Some adverbs show time (when, how often), place (where), or manner (how).

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1 Unit 10: Adverbs Adverbs modify verbs, adjectives, or other adverbs. Adverbs can show time (when, how often), place (where), or manner (how). Adverbs can also be used to make comparisons. This unit will also focus on the correct use of the adjective good, the adverb well, and words that make sentences negative. Lesson 1: Adverb Review Some adverbs show time (when, how often), place (where), or manner (how). Objective Identify and use adverbs of time, place, and manner in sentences. 1. Pretest and Lesson Instructions Should Your Student Take the Pretest? This unit begins with a Pretest that reviews material from K12 s Grammar, Usage, and Mechanics program for Grade 3. If your student has not participated in that program, please preview the topics in these Exercises in English workbook lessons: Identifying Adverbs of Time (page 75) Identifying Adverbs of Place (page 76) Identifying Adverbs of Manner (page 77) Then choose one of the following options: 1. If your student has never studied the topics in the workbook lessons, there is no need to give the Pretest just have her do the lessons. 2. If she has studied the topics, give the Pretest to see if she has retained the material. You will find the Pretest and Answer Key in this guide. Review the instructions with her and have her complete the test independently. Explain that the Pretest is a way to see what she already knows or remembers, and that she should not feel frustrated by questions she cannot answer. The test is designed to help you know what she needs to work on K12 K12 Inc. Inc. All All rights rights reserved. 4L10-01GUM Teacher Teacher Guide Guide Copying Copying or or distributing without without K12 s K12 s written written consent consent is is prohibited. page 1 of 4 279

2 If Your Student Takes the Pretest Use the Answer Key to check your student s work. Once you know the results, you have two options: 1. If she doesn't miss more than one item per section, discuss each error so that she understands her mistake and knows how to correct it. Then mark this lesson complete and proceed to the next scheduled lesson. 2. If she misses more than one item in a section, she should work on the corresponding lessons in Exercises in English, listed above. (Each section of the Pretest is keyed to certain lessons in the workbook.) After she has completed the appropriate workbook pages, review and discuss any incorrect answers. Then mark this lesson complete and proceed to the next scheduled lesson. Page 1 Page 2 Page Teacher 2002 K12 Guide Inc. All rights reserved. 4L10-01GUM 2002 K12 Inc. Teacher All rights Guide reserved. Copying or distributing without K12 s written consent page is prohibited. 2 of 4

3 2. Review Using Adverbs of Time If you think it would be helpful, discuss the following information with your student before she completes the exercises on page 75 of Exercises in English. Adverbs modify verbs, adjectives, or other adverbs. Adverbs of time answer the questions, "When?" or "How often?" Examples include again already always before early ever finally frequently immediately never now often seldom sometimes soon then today tomorrow usually yesterday Answers: Page 75: A 1. always 2. Yesterday 3. immediately 4. frequently 5. Early 6. First 7. sometimes 8. often 9. again 10. ever Page 75: B 1. daily 2. Frequently 3. never 4. Finally 5. Tomorrow Using Adverbs of Place If you think it would be helpful, discuss the following information with your student before she completes the exercise on page 76 of Exercises in English. Adverbs modify verbs, adjectives, or other adverbs. Adverbs of place answer the question, "Where?" Examples include above ahead away backward below down everywhere far forward here in inside nearby out somewhere there up within K12 K12 Inc. Inc. All All rights rights reserved. 4L10-01GUM Teacher Teacher Guide Guide Copying Copying or or distributing without without K12 s K12 s written written consent consent is is prohibited. page 3 of 4 281

4 Answers: Page inside 2. everywhere 3. There 4. up 5. down 6. nearby 7. back 8. forward 9. above 10. away 11. sideways 12. within 13. outside 14. anywhere 15. here Using Adverbs of Manner Adverbs modify verbs, adjectives, or other adverbs. If you think it would be helpful, discuss the following information with your student before she completes the exercises on page 77 of Exercises in English. Adverbs of manner answer the question, "How?" In many cases, they are formed by adding -ly as a suffix to an adjective. Examples include beautifully carelessly difficult easy fast hard laughingly nicely rudely slowly surely truly well Answers: Page 77: A 1. silently 2. excitedly 3. carefully 4. curiously 5. loudly 6. dreamily 7. happily 8. patiently 9. slowly 10. suddenly Page 77: B 1. well 2. attentively 3. neatly 4. politely 5. regularly 2002 Teacher K12 Inc. Guide All rights reserved. 4L10-01GUM 2002 Teacher K12 Inc. All Guide rights reserved. Copying or distributing without K12 s written consent page 4 of is prohibited

5 Lesson 2: Recognizing Kinds of Adverbs Adverbs can modify verbs, adjectives, or other adverbs. Some adverbs show time (when, how often), place (where), or manner (how). Objectives Classify adverbs as showing time, place, or manner. Use adverbs of time, place, and manner in sentences. Student Pages Get Ready Try It Get Ready Lesson 2: Recognizing Kinds of Adverbs What Is an Adverb? Adverbs are modifiers that tell when, how often, where, how, and how much. Adverbs can describe three different parts of speech. 1. Adverbs can describe verbs. The dish ran away with the spoon. (verb) (adverb) 2. Adverbs can modify adjectives. Mary, Mary, quite contrary, how does your garden grow? (adverb) (adjective) 3. Adverbs can modify other adverbs. He put her in a pumpkin shell, and there he kept her very well. (adverb)(adverb) 1. Get Ready Use the Get Ready page to discuss how adverbs can modify verbs, adjectives, and other adverbs. Study adverbs of time, place, and manner with your student K12 Inc. All rights reserved. 4L10-02GUM page 1 of 3 If your student has completed K12's Grade 3 Grammar, Usage, and Mechanics curriculum, emphasize that what she has previously learned as "adverbs that tell when" are the same as "adverbs of time." Similarly, "adverbs that tell where" are the same as "adverbs of place," and "adverbs that tell how" are the same as "adverbs of manner." Adverbs of Manner Not all words ending in -ly are adverbs of manner. For example, holy, hilly, and smelly are adjectives, and weekly and monthly are adverbs of time. Lesson 2: Recognizing Kinds of Adverbs Adverbs of Time Adverbs of time answer the questions, "When?" or "How often?" Please wake up now or you'll miss the party. Wake up when? (now) Examples include again already always before early ever finally frequently immediately never now often seldom sometimes Adverbs of Place Adverbs of place answer the question, "Where?" Sandy's clean soccer uniform is here. Sandy's clean soccer uniform is where? (here) soon then today tomorrow usually yesterday 2. Try It Have your student write sentences with adverbs on the Try It page. Examples include above ahead away backward below down everywhere far forward here in inside nearby out somewhere there up within Answers will vary. Check that your student has used two adverbs of time, two of place, and two of manner in her six sentences K12 Inc. All rights reserved. 4L10-02GUM page 2 of K12 K12 Inc. Inc. All All rights rights reserved. 4L10-02GUM Teacher Teacher Guide Guide Copying Copying or or distributing without without K12 s K12 s written written consent consent is is prohibited. page 1 of 2 289

6 3. Workbook Practice Have your student read the directions and complete the exercises on page 78 of Exercises in English. Have your student work first on Exercise A, putting only the first two columns of adverbs (that is, the six adverbs from backward through expertly) into the time, place, and manner categories. Then have her complete all of Exercise B, which calls for her to use the adverb list from Exercise A. You may help your student with these activities. Review and discuss any incorrect answers. Lesson 2: Recognizing Kinds of Adverbs Adverbs of Manner Adverbs of manner answer the question, "How?" Many times, you make them by adding an -ly suffix to an adjective. For example, if you add -ly to the adjective sharp, you make the adverb sharply. Father sank tiredly into his chair to read the paper. Father sank into his chair how? (tiredly) Examples include beautifully carelessly difficult eagerly easy fast happily hard laughingly nicely rudely slowly surely truly well Then, have her return to Exercise A to complete the last three columns of adverbs unassisted (that is, the nine adverbs from forward through weekly). You will evaluate her performance on those items for her lesson assessment. Answers: Page 78: A TIME 1. early 2. immediately 3. someday 4. suddenly 5. weekly PLACE 6. backward 7. everywhere 8. forward 9. inside 10. nearby MANNER 11. cautiously 12. curiously 13. expertly 14. gracefully 15. silently 4. Assessment You will need to go online to answer questions about your student s performance during today s lesson K12 Inc. All rights reserved. 4L10-02GUM page 3 of 3 Try It Lesson 2: Recognizing Kinds of Adverbs Write six sentences using adverbs. You may choose from the Word Bank below, or use your own adverbs. Two sentences should have adverbs of time, two should have adverbs of place, and two should have adverbs of manner. Identify the kind of adverb you use on the line provided. Word Bank again backward crazily downward forever forward frequently grandly near never outside poorly smoothly sometimes strongly suddenly upstairs wildly 2002 K12 Inc. All rights reserved. 4L10-02GUM page 1 of Teacher K12 Inc. Guide All rights reserved. 4L10-02GUM 2002 Teacher K12 Inc. All Guide rights reserved. Copying or distributing without K12 s written consent page 2 is of prohibited

7 Lesson 3: Comparing with Adverbs Adverbs can compare two or more actions. Adverbs that end in -er or use more often compare two actions. Adverbs that end in -est or use most often compare three or more actions. Objectives Identify and use adverbs that show comparison. Form adverbs that show comparison. Student Pages Get Ready Try It 1. Get Ready Comparing Two Actions Use the Get Ready page to discuss how to use adverbs to compare actions. Help your student find the word than in both examples of comparing two actions. Forming Adverbs That Compare When we think about comparing adverbs, the first thing that usually springs to mind is combining the adverb with more and most. Comparisons can also indicate less or least. When comparing actions with less and least, you never use -er or est forms. For example, plainly, less plainly, least plainly. Get Ready Lesson 3: Comparing with Adverbs Adverbs That Compare Adverbs can describe verbs, adjectives, and other adverbs by showing time, place, and manner. You can also use adverbs to compare actions. Comparing Two Actions Many adverbs that end in -er compare two actions. Examples include harder, sooner, and earlier. She runs faster than I do. Comparing adverb: faster What is compared: how fast she and I run Some adverbs compare one action to another by using more. Examples include more kindly, more coldly, and more roughly. Edgar speaks more softly than Emmett. Comparing adverb: more softly What is compared: how Edgar and Emmett speak Look carefully at the two examples above. They each have the same word after the comparing adverb. What is the word? The word than frequently signals a comparison. Comparing Three or More Actions Many adverbs that end in -est compare one action to two or more others. Examples include earliest, soonest, and slowest. Of all the team members, Conor practiced the hardest. Comparing adverb: hardest What is compared: how hard Conor and the other team members practiced 2002 K12 Inc. All rights reserved. 4L10-03GUM page 1 of 2 Lesson 3: Comparing with Adverbs Some adverbs compare one action to several others by using the word most. Examples include most harshly, most sweetly, and most truly. Betty is the person in the choir who can sing the most beautifully. Comparing adverb: most beautifully What is compared: how Betty and the rest of the choir sing Forming Adverbs That Compare How do you know when to add -er or use more to make a comparative adverb? Or when to add -est or use most or least to make a superlative adverb? Here are a few tips to help you decide: Adverbs that end in -ly usually use more and most. No comparing: plainly quickly Comparing two actions: more plainly more quickly Comparing three or more actions: most plainly most quickly Adverbs that do not end in -ly usually add -er and -est. No comparing: fast late Comparing two actions: faster later Comparing three or more actions: fastest latest Some adverbs just follow their own rules! No comparing: often early Comparing two actions: more often earlier Comparing three or more actions: most often earliest 2002 K12 Inc. All rights reserved. 4L10-03GUM page 2 of K12 K12 Inc. Inc. All All rights rights reserved. 4L10-03GUM Teacher Teacher Guide Guide Copying Copying or or distributing without without K12 s K12 s written written consent consent is is prohibited. page 1 of 2 291

8 2. Try It Have your student complete the sentences on the Try It page with the correct form of the adverb. 3. Workbook Practice Have your student read the information at the top of the page and complete the exercises on page 79 of Exercises in English. The box at the top of the page states that some adverbs compare by adding -ier or -iest. While this is true, point out to your student that the suffixes -er and -est are more common. You may help your student with Exercises A and C. Review and discuss any incorrect answers. (Exercise C provides a list of adverbs for your student to use. The second word on the list should be aggressively instead of aggressive, and the last word should be regularly, instead of regular.) Try It Lesson 3: Comparing with Adverbs Complete each sentence with the correct form of the adverb in parentheses. Example: (easily) Grandma can knit more easily than I can. 1. (smoothly) My father's hair lies on his head more smoothly than my brother's. 2. (accurately) JoAnne can spell most accurately of all the members of the family. 3. (oddly) Why did you just look at me so oddly? 4. (seriously) The new head coach seems to take his job more seriously than the old coach did. 5. (often) I use the encyclopedia most often of all reference books. 6. (early) Who wakes up earlier, roosters or crows? 2002 K12 Inc. All rights reserved. 4L10-03GUM page 1 of 1 Then, have her complete Exercise B unassisted. You will evaluate her performance on those items for her lesson assessment. Answers: Page 79: A 1. time or manner 2. place or manner 3. time 4. manner 5. time or manner Page 79: B 1. more gracefully 2. most skillfully 3. hard 4. more frequently 5. sooner Page 79: C 1. more often 2. fastest 3. more accurately 4. regularly 5. more aggressively 4. Assessment You will need to go online to answer questions about your student s performance during today s lesson Teacher K12 Inc. Guide All rights reserved. 4L10-03GUM 2002 Teacher K12 Inc. All Guide rights reserved. Copying or distributing without K12 s written consent page 2 is of prohibited

9 Lesson 4: Using Good, Well, and Negative Words Do you ever get confused about using good and well? Good is usually an adjective and well is usually an adverb. Today you'll practice using good, well, and negative words correctly. Objectives Use good and well correctly in sentences. Use negative words correctly in sentences. Student Pages Get Ready Try It Get Ready Good and Well Sometimes people confuse good and well. The most common mistake is to use good when they should use well. Incorrect: Correct: Jenna can climb trees really good. Jenna can climb trees really well. Lesson 4: Using Good, Well, and Negative Words You will not have this problem if you remember the differences between adjectives and adverbs. Good is an adjective, and well is an adverb. Study this example. Randy is a good dancer. He follows the music well. What kind of dancer is Randy? good, adjective How does Randy follow the music? well, adverb The lists below summarize and compare good and well. Good adjective modifies a noun or pronoun tells what kind of or what Well adverb usually modifies a verb tells how 1. Get Ready Good and Well To help your student focus on the most common uses of good and well, this lesson teaches that good is an adjective and well is an adverb. Well can also be an adjective, however. As an adjective, well is frequently used to mean: 1. healthy: I am not feeling well. 2. satisfactory, pleasing: All is well in the world. And sometimes good can be used as a noun. For example, Firefighters are important for the good of the community. Negative Words: No, Not, Never Emphasize to your student the importance of avoiding double negatives. If it will help, point out that, as in mathematics, two negatives equal a positive. That is, I don't have no warts. actually means I have warts! 2002 K12 Inc. All rights reserved. 4L10-04GUM page 1 of 2 Negative Words: No, Not, and Never You add negative words to a sentence or idea to give it the opposite meaning. No, not, and never are negative words. For example, The new library has good books. The new library has no good books. We have been friendly to the new neighbors. We have never been friendly to the new neighbors. Lesson 4: Using Good, Well, and Negative Words Look carefully for the negative adverb not sometimes it is hard to see because it has been combined with a verb and buried in a contraction. The Boston Red Sox are defeating the New York Yankees. The Boston Red Sox aren't defeating the New York Yankees. You only need one negative word to make an idea or statement negative. Don't use two that's called a double negative and it is not considered correct. Incorrect: Correct: I won't eat no slimy food. I won't eat slimy food. I won't eat any slimy food. I eat no slimy food. Many, but not all, negative words are adverbs. No is usually either an adverb or an adjective K12 Inc. All rights reserved. 4L10-04GUM page 2 of K12 K12 Inc. Inc. All All rights rights reserved. reserved. 4L10-04GUM Teacher Teacher Guide Guide page 1 of 2 293

10 For example, adverb: adjective: 2. Try It No, you're wrong. We have no bananas. Have your student label the sentences on the Try It page as correct or incorrect. For extra practice, you may ask her to correct the sentences that contain errors (1, 3. and 5). Likely corrections appear below. 1. I practiced for hours and now I can play this tune well. 3. There are no camels in this part of the world. OR There aren't camels in this part of the world. 5. Hasn't Carrie ever seen the ocean before? OR Has Carrie never seen the ocean before? Try It Lesson 4: Using Good and Well; Negative Words Are good, well, and negative words used correctly in these sentences? If a sentence is correct, mark it with a. If it is not, mark it with an X. X X X 1. I practiced for hours and now I can play this tune good. 2. Mom can't find your purple striped socks anywhere. 3. There aren't no camels in this part of the world. 4. We can always count on Ben to do the job well. 5. Hasn't Carrie never seen the ocean before? 6. Team, you showed good sportsmanship today K12 Inc. All rights reserved. 4L10-04GUM page 1 of 1 3. Workbook Practice Have your student read the information at the top of the page and complete the exercises on page 80 of Exercises in English. You may help your student with items 1-3 of Exercise A and 1-3 of Exercise B on page 80. Review and discuss any incorrect answers. Then, have her complete items 4-5 of Exercise A and items 4-5 of Exercise B unassisted. You will evaluate her performance on those items for her lesson assessment. Answers: Page 80: A 1. well, good 2. good, well 3. well, good 4. well, good 5. good, well Page 80: B 1. never, any 2. no, any 3. any, no 4. ever, never 5. ever, any 4. Assessment You will need to go online to answer questions about your student s performance during today s lesson Teacher K12 Inc. Guide 2002 K12 Inc. All rights reserved. All rights reserved. 4L10-04GUM Teacher Guide page 2 of 2 294

11 Lesson 5: Reviewing Adverbs In preparation for the upcoming unit assessme review adverbs of time, place, and manner; e. adverbs that compare; good and well; and negative words. nt, Objectives Identify adverbs of time, place, and manner i sentences. Use the correct adverb to make comparisons in sentences. Use good and well correctly in sentences. n Use negative words correctly in sentences. Use relative adverbs. Student Pages Get Ready Relative Adverbs 1. Get Ready Have your student complete the matching exercise on the Get Ready page as Name Get Ready Lesson 5: Reviewing Adverbs Date Find out what you have learned about adverbs. How many items can you match correctly? Fill in the numbered blanks with the letter of the matching item. Hints: Each Who Am I? description will have only one answer. You will not use one of the lettered answers. Who Am I? 1. b I answer the question "When?" 2. f I answer the question "How?" 3. a We are examples of adverbs that compare one action to another. 4. e We are some negative words. 5. h I am the word well. What part of speech am I? 6. j I am the word good. What part of speech am I? 7. i We are examples of adverbs that compare one action to many other actions. 8. d I answer the question "Where?" 9. k Don't never use me! Oops I mean, never use me! 10. c Adverbs can modify us. a. later, more brightly, more often, sooner b. adverb of time c. verbs, adjectives, adverbs d. adverb of place e. no, not, never f. adverb of manner g. pronouns, nouns h. adverb i. latest, most brightly, most often, soonest j. adjective k. double negative 2002 K12 Inc. All rights reserved. 4L10-05GUM page 1 of 1 independently as possible. 2. Workbook Practice Have your student complete Exercises A-C on pages 81 and 82 of Exercises in English. Revi ew and discuss any incorrect answers. Answers: Page 81: A 1. P, there 2. P, away 3. T, later 4. M, well 5. M, hard 6. P, there 7. M, intensively 8. M, extremely 9. M, successfully 10. T, eventually Name Relative Adverbs Language Skills Grammar, Usage, and Mechanics Unit 10 Lesson 5: Reviewing Adverbs Date A relative adverb is a word such as when, where, or why. It introduces a dependent clause in a sentence. A dependent clause cannot stand alone as a sentence. dependent clause This is the store where I bought my roller skates. relative adverb Do you know the reason why the library is closed? (The relatve adverb why introduces the clause that describes the word reason.) That was the day when I lost my mittens. (The relative adverb when introduces the clause that describes the word day.) Complete the sentence with a relative adverb from the word bank. You may use each relative adverb more than once. Word Bank: where when why 1. Jill is waiting at the park where we play kickball. 2. Can you give me a reason why you are so late? 3. That is the hospital where my sister was born. 4. Do you remember the time when Albert won the pie-eating contest? 2012 K12 Inc. All rights reserved. 4L10-05GUM Page 1 of 2 Teacher Guide 2012 Copying 2012 K12 K12 Inc. or distributing Inc. All All rights rights reserved. without reserved. K12 s written consent is prohibited. page 1 of 2 4L10-05GUM Teacher Guide 1 of 2

12 Page 81: B Language Skills Grammar, Usage, and Mechanics Unit 10 Lesson 5: Reviewing Adverbs 5. The day when we met was so long ago! 3. more amazingly 4. steadily 5. rightfully 6. The reason why I can t sleep is that tomorrow is our party! 7. The farm is the place where you can buy fresh apples. 8. August is the month when I will get my new bike. Page 82: C 1. good 2. never 3. no 4. well 5. no 3. Relative Adverbs This lesson has a student page about relative adverbs. Go over the rules and examples with your student. Then encourage her to work independently to complete the Relative Adverbs student page. Provide assistance as needed. Review and discuss any incorrect answers K12 Inc. All rights reserved. 4L10-05GUM Page 2 of 2 4. Optional Activities If you wish, have your student complete Try It Yourself and Check Your Own Work on page 82 of Exercises in English K12 Inc. All rights reserved. Teacher Guide Teacher Copying or Guide distributing without K12 s written consent is prohibited. 4L10-05GUM 2012 K12 Inc. All rights page reserved. 2 of 2 2 of 2

13 Language Arts Learning Coach Guide Unit Assessment Lesson 6: Unit Assessment Check your student s recall and understanding with the Unit Assessment. Objectives Demonstrate mastery of the knowledge and skills taught in this unit. Identify and use adverbs of time, place, and manner in sentences. Use "good" and "well" correctly in sentences. Use negative words correctly in sentences. Classify adverbs as showing time, place, or manner. Form comparing adverbs. Use comparing adverbs to complete sentences. Unit Checkpoint: Online Students will complete the Unit Checkpoint online. This Checkpoint will be scored by the computer. If necessary, help students with keyboard or mouse operations. 2014, 2002 K12 Inc. All rights reserved. 1 of 1

14 Lesson 7: Analyzing and Diagramming Sentences This lesson is OPTIONAL. It is provided for students who seek enrichment or extra practice. You may skip this lesson. If you choose to skip this lesson, then go to the Plan or Lesson Lists page and mark this lesson Skipped in order to proceed to the next lesson in the course. In Sentence Analysis, your student will answer seven questions to break a sentence down in order to understand what the parts are, and how they work together. In Sentence Diagramming, your student will create a diagram that shows how the parts of the sentence relate to each other. Objectives Analyze sentences using the sevenquestion method. Diagram sentences to show the parts of speech and how the words relate to each other. Student Pages Try It: Sentence Analysis Try It: Sentence Diagramming 1. Sentence Analysis Have your student analyze the three sentences. If you want more information about the seven-question method of analyzing sentences, please refer to Unit 4, Lesson 7. Try It: Sentence Analysis Analyze these sentences. Ask for help if you need it. Sentence Analysis Questions 1. Sentence or fragment? 2. Kind of sentence? 3. Verb? 4. Simple subject? 5. Direct object? 6. Modifiers? 7. Parts of speech? Lesson 7: Analyzing and Diagramming Sentences 1. The steerage passengers are dying belowdecks, Father! Sentence or fragment? sentence Kind of sentence? exclamatory Verb? are dying Simple subject? passengers Direct object? (none) Modifiers? The, steerage, belowdecks Parts of speech? The adjective are dying verb steerage adjective belowdecks adverb passengers noun Father noun 2002 K12 Inc. All rights reserved. 4L10-07GUM page 1 of 2 Lesson 7: Analyzing and Diagramming Sentences 2. Sea travelers often develop illnesses, Elizabeth. Sentence or fragment? sentence Kind of sentence? declarative Verb? develop Simple subject? travelers Direct object? illnesses Modifiers? Sea, often Parts of speech? Sea adjective develop verb travelers noun illnesses noun often adverb Elizabeth noun 3. I will help poor people someday, Father. Sentence or fragment? sentence Kind of sentence? Verb? Simple subject? Direct object? Modifiers? declarative will help I people poor, someday Parts of speech? I pronoun people noun will help verb someday adverb poor adjective Father noun 2002 K12 Inc. All rights reserved. 4L10-07GUM page 2 of K12 Inc. All rights reserved. 4L10-07GUM Teacher Teacher Guide Guide Copying Copying or or distributing distributing without without K12 s K12 s written written consent consent is is prohibited. prohibited. page 1 of 2 307

15 2. Sentence Diagramming Have your student diagram the three sentences. If you want more information about Sentence Diagramming, please refer to Unit 7, Lesson 9, or pages in Exercises in English. Try It: Sentence Diagramming Language Skills - Grammar, Usage, and Mechanics - Unit 6 Lesson 3: Identifying Verbs of Being; Sentence Diagramming Sentence Diagramming Steps 1. Verb? Write the verb on the main diagram line. 2. Subject? Write the subject in front of the verb on the main diagram line. Draw a short vertical line (that cuts through the main line) to separate the subject and the verb. 3. Direct object, if any? Write the direct object or subject complement after the verb on the main diagram line. Draw a short vertical line between the verb and the direct object to separate them. 4. Verb modifiers, if any? Write the modifiers on slanted lines below the verb. 5. Subject modifiers, if any? Write the modifiers on slanted lines below the subject. 6. Direct object modifiers, if any? Write the modifiers on slanted lines below the direct object or subject complement K12 Inc. All rights reserved. 4L10-07GUM page 1 of 2 Language Skills - Grammar, Usage, and Mechanics - Unit 6 Lesson 3: Identifying Verbs of Being; Sentence Diagramming Diagram these three sentences. Ask for help if you need it. 1. Elizabeth Blackwell wrote preventative medicine books. Elizabeth Blackwell wrote books Insert Sentence Diagram here preventative medicine 2. Dr. Blackwell bravely saved many lives. Insert Dr. Sentence Blackwell Diagram saved lives here bravely many 3. Eventually, she started a new medical college. Insert Sentence Diagram here she started college Eventually a new medical 2002 K12 Inc. All rights reserved. 4L10-07GUM page 2 of Teacher K12 Inc. Guide All rights reserved. 4L10-07GUM Teacher Guide 2002 K12 Inc. All rights reserved. page 2 of 2 308

16 Lesson 8: Analyzing and Diagramming Sentences This lesson is OPTIONAL. It is provided for students who seek enrichment or extra practice. You may skip this lesson. If you choose to skip this lesson, then go to the Plan or Lesson Lists page and mark this lesson Skipped in order to proceed to the next lesson in the course. In Sentence Analysis, your student will answer seven questions to break a sentence down in order to understand what the parts are, and how they work together. In Sentence Diagramming, your student will create a diagram that shows how the parts of the sentence relate to each other. Objectives Analyze sentences, using the sevenquestion method. Diagram sentences to show the parts of speech and how the words relate to each other. Student Pages Try It: Sentence Analysis Try It: Sentence Diagramming 1. Sentence Analysis Have your student analyze the three sentences. If you want more information about Sentence Analysis, please refer to Unit 4, Lesson 7. Try It: Sentence Analysis Analyze these sentences. Ask for help if you need it. Sentence Analysis Questions 1. Sentence or fragment? 2. Kind of sentence? 3. Verb? 4. Simple subject? 5. Direct object? 6. Modifiers? 7. Parts of speech? Lesson 8: Analyzing and Diagramming Sentences 1. Brer Fox was somewhat friendly sometimes. Sentence or fragment? sentence Kind of sentence? declarative Verb? was Simple subject? Brer Fox Direct object? (none) Modifiers? somewhat, friendly, sometimes Parts of speech? Brer Fox noun friendly adjective was verb sometimes adverb somewhat adverb 2002 K12 Inc. All rights reserved. 4L10-08GUM page 1 of 2 Lesson 8: Analyzing and Diagramming Sentences 2. Brer Fox was hammering down some new roof shingles. Sentence or fragment? sentence Kind of sentence? declarative Verb? was hammering Simple subject? Brer Fox Direct object? shingles Modifiers? down, some, new, roof Parts of speech? Brer Fox noun new adjective was hammering verb roof adjective down adverb shingles noun some adjective 3. Brer Rabbit, you stupidly nailed my tail! Sentence or fragment? Kind of sentence? Verb? Simple subject? Direct object? Modifiers? sentence exclamatory nailed you tail stupidly, my Parts of speech? Brer Rabbit noun nailed verb you pronoun my adjective stupidly adverb tail noun 2002 K12 Inc. All rights reserved. 4L10-08GUM page 2 of K12 Inc. All rights reserved. 4L10-08GUM Teacher Teacher Guide Guide Copying Copying or or distributing distributing without without K12 s K12 s written written consent consent is is prohibited. prohibited. page 1 of 2 309

17 2. Sentence Diagramming Have your student diagram the three sentences. If you want more information about Sentence Diagramming, please refer to Unit 7, Lesson 9, or pages in Exercises in English. Try It: Sentence Diagramming Lesson 8: Identifying Verbs of Being; Sentence Diagramming Sentence Diagramming Steps 1. Verb? Write the verb on the main diagram line. 2. Subject? Write the subject in front of the verb on the main diagram line. Draw a short vertical line (that cuts through the main line) to separate the subject and the verb. 3. Direct object, if any? Write the direct object or subject complement after the verb on the main diagram line. Draw a short vertical line between the verb and the direct object to separate them. 4. Verb modifiers, if any? Write the modifiers on slanted lines below the verb. 5. Subject modifiers, if any? Write the modifiers on slanted lines below the subject. 6. Direct object modifiers, if any? Write the modifiers on slanted lines below the direct object or subject complement K12 Inc. All rights reserved. 4L10-08GUM page 1 of 2 Lesson 8: Identifying Verbs of Being; Sentence Diagramming Diagram these three sentences. Ask for help if you need it. 1. Brer Fox was accusing Brer Rabbit angrily. Insert BrerSentence Fox wasdiagram accusing Brer Rabbit here angrily 2. Brer Rabbit lazily left the roof. Insert Sentence Brer Rabbit Diagram left roof here lazily the 3. Then he mightily enjoyed that delicious stolen dinner. Insert Sentence Diagram here he enjoyed dinner Then mightily that delicious stolen 2002 K12 Inc. All rights reserved. 4L10-08GUM page 2 of Teacher K12 Inc. Guide All rights reserved. 4L10-08GUM Teacher Guide 2002 K12 Inc. All rights reserved. page 2 of 2 310

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