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Engaging Grammar: Practical Advice for Real Classrooms Presented by Amy Benjamin www.amybenjamin.com Part Two: Teaching the Parts of Speech “ I’ve never known a person who wasn’t interested in language.” -Steven Pinker, The Language Instinct Noun: Owner’s Manual Congratulations on your wise purchase of a NOUN. Your NOUN may be used to fit into the following frame: The____________. Your NOUN is used to name people, places, things, ideas, qualities, states of mind, and all kinds of other things that need naming. Your NOUN may be easily converted into an adjective. All you have to do is put another NOUN after it and have it make sense. (COW pasture, for example). Your NOUN may be the kind of NOUN that can be made plural. Only NOUNS may be made plural. Your NOUN may be able to be made possessive by adding ‘s. Only NOUNS may be made possessive. When you make your NOUN possessive, it becomes an adjective. You may add all kinds of modifiers before and after your NOUN. You may replace your NOUN along with its modifiers with a pronoun. Feel free to use your NOUN as a subject, direct object, indirect object, object complement, object of a preposition, appositive, or predicate noun Your noun may be called a nominal when we consider it together with its modifiers. Adjective: Owner’s Manual Congratulations on your wise purchase of an ADJECTIVE. Your ADJECTIVE may be used to fit into the following frame: The______________truck. Or The truck was very_________. Your ADJECTIVE likes to answer the question What kind? If your ADJECTIVE doesn’t fit into either of these frames, maybe it is the kind of ADJECTIVE that answers the questions Which one? or How many? Your ADJECTIVE may be capable of using the suffixes –er in the comparative form and –est in the superlative form. (If your ADJECTIVE doesn’t like these suffixes, just use more and most to accomplish comparison or superiority.) Your ADJECTIVE reports to your NOUN, and your NOUN can easily become an ADJECTIVE to another NOUN. Often, groups of words decide to get together and do ADJECTIVE-like work. We call such groups of words ADJECTIVALS, and they may be phrases or clauses that operate just like ADJECTIVES, answering those questions that ADJECTIVES answer. Verb: Owner’s Manual Congratulations on your wise purchase of a VERB. Your VERB may be used to fit into the following frame: To______________. Your VERB is the part of the sentence that is capable of turning the sentence into a negative. It is also the part of the sentence that changes when you add yesterday or right now. (If your sentence does not change when you add yesterday to it, then your sentence is in the past tense. If your sentence does not change when you add right now to it, then it is in the present tense.) Your VERB may be an action verb or a linking verb. Action verbs may take direct objects and are modified by adverbs. Linking verbs take predicate nouns and predicate adjectives. You can easily find a list of linking verbs. Your VERB may take auxiliaries (forms of have, be) and modal auxiliaries (could, should, would, can, will, shall, may, might, must). Your VERB sometimes uses a form of the word do to create a sentence, to emphasize, to negate, or to stand in for itself, as in: Do you think so? Yes, I do. Adverb: Owner’s Manual Congratulations on your wise purchase of an ADVERB. Your ADVERB is very useful for answering one of the following questions: When? Where? Why? How often? To what extent? In what manner? Often, groups of words decide to get together to do ADVERB-like work, and when they do, we call these groups of words ADVERBIALS. ADVERBIALS may be phrases or clauses that answer the questions that ADVERBS answer.. Morphology Chart NOUNS: VERBS: ADJECTIVES: ADVERBS: They will fit into the frame: The_____. They will fit into the frame: To____ They answer one of these questions: They answer one of these questions: What kind? How? The________thing. It’s easier to understand parts of speech than you think. Simply use the cues above.. Not all words follow the same morphology. It’s interesting to see how words morph into different forms. This “Morphology Kit” is a great way to expand vocabulary because most Noun-Making of the words created by Suffixes these suffixes express abstract ideas. Morphology Kit -ment -ness -ation, sion -ity -ism -hood -itude -ence -ance -ide Verb-Making Suffixes Adjective-making suffixes -ate -ify -ize -acious,icious -y -ous, ious -ant -able, ible -er; est Adverb-making suffix: -ly 5 Two Categories of Words in English Form Class Words: Structure Class Words: Noun Verb Adjective Adverb Prepositions Conjunctions Determiners (aka articles: a, an, the) Intensifers Pronouns Interjections Jabberwocky ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe. Prepositions Suggested teaching methods: 1. Hidden Pictures 2. Somewhere ______ the rainbow 3. “Any place a mouse can go” (These devices produce only those prepositions that indicate location. Prepositions can also indicate time (at night, after dinner, before lunch, etc.), type (Queen of Hearts) and relationships (with me). Six Reasons for Teaching Prepositions: 1. Prepositions add time and place detail to sentences 2. Students can vary their sentence structure and set the stage for a sentence by beginning some sentences with prepositions. 3. Students can add power to their writing by ending paragraphs with a prepositional phrase. (Conversely: Students can avoid ending sentences with prepositions so that their sentences are not weak or too informal.) 4. Students can avoid subject-verb agreement errors by recognizing prepositional phrases that intervene between the subject and the verb, as in “A box of matches (is, are) on the kitchen table.” 5. Students can create parallel structure by repeating prepositional phrases deliberately. 6. Students can select the appropriate pronoun case as the object of a preposition. (between you and me; for Joe and me) The Language Tree Adjective Branches: very___________ Noun Branches: Verb Branches: very___________ very___________ the______________ can___________ can___________ very___________ the______________ the______________ the______________ the______________ the______________ very___________ can___________ can___________ can___________ can___________ Prepositional Phrase Branches: in________________ on________________ at_______________ for________________ with________________ Topic: ______________________________ Common Hitching Devices Coordinating Conjunctiions Subordinating Conjunctions And But So Or/nor As, although, after While, when Until Because, before If Conjunctive Adverbs However Moreover Therefore Furthermore AAAWWUBBI Can join two independent clauses to make a compound sentence. Warning: You must use a comma with these when they join independent clauses. Can hitch up to an independent clause, creating a subordinate (dependent) clause, forming complex sentence. Can appear after main clause (no comma) or before main clause (needs a comma) Relative Pronouns That Which Who, whom What Where Why How Whichever Whatever, etc. Can move within own clause; Requires commas on both sides Warning: If you wish to use these to join clauses, you must use a semicolon. Can join clauses Warning: Many sentence fragments begin with these words. Usually, you must hitch these words and the clauses that they introduce to your previous sentence. Grammar Lessons with “Hooked on Grammar”: Concept: Procedure: Students build declarative sentences. You then direct them to do the following: 1. A sentence is a two-part structure requiring subject-verb agreement. Hold the subject (Who or what is the sentence about?) in one hand; the predicate (What about it?) in the other. Ask students to pass their “subject” blocks to another group. When students sense that the newly-formed sentences don’t always “go together,” you have the opportunity to explain what we mean by subject-verb agreement. Have students explain what they would have to do to achieve subjectverb agreement with the newly-formed sentences. 2. A sentence can be stripped down to its subject-verb core and then built up with modifiers. Have students create a green-yellow “sentence core.” Add modifiiers (adjectives, adverbs, prepositional phrases). Point out that some modifiers precede the nouns and verbs that they modify; others follow them. Have students experiment with the movability of modifiers and the punctuation obligations that result from moving modifiers around in the sentence. (See Lesson 5) 3. Parts of speech have certain properties and forms. Have students group the Reading Rods by color. Ask them to (use inductive reasoning) to draw conclusions about what each class of words has in common. Consider the endings that various word classes can accept. Then, use the Owner’s Manuals to get a fuller picture of the properties of nouns, adjectives, verbs, and adverbs. 4. In English, it is common for nouns, verbs, and adjectives to perform each other’s functions. (functional shifting) Have students use one part of speech (noun, verb, adjective, adverb) as another. Name this capability as a functional shift. 5. A noun phrase may be expanded by adding modifiers to either side of it. The noun being expanded is called the headword. Have students use modifiers (adjectives, prepositional phrases) to expand their noun phrases. This is the opportunity to teach whether or not a comma is necessary between adjectives: If the adjectives don’t usually go together, then we do need a comma to separate them. A variation of this guideline is that if the adjectives can easily be reversed, then we do need a comma. Another variation is that if “and” can come between the adjectives, then we do need a comma. 10 Grammar Lessons with “Hooked on Grammar: Concept: Procedure: 6.A pronoun takes the place of a noun and its modifiers (not just the noun). Although it is commonly taught that a pronoun “takes the place of a noun,” the fact is that the pronoun takes the place of the noun + its modifiers (noun phrase). To illustrate this concept, have students try replacing the noun only with a pronoun. They will immediately see that the true function of a pronoun is to replace the noun + its modifiers, not just the noun. 7. Adverbs are often movable within the sentence. As students experiment with how the sentence changes when the adverbs are moved around, use the teachable moment for a lesson in punctuation: We use a comma (or a pair of commas around the adverb that has been moved) to signal an inversion. 8. A compound sentence is formed by combining two independent clause with a comma and a coordinating conjunction. Have students join two independent clauses with a coordinating conjunction. This is the opportunity to teach that unless the independent clauses of a compound sentence are very short, we use both a comma and a coordinating conjunction to form a compound sentence.( A semicolon may also be used to create a compound sentence.) (Suggestion: Using purple paper, create several more blocks with conjunctions.) 9. Clauses are either independent or dependent. Dependent clauses are created with subordinating conjunctions. Have students create independent clauses (aka complete sentences) and add subordinating conjunctions (as, after, although, while, when, until, unless, because, before, if, since) to develop an understanding of how complex sentences are formed and punctuated. 10. A complex sentence consists of a dependent and independent clause, either of which may come first in the sentence. If the dependent clause comes first, then a comma is required after it. See above. Subjective Team 1st Person: I 2nd Person: you he, 3rd Person: she, it who Objective Team we me us you you you they him, her, it them whom I we me us you you you you he, she, it they who See Joe or _____ them him, her, it whom if you have any questions. When we confessed, he didn’t believe Janet or_____ I we me us you you you you they him, her, it them whom who were invited to the White House by President Bush. President Bush invited to the White House. I we me us you you you you he, she, it they him, her, it them whom who love Lucy. Lucy loves Ricky and love Lucy. Ricky loves Lucy and I we me us you you you you he, she, it they who Replacement System: him, her, it them whom Anytime you could use WE…….use I, he, she, they Anytime you could use US……use me, him, her, them I we you you he, she, it they Use subjective case for the subject of an action verb. who love Lucy. Also, use subjective case after a linking verb. I am . I we you you he, she, it they Also, use subjective case after a linking who verb. Who was it? It was . Who could it have been? It could not have been Who does it seem to be? It seems to be . Use objective case after an action verb: We love me us you you them him, her, it whom . Also, use objective case as object of a preposition. of to ; for ; with A Pronoun Poem As Mom and I walked homewardly, A puppy followed her and me. Both she and I were quick to see He had adopted Mom and me. At home we showed him where to pee And where the doggy bed would be. Then Mom and I made lunch for three, A feast for him and Mom and me. from Woe is I Jr: The Younger Grammarphobe’s Guide to Better English in Plain English. by Patricia T. O’Connor and Tom Stiglich. subject A Pronoun Poem, Analyzed As Mom and I walked homewardly, A puppy followed her and me. Both she and I were quick to see He had adopted Mom and me. subjects At home we showed him where to pee And where the doggy bed would be. Then Mom and I made lunch for three, A feast for him and Mom and me. Direct Object Object of adopted subject Objects of The preposition for Action verbs are modified by adverbs. bouncy shy friendly shyly vivaciously protectiveprotectively Pepper is… recklessly hungry silly Pepper behaves… cautiously jovially Pepper looks.. Pepper seems… Pepper became… playfully playful adventurously curiously Linking verbs are completed by adjectives. adventurous curious Linking verbs tell the nature of things. Linking verbs: BE, + sense verbs: look, sound, smell, feel; seem verbs: seem appear, become, grow Sentence Patterns S-V* S-V-O* S-V-SC Rocks explode. Lizards like rocks. Rocks are expensive. A diamond is a rock. *SV: Subject-Verb: This pattern uses an intransitive verb. Intransitive verbs take no direct object. *S-V-O: Subject-Verb-Object: This pattern uses a transitive verb. Transitive verbs take direct objects. (Direct objects answer Who? Or What? They are used with action verbs only. *S-V-SC: Subject-Verb-Subject Complement: This pattern uses a linking verb. Linking verbs take subject complements, which can be either nouns (and when pronouns, are in the subjective case) or adjectives.