grammar experts 8 th grade english language arts
TRANSCRIPT
Grammar Experts8th grade
English Language Arts
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
Verbalsgrammatical concepts that are formed using verbs
but do not function as verbs in sentences
L.8.1.a
gerunds
infinitivesparticiples
Gerunds-ing forms of verbs that function as nouns
L.8.1.a
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)
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!
L.8.1.a
Use your mentor sentence to create your own sentence with a gerund/gerund phrase following similar patterns and structures.
Participlesverb forms that function as adjectives
L.8.1.a
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)
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?
L.8.1.a
“I’m next to him, clapping and staring.”-11 Birthdays by Wendy Mass
Your Turn!
L.8.1.a
Use your mentor sentences to create your own sentence with a participle phrase following similar patterns and structures.
Infinitivesformed by adding to with the base form of a verb
L.8.1.a
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)
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!
L.8.1.a
Use your mentor sentence to create your own sentence with an infinitive phrase following similar patterns and structures.
Written ResponseHow 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.
L.8.1.a
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
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 Voicesubject of the sentence is performing the action
L.8.1.b
Example:
Steve stole the cookies.
Passive Voiceperson or thing in which the action was performed
Examples:
The cookies were stolen by Steve.The cookies were stolen.
What do you notice?
“I dropped the fleece in the living room.”-Things Not Seen by Andrew Clements (2002)
L.8.1.b
Turn & TalkWhy would the writer use active voice rather than
passive voice?
L.8.1.b
Active Voice Passive Voice
“I dropped the fleece blanket in the living room.”
The fleece blanket was dropped in the living room by me.
The fleece blanket was dropped in the living room.
Your Turn!
L.8.1.b
Use your mentor sentence to create your own sentence in active voice following similar patterns and structures.
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 & TalkWhy would the writer use passive voice rather than
active voice?
L.8.1.b
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????
Your Turn!
L.8.1.a
Use your mentor sentence to create your own sentence in passive voice following similar patterns and structures.
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)
L.8.1.b
“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)
Your Turn!
L.8.1.b
Use your mentor sentence to create your own sentences following similar patterns and structures.
Your Turn!Apply knowledge of active and passive voice by creating active voice sentences, changing them to passive voice, and analyzing how they are different.
L.8
.1.b
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.
Your Turn!Writing
L.8.1.b
Write a paragraph in the active voice; then rewrite that paragraph in the passive voice.
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!
L.8.1.b
Use your mentor sentence to create your own sentences following similar patterns and structures.
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)
L.8.1.c
indicati
ve imperative
interrogative
conditional
subjective
Indicative Mood
L.8.1.c
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)
Your Turn!
L.8.1.c
Use your mentor sentence to create your own sentences following similar patterns and structures.
Imperative Mood
L.8.1.c
Mood Explanation Example
Imperative Used to make a command
Subject is usually unstated
Eat your dinner.
Mentor Sentence“Don’t call me Jump Shot.”
-Bronx Masquerade by Nikki Grimes (2002)
Your Turn!
L.8.1.c
Use your mentor sentence to create your own sentences following similar patterns and structures.
Interrogative Mood
L.8.1.c
Mood Explanation Example
Interrogative Used to ask questions Who won the game?
Mentor Sentence“Lupe, what’s wrong?”
-Bronx Masquerade by Nikki Grimes (2002)
Your Turn!
L.8.1.c
Use your mentor sentence to create your own sentences following similar patterns and structures.
Conditional Mood
L.8
.1.c
Mood Explanation Example
Conditional Used to express some condition of possibility,
obligation, or necessity.
Contains words such as could, may, might, would,
and should
I might go to the party.
Mentor Sentence“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)
Your Turn!
L.8.1.c
Use your mentor sentence to create your own sentences following similar patterns and structures.
Subjunctive Mood
L.8
.1.c
Mood Explanation Example
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
1. Coach suggests that you practice your
shooting.
2. If I didn’t have to study, I would go to
the concert.
Subjunctive Mood
L.8.1.c
Mentor Sentence“If I had moves like Devon, I’d
be cruising crosscourt with Scottie Pippin!”-Bronx Masquerade by Nikki Grimes
(2002)
Your Turn!
L.8.1.c
Use your mentor sentence to create your own sentences following similar patterns and structures.
Your TurnTake the following sentence, change its mood, and
analyze how the revision changes the mood.
L.8.1.c
Mood Sentence Analysis of Revision
Indicative I am going to English class.
Imperative
Interrogative
Conditional
Subjunctive
Reflect: Why is verb mood important an important consideration for writers?
What do you notice?
L.8.1.c
“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)
Your Turn!
L.8.1.c
Use your mentor sentence to create your own sentences following similar patterns and structures.
Your Turn!Apply knowledge of verb moods by finding examples in literature, identifying those moods, and explain why each author used each mood.
L.8
.1.c
Sentence Mood Why You Think the Author Used this Mood
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 EffectsTerminate Combine Introduce Enclose Remove
Period
.
.
L.8.2.a
Examine texts to consider how punctuation functions for writers.
Punctuation to Indicate a PausePunctuation Type Example Explanation
Comma After the game, I watched a movie.
The comma tells the reader to pause after
“after the game.”
Dash I saw Mrs. Smith – the teacher who lives on my
street.
The dash tells the reader to pause
between Mrs. Smith and the identifying
information that follows.
Ellipsis 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.
L.8.2.aWhat if the punctuation were removed?
What do you notice?
L.8.2.a
“There was more to it than he knew, but I decided not to tell him.”
-To Kill a Mockingbird by Harper Lee (1960)
Your Turn!
L.8.2.a
Use your mentor sentence to create your own sentences following similar patterns and structures.
What do you notice?
L.8.2.a
“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)
Your Turn!
L.8.2.a
Use your mentor sentence to create your own sentences following similar patterns and structures.
What do you notice?
L.8.2.a
“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)
Your Turn!
L.8.2.a
Use your mentor sentence to create your own sentences following similar patterns and structures.
What do you notice?
L.8.2.a
“If he’s turned into a Nazi-which is very likely-I’ll just turn around.”
-The Book Thief by Markus Zusak (2005)
Your Turn!
L.8.2.a
Use your mentor sentence to create your own sentences following similar patterns and structures.
What do you notice?
L.8.2.a
“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)
Your Turn!
L.8.2.a
Use your mentor sentence to create your own sentences following similar patterns and structures.
What do you notice?
L.8.2.a
“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 ParasitesBy Nicola Davies
What do you notice?
L.8.2.a
“Dad’s inside making his usual mom-working-late dinner – macaroni and cheese with salami melted on top.”
-11 Birthdays by Wendy Mass
Your Turn!
L.8.2.a
Find an example of sentences using comma, ellipsis, and dashes to indicate a break.
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
L.8.2.b
……
…
…
…
• 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
…
…
What do you notice?
L.8.2.b
“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
Your Turn!
L.8.2.b
Find an example of sentences using ellipsis to indicate an omission.
Your Turn!
L.8.2.b
Use your mentor sentence to create your own sentences following similar patterns and structures.
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 -
Associations we make with particular words
Denotation –Dictionary definitions of words
immature This word has a negative connotation.
It is associated with silliness.
immatureThis word is an adjective used to
describe someone who is not mature or developed.
childlikeThis word has a positive connotation.
It is associated with innocence.
childlikeThis word is an adjective used to
describe someone who is like a child, as in innocence or frankness.
L.8.5.c
Discuss the connotations and denotation of the following: chef/cook
ambitious/greedyclever/shrewd
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!
L.8.5.c
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.
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