Download L.8.1.a

L.8.1: Demonstrate command of
conventions of standard English
grammar and usage when writing
or speaking.
a. Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences
Verbals
grammatical concepts that are formed using verbs
but do not function as verbs in sentences
infinitives
L.8.1.a
Gerunds
-ing forms of verbs that function as nouns
Examples:
Running is Sam’s favorite activity.
Running through the yard is Sam’s favorite activity.
(gerund phrase)
Julie relaxes by reading outside.
(gerund phrase – object of preposition)
Julie enjoys reading outside.
(gerund phrase – direct object)
L.8.1.a
What do you notice?
“But Finny firmly pressed his advantage. Not because
he wanted to be forgiven for missing the meal – that
didn’t interest him at all.”
-A Separate Peace by John Knowles (1959)
L.8.1.a
What do you notice?
“’I don’t like putting you on the spot,’ he said.”
-Fallen Angels by Walter Dean Myers (1988)
L.8.1.a
What do you notice?
“The vomiting, in Spallanzani’s words, was a
‘disagreeable operation.’”
-Guinea Pig Scientists
by Leslie Dendy and Mel Boring
L.8.1.a
Your Turn!
Use your mentor sentence to create your own sentence with a
gerund/gerund phrase following similar patterns and structures.
L.8.1.a
Participles
verb forms that function as adjectives
Examples:
Smiling, the singer emerged from backstage.
Smiling at her fans, the singer emerged from backstage.
(present participle phrase)
Amazed, John stared at the beautiful picture.
Amazed at his sister’s artistic talent, John stared at the
beautiful picture.
(past participle phrase)
L.8.1.a
What do you notice?
“The ocean, throwing up foaming sun-sprays across
some nearby rocks, was winter cold.”
-A Separate Peace by John Knowles (1959)
L.8.1.a
What do you notice?
“Trying not to panic, I pulled my brother into my seat.”
-The Freedom Writers Diary by Erin Gruwell (1999)
L.8.1.a
What do you notice?
“’Standing in a cow pasture near Dayton, Ohio, he
looked up and watched a flying machine circle in the
sky above him. He could see the bold pilot lying
facedown on the lower wing.”
-The Wright Brothers by Russell Freedman (1994)
L.8.1.a
What do you notice?
“I’m next to him, clapping and staring.”
-11 Birthdays by Wendy Mass
L.8.1.a
Your Turn!
Use your mentor sentences to create your own sentence with a
participle phrase following similar patterns and structures.
L.8.1.a
Infinitives
formed by adding to with the base form of a verb
Examples:
Josh wants to fly.
Josh wants to fly in a hot air balloon.
(infinitive phrase – functioning as a noun)
This is the best restaurant to eat pizza.
(infinitive phrase – functioning as adjective)
Chris exercised to improve his health.
(infinitive phrase – functioning as adverb)
L.8.1.a
What do you notice?
“I didn’t want to see today’s strained tempers exploding
on Leper.”
-A Separate Peace by John Knowles (1959)
L.8.1.a
What do you notice?
“If anyone had been suspicious of me, I might have
developed some strength to defend myself.”
-A Separate Peace by John Knowles (1959)
L.8.1.a
What do you notice?
“’I wanted to fire my weapon, to destroy the nightmare
around me.”
-Fallen Angels by Walter Dean Myers (1988)
L.8.1.a
What do you notice?
“To study the effect of chewing, he put a chewed pigeon
heart in one tube and an unchewed piece in another
tube, then swallowed both.”
-Guinea Pig Scientists
by Leslie Dendy and Mel Boring
L.8.1.a
Your Turn!
Use your mentor sentence to create your own sentence with an
infinitive phrase following similar patterns and structures.
L.8.1.a
Turn & Talk
How are verbals important in writing?
Original Sentence from Novel
Sentence with Verbal Removed
“But Finny firmly pressed his
advantage. Not because he wanted
to be forgiven for missing the meal –
that didn’t interest him at all.”
But Finny firmly pressed his
advantage. Not because he wanted
to be forgiven for– that didn’t
interest him at all.
“The ocean, throwing up foaming
sun-sprays across some nearby
rocks, was winter cold.”
The ocean was winter cold.
“I didn’t want to see today’s strained
tempers exploding on Leper.”
I didn’t want.
L.8.1.a
Your Turn!
Conduct a scavenger hunt through
published texts; find one of each
type of verbal.
Sentence from Novel
Verbal/Verbal Phrase
Specific Type of Verbal
“But Finny firmly pressed
his advantage. Not
because he wanted to be
forgiven for missing the
meal – that didn’t interest
him at all.”
“missing the meal”
Gerund phrase
L.8.1.a
Application
Continue to find
examples in your
reading!
Examine your own
written work for
effective use of verbals!
L.8.1.a
L.8.1: Demonstrate command of
conventions of standard English
grammar and usage when writing
or speaking.
b. Form and use verbs in the active and passive voice
d. Recognize and correct inappropriate shifts in verb voice and mood
L.8.3.a Use verbs in the active and passive voice to achieve particular effects
Active Voice
subject of the sentence is performing the action
Example:
Steve stole the cookies.
Passive Voice
person or thing in which the action was performed
Examples:
The cookies were stolen by Steve.
The cookies were stolen.
L.8.1.b
What do you notice?
“I dropped the fleece in the living room.”
-Things Not Seen by Andrew Clements (2002)
L.8.1.b
Turn & Talk
Why would the writer use active voice rather than
passive voice?
Active Voice
Passive Voice
“I dropped the fleece blanket in the living The fleece blanket was dropped in the living
room.”
room by me.
The fleece blanket was dropped in the living
room.
L.8.1.b
Your Turn!
Use your mentor sentence to create your own sentence in active
voice following similar patterns and structures.
L.8.1.b
What do you notice?
“As you can see, the Taurus has been pushed up onto the
sidewalk by the force of multiple impacts.”
-Things Not Seen by Andrew Clements (2002)
L.8.1.b
Turn & Talk
Why would the writer use passive voice rather than
active voice?
Active Voice
Passive Voice
“As you can see, the Taurus has been
pushed up onto the sidewalk by the force
of multiple impacts.”
YOU TRY
????
L.8.1.b
Your Turn!
Use your mentor sentence to create your own sentence in passive
voice following similar patterns and structures.
L.8.1.a
What do you notice?
“Alexander McSween himself was shot down at the door.”
–Billy the Kid: Outlaw of the Wild West by Roger Bruns (2000)
“On April 30th, 1881, Governor Lew Wallace signed Billy the
Kid’s death warrant.”
–Billy the Kid: Outlaw of the Wild West by Roger Bruns (2000)
L.8.1.b
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.1.b
Your Turn!
Active Voice
Passive Voice
Analysis
A recent tornado
damaged the town hall.
The town hall was
damaged by a recent
tornado.
The sentence in the active
voice puts most of its
emphasis on the tornado,
while the sentence in the
passive voice puts emphasis
on the town hall. If you
wanted the readers to pay
more attention to the
tornado, you would use the
active voice. If you wanted
readers to focus on the fact
that the town hall was
damaged, you would use the
passive voice.
L.8.1.b
Apply knowledge of active and
passive voice by creating active
voice sentences, changing them to
passive voice, and analyzing how
they are different.
Your Turn!
Writing
Write a paragraph in the active voice; then rewrite that
paragraph in the passive voice.
L.8.1.b
What do you notice?
“It was like nothing on earth we had ever seen before. Fred,
Sam, and I stood in front of strange trees and giant ferns. A
rocky cliff rose behind us. A volcano smoked ahead of us.”
-Your Mother Was a Neanderthal by John Scieszka
L.8.1.b
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.1.b
Application
Continue to find
examples in your
reading!
Examine your own
written work reflecting
on use of active and
passive voice!
L.8.1.b
L.8.1: Demonstrate command of
conventions of standard English
grammar and usage when writing
or speaking.
c.
Form and use verbs in indicative, imperative, interrogative,
conditional, and subjunctive mood
d. Recognize and correct inappropriate shifts in verb voice and mood
L.8.3.a Use verbs in the conditional and subjunctive mood to achieve particular effects
Mood
“…the manner in which a verb is expressed, such as
a fact, a desire, a possibility, or a command.”
-Kolln and Funk (2012)
interrogative
subjective
conditional
L.8.1.c
Indicative Mood
Mood
Explanation
Example
Indicative
Used to make a
statement
John plays quarterback
on the football team.
Mentor Sentence
“I’ve been drawing pictures all my life.”
-Bronx Masquerade by Nikki Grimes (2002)
L.8.1.c
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.1.c
Imperative Mood
Mood
Explanation
Example
Imperative
Used to make a command
Eat your dinner.
Subject is usually
unstated
Mentor Sentence
“Don’t call me Jump Shot.”
-Bronx Masquerade by Nikki Grimes (2002)
L.8.1.c
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.1.c
Interrogative Mood
Mood
Explanation
Example
Interrogative
Used to ask questions
Who won the game?
Mentor Sentence
“Lupe, what’s wrong?”
-Bronx Masquerade by Nikki Grimes (2002)
L.8.1.c
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.1.c
Conditional Mood
Mood
Explanation
Example
Conditional
Used to express some
condition of possibility,
obligation, or necessity.
I might go to the party.
Contains words such as
could, may, might, would,
and should
“Tyrone might convince everyone else he’s all
through with dreaming, but I know he
wants to be a big hip hop star.”
-Bronx Masquerade by Nikki Grimes (2002)
L.8.1.c
Mentor Sentence
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.1.c
Subjunctive Mood
Explanation
Subjunctive
Used to express a
recommendation or
wish, or to describe a
condition contrary to
reality
Used in two situations:
1. In a clause beginning
with the word “that,”
which makes a
recommendation
2. In a clause beginning
with the word “if,”
which describes a
situation contrary to
reality
Example
1. Coach suggests that
you practice your
shooting.
2. If I didn’t have to
study, I would go to
the concert.
L.8.1.c
Mood
Subjunctive Mood
Mentor Sentence
“If I had moves like Devon, I’d be cruising
crosscourt with Scottie Pippin!”
-Bronx Masquerade by Nikki Grimes (2002)
L.8.1.c
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.1.c
Your Turn
Take the following sentence, change its mood, and
analyze how the revision changes the mood.
Mood
Sentence
Indicative
I am going to English class.
Analysis of Revision
Imperative
Interrogative
Conditional
Subjunctive
Reflect:
Why is verb mood important an important consideration for writers?
L.8.1.c
What do you notice?
“Are you sure of your figures?”
-The Chocolate War by Robert Cormier
(1974)
“Brian reached for the lists.”
--The Chocolate War by Robert Cormier
(1974)
“Read off the names of the boys who have reached
or surpassed their quota.”
-The Chocolate War by Robert Cormier
(1974)
L.8.1.c
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.1.c
Your Turn!
Apply knowledge of verb moods
by finding examples in literature,
identifying those moods, and
explain why each author used each
mood.
Mood
Why You Think the
Author Used this Mood
L.8.1.c
Sentence
Application
Continue to pay
attention to verb moods
in your reading!
Examine your own
written work reflecting
on use of verb moods!
L.8.1.c
L.8.2: Demonstrate command of
standard English capitalization,
punctuation, and spelling when
writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a
pause or break
Five Basic Punctuation Effects
Terminate
Combine
Introduce
Enclose
Remove
Period
.
.
Examine texts to consider how punctuation functions for writers.
L.8.2.a
Punctuation to Indicate a Pause
Punctuation Type
Example
Explanation
Comma
After the game, I
watched a movie.
The comma tells the
reader to pause after
“after the game.”
Dash
Ellipsis
I saw Mrs. Smith – the
The dash tells the
teacher who lives on my
reader to pause
street.
between Mrs. Smith and
the identifying
information that
follows.
She studies for the math
test all night…and then
again the next morning.
The ellipsis separates
two statements and
tells readers to pause
between them.
What if the punctuation were removed?
L.8.2.a
What do you notice?
“There was more to it than he knew, but I decided not to tell
him.”
-To Kill a Mockingbird by Harper Lee (1960)
L.8.2.a
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.2.a
What do you notice?
“Besides, sister, I don’t want you working your head off for
us – you’ve no reason to do that.”
-To Kill a Mockingbird by Harper Lee (1960)
L.8.2.a
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.2.a
What do you notice?
“I think I am beginning to understand why Boo Radley’s
stayed shut up in the house all this time…it’s because he
wants to stay inside.”
-To Kill a Mockingbird by Harper Lee (1960)
L.8.2.a
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.2.a
What do you notice?
“If he’s turned into a Nazi-which is very likely-I’ll just turn
around.”
-The Book Thief by Markus Zusak (2005)
L.8.2.a
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.2.a
What do you notice?
“When he came to stealing, Liesel and Rudy first stuck with
the idea that there was safety in numbers.”
-The Book Thief by Markus Zusak (2005)
L.8.2.a
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.2.a
What do you notice?
“Most vertebrates-birds, mammals, reptiles, amphibians,
and fish-can’t be parasites; they’re just too big.”
-What’s Eating You? The Inside Story of Parasites
By Nicola Davies
L.8.2.a
What do you notice?
“Dad’s inside making his usual mom-working-late dinner –
macaroni and cheese with salami melted on top.”
-11 Birthdays by Wendy Mass
L.8.2.a
Your Turn!
Find an example of sentences using comma, ellipsis, and
dashes to indicate a break.
L.8.2.a
Application
Continue to find
examples in your
reading!
Examine your own
written work and add
punctuation to indicate
a pause or break!
L.8.2.a
L.8.2: Demonstrate command of
standard English capitalization,
punctuation, and spelling when
writing.
b. Use an ellipsis to indicate an omission
Ellipses
• Show information that trails off, either continuing
or petering out
• Indicate removed information
• Are always three dots (Sometimes it appears there
are four when a period follows to indicate and
ending
…
…
…
…
L.8.2.b
What do you notice?
“Human probably don’t have more parasites than other
animals, but scientists have studied us the most and have
found lots: head lice, body lice, fleas…”
-What’s Eating You? The Inside Story of Parasites
By Nicola Davies
L.8.2.b
Your Turn!
Find an example of sentences using ellipsis to indicate an
omission.
L.8.2.b
Your Turn!
Use your mentor sentence to create your own sentences following
similar patterns and structures.
L.8.2.b
L.8.5: Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
c. Distinguish among the connotations (associations) of
words with similar denotations (definitions)
Connotation and Denotation
Connotation -
Denotation –
Associations we make with
particular words
Dictionary definitions of words
immature
This word has a negative connotation.
It is associated with silliness.
immature
This word is an adjective used to
describe someone who is not mature
or developed.
childlike
This word has a positive connotation.
It is associated with innocence.
childlike
This word is an adjective used to
describe someone who is like a child,
as in innocence or frankness.
Discuss the connotations and denotation of the following:
chef/cook
ambitious/greedy
clever/shrewd
L.8.5.c
What do you notice?
“Our frog lies on her back…I have to slice open her
belly.”
-Speak by Laurie Halse Anderson
L.8.5.c
What do you notice?
“I trot out excuses: homework, strict parents, tuba
practice, late-night dentist appointment, have to feed
the warthogs.”
-Speak by Laurie Halse Anderson
L.8.5.c
What do you notice?
“Donna takes me in, buys me a bed, gives me my own room,
and begins sorting through the legal red tape involved for
her to become my legal guardian, which is complicated since
no one knows if my father is still alive or where he might be –
and I don’t know of any living family I may or may not have
since my mom left her home out west early on in life,
hitchhiked east at the age of thirteen, and never told me
anything about her parents whom she hated and refused to
even name.”
-Sorta Like a Rock Star by Matthew Quick
L.8.5.c
Your Turn!
Use your mentor sentences to create your own sentences following
similar patterns and structures. Play with words to express different
connotations.
Be prepared to share your thinking with a partner/group.
L.8.5.c
Application
Continue to note
examples of deliberate
word choice in your
reading!
Examine your own
written work and reflect
on connotation of
words!
L.8.5.c