1. Modifiers …be more specific please!

2. Adjectives and Adverbs Adjectives modify nouns and pronouns Adverbs modify verbs, adjectives, and other adverbs Generally, adverbs are formed by adding –ly to adjectives ◦ Perfect, perfectly  The teacher’s perfect outfit made her feel ready for the day.  The teacher dressed perfectly to tackle the day. ◦ Clear, clearly  The teacher’s clear point helped the students understand the concept.  The teacher explained her point clearly so the students could understand the concept.

3. New Information Learning Target ◦ Students will use problem modifiers correctly in context. Success Criteria ◦ I can use context clues to determine the correct modifiers to use.

4. Troublesome Modifiers (grrrrr) Bad vs. Badly Good vs. Well Slow vs. Slowly Real vs. Really

5. Bad vs. Badly Bad = adjective (modifies a noun or pronoun) Badly = adverb (modifies verb, adjective, or adverb) *Note: adjectives are used to modify the subjects of linking verbs ◦ If the meat smells bad, don’t eat it. ◦ If the meat has been cooked badly, don’t eat it. ◦ Don’t ride with Mary, she drives badly. ◦ Mary seems to be bad at driving.

6. Good vs. Well Good = adjective (modify noun or pronoun) Well = adverb meaning “capably”, “satisfactorily” *Do not use “good” to modify a verb! * I feel good = I feel happy * I feel well = I feel healthy ◦ The school orchestra played well. ◦ The school orchestra played good music. ◦ That sweater looks good on you. ◦ You dressed well today.

7. Slow vs. Slowly Slow = adjective (modify nouns and pronouns) Slowly = adverb (modify verbs, adjectives, adverbs) ◦ Sloths are slow. ◦ Sloths move slowly. ◦ The speed limit is slow through the neighborhood. ◦ You should drive slowly through the neighborhood.

8. Real vs. Really Real = adjective (modify nouns and pronouns) Really = adverb meaning “truly”, or “actually” *Real = informally an adjective meaning “very” ◦ Pinocchio wants to become a real boy. ◦ Is Pinocchio really a real boy? ◦ Most of the students seemed really eager to return to school. ◦ When school starts, I’ll have to wear real clothes again.

9. Practice makes Perfect Ex 1, 2, and 3 pg 618-620

10. New Information Learning Target ◦ Students will identify and use comparison modifiers. Success Criteria ◦ I can determine which type of modifier to use based on context.

11. Comparison: Fast, Faster, Fastest One-syllable Words ◦ Positive: Fast ◦ Comparative: Faster ◦ Superlative: Fastest Three-syllable Words ◦ Positive: Punctual ◦ Comparative: More Punctual ◦ Superlative: Most Punctual To show a decrease in qualities: ◦ Positive: Honest ◦ Comparative: Less Honest ◦ Superlative: Least Honest *Note the irregular forms on pg 622 Absolute adjectives have no comparative or superlative form ◦ Complete ◦ Equal ◦ Perfect ◦ Correct ◦ Eternal ◦ Round ◦ Dead ◦ Full ◦ Square ◦ Empty ◦ Impossible ◦ True ◦ Endless ◦ Unique ◦ Infinite

12. Irregular Comparisons… they don’t follow the rules Pg 622 Bad, worse, worst Badly, worse, worst Ill, worse, worst Good, better, best Well, better, best Little, less, least Many, more, most Much, more, most Far, farther, farthest

13. Using Comparative and Superlative Use Comparative ◦ When comparing TWO things ◦ Both sisters are kind, but the younger is nicer. ◦ Of the two pillows, the one on the right is the softer. Use Superlative ◦ When comparing MORE THAN TWO things ◦ Of the recipes I have cooked, pork and apple pie is the most delicious. ◦ Potatoes are the grossest vegetables.

14. Problems… Do not use double comparisons ◦ This movie is more scarier than the last one. ◦ This movie is scarier than the last one. Include the word “other” or “else” when comparing an individual to a group ◦ Anita has hit more home runs than any other member of her team. ◦ John can skateboard better than anyone else. Make sure your comparisons are clear ◦ Kate’s arguments in the debate were more convincing than her opponent’s argument. ◦ The call of the wildebeest is louder than that of the tiger.

15. Practice makes Perfect Pg 622-625 Ex 4 (ODDS), Ex 5, Rev A

16. New Information Learning Target ◦ Students will identify and correct misused modifiers. Success Criteria ◦ I can recognize and fix a modifier that is in the wrong place.

17. Misplaced Modifiers Modifiers should go as close as possible to the word they are modifying. ◦ Undaunted, the storm did not prevent the team from playing hard. ◦ The coach praised the team for playing their best while handing out trophies. ◦ Grandma saw a doe crossing the road on her way to work. ◦ I donated my porcelain cat collection to the Paws Museum, which was valued at two hundred dollars.

18. Squinting or Two-Way Modifiers Modifiers should clearly modify ONLY ONE word. ◦ The President said yesterday his opponent spoke honestly. ◦ The manager told two rookies after the game to report to the dugout. ◦ They mayor said when the city council met he would discuss the budget.

19. Dangling Modifiers Modifiers must always clearly and sensibly modify a clear word or word group. ◦ Determined, Christy’s plan was to run a marathon. ◦ Having selected a route, the road trip was planned. ◦ After reading the novel, the essay was assigned. ◦ While wrapping gifts, Patio, my adorable cat, kept eating the bows.

20. Practice makes Perfect Pg 629, Ex 7 1-10 Pg 630-631, Ex 8

21. Test Review Modifiers Test Review ◦ Chapter end review