Stop! Grammar Time.

Every time you see me, my Grammar's just so hype.I'm dope on the floor and I'm magic on the mic.Now why would I ever stop doing thisWith others makin' records that just don't hit?I toured around the world from London to the BAY.It's Grammar, go GrammarMC Grammar, yo Grammar and the rest can go and play!

Meet your new teammates …

…and give yourselves a catchy team name.

Team 1: Amber, Lisa, Gage Team 2: Chris, Natalie, Kristal Team 3: Lara, Whitney, LeAnna Team 4: Scott, Sara, Theresa

Numbered Heads Together1. Number yourselves off clockwise within your team.2. When I pose a question, put your heads together to come up with an

answer. Make sure everyone understands how you arrived at the answer. Teach and learn from one another.

3. When I say, “heads apart,” you must stop talking.4. Then, I will call a number (1-3). If I call your number, you must stand up

and be prepared to answer the question. Note: your teammates can’t help you now. If your team

communicates to you, you are disqualified from that round. DQ5. I will then ask one person (who’s standing) to answer the question.6. Based on the answer, the people (who are standing) will give a thumbs

up if the answer is correct, or a thumbs down if it is not. You earn points for your team based on your answer or thumb signal.

7. Remember—no talking/communicating after I say “heads apart.”

Phrases: Prepositional, Participial, Gerund, Appositive, and Absolute

Locate the phrases in each sentence. For each phrase, decide if it’s a prepositional, participial, gerund, appositive, or absolute phrase.

1. Responding to e-mail takes all morning.

2. The clouds blanketing the mountains lifted in the afternoon.

3. Kenny, the computer technician, wants to help me fix my laptop.

4. Legs shaking, the gymnast steadied herself on the beam.

Phrases: Prepositional, Participial, Gerund, Appositive, and Absolute

1. Responding to e-mail takes all morning.

2. The clouds blanketing the mountains lifted in the afternoon.

3. Kenny, the computer technician, wants to help me fix my laptop.

4. Legs shaking, the gymnast steadied herself on the beam.

1. Responding to e-mail takes all morning.

2. The clouds blanketing the mountains lifted in the afternoon.

3. Kenny, the computer technician, wants to help me fix my laptop.

4. Legs shaking, the gymnast steadied herself on the beam.

Ready Freddy?

Alice bought Fred a new dish towel for Father’s Day.

What is the subject, and what is the predicate of this sentence?

What is the direct object? How do you know? What is the indirect object? How do you know? What part of speech is for? Is bought transitive or intransitive? How do you know? Re-write this sentence in the passive voice.

Alice bought Fred a new dish towel for Father’s Day.

Subject Predicate

Direct object

Indirect object

What part of speech is for?

Bought – T or I

Re-write this sentence in the passive voice.

Subject: Alice Predicate: bought Fred a new dish towel

for Father’s Day.

Direct object: a new dish towel Answers who or what after the verb

Indirect object: Fred Answers to/for whom/what after the verb

Part of speech (for): preposition

Bought = transitive (it has a direct object, towel)

A new dish towel was bought for Fred (by Alice for Father’s Day).

Linking verb or helping verb?

She is very limber. I was running late this morning. He is always trying to take an extra slice of

pie. You seem particularly happy today.

Linking verb or helping verb?

1. She is very limber.

2. I was running late this morning.

3. He is always trying to take an extra slice of pie.

4. You seem particularly happy today.

1. She is very limber.

2. I was running late this morning.

3. He is always trying to take an extra slice of pie.

4. You seem particularly happy today.

Direct objects and indirect objects

Identify the complement(s) in each sentence and its (their) type.

The jury believed him. The waiter slipped us the bill. She offered me a ride to the restaurant.

Direct objects and indirect objects

1. The jury believed him.

2. The waiter slipped us the bill.

3. She offered me a ride to the restaurant.

1. The jury believed him.

2. The waiter slipped us the bill.

3. She offered me a ride to the restaurant.

Colons, semicolons, brackets, parentheses, and dashes:

Determine if the punctuation is used correctly or incorrectly and why. Correct incorrect uses.

1. Back in 1973; Rosanne Cash told her father that she wanted to play country music for a living.

2. Johnny Cash was (to put it mildly) an authority on the subject, so he made her a list of 100 essential songs she needed to hear as she embarked on her career; "Long Black Veil," "Girl From the North Country,“ and "Miss the Mississippi and You."

3. These 12 covers are — by definition and necessity — timeless, and Cash's performances give them room to breathe and shine.

4. The song is a rare successful example of a tricky songwriting device: the extended metaphor.

Colons, semicolons, brackets, parentheses, and dashes:

1. Back in 1973; Rosanne Cash told her father that she wanted to play country music for a living.

2. Johnny Cash was (to put it mildly) an authority on the subject, so he made her a list of 100 essential songs she needed to hear as she embarked on her career; "Long Black Veil," "Girl From the North Country,“ and "Miss the Mississippi and You."

3. These 12 covers are — by definition and necessity — timeless, and Cash's performances give them room to breathe and shine.

4. The song is a rare successful example of a tricky songwriting device: the extended metaphor.

1. Back in 1973, Rosanne Cash told her father that she wanted to play country music for a living.

2. Johnny Cash was (to put it mildly) an authority on the subject, so he made her a list of 100 essential songs she needed to hear as she embarked on her career: "Long Black Veil," "Girl From the North Country,“ and "Miss the Mississippi and You."

3. Correct

4. Correct