Chapter 3 Pretest: Sentences Topic

Transcription

1 Chapter 3 Pretest: Sentences Topic I. Identifying Types of Sentences Identify each sentence as declarative, exclamatory, imperative, or interrogative. Insert the appropriate end punctuation for each sentence. interrogative 1. Have you ever heard of the English Romantic poet John Keats declarative 2. Most early critics of Keats s long poem Endymion including the poet himself did not like the work imperative 3. Read The Eve of St. Agnes for an exciting story imperative 4. Don t give away the ending declarative 5. John Keats died of tuberculosis at the age of twenty-five declarative/exclamatory 6. Writing so much poetry in such a short time was quite an accomplishment interrogative 7. What is his best poem declarative 8. Keats was a better writer of short lyric poems than of longer works interrogative 9. Would you like to read some of the most famous lines of English verse declarative 10. In Ode on a Grecian Urn, the speaker contemplates the role of art in an ever changing world II. Finding the Subjects and Predicates Underline the simple subject once and the simple predicate twice. If the subject of the sentence is understood, write (You) to the left of the number. 11. Lord Byron published the first two cantos of his Childe Harold s Pilgrimage in Every serious student of poetry knows about Lord Byron. 13. Childe Harold s Pilgrimage brought great fame to its author. 14. Read the closet drama Manfred for a good example of the Byronic hero. 15. Have you read a closet drama before? 16. Closet drama is drama meant only to be read, not acted out. 17. Details of Byron s personal life appear throughout his works. Pretests 3

2 Chapter 3 Pretest: Sentences Topic (continued) 18. Of all Byron s poems, my favorite is The Destruction of Sennacherib. 19. Why is that your favorite? 20. Pay attention to small details, or you will miss the irony. III. Analyzing Sentence Patterns Label the sentence patterns S-InV, S-TrV-DO, S-TrV-IO-DO, S-LV-PN, S-LV-PA, S-TrV-DO-OC, or S-be-Advl. If the adverbial is a prepositional phrase, underline it. 21. Percy Bysshe Shelley was one of the greatest of all English lyric poets. 22. Shelley s poem Alastor, published in 1816, gained its author critical recognition. 23. This work is highly autobiographical. 24. The poem depicts the personal conflicts of Shelley himself. 25. Shelley wrote continually until he died in His personal views made Shelley an outcast in British society. 27. Queen Mab directly addresses the political issues of Shelley s day. 28. Shelley was in Italy the last few years of his life. 29. Prometheus Unbound is perhaps Shelley s greatest accomplishment. 30. Mary Shelley, the poet s wife, wrote the famous novel Frankenstein. 4 Pretests

3 Chapter 3 Pretest: Sentences Topic I. Identifying Types of Sentences Identify each sentence as declarative, exclamatory, imperative, or interrogative. Insert the appropriate end punctuation for each sentence. interrogative 1. Have you ever heard of the English Romantic poet John Keats? declarative 2. Most early critics of Keats s long poem Endymion including the poet himself did not like the work. imperative 3. Read The Eve of St. Agnes for an exciting story. imperative 4. Don t give away the ending! or. declarative 5. John Keats died of tuberculosis at the age of twenty-five. declarative/exclamatory 6. Writing so much poetry in such a short time was quite an accomplishment. or! interrogative 7. What is his best poem? declarative 8. Keats was a better writer of short lyric poems than of longer works. interrogative 9. Would you like to read some of the most famous lines of English verse? declarative 10. In Ode on a Grecian Urn, the speaker contemplates the role of art in an ever changing world. II. Finding the Subjects and Predicates Underline the simple subject once and the simple predicate twice. If the subject of the sentence is understood, write (You) to the left of the number. 11. Lord Byron published the first two cantos of his Childe Harold s Pilgrimage in Every serious student of poetry knows about Lord Byron. 13. Childe Harold s Pilgrimage brought great fame to its author. (You) 14. Read the closet drama Manfred for a good example of the Byronic hero. 15. Have you read a closet drama before? 16. Closet drama is drama meant only to be read, not acted out. 17. Details of Byron s personal life appear throughout his works. Key to Pretests 171

4 Chapter 3 Pretest: Sentences Topic (continued) 18. Of all Byron s poems, my favorite is The Destruction of Sennacherib. 19. Why is that your favorite? (You) 20. Pay attention to small details, or you will miss the irony. III. Analyzing Sentence Patterns Label the sentence patterns S-InV, S-TrV-DO, S-TrV-IO-DO, S-LV-PN, S-LV-PA, S-TrV-DO-OC, or S-be-Advl. If the adverbial is a prepositional phrase, underline it. S LV PN 21. Percy Bysshe Shelley was one of the greatest of all English lyric poets. S TrV IO DO 22. Shelley s poem Alastor, published in 1816, gained its author critical recognition. S LV PA 23. This work is highly autobiographical. S TrV DO 24. The poem depicts the personal conflicts of Shelley himself. S InV 25. Shelley wrote continually until he died in S TrV DO OC 26. His personal views made Shelley an outcast in British society. S TrV DO 27. Queen Mab directly addresses the political issues of Shelley s day. S be Advl 28. Shelley was in Italy the last few years of his life. S LV PN 29. Prometheus Unbound is perhaps Shelley s greatest accomplishment. S TrV DO 30. Mary Shelley, the poet s wife, wrote the famous novel Frankenstein. 172 Key to Pretests

5 Teaching Help TE 3: Help Sentence TopicComplements Read the following paragraph. In the word-search box, circle each direct object, indirect object, predicate noun, predicate adjective, or objective complement. Born in England, Susanna Annesley was the youngest of twenty-five children. During her childhood her father, a minister, stressed religion and Christian values. As a child, she gave God her life to be used in His service. Susanna grew up during a time of persecution; her own father was almost killed for his Nonconformist beliefs. She married Samuel Wesley and bore nineteen children. Susanna considered her children her ministry and saw the need for God s direction in her life and in her children s lives. She devoted one hour per day to fervent prayer, and during the course of every week, she spent one hour in personal prayer with each child. John and Charles Wesley lived for God, revived Christianity, and gave their mother credit for her godly influence on their lives. Susanna Wesley was faithful and is considered a mother strong in conviction and godly wisdom. Y A M O T H E R N E E D T Y R S V W V F L K M P I O E Z G D A A C Y B A N U H T R E L I G I O N A N T I W M U T M R Y E I G O D X P E H I K B R T E M E R T S F N E C D S S E R U O H U I L D L I T F C G S U L S R H I R N I H H O U R T M N H H P L C H I L D R E N C C W S T R O N G Y S I N S A M U E L W E S L E Y 36 Teaching Helps

6 Teaching Help TE 3: Help Sentence TopicComplements Read the following paragraph. In the word-search box, circle each direct object, indirect object, predicate noun, predicate adjective, or objective complement. Born in England, Susanna Annesley was the youngest of twenty-five children. During her childhood her father, a minister, stressed religion and Christian values. As a child, she gave God her life to be used in His service. Susanna grew up during a time of persecution; her own father was almost killed for his Nonconformist beliefs. She married Samuel Wesley and bore nineteen children. Susanna considered her children her ministry and saw the need for God s direction in her life and in her children s lives. She devoted one hour per day to fervent prayer, and during the course of every week, she spent one hour in personal prayer with each child. John and Charles Wesley lived for God, revived Christianity, and gave their mother credit for her godly influence on their lives. Susanna Wesley was faithful and is considered a mother strong in conviction and godly wisdom. Y A M O T H E R N E E D T Y R S V W V F L K M P I O E Z G D A A C Y B A N U H T R E L I G I O N A N T I W M U T M R Y E I G O D X P E H I K B R T E M E R T S F N E C D S S E R U O H U I L D L I T F C G S U L S R H I R N I H H O U R T M N H H P L C H I L D R E N C C W S T R O N G Y S I N S A M U E L W E S L E Y 204 Key to Teaching Helps

7 ESL Help 3a: Inverted ESL Help Subject Topic and Predicate English has two basic types of questions: yes/no questions and wh questions. Some questions use inverted order, and others do not. ( Inverted order means that the order of the subject and the predicate is reversed.) Yes/No Questions (questions that require yes or no for an answer) If a sentence contains an auxiliary verb, move the first auxiliary before the subject. Jen is traveling to England. Is Jen traveling to England? She has visited Buckingham Palace. Has she visited Buckingham Palace? If a sentence contains no auxiliary but does have a be verb, move the be verb before the subject. Jen is quite a world traveler. Is Jen quite a world traveler? They were always happy to travel. Were they always happy to travel? If there is no auxiliary and no be verb, add a form of the auxillary do (do, does, or did) before the subject. Use the form of do that matches the form of the verb and then change the main verb to its first principal part (simple present form). Jen once lived in Korea. Did Jen once live in Korea? She knows a lot about the country. Does she know a lot about the country? Wh Questions (questions that ask for information using who/whom/whose, which, what, when, where, why, or how) When questioning the subject or something in the subject, do not use inverted order. Replace the word in question with an interrogative pronoun. Jen visited Stratford-upon-Avon. Shakespeare s home is in Stratford-upon-Avon. Who visited Stratford-upon-Avon? (Jen) Whose home is in Stratford-upon-Avon? (Shakespeare s) When questioning something in the complete predicate, use these three steps: 1. Replace the word(s) in question with an interrogative pronoun (or adverb). 2. Move the interrogative pronoun or adverb before the subject. 3. Follow one of the next three steps. If there is an auxiliary, move the first auxiliary before the subject. Original Step 1 Step 2 Step 3 Jen will visit Scotland next summer. Jen will visit Scotland when? When Jen will visit Scotland? When will Jen visit Scotland? Original Step 1 Step 2 Step 3 She would like to see Edinburgh Castle. She would like to see what? What she would like to see? What would she like to see? ESL Helps 71

8 ESL Help 3a: Inverted ESL Subject Help Topic and Predicate (continued) If there is no auxiliary but there is a form of be (am, is, are, was, or were), move the form of be before the subject. Original Step 1 Step 2 Step 3 The castle was the home of Mary, Queen of Scots. The castle was what? What the castle was? What was the castle? If there is no auxiliary and no be verb form, insert the correct form of the auxiliary do (do, does, or did). Then move the form of do before the subject. Original Step 1 Step 2 Step 3a Step 3b Edinburgh Castle contains the Scottish Crown Jewels. Edinburgh Castle contains what? What Edinburgh Castle contains? What Edinburgh Castle does contain? What does Edinburgh Castle contain? Notice the changes when do is added. contain do contain What do the buildings contain? contains does contain What does the building contain? contained did contain What did the building contain? The main verb (contain) has no ending; the auxiliary do must show the correct present tense or past tense form. 72 ESL Helps

9 ESL Help 3b: Exercise ESL in Help Inverted Topic Subject and Predicate Change each sentence to a yes/no question. Remember to look at the verb tense for each sentence. Then use that same tense for the question. 1. Richard is a fine pianist. Is Richard a fine pianist? 2. He practices every day. Does he practice every day? 3. He has spent many hours working to improve his playing. Has he spent many hours working to improve his playing? 4. Richard is giving a recital next week. Is Richard giving a recital next week? 5. He wants to use his talents to give glory to God. Does he want to use his talents to give glory to God? Change each sentence to a wh question. Use the word in parentheses to form the question. Write the question and its answer in the blank. 6. Richard is a fine pianist. (who) Who is a fine pianist? Richard 7. He practices every day. (when) When does he practice? every day 8. He has worked hard to improve his playing. (what) What has he done to improve his playing? worked hard 9. Richard s hard work has been rewarded. (whose) Whose hard work has been rewarded? Richard s 10. He wants to use his talents to give glory to God. (how) How does he want to use his talents? to give glory to God ESL Helps 73

10 ESL Help 3b: Exercise ESL in Help Inverted Topic Subject and Predicate Change each sentence to a yes/no question. Remember to look at the verb tense for each sentence. Then use that same tense for the question. 1. Richard is a fine pianist. Is Richard a fine pianist? 2. He practices every day. Does he practice every day? 3. He has spent many hours working to improve his playing. Has he spent many hours working to improve his playing? 4. Richard is giving a recital next week. Is Richard giving a recital next week? 5. He wants to use his talents to give glory to God. Does he want to use his talents to give glory to God? Change each sentence to a wh question. Use the word in parentheses to form the question. Write the question and its answer in the blank. 6. Richard is a fine pianist. (who) Who is a fine pianist? Richard 7. He practices every day. (when) When does he practice? every day 8. He has worked hard to improve his playing. (what) What has he done to improve his playing? worked hard 9. Richard s hard work has been rewarded. (whose) Whose hard work has been rewarded? Richard s 10. He wants to use his talents to give glory to God. (how) How does he want to use his talents? to give glory to God 228 Key to ESL Helps

11 ESL Help 3c: ESL Inverting Help Topic Subjects and Verbs When any of the following structures are placed at the front of a sentence, the subject goes after the first auxiliary of the independent clause. (If there is no auxiliary and no form of the main verb be, then the appropriate form of the auxiliary do is supplied do, does, or did.) adverbs of extent or degree negative adverbs of frequency other negative adverbs or adverbial phrases conditional clauses with only N o n -inverted In v e r t e d N o n -inverted In v e r t e d N o n -inverted Inverted N o n -inverted In v e r t e d N o n -i n v e r t e d In v e r t e d The speaker had been so antagonizing that members of the audience walked out. So antagonizing had the speaker been that members of the audience walked out. A verdict has seldom created such outrage among citizens. Seldom has a verdict created such outrage among citizens. I heard a better answer to that question only once. Only once did I hear a better answer to that question. Funding for this project should under no circumstances be cut. Under no circumstances should funding for this project be cut. Others: never, hardly ever, rarely, scarcely Others: in no case, in no way, not until [time], not since [time] We will rescue our city from urban trouble only if we take measures now. Only if we take measures now will we rescue our city from urban trouble. comparatives N o n -i n v e r t e d Several of the subplots are more intriguing than the main plot of the novel. In v e r t e d More intriguing than the main plot of the novel are several of the subplots. Participles with modifiers of location also cause inversion, but in this case the subject follows the complete verb. Non-inverted Inverted A large sealed envelope should be hidden on my desk. Hidden on my desk should be a large sealed envelope. Finally, if a location adverbial begins a sentence, inversion of subject and verb is optional. When inversion does occur, the subject follows the complete verb. Non-inverted Inverted A doe and two fawns appeared near the campsite. Near the campsite a doe and two fawns appeared. Near the campsite appeared a doe and two fawns. Non-inverted Inverted The children tumbled down the hill. Down the hill the children tumbled. Down the hill tumbled the children. 74 ESL Helps

12 Chapter Chapter 3: S-TrV-DO-OC #: Topic (continued) and S-be-Advl Practice A Label the sentence patterns S-TrV-DO, S-TrV-IO-DO, or S-TrV-DO-OC. 1. Fifty miles north of New York City, Fort West Point overlooks the Hudson River. 2. At the time of the American Revolutionary War, both the British forces and the American forces gave this important area their attention. 3. Thaddeus Kosciusko, a battle hero, designed the fortifications for this area above the Hudson River. 4. In 1779 General George Washington made Fort West Point his military headquarters. 5. To protect the valley from invasion, Continental soldiers stretched a 150-ton chain across the river. Practice B Label the sentence patterns S-InV, S-LV-PN, S-LV-PA, or S-be-Advl. If the adverbial is a prepositional phrase, underline it. 6. The chain, however, would not have held against an enemy invasion. 7. Despite Benedict Arnold s treasonous efforts, Fort West Point remained safe. 8. In 1802 Fort West Point became the United States Military Academy. 9. The early emphasis of study for all students was in engineering. 10. Today there are many different fields of study at the United States Military Academy. Practice C Rewrite the sentences to make them S-TrV-DO-OC or S-be-Advl, according to the instructions. If the new sentence contains an adverbial, underline it. You may find it necessary to add words not in the original sentence. (Answers will vary.) 11. Through the years the training at West Point has caused many cadets to become great leaders. (S-TrV-DO-OC) Through the years the training at West Point has made many cadets great leaders. 12. During the Civil War, many West Point graduates fought against each other. (S-be-Advl) During the Civil War, many West Point graduates were on opposite sides and fought against each other. 98 Concept Reinforcements

13 Chapter 3: S-TrV-DO-OC Chapter #: and Topic S-be-Advl (continued) 13. Ulysses S. Grant and Thomas J. Stonewall Jackson attended West Point at the same time. (S-be-Advl) Ulysses S. Grant and Thomas J. Stonewall Jackson were at West Point at the same time. 14. In later years military leaders such as Douglas MacArthur, Dwight D. Eisenhower, and George Patton also graduated from West Point. (S-TrV-DO-OC) In later years military leaders such as Douglas MacArthur, Dwight D. Eisenhower, and George Patton, graduates of the academy, made West Point famous yet again. 15. General H. Norman Schwarzkopf, United States commander in Operation Desert Storm, was a graduate of West Point. (S-be-Advl) Another West Point graduate and skilled United States commander, General H. Norman Schwarzkopf, was in Operation Desert Storm. Concept Reinforcements 99

14 Chapter Chapter 3: S-TrV-DO-OC #: Topic (continued) and S-be-Advl Practice A Label the sentence patterns S-TrV-DO, S-TrV-IO-DO, or S-TrV-DO-OC. S TrV DO 1. Fifty miles north of New York City, Fort West Point overlooks the Hudson River. S S TrV 2. At the time of the American Revolutionary War, both the British forces and the American forces gave IO DO this important area their attention. S TrV DO 3. Thaddeus Kosciusko, a battle hero, designed the fortifications for this area above the Hudson River. S TrV DO OC 4. In 1779 General George Washington made Fort West Point his military headquarters. S TrV DO 5. To protect the valley from invasion, Continental soldiers stretched a 150-ton chain across the river. Practice B Label the sentence patterns S-InV, S-LV-PN, S-LV-PA, or S-be-Advl. If the adverbial is a prepositional phrase, underline it. S InV 6. The chain, however, would not have held against an enemy invasion. S LV PA 7. Despite Benedict Arnold s treasonous efforts, Fort West Point remained safe. S LV PN 8. In 1802 Fort West Point became the United States Military Academy. S be Advl 9. The early emphasis of study for all students was in engineering. be S Advl 10. Today there are many different fields of study at the United States Military Academy. Practice C Rewrite the sentences to make them S-TrV-DO-OC or S-be-Advl, according to the instructions. If the new sentence contains an adverbial, underline it. You may find it necessary to add words not in the original sentence. (Answers will vary.) 11. Through the years the training at West Point has caused many cadets to become great leaders. (S-TrV-DO-OC) Through the years the training at West Point has made many cadets great leaders. 12. During the Civil War, many West Point graduates fought against each other. (S-be-Advl) During the Civil War, many West Point graduates were on opposite sides and fought against each other. 236 Key to Concept Reinforcements

15 Chapter 3: S-TrV-DO-OC Chapter #: and Topic S-be-Advl (continued) 13. Ulysses S. Grant and Thomas J. Stonewall Jackson attended West Point at the same time. (S-be-Advl) Ulysses S. Grant and Thomas J. Stonewall Jackson were at West Point at the same time. 14. In later years military leaders such as Douglas MacArthur, Dwight D. Eisenhower, and George Patton also graduated from West Point. (S-TrV-DO-OC) In later years military leaders such as Douglas MacArthur, Dwight D. Eisenhower, and George Patton, graduates of the academy, made West Point famous yet again. 15. General H. Norman Schwarzkopf, United States commander in Operation Desert Storm, was a graduate of West Point. (S-be-Advl) Another West Point graduate and skilled United States commander, General H. Norman Schwarzkopf, was in Operation Desert Storm. Key to Concept Reinforcements 237

16 Chapter?: 3: Topic In-Class (continued) Essay Planning The key to a successful in-class essay is planning. The pie chart to the right represents your allotted time to write the entire essay. Note that the shaded portion designates the amount of your time you should spend in planning. This worksheet will take you step by step through this crucial portion of the writing process. Total Time Time Planning Planning Step 1 Drawing from your own background, experiences, and knowledge, brainstorm for topic ideas. (Note: If your topic is already assigned, skip to Step 2.) Step 2 Write your thesis statement, remembering to state your topic as well as what you will say about that topic. Make this sentence interesting yet workable for the time you ve been allotted. Step 3 Step 4 Step 5 List your main supporting points. These should explain or defend your thesis statement. Sketch a simple rough outline of your essay. Remember that each outline point will likely represent a paragraph in your essay. (Note: Keep the outline simple. List a few succinct points and make the points parallel if possible.) Supply supports for your claims. These should be facts, beliefs, examples, or illustrations from your own knowledge or experience that back up your thesis and supporting points. Step 6 Write a concluding sentence. This sentence restates the thesis and brings together the subject matter of the essay. 138 Writing Worksheets

17 EssayRUBRICS Chapter 3 Rubric In-Class 3 MESSAGE Thesis 3 Thesis names the topic, succinctly tells what will be said about the topic, and appears clearly positioned as the first sentence. 2 Thesis names the topic but only suggests what will be said about the topic or does not appear as the first sentence. 1 Thesis does not clearly name the topic and/or does not tell what will be said about the topic. Support 3 Essay contains thorough support from the writer s background and experience and contains no irrelevant information. 2 Essay contains sufficient support from the writer s background and experience but contains some irrelevant information. 1 Essay contains insufficient support and/or mostly irrelevant information. Organization and Development 3 Essay covers all of the important information first, uses transitional words effectively, and has a clear concluding sentence restating the thesis. 2 Essay covers most of the important information first, includes some transitional words, and has a clear concluding sentence restating the thesis. 1 Essay demonstrates weak overall organization or incompleteness. MESSAGE SCORE Mechanics Grammar and Usage 3 Writer displays a command of grade-level skills (e.g., agreement, verb and pronoun usage, sentence structure). 2 Writer displays a basic knowledge of grade-level skills (e.g., agreement, verb and pronoun usage, sentence structure). 1 Writer displays little or no knowledge of grade-level grammar skills. Spelling 3 Writer uses and spells words above grade level. 2 Writer spells words on grade level. 1 Writer misspells grade-level words. Capitalization and Punctuation 3 Writer demonstrates a command of grade-level capitalization and punctuation. 2 Writer demonstrates an understanding of grade-level capitalization and punctuation. 1 Writer misuses grade-level capitalization and/or punctuation. MECHANICS SCORE TOTAL SCORE (Message plus Mechanics) Overall, this writing... A B C D F Writing Rubrics

18 Go Ye i n t o All t h e Wo r l d. Go Ye i n t o All t h e Wo r l d. What is courage, but faith conquering fear? Mary Slessor Interrogative It s complete surrender. Eric Liddell Declarative Christians never retreat! Gladys Aylward Exclamatory Expect great things from God; attempt great things for God. William Carey Imperative I will not leave Burma until the cross is planted here forever. Adoniram Judson Declarative I dearly love to be the first to preach Christ. James Chalmers Declarative Chapter 3: Go Ye into All the World. Center a world map on the board. Using heavy black lines or pieces of black yarn, connect the missionary names and quotations to the part of the world where the missionary served. Label each quotation declarative, exclamatory, imperative, or interrogative. Each of the missionaries is a subject of a practice exercise in Chapter 3. Official Ballot Primary Election f o r Phrase of the United States Adjectival Prepositional Phrase Adverbial Prepositional Phrase Appositive Phrase Gerund Phrase Infinitive Phrase Participial Phrase Wi n n i n g Ca n d i d a t e s w i l l compete in the General Election. Design the board to resemble an election ballot. Consider leaving the names of the candidates blank and asking students to supply the kinds of Chapter 4: Official Ballot phrases that belong in each category. Ask students to volunteer examples of sentences that include the various kinds of phrases. 278 Bulletin Boards