Review – Sentence Combining Coordinating 1.Use a comma & a coordinating conjunction (101) The speaker rose to his feet, and the room became quiet. 2. Use a semicolon, an adverbial conjunction, and a comma – (Pg 107) I worked hard; therefore, I expected results. 3. Use a semicolon (pg 111) I worked hard; I expected results Subordinating 1. Subordinating Conjunctions (pg 123) While he was eating breakfast, the news came on. 2. relative pronoun. (Who, whose, whoever, what, whatever, whichever, when, that…) The researcher who was studying diabetes had a breakthrough. Ask for student input as much as possible.

Clauses – Review (not in your book) A clause is a group of words with a subject and a verb Subject Verb You stink. Sally is talking. Most clauses have further information after the verb Subject Verb I love grammar Sally is talking loudly

Two Types of Clauses (review Chpt 7) Independent clause (Main clause) Can stand alone as a sentence Can be joined to another clause Fred filled a cardboard tube with gunpowder. Dependent clause (Subordinate clause) Cannot stand alone as a sentence Must be joined to an independent clause Because he wanted to make his own firecrackers. A word that joins clauses is a conjunction

Joining Clauses A dependent clause can be joined to an independent clause to make a sentence Fred filled a cardboard tube with gunpowder because he wanted to make his own firecrackers. Or Because he wanted to make his own firecrackers, Fred filled a cardboard tube with gunpowder. When the sentence starts with the dependent clause, it must have a comma before the independent clause

Practice: Relay Race Combine Sentences! Follow instructions on the handout (Coordinate or Subordinate). As you finish each sentence, send 1 person up to check the answer. Each team may only send up 1 person at a time. You will be told Correct or Incorrect. If incorrect you must return to your group to fix it. If correct, the page will be initialed and you can move on to the next sentence. The first team to finish the relay race wins. Provide Handout.

Identifying and Correcting Sentence Errors Fragments and Run-Ons Identifying and Correcting Sentence Errors Chapter 8, pg 142  Teri Tosspon

Correcting Fragments and Run-ons Some basic Info This presentation explains the following grammatical concepts: Clauses (dependent and independent) Sentences Fragments Run-Ons Semicolons and conjunctive adverbs

Fragments (pg 143) A fragment is a piece of a sentence. A fragment can be missing a verb, missing a subject, or just not expressing a complete thought. Could be a phrase I sat down. In the school bus. Howard, the school bully, came and sat down beside me. Could be a dependent clause As I sat down. Howard, the school bully, came and sat beside me. Could be a combination of phrases and clauses One Friday afternoon, as I sat in the school bus that was filled with screaming kids.

Correcting Fragments (pg 145) Drop the subordinate conjunction As I sat down in the school bus that was filled with screaming skills. I sat down in the school bus that was filled with screaming skills. Fragments can be joined together with an independent clause! As I sat down in the school bus that was filled with screaming kids. As I sat down in the school bus that was filled with screaming kids, Howards, the school bully came and sat down beside me.

Exercise 3, pg 145 Read the paragraph. Find 5 fragments *underline them*. Then fix the fragments Fragment 1: Howard crane the shortest student in my entire seventh grade. Fragment 2: If you’ve ever known a bully. Fragment 3: One Friday afternoon, as we sat in the school bus on our way home. Fragment 4. Because our parents had told us to ignore Howard. Fragment 6. Saying Nothing. Howard Crane was the shortest kid in my entire seventh grade. If you’ve ever known a bully, Howard was a prime example. One Friday afternoon, as we sat in the school bus on our way home, Howard began taunting my younger brother. Because our parents had told us to ignore Howard, my brother just looked straight ahead. He said nothing.

Run-ons (Pg 145) Run-ons are independent clauses that have been combined incorrectly. There are several types: The AND run-on The Fused run-on The comma splice We will be going into detail on each one

The and run on (pg 146) The AND run-on: two or more relatively long independent clauses with a coordinating conjunction without any punctuation. (Because this has no punctuation, we have to read it in one breath.) I met Charlyce in a yoga class at the YWCA and we liked each other immediately and we soon became friends and we often hang out at each other’s houses.

The Fused run on (pg 146) The Fused run-on : two or more independent clauses run together without any punctuation. I met Charlyce in a yoga class at the YWCA we soon became friends.

The comma splice run-on The comma splice : two or more independent clauses run together with only a comma. I met Charlyce in a yoga class at the YWCA, we soon became friends. Sounds right? It is actually two separate independent ideas/clauses. We COULD add a ; (semicolon) to make it correct, or we could separate into two sentences.

Run-ons In the story of Fred, identify what kind of run-on these are! Fred didn’t throw the firecracker, he placed it between his legs, he wanted to put the lighter away first. Comma splice The fuse burned too quickly before he could throw it the explosive blew up between his legs. Fused

There are 3 ways to fix Run-Ons We will look at each one individually Make into 2 (or more) separate sentences. Make a compound sentence *using the methods of coordination* Make a complex sentence *using the methods of subordination*

Ways to Correct Run-ons 1. Make separate sentences with end punctuation. Fred fell down screaming when the smoke cleared we all expected to see a bloody mess. Fred fell down screaming. The smoke cleared. We all expected to see a bloody mess. Fred fell down screaming. When the smoke cleared, we all expected to see a bloody mess.

Ways to Correct Run-ons (pg 146) 2. Make a compound sentence using one of the joining methods And, or, but, so, yet He wanted to put the lighter away first, so Fred placed the firecracker between his legs, and he didn’t throw it.

Ways to Correct Run-ons You may include a conjunctive adverb along with the semicolon: however, for example, therefore, moreover, indeed, consequently Fred hadn’t taped the tube properly and most of the force was released out the ends of the tube the explosion did direct some pressure against his groin. Fred hadn’t taped the tube well and most of the force was released out the ends of the tube; however, the explosion did direct some pressure against his groin. Notice how the sentence is punctuated

Ways to Correct Run-ons 3. Make a complex sentence using subordination Because, although, if, when, since, after Because the fuse burned too quickly before he could throw it, the explosive blew up between his legs.

Practice – Mastery Test 1, pg 149-150 Grab yourself a partner Identify each sentence in the paragraph as Sentence (S), Fragment (F), or Run-on (R). Re-write the paragraph, correcting the incorrect sentences (pg 150). There are 5 fragments 6 Run ons 4 Complete sentences

Mastery Test 1, pg 149-150 S F R R S F F R

Correct the following Fred managed to make it home and change his clothes, and he told his parents he fell off his bicycle, he avoided punishment for playing with explosives. Fred managed to make it home and change his clothes. He told his parents he fell off his bicycle, thus avoiding punishment for playing with explosives. Fred managed to make it home. He changed his clothes and told his parents that he fell off his bicycle. He avoided punishment for playing with explosives. I left town shortly after. Didn’t see him again for five years. I left town shortly after and didn’t see him again for five years.

Correct the following Took a trip home last summer. I ran into Fred after my long absence he is unable to have children. Didn’t ask if he still plays with firecrackers. During a trip home last summer, I ran into Fred after a long absence. He is unable to have children. I didn’t ask if he still plays with firecrackers. After a long absence, I took a trip home last summer. I ran into Fred, who is unable to have children. I didn’t ask if he still plays with firecrackers.

Interactive Exercise You can get further practise by clicking the button below or by following the link to the interactive exercise http://xnet.rrc.mb.ca/leshanson/Hot_Potato/Sentence_ Structure_6.htm This is for students @ home – they can find the PPT on the internet

Description Chapter 20, pg 387

Description Uses Sensory images to create a picture with words Read the descriptive paragraph on pg 388 Answer the questions about the reading What do you see? What do you hear? What suggests touch (tin cups, wooden crates, sheepskin)? What can you smell? What can you taste? 1 room, fireplace, cabinets, dishes Woman’s voice, soft ceremonial song Tin would be cool, wood crates would feel rough Odor of mothballs Candy, cookies, Fig Newtons, coffee

Description – Guessing Game In groups, look at the painting you’re assigned. DON’T SHOW ANYONE (or its an automatic F on the assignment) Activity: on a separate paper, describe what you Hear Touch Smell Taste See When you are finished, we’ll try to guess which painting is yours. If the class successfully guesses before we get to “See” then you automatically get an A on this assignment. Words to avoid: good, bad, nice, fine, okay, normal, typical, interesting, beautiful

Using description In groups of 3 On the note cards, each of you write down a location (keep it secret from the others!) 2 classmates ask sensory questions in this order of the 3rd, getting him/her to describe the place in question. What do you hear? What can you touch? What can you smell? What can you taste? What do you see? Write down on your card which # they got to before they were able to guess. Assign them to groups of 3 – make sure they have to get up and move. Hand out note cards, these will be collected.

Description - Chapter 20 (pg 387) Uses sensory images to create a picture with words. Activity: on a separate paper, describe what you See Hear Touch Smell Taste When was another time you had this? What was it like? How does this time compare? Where were you? How old were you? Words to avoid: good, bad, nice, fine, okay, normal, typical, interesting, beautiful

Student presentation of vocab ITS VOCABULARY TIME!!!! Student presentation of vocab

Review Game RULES: as soon as you know the answer, stand up and hold up: 1 finger for sentence 2 fingers for Fragment 3 fingers for Run On Game 1: http://www.quia.com/pop/37752.html?AP_rand=1 310284432 Game 2: http://www.quia.com/pop/35933.html

Mastery Test 2, pg 151 R F S S R F F R S

ReWriting the Paragraph Recently, I watched a daytime show on laser peels. Viewers watched a procedure that took less than two minutes. In front of the television cameras and the live audience, a guest had the wrinkles zapped away from around her eyes. These high-energy laser beams are said to be quick, painless, and safe. This technology can be added to face-lifts, dermabrasion, collagen injections, and chemical peels. Lasers were first used by dermatologists to