Well- Ordered Language

Transcription

1 Classical Subjects Creatively Taught Well- Ordered Language TEACHER S EDITION Level 1A The Curious Child s Guide to Grammar Extra Practice and Assessments PDF Tammy Peters and Daniel Coupland, PhD

2 Well-Ordered Well-Ordered Language: Language: The Curious The Child s Curious Guide Child s to Guide Grammar to Grammar Teacher s Edition Classical Academic Press, 2015 Version 1.1 Permission is granted to photocopy or reproduce the following pages within one family, class, or school, for one to three (1 3) students. This license is valid for one academic school year. Content may not be modified or reworked. Classical Academic Press 2151 Market Street Camp Hill, PA Illustrations by Katharina Drees Book design by Lauraine Gustafson

3 From the Sideline: Command the class. Remind students that you are in charge and that civility is in order. Start each day by standing and greeting your class: Good morning, students. Expect them to greet you: Good morning, Mrs. Wordsmith. A Please see p. a of the teacher s pages for a note on this chapter. 4 Chapter A

4 Introductory Practice 1. Analyze the following sentences (S = subject; PV = predicate verb; hv = helping verb; = erb). a. Clouds are rolling gently. b. Grandpa hikes slowly. c. Fritz is munching noisily. Remember that when you see the word analyze in instructions throughout this book, we mean both choral analysis and written notations. The two go hand in hand as a prediagramming system. d. Rex should follow obediently. 2. On the lines provided, list the erbs from the above sentences. a. gently b. c. noisily d. slowly obediently 3. Rewrite sentence 1b from above by adding an erb that tells when Grandpa hikes. Then, in the space provided below, analyze the new sentence. Now Grandpa hikes slowly. Now Grandpa hikes slowly. 78 Chapter 4:

5 Introductory Practice 4. Write a sentence about Rex playing with Fritz. Include an erb in your sentence. Rex hides underneath. Chapter 4: 79

6 Lessons to Practice A 1. Analyze the following sentences (S = subject; PV = predicate verb; hv = helping verb; = erb). S hv PV a. Mom was joyfully baking. b. Aunt Gabby stopped by. c. Suddenly Heidi cried loudly. d. Stripes was climbing higher. 2. On the lines provided, list the erbs from the above sentences. a. joyfully b. c. suddenly d. by loudly e. higher 3. Rewrite sentence 1a from above using an erb that tells when Mom was joyfully baking. Then, in the space provided below, analyze your sentence. Earlier Mom was joyfully baking. S hv PV Earlier Mom was joyfully baking. 82 Chapter 4:

7 A Lessons to Practice 4. Heidi was in the kitchen helping her mom bake. Write a sentence about Heidi baking. Include an erb in your sentence. Heidi was baking too. Chapter 4: 83

8 Lessons to Practice B 1. Analyze the following sentences (S = subject; PV = predicate verb; hv = helping verb; = erb). a. Waves were crashing down. b. Quietly Theo watched. c. Seabirds circled around. S PV d. Gulls sometimes soar alone. F See p. g of the teacher s pages for this chapter for the marking of the second version of this sentence. 2. On the lines provided, list the erbs from the above sentences. a. down b. c. around d. quietly sometimes e. alone 3. Rewrite sentence 1a from above by adding an erb that tells how waves were crashing down. Then, in the space provided below, analyze your sentence. Majestically waves were crashing down. or Waves were crashing down majestically. F Majestically waves were crashing down. 86 Chapter 4: 86

9 B Lessons to Practice 4. Write a sentence that includes an erb that describes how crabs move. Crabs scurried quickly. Chapter 4: 87

10 Lessons to Practice C 1. Analyze the following sentences (S = subject; PV = predicate verb; hv = helping verb; = erb). a. Fiercely winds were gusting. b. Softly Dad reads aloud. c. Lucy will not listen today. d. Dad starts over again. 2. On the lines provided, list the erbs from the above sentences. a. fiercely b. c. aloud d. e. today f. softly not over g. again 3. Rewrite sentence 1a from above using an erb that tells where winds were gusting fiercely. Then, in the space provided at the top of the next page, analyze your sentence. Fiercely winds were gusting everywhere. or Winds were gusting fiercely everywhere. 90 Chapter 4:

11 C Lessons to Practice Analyze your sentence here: G Fiercely winds were gusting everywhere. G See p. i of the teacher s pages for this chapter for the markings for the second version of the sample sentence. 4. Imagine that Lucy s dad is reading to her, then write a sentence that includes an erb. Lucy is listening carefully now. Chapter 4: 91

12 Lessons to Practice Review 1. Analyze the following sentences (S = subject; PV = predicate verb; hv = helping verb; = erb). a. Frisbees are whirling along. b. Winston dashes forward. c. Rex sprints behind too. d. Unfortunately Theo will not play. 2. On the lines provided, list the erbs from the above sentences. a. along b. c. behind d. e. unfortunately f. forward too not 3. Rewrite sentence 1a from above by adding an erb that tells how Frisbees are whirling along. Then, in the space provided below, analyze your sentence. Frisbees are whirling along quickly. Frisbees are whirling along quickly. 94 Chapter 4:

13 Lessons to Practice Review 4. Imagine you re playing with Rex in the yard, and then write a sentence about it using an erb. Rex jumped high. Chapter 4: 95

14 Fable Sentences ANSWERS Analyze the following sentences (S = subject; PV = predicate verb; hv = helping verb; = erb). 1. Lion stretches out. 2. Later Lion sleeps. S PV 3. Mouse quickly sprints. 4. Furiously Lion snatches. S PV 5. Mouse woefully cries. 6. Lightheartedly Lion releases. lightheartedly: without care, cheerfully k Chapter 4:

15 ANSWERS Fable Sentences 7. Later Lion howls. S PV 8. Mouse eagerly comes. 9. Quietly Mouse gnaws. S PV 10. Lion gratefully smiles. Chapter 4: l

16 ANSWERS Practice Sheet Analyze the following sentences (S = subject; PV = predicate verb; hv = helping verb; = erb). 1. Flags are waving high. S hv hv PV 2. Trumpets should be sounding soon. 3. Veterans stand proudly. S hv PV 4. Balloons are slowly floating up. 5. Cornets blast again. cornet: a type of horn or trumpet S hv hv PV 6. Winston should be following close. Chapter 4: n

17 Practice Sheet ANSWERS 7. Urgently Fritz is looking. 8. Mom is searching too. 9. Dad smiles reassuringly. 10. Heidi is hiding nearby. o Chapter 4:

18 ANSWERS Quiz 1. Analyze the following sentences (S = subject; PV = predicate verb; hv = helping verb; = erb). a. Eagles soar high. b. Busily ants are working. c. Squirrels were not chasing around. S hv hv PV d. Tonight raccoons might be scrounging again. scrounging: searching about for food, foraging 2. On the lines provided, list the erbs from the above sentences. a. high b. c. not d. e. tonight f. busily around again Chapter 4: p

19 Quiz ANSWERS 3. Rewrite sentence 1a from the previous page by adding an erb that tells how eagles soar high. Then, in the space provided below, analyze your sentence. Eagles soar high swiftly. Eagles soar high swiftly. 4. Rewrite sentence 1c from the previous page by adding an erb that tells when ants are working busily. Then, in the space provided below, analyze your sentence. Busily ants are working today. Busily ants are working today. q Chapter 4:

20 Lessons to Enjoy Poem Sir Walter Scott was a writer and poet who wrote about the entures of heroes and villains from Scotland. In the following short poem, Scott draws contrasting mental pictures, or images, for you of the men who are hunting and the animals who are being hunted. Now that you have analyzed how erbs modify verbs, you will notice how Scott uses them to create those images vividly. Hunter s Song by Sir Walter Scott ( ) The toils are pitched, and the stakes are set, Ever sing merrily, merrily; The bows they bend, and the knives they whet, Hunters live so cheerily. It was a stag, a stag of ten, Bearing its branches sturdily; He came silently down the glen, Ever sing hardily, hardily. It was there he met with a wounded doe, She was bleeding deathfully; She warned him of the toils below, O so faithfully, faithfully! toils: tightly woven nets used by hunters to hide behind; hunting blinds pitched: set up stakes: posts whet: sharpen by grinding stag: an adult male deer branches: antlers sturdily: strongly glen: small valley hardily: boldly, courageously doe: an adult female deer bleeding deathfully: dying from her wound heed: give careful attention to warily: cautiously narrowly: closely, with great attention He had an eye, and he could heed, Ever sing so warily, warily; He had a foot, and he could speed Hunters watch so narrowly Sir Walter Scott, Hunter s Song, in Select Works of the British Poets, ed. John Aikin (Philadelphia: Thomas Wardle, 1838), p Available at: books?id=pkgcaaaamaaj. Chapter 4: r

21 Lessons to Enjoy Poem Questions to Ponder 1. In each stanza of the poem there are four lines. In each stanza, which lines rhyme with each other? How does this pattern make the poem like a song? 2. What does The bows they bend, and the knives are whet mean? 3. What does the stag look like? 4. What does the stag meet as it comes down into the valley? 5. What happens in the last stanza? What do you think will happen next? 6. Can you find all the erbs in the poem? (Hint: Look for words ending in -ly.) s Chapter 4: