1. Grammar Experts 8 th grade English Language Arts

2. 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

3. Verbals grammatical concepts that are formed using verbs but do not function as verbs in sentences L.8.1.a gerunds infinitives participles

4. 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)

5. 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

6. 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

7. 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

8. 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.

9. Participles verb 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)

10. 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

11. 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

12. 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

13. What do you notice? L.8.1.a “I’m next to him, clapping and staring.” -11 Birthdays by Wendy Mass

14. Your Turn! L.8.1.a Use your mentor sentences to create your own sentence with a participle phrase following similar patterns and structures.

15. Infinitives formed 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)

16. 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

17. 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

18. 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

19. 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

20. Your Turn! L.8.1.a Use your mentor sentence to create your own sentence with an infinitive phrase following similar patterns and structures.

21. Written Response How are verbals important in writing? Original Sentence from NovelSentence 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

22. Your Turn! Conduct a scavenger hunt through published texts; find one of each type of verbal. L.8.1.a Sentence from NovelVerbal/Verbal PhraseSpecific 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

23. Application Continue to find examples in your reading! Examine your own written work for effective use of verbals! L.8.1.a

24. 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

25. Active Voice subject of the sentence is performing the action L.8.1.b Example: Steve stole the cookies. Passive Voice person or thing in which the action was performed Examples: The cookies were stolen by Steve. The cookies were stolen.

26. What do you notice? “I dropped the fleece in the living room.” -Things Not Seen by Andrew Clements (2002) L.8.1.b

27. Turn & Talk Why would the writer use active voice rather than passive voice? L.8.1.b Active VoicePassive 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.

28. Your Turn! L.8.1.b Use your mentor sentence to create your own sentence in active voice following similar patterns and structures.

29. 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

30. Turn & Talk Why would the writer use passive voice rather than active voice? L.8.1.b Active VoicePassive Voice “As you can see, the Taurus has been pushed up onto the sidewalk by the force of multiple impacts.” YOU TRY ????

31. Your Turn! L.8.1.a Use your mentor sentence to create your own sentence in passive voice following similar patterns and structures.

32. 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 30 th, 1881, Governor Lew Wallace signed Billy the Kid’s death warrant.” –Billy the Kid: Outlaw of the Wild West by Roger Bruns (2000)

33. Your Turn! L.8.1.b Use your mentor sentence to create your own sentences following similar patterns and structures.

34. 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 VoicePassive VoiceAnalysis 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.

35. Your Turn! Writing L.8.1.b Write a paragraph in the active voice; then rewrite that paragraph in the passive voice.

36. 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

37. Your Turn! L.8.1.b Use your mentor sentence to create your own sentences following similar patterns and structures.

38. 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

39. 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

40. 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 indicative imperative interrogative conditional subjective

41. Indicative Mood L.8.1.c MoodExplanationExample IndicativeUsed 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)

42. Your Turn! L.8.1.c Use your mentor sentence to create your own sentences following similar patterns and structures.

43. Imperative Mood L.8.1.c MoodExplanationExample ImperativeUsed 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)

44. Your Turn! L.8.1.c Use your mentor sentence to create your own sentences following similar patterns and structures.

45. Interrogative Mood L.8.1.c MoodExplanationExample InterrogativeUsed to ask questionsWho won the game? Mentor Sentence “Lupe, what’s wrong?” -Bronx Masquerade by Nikki Grimes (2002)

46. Your Turn! L.8.1.c Use your mentor sentence to create your own sentences following similar patterns and structures.

47. Conditional Mood L.8.1.c MoodExplanationExample ConditionalUsed 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)

48. Your Turn! L.8.1.c Use your mentor sentence to create your own sentences following similar patterns and structures.

49. Subjunctive Mood L.8.1.c MoodExplanationExample SubjunctiveUsed 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.

50. 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)

51. Your Turn! L.8.1.c Use your mentor sentence to create your own sentences following similar patterns and structures.

52. Your Turn Take the following sentence, change its mood, and analyze how the revision changes the mood. L.8.1.c MoodSentenceAnalysis of Revision IndicativeI am going to English class. Imperative Interrogative Conditional Subjunctive Reflect: Why is verb mood important an important consideration for writers?

53. 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)

54. Your Turn! L.8.1.c Use your mentor sentence to create your own sentences following similar patterns and structures.

55. 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 SentenceMoodWhy You Think the Author Used this Mood

56. 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

57. 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

58. Five Basic Punctuation Effects TerminateCombineIntroduceEncloseRemove Period.. L.8.2.a Examine texts to consider how punctuation functions for writers.

59. Punctuation to Indicate a Pause Punctuation TypeExampleExplanation CommaAfter the game, I watched a movie. The comma tells the reader to pause after “after the game.” DashI 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. EllipsisShe 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.a What if the punctuation were removed?

60. 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)

61. Your Turn! L.8.2.a Use your mentor sentence to create your own sentences following similar patterns and structures.

62. 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)

63. Your Turn! L.8.2.a Use your mentor sentence to create your own sentences following similar patterns and structures.

64. 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)

65. Your Turn! L.8.2.a Use your mentor sentence to create your own sentences following similar patterns and structures.

66. 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)

67. Your Turn! L.8.2.a Use your mentor sentence to create your own sentences following similar patterns and structures.

68. 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)

69. Your Turn! L.8.2.a Use your mentor sentence to create your own sentences following similar patterns and structures.

70. 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 Parasites By Nicola Davies

71. 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

72. Your Turn! L.8.2.a Find an example of sentences using comma, ellipsis, and dashes to indicate a break.

73. 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

74. L.8.2: Demonstrate command of standard English capitalization, punctuation, and spelling when writing. b. Use an ellipsis to indicate an omission

75. 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 … …

76. 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

77. Your Turn! L.8.2.b Find an example of sentences using ellipsis to indicate an omission.

78. Your Turn! L.8.2.b Use your mentor sentence to create your own sentences following similar patterns and structures.

79. 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)

80. 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. immature This word is an adjective used to describe someone who is not mature or developed. childlike This word has a positive connotation. It is associated with innocence. childlike This 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/greedy clever/shrewd

81. 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

82. 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

83. 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

84. 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.

85. 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