Essentials - Week Ten (5th Edition)

Week ten

Week Ten

Preposition/Interjection  Compound/Declarative/S-Vl-PA  Tasks 1-4

Review

Identify S-Vt-DO or S-Vl-PN

1. My dog ate my homework. (S-Vt-DO)

2. Zachary became a highschool student. (S-Vl-PN)

3. The horse jumped the fence.   (S-Vt-DO)

4. God is the Creator of all things. (S-Vl-PN)

5. That was a great party! (S-Vl-PN)

6. Does Luke like spinach? (S-Vt-DO)

Preposition

Today, we are also going to learn about prepositions.  A preposition relates a noun or pronoun to another word. Such as:  (write on board) OR A preposition is a word used to show the relationship of a noun or pronoun to another word in the sentence.

Here are a few examples:

Under the covers

Up the hill

Between us

Near the cross

With our borders

Without anger

Can you guys come up with anything?  (The rabbit ran ______ the fence.)

Prepositions aren’t that hard for one simple reason – we memorize a list of them. Once we memorize them, we can always recognize them.  (Pass out song) OR (Cross Seven weeks 12-15)

Prepositions are always followed closely by a noun or pronoun.  This is called the object of preposition.  Find the OP in the above sentences.

So, the preposition, the object of the proposition (OP) and any adjectives between them make up a prepositional phrase.

Prepositional phrases act as adjectives or adverbs and modify other words in the sentence.  If it modifies a noun, it is adjectival; if it modifies a verb, then it is adverbial.

The boy hugged his mother in the morning.

Where is the prepositional phrase in this sentence?

Do you have any idea whether this phrase is used as an adjective or adverb? Why?

Now, diagramming prepositional phrases:  You have to find the phrase, decide what word that it describes and then diagram it under that word.

boy  | hugged | mother

in

    morning

           the

Part of Speech: Interjection

Moms, I got most of this information from “Our Mother Tongue,” page 44.  If you have any questions this week, you can look at that.  The information in the guide is somewhat lacking on this.

An interjection is: a word or phrase used as a strong expression of feeling or emotion and is grammatically unconnected to the sentence.

Their sole purpose is to declare emotion.

They are usually one word, but may be a group of words.  – Help! Or, Oh my goodness!

They are followed by an exclamation point, but may be followed by a comma if the emotion is not as strong. – Wow! or Hi, how have you been? 

They can stand alone – Ouch!

They can be part of a declarative sentence – Oh! I didn’t know you were here.

They can be part of an exclamatory sentence – Wow! What a beautiful day!

Give me some examples on your boards. (In a few minutes) Include them in a (verbal) sentence.

Compound/Declarative/S-Vl-PA

There is a reason that we studied adjectives this afternoon.  You need to have a basic understanding of adjectives to understand our new sentence pattern:  S-Vl-PA.

This pattern very closely resembles the pattern that we learned last week.  Does anyone remember what that was?  Can you give me an example?

So we have a subject, a linking verb, and a predicate nominative (which renames or equals the subject).  Has anyone memorized your entire list of linking verbs yet?

(Write them on the board as they say them.) (Cross Seven week 22)

feel, become, remain, (and) taste, 

seem, appear, 

look, sound, stay, 

smell, grow, am, is, 

are, was, were,

be, being, been.

The first part of our list up here are all the less common linking verbs.  The most common linking verbs are the last eight – am, is, are, was, were, be, being, and been.  However, this week, we’ll be using the first eleven a little more.

Predicate Adjectives

So, our pattern for this week is Subject-Linking Verb-Predicate Adjective.  Instead of having a noun that renames or equals the subject at the end of the sentence, we have an adjective.  We call this a predicate adjective.

A predicate adjective follows a linking verb (just like a predicate nominative) and describes the subject.

The rose is red.

The rose smells beautiful.

The rose feels soft.

The rose grows brown.

Now, just when you think you’re starting to get this, I’m going to confuse you.  Can you tell me if both of these verbs are linking verbs?

The rose smells beautiful.  The girl smells the rose.

The rose feels soft.  The girl feels the rose.

The tricky thing about these less common linking verbs is that they can play two parts.  They can sometimes be linking and sometimes be action.

Here’s the test.  Take out the linking verb in each of these sentences and replace it with the word “is”.  If “is” can easily replace the verb, it is linking.  If not, it is action.

Let’s compare some sentences that have a predicate adjective to those which have a predicate nominative.

Sally is my friend.  Sally is beautiful.

Kroger is a store.  Kroger is crowded.

Charlotte is my dog.  Charlotte is annoying.

Tasks 1-4 

Sally is beautiful.

Mastery Charts

Chart L (Prepositions)

Review charts G/I/J/K

Prepositions Song

(To the tune of Rudolf the Red-nosed Reindeer) 

You know these prepositions I present to you 

Are Essential English and you can learn them, too.

These are the words that amaze

When used in a prepositional phrase.

About, Above, Across, After,

Along, Amid, Among,

Around, at, atop, before,

Behind, below, beneath,

Beside, between, beyond, but,

By, concerning, down, during,

Except, for, from, in, inside,

Into, like, near, of, off, on,

Onto, out, outside, over, 

Past, regarding, since,

Through, throughout, to, toward, under,

Underneath, until, up, upon,

With, within, without.

This is the entire list.

Prepositions relate nouns or pronouns 

to another word!

Essentials - Week Nine (5th Edition)

Week Nine

 

Compound/Declarative/S-Vl-PN  Linking Verbs  Tasks 1-4 Chart K: To be

 

Review: Jesus loves me, and He loves you. (change to interrogative)

 

Compound/Declarative/S-Vl-PN

We have now studied the sentence pattern S-Vt-DO with every sentence purpose. That whole section of our English puzzle is now complete.  We are now going to move on to S-Vl-PN sentence pattern.  It has similarities and some stark differences to the pattern we’ve already studied.  Particularly, in order to understand this new sentence pattern, we have to understand the different types of verbs.

 

Verb types

Transitive – transfers action from the subject to the object.

Bob hit the ball.

 

Intransitive – does not transfer action to an object.

Bob hit.  The cat ran up the tree.

 

Helping – helps another verb assert action, being, or existence.

Bob could hit the ball. (transitive)  The can has run up the tree. (intransitive)

The dinner will be good. (linking)

 

Linking – makes an assertion by joining two words.  It either helps a predicate noun to rename the subject, or it helps a predicate adjective to describe the subject.

 

S-Vl-PN

When there is a linking verb followed by a noun, we call that a subject – linking verb – predicate noun/nominative sentence pattern.  We will label it like this: 

 

 S         Vl        AA      AJ        PN

Bob     is         a          ball      hitter.

 

We diagram S-Vl-PN sentence patterns like this:

Bob  is  hitter

 

There are a few ways to recognize if you’re looking at a sentence with a transitive verb and direct object or with a linking verb and a predicate noun:

 

1.     A linking verb shows equality between the subject and the noun that follows it.

(Or you can say that a linking verb renames the subject.) 

 

Bob is a ball hitter.  Hitter renames Bob.

Bob is talented.  Talented describes Bob.

In this example, both of the following are true:  Bob is a ball hitter.  Bob = ball hitter.

2. You can also reverse the sentence.

The ball hitter is Bob.  Bob is a ball hitter. 

 

These are interchangeable and mean the same thing.

This would not be the case for a transitive verb.

Bob hit the ball.  The ball hit Bob.

Do these two sentences mean the same thing?

 

3. Finally, can you take out the verb and replace it with “is”?

Lucy became queen.  Lucy is queen.

 

So, these are two ways that you can tell if you are dealing with a S-Vt-DO sentence pattern or a S-Vl-PN sentence pattern:

Does the subject = the noun that follows the verb?

Can you reverse the sentence without changing the meaning?

And, can you replace the verb with is and it still make sense?

Has anyone memorized the linking verbs?  They are: (Mary had a Little Lamb)

feel, become, remain, (and) taste, 

seem, appear, 

look, sound, stay, 

smell, grow, am, is, 

are, was, were,

be, being, been.

 

Predicate

Just a reminder about predicates – The predicate is the part of the sentence which says something about the subject.  In these sentences, the predicate will include both the verb and the predicate nominative.

 

Predicate Nominative

Can anyone tell me what predicate nominative means?  Predicate – in the predicate portion of the sentence.  Nominative – nominative means subject.  So, essentially, you have a word that means the same thing as the subject that follows the predicate, or verb.

 

Nouns and Pronouns

You can use either a noun or a pronoun as a predicate nominative. (A pronoun replaces a noun in order to avoid repetition.)

 

Look at chart E.  You can see on the noun chart that predicate nominative is one use of a noun.

Now look at chart F.  When pronouns are being used as a predicate nominative, you will have to use only pronouns from the subjective, or nominative, list (I, you, he, she, it, we, you, they).

It is I.  It is me.

The winner is he.  not  The winner is him.

This is she.  not  This is her.

(Try reversing it.)

 

Tasks 1-4

Mercury is a planet.

 

 

Mastery Charts

Charts D, K

Memorize linking verbs

 

 

Essentials - Week Eight (5th Edition)

Compound/Interrogative/S-Vt-DO

This week, we will continue to talk about compound sentences and the sentence pattern S-Vt-DO.  We will be adding in the twist of making it an interrogative sentence.

Jesus loves me, and He loves you.

First, let’s identify the sentence patterns.

S  Vt  DO  C  S  Vt  DO

Jesus loves me, and He loves you.

Second, what is the structure of this sentence?  (compound)  How do we know?

We know it is compound, because it has two complete clauses joined by a conjunction.

What if it looked like this:

Jesus loves me and you.

Would it still be compound?  Why?

OK.  So we know that this sentence is compound, declarative, right?  Let’s change this sentence into an interrogative sentence.  How would I do that?

#1 - Change punctuation:  Jesus loves me, and He loves you?

#2 - Use interrogative pronouns (who, when where):  Who loves me, and who loves you?

#3 - Use helping verbs to begin the sentence:  Does Jesus love me, and does He love you?

More sentences to change to interrogative:

Zach went fishing, and he caught a fish.

Sarah baked a cake, but Miley ate it.

Abigail completed her work, so she can play volleyball.

 

Adjectives

Today, we will also be learning about adjectives and some of the different ways that they can be used in a sentence.  Can anyone tell me what an adjective is?  (An adjective modifies a noun or pronoun by describing, qualifying, or limiting.)  This means that an adjective is added to help explain a noun more exactly. 

Look at chart L while we talk about adjectives, to give a better understanding of where we are.

Ready for the big picture about adjectives?

One-word adjectives:

Descriptive – add detail to a noun or pronoun and tell what kind.

BLUE car/BEAUTIFUL girl/PORCH light

NEW house/LESS talkative/MORE talkative/TALLER boy

LEAST talkative/MOST talkative/TALLEST tower

Possessive – tell whose 

MY/OUR

MINE/OURS

TOM’S/HANNAH’S

Limiting – tell how many or which

A, an, the  - articles

One, twenty, first  - numericals

This, that, these, those - demonstratives

All, another, any  - indefinites

What, which, who  - interrogatives

Multi-word adjectives

Adjectival phrase – prepositional phrase acting as an adjective.

(Prepositional phrases are always either adjectival or adverbial.)

My dad is a man of great integrity.

Adjectival clause – a subordinate clause that functions as an adjective in a sentence.

My dad, who loves me, instructs me.  (we know these as who/which clauses)

Infinitive – an infinitive is “to” plus a verb used as a noun, adjective or adverb.

The one to ask is Mike.

The best way to know if you’re looking at an adjective is to know what questions to ask.  If you look on your chart, they are listed at the top of the page.

What kind?  Which?  How many?  Whose?

A few weeks ago, we studied adverbs.  Does anyone remember the questions you ask to identify adverbs?

How?  When?  Where?  Why? How often?  How much?  To what extent?  Under what conditions?

These questions are really important to memorize, so that you can tell the difference between an adjective and an adverb.

Analytical Tasks

Ok, let’s put these together. Let’s identify a couple of sentences that are interrogative, compound, S-Vt-DO, and have adjectives.  Do you think we can do it?  I think you can.  We’ll take it one step at a time.

Vh       S     Vt    AJ      AJ        DO       CC 

Did Rose draw this beautiful picture, or did Jo draw it?

Diagram

SP        Vt       AA   AJ    DO       CC   SP      Vt     AA   AJ        DO

Who washed the dirty dishes, and who swept the crumby floor?

Diagram

AA   S        Vt       AA   DO  CC SP     Vt           AA   DO

The dog chewed the bone, or he swallowed the bone?

Diagram

This week at Home

Keep working on your Analytical Task Sheets with your practice sentences.  Also, practice the Adjectives Chart.

Essentials - Week Seven (5th Edition)

Week Seven

Compound/Imperative/S-Vt-DO  Noun of Direct Address  Appositive  Adverb

(Write on board)

Mary ate her sandwich.

Mike went fishing.

I love my children.

Josh walked the dog.

 

Welcome – diagram sentence

Tory ate the pie.

 

Compound/Imperative/S-Vt-DO

So, we’ve learned about Imperative sentences (what are they?), and compound sentences (what are they?), and the sentence pattern S-Vt-DO.  This week we are simply going to put all of these together.

(Change these sentences together.)

Mary ate her sandwich.  Eat your sandwich.

Josh walked the dog.  Walk the dog.

I love my children.  Love your children.

Mike went fishing.  Go fishing.

 

Ask - what is the subject? – how does the verb change? 

The verb changes person (first or third to second) and becomes present tense.  

Older students:  It also changes mood (indicative to imperative).

How would we diagram these?  (one example for now – with identifying S-Vt-DO)

(Leave all sentences and diagrams on the board.)

 

Noun of Direct Address

Now, what if we want to be clear about who we’re talking to, when giving a command or request?  What if we want Mary to eat her sandwich, or Josh to walk the dog, or Mike to go fishing?

Then, we have to use a Noun of direct address.  A noun of direct address is used to call upon a person and is set off by one or more commas.

 

Mary, eat your sandwich.  

Mike, go fishing.

Josh, walk the dog.

(Have students come up with some examples.)

 

Note that, if you take out the NDA, it is still a complete sentence.

When you diagram a NDA, you draw a horizontal line above the subject and write the NDA on it.

(Label these sentences, then diagram with NDA, identifying S-Vt-DO.)

 

Now, let’s make some of these compound. 

Mary, eat your sandwich, and Josh, walk the dog. 

(Label and diagram this imperative sentence.)

 

Appositive

Since we just learned about Nouns of Direct address, it is a good time to learn about appositives, as well.  An appositive is a noun or pronoun directly beside another noun which explains or identifies it.

My dog Rover can learn tricks.

What is the subject?  (Who or what is the sentence about?)

Then Rover would be the appositive.  It is directly beside the noun, “dog,” and identifies “dog” as “Rover”.

David, the king, praised God.

What is the appositive in this sentence? 

What is the subject? (Who or what is the sentence about?)

I went to see Mrs. Coy, my grandma.

Is there an appositive in this sentence?

Charlotte, my dog, licked Katie, my daughter.

How about in this one?

When you diagram an appositive, you simply put it in parenthesis beside the noun it identifies.

David (king)| praised  God

                         |

Adverb

Adverbs modify a verb, adjective, or other adverb and tell how, when, where, why, how often, to what extent, and under what condition

Most adverbs are flexional, meaning they end in -ly, so they are easy to spot.  However, the way to be sure is to ask the above questions.  Other adverbs aren’t so easy to spot.

They can also be simple – like  “hard”.  

They can be negatives – like  “never”.  

They can be affirmatives  – like  “yes” and “no”.

 

Adverbs can be phrases – The Bible was written for our benefit. – or clauses – He ran as if his life depended upon it.  When we add an WWW.ASIA.WUB in IEW, it is an adverbial clause.

 

What are some adverbs we can add to this sentence.  

Jessie sang.

How did Jessie sing?  (beautifully, softly)

When did Jessie sing? (yesterday, last night)

Where did Jessie sing? (at church, on stage)

Why did Jessie sing?  (because she had been practicing)

How often does Jessie sing?  (Daily, always)

How much does Jessie sing?  (a lot, abundantly)

To what extent did Jessie sing?  (very loudly, extremely beautifully)

Under what conditions did Jessie sing?  (while the baby cooed)

Adverbs are easiest to identify when they modify a verb

(For older students)

Verb Mood

While the imperative is one of the four types*****

Tasks 1-4

Read from page 128.  Have them do it on board.

Mastery Charts

You’ll be working on a new mastery chart this week – Chart I (Adverbs).  You’ll also be reviewing chart E (about nouns) because it talks about NDA.  Also, continue memorizing the eight parts of speech.

 

Essentials - Week Six (5th Edition)

Essentials - Week six

 

Now that we have learned all four sentence purposes, it is time to add a new structure (remind of chart A).  We will learn about the compound structure of a sentence, as well as about conjunctions, which are necessary for forming compound sentences.  In addition, we will learn about a new sentence pattern Subject-Verb transitive-Direct Object.

 

Conjunctions

Can anyone tell me what a conjunction is?  It is a word used to connect words, phrases or clauses together.  We’ve just been using these in the previous sentences. 

 

The most common conjunctions are coordinating conjunctions, and we will be focusing on these today.

 

Coordinating conjunctions connect grammatically equal words, groups of words, or clauses.  They can be easily memorized by the acronym FANBOYS:

 

For

And

Nor

But

Or

Yet

So

(use erasure method to memorize list)

 

Two independent clauses can be joined with a coordinating conjunction to create a compound sentence.  The clauses are separated by a comma and a coordinating conjunction.

 

Other types of conjunctions – (look at chart H)

There are other types of conjunctions that you will start to memorize on your charts, but we’re not going to learn the details about those yet.  

Correlative –    Neither/nor  Either/or

Subordinating – When  while  where  as  since  if  although  whereas  unless  because

Relative pronouns – that, who, whose, whom, which

S-Vt-DO

We are also going to learn about a new sentence pattern this week, which you’ll have a chance to practice during the week.  It is the subject – verb transitive – direct object sentence pattern.

This pattern requires a transitive verb, which means that the verb transfers the action to the thing that follows it.  Up until this week, all of our verbs have been INtransitive and didn’t transfer the action to an object.  Now, we are adding verbs that do transfer their action. That thing to which they transfer action is a direct object, or the object of the action.

 

S  Vi

Jesus loves.

S  Vt  DO

Jesus loves me.  (Jesus loves what/whom?) 

S  Vt  DO

My mother loves roses.  (Mother loves what/whom?)

 

Do you see the difference here?  In the first sentence, Jesus loves.  It is simply what He does.

 

In the second sentence, the action of loving is being transferred to the word me.  So, we ask the question:  Jesus loves who or what?  Jesus loves me.  Me is a pronoun acting as a direct object.

 

In the third sentence, roses is a noun acting as a direct object.  My mother loves who or what?  My mother loves roses.

 

Some things to think about when studying transitive verbs:

1.  Direct objects are always nouns or pronouns.

2.  Not all verbs can be transitive verbs.

 

The dog barked in the yard.  (The dog barked who or what?)

The verb barked cannot be transitive because it does not transfer action to anything. There is no answer to the question WHO or WHAT.

 

Subject and Predicate with Direct Object

A few weeks ago, we were talking about subject and predicate.  Remember the subject is who or what the sentence is about, and the predicate is what is being said about the subject.

 

My daughter loves broccoli.

What is the subject?  The predicate?  So, the direct object is part of the predicate.

Clauses

Now for some review.  Can anyone tell me what is necessary to make a sentence? (5 parts of a sentence: Capital letter, subject, verb, complete sense, and end mark). Very Good!  Today, we’re going to talk about something called an independent clause.  An independent clause is very much like a sentence in that it has 3 of the 5 parts: subject, verb, and complete sense. In fact, a simple sentence is a type of independent clause.  So, an independent clause is a group of words that contains a subject and a verb and expresses a complete thought. Look at these groups of words.  You tell me if they are an independent clause.

 

In the morning. (no)

We will go to the store tomorrow. (yes)

Over the river and through the woods. (no)

It is nice outside. (yes)

 

Compound Sentences

Now that you understand the idea of an independent clause, we’re going to introduce a new sentence structure – the compound sentence.  A compound sentence is simply two independent clauses joined together by a coordinating conjunction.  Let’s look at some examples of compound sentences.

 

Ex:  My mother loves me.  She cares for me.

My mother loves me, and she cares for me.

My mother loves me, so she cares for me.

My mother loves me, for she cares for me. 

 

This sentence joins two independent clauses with a comma and “and”.  Note that each clause could stand alone as its own sentence.  We took, essentially, too complete sentences and joined them together with – (what?).

 

Now look at this sentence:

My mother loves me and cares for me.

 

Is this a compound sentence?  Why not?  There are no longer two independent clauses.  “Cares for me” cannot stand alone as its own sentence, but rather depends upon the subject, Mother.

 

Look at this one:

My mother and I love our dog, Charley.

Is this a compound sentence?  No.  There are two subjects but only one verb.  “My mother” cannot stand alone as its own sentence. Just to reiterate, in order for a sentence to be compound, it must contain two independent clauses, joined by a coordination conjunction.

 

Analytical Task Sheet for Compound Sentences

How do we ask questions and recognize Direct Objects, Coordinating Conjunctions, and Compound Sentences?  Let’s work our way through some examples:

 

Task 1 - Dictation

John ate candy, and he drank soda.

Task 2 - Mechanics

Is there at least one subject?

Is there at least one verb?

Does it begin with a capital letter?

Does it have an end mark?

Does it make complete sense?

Is other punctuation and capitalization correct?

Are words spelled correctly?

 

Task 3 – Question confirmation

Is there more than one clause (more than one subject/verb combo)

                  If yes, then focus on the first clause first.

Who or what is this clause about? John – S for subject noun

What is being said about John? John ate – V for verb 

John ate what? candy – DO for direct object 

Add “t” to the V for verb.  There is a Direct object, so the verb is Transitive.  The action is transferred to the object (candy)

 

And – CC for coordinating conjunction

 

Second clause:

Who or what is this clause about?  he – S for subject 

What is being said about he?  he drank – V for verb 

He drank what? soda – DO for direct object

Add “t” to the V for verb.  There is a Direct object, so the verb is Transitive.  The action is transferred to the object (soda

 

Classification:  Compound, Declarative, S-Vt-DO/S-Vt-DO

 

Task 4 – Diagramming

Diagram – explain that each clause has its own line, connected with the dotted line

Charts

Practice charts G and H this week.  They will really help in understanding the tasks.

Tasks (moms)

1-4 at home.  If you need to only diagram the first clause of the sentence, that’s ok. And if you need to only diagram the subject and verb, that’s ok, too.  You know your student.