1. Splash Screen UNIT 14 Diagraming Sentences

2. 2 Contents Unit 14 Overview Lesson 14.1: Diagraming Simple Sentencesagraming Simces Lesson 14.2:Lesson 14.2: Diagraming Simple Sentences with Phrases Sentencases LessonLesson 14.3: Diagraming Sentences with Clausesming Sentences Click a hyperlink to view the corresponding slides.

3. 3 Unit Overview 1 Click the mouse button or press the Space Bar to display the information. To learn how to diagram sentences, including sentences with phrases and sentences with clauses  To demonstrate understanding of various sentence components by representing them accurately in sentence diagrams Unit Objectives

4. End of Overview Click the mouse button to return to the Contents slide.

5. 5 Lesson 1-1 To identify the components of simple sentences  Click the mouse button or press the Space Bar to display the information. To represent the components in sentence diagrams Objectives

6. 6 Lesson 1-2 Click the mouse button or press the Space Bar to display the information. Diagraming is a method of showing how the various words and parts of a sentence function and relate to the sentence as a whole.  You begin to diagram a sentence by finding the simple subject. (Keep in mind that a sentence may have a compound subject.)  After you have found the subject, find the action verb or linking verb that goes with it. Diagraming Simple Sentences

7. 7 Lesson 1-3 Click the mouse button or press the Space Bar to display the information. Write the subject and the verb on a horizontal line, called a baseline.  Separate the subject and the verb with a vertical line that bisects the baseline.  This line indicates the division between the complete subject and the complete predicate. Diagraming Simple Sentences (cont.)

8. 8 Lesson 1-4 Diagraming Simple Sentences (cont.) Sample sentence: Athletes train.

9. 9 Lesson 1-5 Adjectives and Adverbs To diagram a simple sentence with adjectives and adverbs, follow the model diagram below.

10. 10 Lesson 1-6 Adjectives and Adverbs (cont.) Sample sentence: A very good athlete must train extremely hard.

11. 11 Lesson 1-7 To diagram a simple sentence with an indirect object and a direct object, follow the model diagram below. Direct Objects and Indirect Objects

12. 12 Lesson 1-8 Direct Objects and Indirect Objects Sample sentence: Coaches give players guidance.

13. 13 Lesson 1-9 To diagram a simple sentence with a compound subject, a direct object, and an object complement, follow the model diagram on the following slide.  Object Complements If the parts of a compound subject are connected by a conjunction, place the conjunction on a dotted vertical line between them. Click the mouse button or press the Space Bar to display the information.

14. 14 Lesson 1-10 If the parts are connected by a correlative conjunction, such as both … and or either … or, place the introductory conjunction on one side of the line and the second conjunction on the other side. Object Complements (cont.)

15. 15 Lesson 1-11 Object Complements (cont.) Sample sentence: Coaches and players consider practice essential.

16. 16 Lesson 1-12 Subject Complements To diagram a simple sentence with a subject complement (a predicate nominative or a predicate adjective), follow the model diagrams below and on the following slides.

17. 17 Lesson 1-13 Subject Complements (cont.) Sample sentence: Swimmers are athletes.

18. 18 Lesson 1-14 Subject Complements (cont.)

19. 19 Lesson 1-15 Subject Complements (cont.) Sample sentence: Gymnasts are strong and must be coordinated.

20. 20 Lesson 1-16 Using the preceding models as a guide, diagram the following sentences. Click the mouse button or press the Space Bar to display the answer. 1.The muddy field was drying slowly. Exercise 1 Diagraming Simple Sentences

21. 21 Lesson 1-17 Using the preceding models as a guide, diagram the following sentences. Click the mouse button or press the Space Bar to display the answer. 2.A coach gave the players instructions. Exercise 1 Diagraming Simple Sentences

22. 22 Lesson 1-18 Using the preceding models as a guide, diagram the following sentences. Click the mouse button or press the Space Bar to display the answer. 3.The players and the coach considered the game critical. Exercise 1 Diagraming Simple Sentences

23. 23 Lesson 1-19 Using the preceding models as a guide, diagram the following sentences. Click the mouse button or press the Space Bar to display the answer. 4.It was the championship game. Exercise 1 Diagraming Simple Sentences

24. 24 Lesson 1-20 Using the preceding models as a guide, diagram the following sentences. Click the mouse button or press the Space Bar to display the answer. 5.The players were ready but felt nervous. Exercise 1 Diagraming Simple Sentences

25. 25 Lesson 1 Close Discuss the diagrams from Exercise 1. Point out mistake in the diagrams and suggest corrections. Close

26. End of Lesson 1 Click the mouse button to return to the Contents slide.

27. 27 To identify phrases  Lesson 2-1 Click the mouse button or press the Space Bar to display the information. To represent phrases in sentence diagrams Objectives

28. 28 Lesson 2-2 Click the mouse button or press the Space Bar to display the information. Place the preposition on a diagonal line that descends from the word the prepositional phrase modifies.  Place the object of the preposition on a horizontal line that joins the diagonal.  The diagonal line on which the preposition is placed should extend somewhat beyond the horizontal on which the object of the preposition is placed, forming a “tail.” Prepositional Phrases

29. 29 Lesson 2-3 Prepositional Phrases (cont.) Sample sentence: Athletes of today set new records at every opportunity during a season.

30. 30 Lesson 2-4 Click the mouse button or press the Space Bar to display the information. Appositives and Appositive Phrases Place an appositive in parentheses after the noun or pronoun it identifies.  Beneath it add any words that modify the appositive.  Any words that modify the noun or pronoun itself, and not the appositive, should be placed directly beneath the noun or pronoun.

31. 31 Lesson 2-5 Appositives and Appositive Phrases (cont.) Sample sentence: The coach, a graduate of the school, preaches team spirit, an important ideal.

32. 32 Lesson 2-6 Click the mouse button or press the Space Bar to display the information. Participles and Participial Phrases The line on which the participle is placed descends diagonally from the word the participle modifies and then extends to the right horizontally.  The participle is written on the curve, as shown on the following slide.  Add any modifiers and complements to the horizontal line in the same way that you would show the modifiers and complements of an action verb.

33. 33 Lesson 2-7 Participles and Participial Phrases (cont.) Sample sentence: Stumbling, the quarterback fell, gracefully completing the pass in midair.

34. 34 Lesson 2-8 Click the mouse button or press the Space Bar to display the information. Gerunds and Gerund Phrases Place a gerund on a “step,” adding complements and modifiers in the usual way.  Then set the gerund or the gerund phrase on a “stilt” and position the stilt according to the role of the gerund in the sentence.  Remember that a gerund can be a subject, a direct object, an indirect object, a predicate nominative, an object of a preposition, or an appositive.

35. 35 Lesson 2-9 Gerunds and Gerund Phrases (cont.) Sample sentence: Winning is one way of gaining confidence.

36. 36 Lesson 2-10 Infinitives and Infinitive Phrases as Adjectives or Adverbs When an infinitive or an infinitive phrase is used as an adjective or an adverb, it is diagrammed as a prepositional phrase is.

37. 37 Lesson 2-11 Infinitives and Infinitive Phrases as Adjectives or Adverbs (cont.) Sample sentence: Teams have a need to travel frequently.

38. 38 Lesson 2-12 Infinitives and Infinitive Phrases as Nouns When an infinitive or an infinitive phrase is used as a noun, it is diagrammed as a prepositional phrase is and is then placed on a “stilt” in the subject, direct object, or predicate nominative position.

39. 39 Lesson 2-13 Infinitives and Infinitive Phrases as Nouns (cont.) Sample sentence: To triumph is to taste glory.

40. 40 Lesson 2-14 Click the mouse button or press the Space Bar to display the answer. Exercise 2 Diagraming Simple Sentences with Phrases Using the preceding models as a guide, diagram the following sentences. 1.People of that time knew nothing about the rest of the world.

41. 41 Lesson 2-15 Click the mouse button or press the Space Bar to display the answer. Exercise 2 Diagraming Simple Sentences with Phrases Using the preceding models as a guide, diagram the following sentences. 2.My cousin Janet got her wish, a part in the play.

42. 42 Lesson 2-16 Click the mouse button or press the Space Bar to display the answer. Exercise 2 Diagraming Simple Sentences with Phrases Using the preceding models as a guide, diagram the following sentences. 3.Thousands of leaves, falling gently, covered the damp sidewalk.

43. 43 Lesson 2-17 Click the mouse button or press the Space Bar to display the answer. Exercise 2 Diagraming Simple Sentences with Phrases Using the preceding models as a guide, diagram the following sentences. 4.Watching television is one way of relaxing.

44. 44 Lesson 2-18 Click the mouse button or press the Space Bar to display the answer. Exercise 2 Diagraming Simple Sentences with Phrases Using the preceding models as a guide, diagram the following sentences. 5.To write well means to think clearly.

45. 45 Lesson 2 Close As a class, review the ways in which the different types of phrases in Exercise 2 are diagrammed. Close

46. End of Lesson 2 Click the mouse button to return to the Contents slide.

47. 47 To identify the components of compound and complex sentences  Lesson 3-1 Click the mouse button or press the Space Bar to display the information. To represent the components in sentence diagrams Objectives

48. 48 Lesson 3-2 Click the mouse button or press the Space Bar to display the information. Diagram each main clause separately.  If the clauses are connected by a semicolon, use a vertical dotted line to connect the verbs of each main clause.  If the main clauses are connected by a conjunction, place the conjunction on a solid horizontal line and connect it to the verbs of each main clause with vertical dotted lines. Compound Sentences

49. 49 Lesson 3-3 Compound Sentences (cont.) Sample sentence: Athletes like to win, but they must also learn to lose.

50. 50 Lesson 3-4 Click the mouse button or press the Space Bar to display the information. Complex Sentences with Adjective Clauses Place the main clause in one diagram and the adjective clause beneath it in another diagram.  Use a dotted line to connect the relative pronoun or other introductory word in the adjective clause to the modified noun or pronoun in the main clause.

51. 51 Lesson 3-5 Complex Sentences with Adjective Clauses (cont.) Sample sentence: The player whom you like won games that were close.

52. 52 Lesson 3-6 Click the mouse button or press the Space Bar to display the information. Complex Sentences with Adverb Clauses Place the main clause in one diagram and the adverb clause beneath it in another diagram.  Place the subordinating conjunction on a diagonal dotted line, connecting the verb in the adverb clause to the modified verb, adjective, or adverb in the main clause.

53. 53 Lesson 3-7 Complex Sentences with Adverb Clauses (cont.) Sample sentence: Before a game begins, the coach gives encouragement.

54. 54 Lesson 3-8 Click the mouse button or press the Space Bar to display the information. Complex Sentences with Noun Clauses First decide what role the noun clause plays within the main clause.  Is it the subject, direct object, predicate nominative, or object of a preposition?  Then diagram the main clause, placing the noun clause on a “stilt” in the appropriate position.  Place the introductory word of the clause in the position of subject, object, or predicate nominative within the noun clause itself.

55. 55 Lesson 3-9 Complex Sentences with Noun Clauses (cont.) If the introductory word merely begins the noun clause, place it on a line of its own above the verb in the noun clause, connecting it to the verb with a dotted vertical line.

56. 56 Lesson 3-10 Complex Sentences with Noun Clauses (cont.) Noun Clause As Subject Sample sentence: What the coach says is extremely important.

57. 57 Lesson 3-11 Noun Clause As Direct Object Sample sentence: The coach knows that the rival may win. Complex Sentences with Noun Clauses (cont.)

58. 58 Lesson 3-12 Noun Clause as Object of a Preposition Sample sentence: The coach assigns more practice to whoever needs it. Complex Sentences with Noun Clauses (cont.)

59. 59 Lesson 3-13 Click the mouse button or press the Space Bar to display the answer. Exercise 3 Diagraming Sentences with Clauses Using the preceding models as a guide, diagram the following sentences. 1.John is the oldest child, and Rebecca is the youngest.

60. 60 Lesson 3-14 Click the mouse button or press the Space Bar to display the answer. Exercise 3 Diagraming Sentences with Clauses Using the preceding models as a guide, diagram the following sentences. 2.The pilot who won last year’s competition has sold his airplane.

61. 61 Lesson 3-15 Click the mouse button or press the Space Bar to display the answer. Exercise 3 Diagraming Sentences with Clauses Using the preceding models as a guide, diagram the following sentences. 3.Whenever Manolo remembers, he buys an extra newspaper for Juanito.

62. 62 Lesson 3-16 Click the mouse button or press the Space Bar to display the answer. Exercise 3 Diagraming Sentences with Clauses Using the preceding models as a guide, diagram the following sentences. 4.Whoever wins this game chooses the next one.

63. 63 Lesson 3-17 Click the mouse button or press the Space Bar to display the answer. Exercise 3 Diagraming Sentences with Clauses Using the preceding models as a guide, diagram the following sentences. 5.Everybody knows that Hefflemeyer is the greatest player.

64. End of Lesson 3 Click the mouse button to return to the Contents slide.

65. Click the mouse button or press the Space Bar to display the answers. BR Transparency 1

66. Click the mouse button or press the Space Bar to display the answers. BR Transparency 2

67. Click the mouse button or press the Space Bar to display the answers. main clause: Our cousins visited us in September main clause: we will go to their house in April BR Transparency 3

68. Click the mouse button or press the Space Bar to display the answer. crowd applauded racers Roaring the in marathon the TMSD Transparency 2

69. Click the mouse button or press the Space Bar to display the answer. people avoid foods Nutritionists recommend fatty sugary and that TMSD Transparency 3

70. Writing Online Explore online information about the topics introduced in this unit. Click on the Connect button to launch your browser and go to the Writer’s Choice Web site. At this site, you will find unit overviews, interactive activities, and Web sites correlated with the units and lessons in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://writerschoice.glencoe.com

71. End of Custom Shows WARNING! Do Not Remove This slide is intentionally blank and is set to auto-advance to end custom shows and return to the main presentation.

72. End of Slide Show Click the mouse button to return to the Contents slide.