informs and helps us. 3) Kayla shopped and then slept today. 4) The middle school teams will race, compete, and cheer. COMPOUND SUBJECT & PREDICATE -when more than one noun or pronoun is linked to more than one verb 1) Jack and Jill fell down and broke their legs. 2) Math and history inform and help us. 3) Kayla and her mom shopped and then slept today. 4) Alpha, Inspire, and Quest will race, compete, and cheer. S S S V V Sally and Bob cook dinner and draw. 1 – independent clause 1 SIMPLE SENTENCE! SYNTHESIZE: IN SUMMARY SECTION OF NOTES, write a sentence with: A single subject and single predicate A compound subject A compound predicate CHALLENGE: compound subject and compound predicate LABEL the subjects and verbs 17.1– odds only 19.3 (Practice 1 & 2) – odds only Simple Sentence Practice (extra) HOMEWORK TRACKING MY LEARNING 4 I can teach it. 3 I understand and can apply it. 2 I think I understand it. 1 I’m not so sure I understand it. 0 I’ve got no idea, but I’m listening. DO NOW: 1) Copy down HW. Day Three Make sure your name is on the Parts of Speech Handout. Leave it on your desk, and I will collect it. 2) Complete the Do Now from your table to practice identifying clauses. independent clause, dependent clause, not a clause, fragment Do Now CHECK: Check the answers on your homework with the answers on the white board on the next slide How did you do? Rate yourself (1 – 5) 1. the singer was terrific 2. the guitar player Independent clause Fragment 3. even though we liked the music 4. when the curtain closed Dependent clause 5. in the middle of the song 6. played for hours Dependent clause Not a clause Fragment 7. the crowd clapped for an encore Independent clause 8. because the band played and performed so well Dependent clause Review of homework Take out last night’s homework and a green. Check your work against the answer key. Put a question mark by any questions you got incorrect and don’t understand why you got them incorrect. I will answer ALL questions after we go over all of the homework! I provided answers for all of the questions even though you just needed to complete the odds. I did this in case you decided to do extra work – NOT for you to copy the answers! 17.1 19.3 – Practice 1 19.3 – Practice 2 Exercises 1 & 2 19.3 – Practice 2 Exercise 3 Simple Sentence Practice Extra Practice In the late 1940’s, a new style of jazz emerged, known as cool jazz. A Miles Davis and other young musicians were influenced by and adopted this new style. D Their approach to cool jazz blended strong rhythms with flowing melodies. A The musicians used softer tones, syncopation, and a more even beat than other jazz players. A Cool-jazz players also created complex harmonies and experimented on new instruments. C For the first time, cellos, flutes, and tubas were featured in jazz performances. B Some music critics objected to the new style and wrote negative reviews. C Jazz concerts became more popular than ever before. A Learning Goals: Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (complex sentences – adverb clauses). Work as a group to match a dependent or independent clause with another to form a properly punctuated complex sentence. NOT A CLAUSE DEPENDENT CLAUSE INDEPENDENT CLAUSE MORE THAN ONE CLAUSE CORNELL NOTES PAGE Take a Cornell notes page from the middle of your table. What does sentence structure matter to a reader or writer? TYPES OF SENTENCES: Classifying Sentences NUMBER of clauses KINDS of clauses Two Types of Clauses Adverb Clauses: – A subordinate clause that modifies a verb, an adjective, or an adverb – A subordinating conjunction always introduces the adverb clause. – Where will I see the subordinating conjunction? At the beginning when an adverb clause begins the sentence. In the middle, connecting the independent clause to the subordinate clause. http://search.yahoo.com/search?p=schoolhouse+rock+adverb+clauses&ei= UTF-8&fr=w3i&type=W3i_DS,202,0_0,Search,20140416,20034,0,87,0 Subordinating Conjunctions A.K.A. RED FLAG WORDS BEGIN a dependent clause • • • • • • • • WHENEVER AFTER DURING WHILE BECAUSE IF WHEN SINCE • • • • • • ALTHOUGH EVEN THOUGH UNTIL UNLESS BEFORE THOUGH And on and on… http://search.yahoo.com/search?p=schoolhouse+rock+subordinate+conj unctions&ei=UTF8&fr=w3i&type=W3i_DS,202,0_0,Search,20140416,20034,0,87,0 COMPLEX SENTENCE S V S V While Naomi reads, Seth distracts her. 1 – dependent clause 1 – independent clause 2 composed of ONE dependent clause and ONE independent clause What if we reverse the clauses? S V S V Katie dances while Marcia texts. 1 – dependent clause 1 – independent clause COMPLEX SENTENCE! 2 SYNTHESIZE: IN SUMMARY SECTION OF NOTES, write complex sentences with: • An adverb clause and an independent clause where the adverb clause comes first. • An independent clause and an adverb clause where the independent clause comes first. • LABEL the subjects and verbs WATCH YOUR COMMA PLACEMENT! 20.2 Adverb Clauses – Whole Page HOMEWORK TRACKING MY LEARNING 4 I can teach it. 3 I understand and can apply it. 2 I think I understand it. 1 I’m not so sure I understand it. 0 I’ve got no idea, but I’m listening. Homework check Take out last night’s homework – [20.2 – Adverb Clauses and a green pen Check your homework and put a ? Mark next to anything you don’t understand! DO NOW: Day Four 20.2– Exercise 1 20.2– Exercise 2 CORNELL NOTES PAGE What does sentence structure matter to a reader or writer? Learning Goals: Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (complex sentences – adjective clauses). Work as a group to match a dependent or independent clause with another to form a properly punctuated complex sentence. Second Type of Clause Adjective Clauses: – A subordinate clause that modifies a noun or pronoun – MOST adjective clauses begin with the words: Also known as relative pronouns That Which Who Whom Whose A.K.A. RED FLAG WORDS http://www.schooltube.com/vid eo/964198d6a8d99911f4dc/Sc hool-House-Rock-Unpack-YourAdjectives-Grammar-Rock – Sometimes they begin with an adverb, such as since, where, or when COMPLEX SENTENCE S S V The man who robbed the bank was caught today. V 1 – dependent clause 1 – independent clause composed of ONE dependent clause and ONE independent clause 2 COMPLEX SENTENCE S S V Sam Spider, who robbed the bank, was caught today. V 1 – dependent clause 1 – independent clause 2 composed of ONE dependent clause and ONE independent clause COMPLEX SENTENCE S S V The pizza which was covered with pepperoni tasted delicious. V 2 1 – dependent clause 1 – independent clause composed of ONE dependent clause and ONE independent clause COMPLEX SENTENCE S S V Domino’s pizza, which was covered with pepperoni, tasted delicious. V 1 – dependent clause 1 – independent clause composed of ONE dependent clause and ONE independent clause 2 SYNTHESIZE: IN SUMMARY SECTION OF NOTES, write a complex sentence with: An adjective clause that is essential to the sentence An adjective clause that is not essential to the sentence LABEL the subjects and verbs WATCH YOUR COMMA PLACEMENT! 20.2 Adjective Clauses – evens only 26.2 – Commas – odds only HOMEWORK HTTP://SEARCH.YAHOO.COM/SEARCH?P=SCHOOLHOUSE+ROCK+SUBORDI NATE+CONJUNCTIONS&EI=UTF8&FR=W3I&TYPE=W3I_DS,202,0_0,SEARCH,20140416,20034,0,87,0&VM=R BEGIN AT 1:37 (SUBORDINATING CONJUNCITONS) TRACKING MY LEARNING 4 I can teach it. 3 I understand and can apply it. 2 I think I understand it. 1 I’m not so sure I understand it. 0 I’ve got no idea, but I’m listening. DO NOW: Day Five 1) Copy down HW. 2) Take a Do Now from your table and label each line with either simple sentence, dependent clause, complex, fragment, or not a clause . Label your subjects and verbs! 3) Take a Cornell Notes Sheet, and be prepared to take Cornell Notes for “Types Of Sentences: Compound Sentences.” 1. Team Inspire has the best seventh grade teachers simple = independent clause 2. Because Mr. Sidler coaches and teaches he is a busy man complex - adverb and independent clause 3. Ms. Sarcone loves to sing even though she has a terrible voice complex – adverb and independent clause 4. Mrs. Heyl is an active runner when she is not teaching her favorite subject complex – adverb and independent clause 5. At the start of every year not a clause 6. While the student council officers organize school events dependent clause 7. Mrs. Markwell’s speech 8. Senora Siniscalchi and the French teacher share a room and speak two languages 9. fragment simple – compound subject and predicate Ms. Awad is back to being a student at Rutger’s University simple 10. Mrs. Stoller loves to play with her grandchildren because they give lots of hugs complex – adverb and independent clause Homework Review: Take out a green pen and your homework from last night – 20.2 – Adjective Clauses. 26.2 - Commas Check your answers How did you do? Learning Goals: Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (compound sentences). Work as a group to write two simple sentences and link them with proper punctuation. TYPES OF SENTENCES: DEFINITION 2 independent clauses **must be joined together (2 ways) COMPOUND SENTENCES: Two ways to join independent clauses: 1) COMMA + CONJUNCTION (,FANBOYS) 2) SEMICOLON (;) Sally cooks dinner, and and Jen draws. , , Sally cooks dinner;n Jen draws. *A conjunction is NOT part of the clause. But what if…? S V It started to snow, so the wrestling match was cancelled. S V 2 – independent clauses 2 COMPOUND SENTENCE! But what if…? S V It started to snow; the wrestling match was cancelled. S V 2 2 – independent clauses COMPOUND SENTENCE! To make two simple sentences into a compound sentence, use a comma and a coordinating conjunction or a semi-colon. Remember: the sentences must be related. Sentence , for and nor but or yet so sentence . FANBOYS Each coordinating conjunction is used for a different purpose! They each have their own job. for and nor but or yet so FOR The Problem Finder Connects a solution with a problem (because) Let’s go to the swimming pool, for it’s hot inside the house. AND The Matchmaker Connects two ideas that go together I want to go to the circus, and I want to ride a pony. NOR Mr. Negative Negative form of (also means not) I have never visited Asia, nor have I ever visited Africa. BUT King Conflict Connects two ideas that go against each other I need to go to the store, but I’m feeling too sick to drive. OR The Decision Maker Connects two choices You can make a big poster, or you can make a small clay statue. YET But’s Evil Twin Brother Connects two ideas that go against each other I don’t want to practice playing the violin, yet I don’t want to disobey my mother. SO The Problem-Solver Connects a problem with a result I didn’t do my homework, so my parents punished me. REFERENCE HANDOUT Turn to the back of the handout, and see if you can fill-in the blanks correctly! https://www.youtube.com/watch?v=6p DSjOcFM3U SYNTHESIZE: IN SUMMARY SECTION OF NOTES, write a sentence with: Two independent clauses joined together by a comma and FANBOYS word Two independent clauses joined together by a semi-colon [;] LABEL the subjects and verbs HOMEWORK Compound Sentences Comma and a Fanboy’s word For this homework, do not use semicolons to combine your simple sentences! I looked into my crystal ball this morning and saw a quiz on the horizon for tomorrow on classifying sentence structure! Are you ready? TRACKING MY LEARNING 4 I can teach it. 3 I understand and can apply it. 2 I think I understand it. 1 I’m not so sure I understand it. 0 I’ve got no idea, but I’m listening. DO NOW: Day Six Quiz Time Copy your homework, and start your quiz. When you are done with your quiz, hand it into me. Take a Do Now, “Identifying Sentence Structure.” from the middle of your table and complete [skip #4]; this will go in the grammar section of your binder. Identify each sentence on the Do Now as either simple, compound, or complex. Put the handout in your binder. Do Now S V 1. Kangaroo’s powerful hind legs are used for hopping, and their thick, long tails are used for balancing. S V S 2. The large red or gray kangaroo may stand as tall as seven feet. V S S V 3. Wallabies and kangaroo rats are smaller animals that are also members of the kangaroo S family. V S S V V 5. Although it does not bark, the dingo is a dog-like rabbit. S S S V 6. Rabbits, foxes, and cats were introduced into Australia by Europeans. Homework Review: Take out a green pen and your homework from last night – Compound Sentences Check your answers How did you do? 1. The black dog has won many prizes. He doesn't know many tricks. The black dog has won many prizes, yet he doesn’t know many tricks. 2. She saw a cat run in front of her. She fell down while roller-skating. She saw a cat run in front of her, so she fell down while roller-skating. 3. There was a meteor shower. The crew did not know how to avoid the meteors. There was a meteor shower, but the crew did not know how to avoid the meteors. 4. I wanted to buy a baby Chihuahua. I started to save my money. I wanted to buy a baby Chihuahua, so I started to save my money. 5. Gillian did not like to read. She was not very good at it. Gillian did not like to read, for she was not very good at it. 6. Pam liked Wayne. Leena also liked Wayne. Pam liked Wayne, and Leena also liked Wayne. 7. The little boy did not like going to school. He went anyway. The little boy did not like going to school, yet he went anyway. 8. You can cry like a baby. You can clean your room like an adult. You can cry like a baby, or you can clean your room like an adult. 9. She didn't want to play with Jill. She didn't want to play with Tim. She didn’t want to play with Jill, and she didn’t want to play with Tim. 10. Arleen could not play with that boy. Arleen could not play with that other boy. Arleen could not play with that boy, nor could she play with that other boy. 11. Let's go to the swimming pool. It's hot inside the house. Let’s go to the swimming pool, for it’s hot inside the house. 12. I don’t want to eat. I don't want to drink. I don’t want to eat, and I don’t want to drink. 13. I don’t want to practice playing my violin. I don’t want to disobey my mother. I don’t want to practice playing my violin, yet I don’t want to disobey my mother. 14. I want to own my own company. I want to pay all my workers a lot of money. I want to own my own company, and I want to pay all my workers a lot of money. 15. I need to go to the store. I'm feeling too sick to drive. I need to go to the store, but I’m feeling too sick to drive. 16. Rabbits make good pets. They don’t make too much noise and they are clean. Rabbits make good pets, for they don’t make too much noise, and they are clean. 17. I want to go to the circus. I want to ride a pony. I want to go to the circus, and I want to ride a pony. 18. I didn’t do my homework. My parents punished me. I didn’t do my homework, so my parents punished me. 19. I have never visited Asia. I have never visited Africa. I have never visited Asia, nor have I visited Africa. 20. You can make a big poster. You can make a little clay statue. You can make a big poster, or you can make a little clay statue. Learning Goals: Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences. Practice: 1)Label the “S” and “V” in each sentence on your Cornell Notes Page. 2)Determine the clauses and kinds to classify the type of sentence. While Ulysses took the helm, he held his breath. Ulysses, while he took the helm, held his breath. Ulysses held his breath while he took the helm. Ulysses took the helm, and his crew was safe. Follow these Easy Classifying Steps: 1) Label every “S” and “V” in the sentence. (*Hint: Label subjects first! What is V?) 2) Write the number of clauses (next to the sentence). 3) Draw a solid line under independent clauses. 4) Draw a broken line under dependent clauses. 5) Draw a square around your coordinating conjunction and a circle around your subordinating conjunction. 6) Check to make sure each clause is underlined in some way. Types of Sentences: SIMPLE Independent Clauses 1 Dependent Clauses ----- COMPOUND 2 ----- COMPLEX 1 1 COMPOUND- 2 COMPLEX 1 Compound – Complex example: S V When it started to snow, the wrestling S V S match was cancelled,, and and the coach V was not very happy. 3 1 – dependent clause 2 – independent clause COMPOUND-COMPLEX SENTENCE! TO REVIEW: # and types of clauses SIMPLE Independent Clauses 1 Dependent Clauses ----- COMPOUND 2 ----- COMPLEX 1 1 COMPOUND- 2 COMPLEX 1 SYNTHESIZE: IN SUMMARY SECTION OF NOTES, write a compound-complex sentence. LABEL the subjects and verbs Follow the classifying steps to make sure you wrote the sentence correctly! 20.2 Classifying Sentences by Structure (Double-sided) HOMEWORK TRACKING MY LEARNING 4 I can teach it. 3 I understand and can apply it. 2 I think I understand it. 1 I’m not so sure I understand it. 0 I’ve got no idea, but I’m listening. DO NOW: Day Seven 1) Take a Do Now from the middle of your table and complete the Do Now. 2) Take out a green pen, and be prepared to check your work. How ready are you for our upcoming test? Rate yourself on a scale 1 – 5. Learning Goals: The learners will demonstrate ability to: classify types of sentences in a team review game Homework Review: Take out a green pen and your homework from last night – 20.2 – Classifying Sentences Check your answers How did you do? Before you can run on your own, you have to practice! Ulysses took the helm. # of clauses: # of independent: 1 ____ 1 _______ 0 # of dependent: ______ TYPE OF SENTENCE: Simple Sentence __________________________ While Ulysses took the helm, he held his breath. 2 # of clauses: ____ 1 # of independent: ______ 1 # of dependent: _____ TYPE OF SENTENCE: Complex Sentence ______________________ Ulysses, while he took the helm, held his breath. 2 # of clauses: _____ 1 # of independent: _____ 1 # of dependent: _____ TYPE OF SENTENCE: Complex Sentence ______________________ Ulysses held his breath while he took the helm. 2 # of clauses: _____ 1 # of independent: _____ 1 # of dependent: _____ TYPE OF SENTENCE: Complex Sentence _______________________ Ulysses took the helm, and the crew was safe. 2 # of clauses: _____ 2 # of independent: _____ 0 # of dependent: _____ TYPE OF SENTENCE: ______________________ Compound Sentence APPOSITIVES An appositive is a noun or noun phrase that renames another noun right beside it. The appositive can be a short or long combination of words. Ex> Mrs. Stoller, a language arts teacher, is crazy about types of sentences. Ex> I like to watch the New York Mets, a baseball team. http://search.yahoo.com/search?p=schoolhouse+rock+appositives&ei= UTF-8&fr=w3i&type=W3i_DS,202,0_0,Search,20140416,20034,0,87,0 You Finished the Practice Race! 20.1 Appositives in Phrases (whole page) HOMEWORK Learning Goals: The learners will demonstrate ability to: Recognize and apply commas in a series and in between adjectives Recognize misplaced modifiers and be able to apply your knowledge to fix them COMMAS in a series Use commas to separate items in a series or list. Separating the items with commas makes your meaning clear to the readers. Ex> Begin by gathering your tools, reviewing the recipe, and preheating the oven. Ex> Add the sugar, baking soda, baking powder, and salt. COMMAS between adjectives Use commas to separate adjectives of equal rank. – If the word “and” can be placed between the adjectives without changing the meaning of the sentence, then the adjectives are of equal rank. – If the order of the adjectives can be changed, then they are of equal rank. Ex> You have made a simple, polite request. DO NOT use commas to separate adjectives that must stay in a specific order. Ex> I read descriptions of several ancient temples in my guidebook. Correcting Misplaced Modifiers If a phrase or clause acting as an adjective or adverb is not placed near the word it modifies, the meaning of the sentence may be unclear. A modifier should be placed as close as possible to the word it modifies (describes). MISPLACED MODIFIER: -We rented a boat at the lake with an outboard motor. [The misplaced phrase ‘with an outboard motor’ makes it seem as though the lake has an outboard motor.] CORRECTED SENTENCE: -At the lake, we rented a boat with an outboard motor. https://www.youtube.com/watch?v=frrF_S4Q_Vc 26.2 Commas in a Series, Between Adjectives – whole page 21.4 – Recognizing Misplaced Modifiers (skip numbers 4 & 10) Practice one only We will go over this homework on Tuesday of next week. HOMEWORK SYNTHESIZE: IN SUMMARY SECTION OF NOTES, write a: Fix the misplaced modifier in this sentence. Rewrite it correctly: Built of stone, kings were buried in pyramids during the early dynastic period of Egypt. TRACKING MY LEARNING 4 I can teach it. 3 I understand and can apply it. 2 I think I understand it. 1 I’m not so sure I understand it. 0 I’ve got no idea, but I’m listening. Video Review Independent vs. Dependent: https://www.youtube.com/watch?v=hNT1D0JoFk8 Fragments: https://www.youtube.com/watch?v=xRdLNT81Hio Adverbs: https://www.youtube.com/watch?v=QnIX1MWJ29o Adverb Clauses: https://www.youtube.com/watch?v=6tYXbxyqTjA Adjective Clause: https://www.youtube.com/watch?v=XoEWD6OT0_o