Tuesday October 8th: Day 5

YWBAT: Identify the different styles of questions on the

S.A.T. (Scholastic Aptitude Test), and explain the testing format and grading policies for this examination.

Do now: Complete the True or False quiz (PUT IT IN THE GRAMMAR SECTION OF YOUR BINDER). Let’s see how much you learned in the guidance presentation.

Homework = Continue to read and work on your Lord of the Flies discussion preparation handout (significant quotes).

The S.A.T.

There are TEN sections on the new SAT

1) Writing (ESSAY): The 25 minute essay (ALWAYS first)

The following sections will be in random order:

2) Critical Reading – 25 minutes

3) Critical Reading – 25 minutes

4) Math – 25 minutes

5) Math – 25 minutes

6) Writing Skills – 25 minutes

7) Experimental – 25 minutes (May be math, critical reading or writing skills)

8) Critical Reading – 20 minutes

9) Math – 20 minutes

10)Writing Skills – 10 minutes

TOTAL TIME – 3 ¾ HOURS

LESSON:

SAT T/F Then, go through the SAT lesson: My

handwritten notes. Get as far as possible.

Mrs. DeMella Name: _______________________English 2H Date: ________________________

The New S.A.T.Directions: Indicate True or False. Then, if you can, provide details below each statement.

_____1. The S.A.T. is two hours long.

(If you said FALSE, how long do you think it is? __________________)

_____2. The new S.A.T. is half Math, half English.

(If you said FALSE, what do you think the breakdown is? ________________________)

_____3. One ‘experimental’ section of the S.A.T. will NOT be counted towards your score.

_____4. Sentence Completion questions (vocabulary) are arranged in order of difficulty.

(If you said FALSE, how do you think they are arranged _________________________)

_____5. In order to do well on the Writing Skills (grammar) section of the S.A.T., you need to know grammatical terms, like ‘predicate’, ‘subordinator’, ‘modification’, and ‘parallelism’.

(If not, what kind of questions do you believe are used to test grammar? _______________________________________________________________________)

_____ 6. There are many different types of essay questions on the new S.A.T. You may be told to write a descriptive essay, a persuasive essay, an expository essay, a literary analysis, or a personal narrative.

(If you said FALSE, what kind of essay question(s) do you think are on the test?_______________________________________________________________________)

_____7. The essay is worth 30% of your score on the Writing (English) section of the new S.A.T.

(If you said FALSE, how much do you think the essay is worth? __________________)

____ 8. It is a bad idea to guess on the S.A.T.

(If you said TRUE, explain WHY you think it is bad to guess. _______________________________________________________________________)

_____9. There is no way to study for the S.A.T. Only practice helps.

(If you said FALSE, how do you think you can study?_______________________________________________________________________)

_____10. The new S.A.T. is scored out of 1600 points.

(If you said FALSE, out of how many points do you believe it is scored? ____________)

Wednesday October 9th: Day 6

YWBAT: Identify the different styles of questions on the

S.A.T. (Scholastic Aptitude Test), and explain the testing format and grading policies for this examination.

Do now: Take an S.A.T. book from by the door, and open

your binder to the True or False S.A.T. quiz (“Grammar”) we were discussing yesterday.

Complete the spelling practice (When you receive the “No Excuse” spelling list, place it in the “Grammar and Spelling” section of your binder.)

Homework = Continue to read Lord of the Flies and to work on your discussion preparation handout.

Name and Date: _________________________ Sophomore Honors EnglishMrs. DeMella

Practice with New Spelling Words (# 1-21)

Directions: In a few minutes, you will receive a list of “No Excuse” spelling words. You will be tested on these words throughout the year. You will be responsible for learning the correct spellings of the first twenty words before your first vocabulary/spelling test. In order to help you figure out which of these you have problems spelling, look at the practice below. All the new spelling words are underlined. Some are misspelled, and some are spelled correctly. If the word is misspelled, correct it.

It was the begining of the school year, and John was hoping to be placed in Mr. Worthington’s

English class. Everyone allways said nice things about Mr. Worthington. His friend Paul had

told him that Mr. Worthington was one of the best teachers in the school.

On the first day of classes, John picked up his schedule in the office. He was so dissapointed to

see that he did not have Mr. Worthington. Instead, he had a teacher named Mrs. Scott. Her

room was across the hall from Mr. Worthington’s room, and he had heard stories about her from

his friend Thomas. Thomas had told him things like: “Mrs. Scott is so mean! She’s an ugly

witch. She dosen’t except any late work because she likes to give zeroes to students. She

criticizes everyone in her class. Last year she failed fourty of her students. If you even whisper

in her class about any of your personal busines, she immediately gives you a detention.” John

was so nervous after hearing these stories that he just wanted to disapear. All day long he was

scared to go to Mrs. Scott’s seventh period class. Finaly it was time to go.

When John reached Mrs. Scott’s classroom, she wasn’t there. Then he saw a pretty young

teacher comeing down the hall. She was smiling, and walking with a group of happy looking

students. “That can’t be Mrs. Scott,” he thought to himself. “She doesn’t fit the discription at

all.”

When she came to the door of the classroom, she said, “Hello there. I’m Mrs. Scott. It’s so nice

to meet you.” John knew from that moment that everything was going to be alright.

“I guess I should learn not to beleive everything I hear,” he thought to himself.

GRAMMAR FOR SAT (AND STYLE/USAGE) OVERVIEW

Can you correct the mistakes?

1. Fragments and Run-Ons (And correct use of transition words/punctuation)

I did not study, however, I did well. He did the work. But he still failed.

2. Adjective and Adverb Confusion

I hope you do excellent on the grammar test! I am doing good. It is amazing delicious. She felt badly about her poor behavior.

3. Use of Slang/Colloquialisms/Contractions in formal writing

That teacher sure knows her stuff. At first he wasn’t really into learning grammar, but eventually he came around.

4. Error in Case of Pronoun

Can you keep this secret between you and I? John and me went to the store. It is her. He is the one who I love.

5. Error in Pronoun Number Agreement

Each of the girls on the team wore their uniform. Everybody did their work.

6. Subject – Verb Agreement

We was happy yesterday. The joys of climbing mountains, especially if one is a novice climber, escapes me.

7. Error in Tense of a Verb

Charlie tells Professor Nemur that he had decided to get the surgery. I found the keys I lost. We begun to do the work.

8. Error in Modification and Word Order

The two young boys robbed the old lady with a gun. I saw the fight peeking through the window.

9. Use Pronouns correctly.

The teacher told the student he was lazy. Both Isabel and Barbara loved her children.

10. Error in Parallelism

Fred likes to swim and candy. All students should learn word processing, accounting, and how to program computers.

11. Shifting of Narrative Voice

In my lifetime I have seen many challenges to the principle of free speech. We can see how a free society can get too complacent when this freedom is taken for granted. One should always be informed and active about his or her rights!

12. Errors in Logical Comparison

Unfortunately some doubt exists over whether women’s salaries will ever achieve parity with men.

Between chocolate and vanilla I like vanilla best.

Supplemental: Avoid “Wordiness” (this means minimal use of passive voice!!!), and be sure to use correct punctuation, including: Apostrophes, Hyphens and Dashes, Colons, Semi-colons, and Commas. Also, remember to write formal literary essays in present tense .

Monday October 21st: Day 5

YWBAT: Differentiate between dependent and independent clauses. Identify simple, compound and complex sentences. Correctly punctuate sentences that contain conjunctions (but,

and), adverbial subordinators (because, although, since) or conjunctive adverbials (consequently, however, etc…).

Avoid run-on sentences and fragments (Grammar for S.A.T. Error #1).

Do now: Complete the ‘Do Now’ portion of the handout

(Grammar Section). Then, turn to the “Grammar” section of your binder

and look at the handout “Grammar for SAT Overview.” This was given to you on 10/9 (or 10/10 on period 6). Can you correct the examples under #1: fragments and run-ons?

I don’t do homework, but I am passing.

I don’t do homework. However, I am passing.

I don’t do homework; however, I am passing.

I don’t do homework. I am passing, however.

I don’t do homework. I am, however, passing.

Name and Date: _______________________This goes in the GRAMMAR/S.A.T. section of your binder

Common S.A. T. Errors (Punctuation Problems)

DO NOW:

EXAMPLES OF TWO TYPES OF GRAMMAR QUESTIONS ON THE ‘WRITING’ SECTION OF THE S.A.T:

Error Identification

1. “How are you doing today?” asked Mr. Miller. A

“I’m doing well for the most part, however, I am B C

a little tired,” answered Jonathan. No error. D E

Sentence Improvement

1. Many students work after school and on weekends, consequently they do not have much time for doing their homework.

(A) weekends, consequently they do not have(B) weekends, they do not have(C) weekends, as a consequence they do not have(D) weekends, therefore they do not have(E) weekends; consequently, they do not have

Name: _______________________________ Ms. DeMella: English 2HDate: ________________________________ Punctuation Review: SAT ERROR 1

A CLAUSE is any group of words with a subject and a verb in it.

Independent clauses STAND ALONE. They express a complete thought.

Ex: He went to town. I threw the ball. Sarah is pretty.

Dependent clauses CANNOT STAND ALONE. They express an unfinished thought.

Ex: When we went to town… Because she is pretty… After I threw the ball… Unless she does her homework….

I. A SIMPLE SENTENCE is another way to describe an independent clause.

I. A COMPOUND SENTENCE contains TWO independent clauses connected by a little conjunction (coordinator).

PUNCTUATION RULE: When you make a compound sentence, use a comma + a little conjunction (and, but, for, nor, yet, or, so) to connect two independent clauses, as in "He hit the ball well, but he ran toward third base."

Ex: I do my homework, and I am getting an A.

II. A COMPLEX SENTENCE contains an independent clause joined by one or more dependent clauses.

PUNCTUATION/USAGE RULES:

ADVERBIAL SUBORDINATORS turn independent clauses into dependent clauses. They include:

After, although, as, because, if, once, since, unless, though, until, whereas, while, whenever, wherever, etc…

When these connectors fall in the middle of the sentence (an independent clause followed by a dependent clause), there is NO PUNCTUATION.

Ex: She passed the class although she did not do much of her homework. She got an A in the class because she did all of her homework well.

If they are at the beginning of a sentence that begins with a dependent clause followed by an independent clause, there is a COMMA between the two clauses.

Ex: Although she did not do much of her homework, she passed the class. Because she did all of her homework well, she got an A in the class.

An adverbial subordinator + one independent clause = a sentence fragment!!!!!! That means it is poor grammar. These types of errors are fairly common in the sentence improvement questions on the SAT.

Ex: She is very popular. Because she is nice. She will pass. Unless she fails the final exam.

II. CONJUNCTIVE ADVERBIALS are different.

These connectors make a complete thought. Together with ONE independent clause, they form a complete (simple) sentence. They are STRONGER than adverbial subordinators (Note: Someone who is subordinate is below someone else, in rank, power or position).

All of these are separated from the clause they accompany by a comma, except for ‘nevertheless’, which is special.

Here are some conjunctive adverbials (N.B. They’re good words to include in Regents essays!):similarly, likewise, additionally, in addition, consequently, conversely, after all, for example, on the other hand, furthermore, in fact, in particular, in sum, in turn, moreover, nevertheless, etc…

Ex: I have broken up with my boyfriend. However, I have never been happier. She is rude. Moreover, she is lazy. He is always criticizing others. Consequently, he is unpopular. She apologized for her behavior. Nevertheless her parents grounded her. I have broken up with my boyfriend. I have never been happier, however.

NOTE: when using these, the PERIOD is often replaced by a SEMICOLON to emphasize the fact that the two independent clauses are LOGICALLY CONNECTED.

When these conjunctive adverbials fall in the MIDDLE of one independent clause, they are separated from the rest of the sentence by a comma on BOTH sides.

Ex: Yesterday was a tough day. I am, however, doing fine today. Thanks for asking about Michael. He is, in fact, needing some help.

PRACTICE: Correct any punctuation/capitalization errors in the following examples:

1. Tom never washed his hands consequently he caught the swine flu.

2. Although he was sick he came to school.

3. He felt very sick in his first period class however he chose not to go to the nurse.

4. The bully taunted him mercilessly so he punched him.

5. He made a futile attempt to cram for the S.A.T. on the night before the test but he earned a low score anyway.

6. Thanks for giving me time to think. I do after all have a lot more to say.

7. Maria will go to Yale. Whereas her sister will not.

8. It is cold and rainy today. But I really like it.

9. I got an A on the test, because I studied.

10. I think I am prepared nevertheless, I will study more.

Wednesday October 23rd: Day 6

YWBAT:

Avoid errors in punctuation/sentence structure and adjective/adverb confusion.

Do Now: Take out your ‘Grammar for SAT (and style/usage) Overview’ Complete the DO NOW portion of the handout you have been

given.

Homework 13: Complete the grammar work. Due next Wed. 30th.

Also, remember that you must have read chapters 7 & 8 in Lord of the Flies and completed the chapter questions for tomorrow’s class (HW 12).

Name and Date: _______________________This goes in the GRAMMAR/S.A.T. section of your binder

Common S.A. T. Errors (Error #1 and Error#2)

DO NOW:

EXAMPLES OF TWO TYPES OF GRAMMAR QUESTIONS ON THE ‘WRITING’ SECTION OF THE S.A.T:

Error Identification (Answer and Correct)

2. Although scientists know surprising little about Americans’ A

favorite stimulant, coffee, they do know that most people do B

not use it efficiently. No error. C D E

3. “How are you doing today?” asked Mr. Miller. A

“I’m doing good for the most part; however, I am B C

a little tired,” answered Jonathan. No error. D E

OVER …

Sentence Improvement (Answer)

2. Many students work after school and on weekends, consequently they do not have much time for doing their homework.

(A) weekends, consequently they do not have(B) weekends, they do not have(C) weekends, as a consequence they do not have(D) weekends, therefore they do not have(E) weekends; consequently, they do not have

Name and Date: _______________________Mrs. DeMella: English 2HThis goes in the GRAMMAR/S.A.T. section of your binderHomework # _____

Common S.A. T. Errors (Errors #1 and #2)

PART ONE: Read the attached handout entitled ‘Adjective/Adverb Confusion’ (It says ‘Trigger’ at the top) and complete ALL the exercises (the practice sentences and the multiple choice).

PART TWO: Correct the following sentences for the errors above (BOTH punctuation and adjective/adverb confusion). If there is an error with adjective/adverb confusion, then draw an arrow to the word modified and indicate its part of speech:

1. Tom never washed his hands, consequently he caught the swine flu.

2. Although he was sick he came to school.

3. He felt really badly as he sat in his first period class, however, he chose not to go to the nurse.

4. The truculently boy who sat beside him became extremely angry when Tom coughed in his face. So he punched him.

5. In The Color of Water, James McBride’s mother rides real slow down the hill on her bicycle and embarrasses him.

6. Author Leslie Marmon Silko writes extensive on the interconnectedness of all living things.

7. On the first day of school I looked real nice, with brand new sneakers and a beautiful sweater.

8. My blood pressure would rise to inhumanly levels when I was forced to speak in class.

9. I don’t think the children on the island would have acted harmonious.

10. The planning for our skit went very smooth and everyone was involved.

11. The pencil nearly broke from my hand gripping it so tight.

12. I can’t believe I am already a sophomore. One year goes so quick!

13. Please stop that! You keep looking at me strange.

Parts of Speech: GRAMMAR NOTES

NOUN – NAMES one of the following:

Person (girl, boy, mom, principal, robber, Martin Luther King, priest, etc…) Place (school, India, bedroom, beach, church, Main Street, apartment )

Thing (desk, book, dog, pencil, August) Idea (freedom, love, justice, happiness, creativity, imagination, sadness)

Common or Proper??? Proper nouns name SPECIFIC THINGS and begin with capital letters (Miranda, New York, Peru, Saturn, Monday)

Count or noncount??? Count nouns can be made plural by adding an –s, or they have an irregular plural form (girls, mice, trees). Noncount nouns cannot be made plural (sand, rice, wind, rain)

ARTICLE – A, An, The

These little words precede (come before) nouns in sentences.

A and AN are used the first time a noun is mentioned.

A– comes before nouns that begin with consonants (b,c,d,f,g,h,j,k,l,m,n,p,q,r,s,t,v,w,x,y,z)AN – comes before nouns that begin with vowels (a,e,i,o,u) or silent consonants.

PRONOUN – WORDS THAT TAKE THE PLACE OF NOUNS

Subject – I, we, he, she, they, itObject – me, us, him/her, themPossessive – my/mine, our/ours, his/hers, their, whose

Other pronouns: everyone, anyone, each, those, myself, herself, themselves, etc…

VERBS – ACTION or STATE OF BEING WORDS

ACTION – hit, go, walk, write, jump, kiss, paint

STATE OF BEING/LINKING – ‘to be’ (is, am, are, was, were, been)

CAN BE EITHER ACTION OR STATE OF BEING– look, feel, smell

He smells bad – Smell my perfume.I feel sick. - Feel this sweater. Isn’t it soft?You look angry. – She looks out the window a lot.

ADJECTIVES – WORDS THAT DESCRIBE (modify) NOUNS. They usually answer the question: “What kind?

(nice, happy, beautiful, intelligent, colorful, tall, annoying)

These are used TWO ways:

Before a noun they describe:

The pretty girlThe unhappy young boy

After a form of the verb ‘TO BE’ or another State-of-Being Verb

She is pretty. She looks/feels pretty.He is young and unhappy. He feels young.

ADVERBS – WORDS THAT DESCRIBE (modify) VERBS, ADJECTIVES, OR OTHER ADVERBS. They usually answer the question ‘How?’

They can:

Describe an ACTION verb (usually end in –ly):

He runs quickly.He speaks slowly.He looked at me rudely.

Describe an adjective:

She is very pretty.

She is really intelligent.

Describe another adverb:

He runs very quickly.He writes very slowly.He speaks very nervously.

SOME WORDS CAN BE BOTH ADJECTIVES AND ADVERBS depending on the context (how they are used)

He runs fast.He is a fast guy.

PREPOSITION: These (usually small) words link a noun or a pronoun to the rest of the sentence. They show time, special or logical relationships between words.

Examples: on, beneath, between, during, above, after, up, for, with, at, in, by, below, except, into, across, about, etc…

PRACTICE:

Directions: Below each word, write the part of speech that identifies its grammatical role in the sentence. The first one is done for you.

1. He made a derogatory remark to my

girlfriend. I got very angry. I punched him

hard.

Name and Date: ____________________________________Mrs. DeMella: Honors English

Grammar NOTES

ERROR NUMBER TWO

AVOID ADJECTIVE/ADVERB CONFUSION

Adjectives come before the noun they modify OR they come after linking verbs (predicate adjectives) and modify the subject.

Examples of Predicate Adjectives

He feels bad. (His dog died)

She looks quick. (She should try out for track)

She smells bad. (She did not shower)

Adverbs come after action verbs.

Examples of Adverbs

She ran quickly. (How does she run? Quickly.)

She speaks eloquently. (How does she speak? Eloquently.)

S.A.T. ISSUE

* If you put an adverb after a linking verb, the verb changes to an action verb!

She looks quickly. (She moves her head rapidly to look at things) She smells badly. (She has a stuffed up nose from a cold and cannot smell anything) He feels badly. (He has numb fingertips and cannot feel anything – maybe he

suffered from a bad burn and the nerves in his hands died)

* Good vs. Well

‘Good’ is usually an adjectiveHe is good.He’s a good guy.I’m feeling good.

‘Well’ is usually an adverbShe runs well.She speaks well.Sleep well.I’m doing well.

EXCEPTIONS:

‘Good’ can be a noun. For example: a do-gooder does good.

Don’t say “I am doing good,” unless you are doing charity work.

“Superman does good. You do well,” – Tracy Jordan (on “30 Rock”)

‘Well’ can be an adjective meaning ‘healthy.’

I am well. / I feel well. = I’m not sick.

I am good. = Also correct. It is a predicate adjective.

Name and Date: _________________________ Mrs. DeMella: English 2HGrammar: ERROR # THREE

RULE # THREE:

DO NOT USE SLANG (the use of informal words and/or expressions that are not

considered standard) or COLLOQUIALISMS (words or phrases common in

conversational speech, but not acceptable in formal writing) IN ANY FORMAL

WRITING. These vary from place to place and time to time. Different subcultures also

have different slang.

ALSO: remember not to use any contractions in formal writing, and write numbers one to

ten in words NOT numerals.

cannot NOT can’t * one NOT 1

do not NOT don’t * five NOT 5

Examples of SLANG/COLLOQUIALISMS:

It’s open 24/7.

They cut a deal.

He’s a has-been.

He was put in the slammer.

Her character is a real goody two shoes.

He tells the antagonist to hit the road.

He needs to blow off steam.

He zoned out in class.

I feel knackered. (This is a British colloquialism, and therefore likely not

understandable to you!)

She’s really into him.

He plays a wicked game of tennis.

Myra has got to go to Memphis for a week.

PRACTICE: Change the following so that they are intended for a formal audience – use a

formal tone. Correct only the informal parts of the sentences, but some may need to be

rewritten.

1. Cynthia Larson sure knows her stuff. She has been considered an expert in her

field for the past 9 years.

2. The crowd was really into watching the fire eating juggler, but then the dancing

horse grabbed their attention.

3. As soon as human resources checks out his resume, I am sure we will hear gales of

laughter issuing from the office.

4. Having something funny to say seems awfully important in our culture.

5. The chef has a nice way with striped bass.

6. Normal human beings can’t cope with repeated humiliation.

7. The world hasn’t got much time to stop polluting; soon, we will all have to wear face

masks.

8. If you want a good cheesecake, you must make a top-notch crust.

9. International organizations should try and cooperate on global issues like hunger.

10. The environmentalists aren’t in it for the prestige; they really care about protecting

the spotted owl.

Thursday January 2nd: Day 5

YWBAT … Define important grammatical terms used to discuss sentence

structure.

Avoid errors in pronoun-case agreement (Error 4).

Do Now: Take out your homework 9 analysis to hand in to me (The Grinch) Open to the GRAMMAR section of your binder. Copy the practice

sentence below, and use your notes on adjective/adverb agreement and on punctuation problems to correct ALL errors.

Practice:

1) She did not receive a great education

when she was a child, consequently she has an

extreme low tolerance for her children doing poor in

school.

Name and Date: __________________________________Mrs. DeMella: English 2HGrammar Notes

TERMS YOU NEED TO KNOW

Listen while we go through the following together:

1) All sentences can be divided into SUBJECTS and PREDICATES.

My sister Mary / is a lovely girl.

Subject Predicate

The subject is what or whom the sentence is about. The predicate tells something about the subject.

The predicate is composed of the verb and its objects (together with any modifiers, etc…) OR it is composed of the verb and its subject complement.

- If the VERB is an action verb, it will often be followed by an object (direct object, indirect object, object of a preposition).

Direct Object – He kissed her.Indirect Object (to whom or for whom – must go with a direct object) – He gave me the book. I gave him the present.Object of a Preposition – The book was written by her. He went to the concert with me.

- If the VERB is a linking verb/state of being verb (like ‘is’ or other forms of ‘to be’), it will be followed by subject complements (a subject complement is a predicate adjective or a predicate nominative).

A predicate adjective is an adjective that is in the predicate of a sentence, that follows a linking verb, and that describes the subject. (That idea is great.)

A predicate nominative is a noun or pronoun that is in the predicate of a sentence (it follows a linking verb) and that renames the subject. (Our teacher is Mrs. DeMella).

Practice:

1. For the following sentences, separate the subject from the predicate by using a backslash (/).

A. Meghan and her friends are cool.

B. They are the nicest girls in school.

C. My sister and I did the crossword puzzle.

2. Underline the verb in each sentence above and indicate whether or not the verb is an ACTION or a LINKING verb.

3. Which sentence has a DIRECT OBJECT in the predicate? ___

4. Which sentences have subject complements in their predicates? ________

5. Which sentence contains a predicate adjective? ____

6. Which sentence contains a predicate nominative? ____

Name and Date: _________________________________ Mrs. DeMella English 2HGRAMMAR: ‘PRONOUN CASE ERRORS’ (Error 4)These common errors occur when a writer uses a pronoun in the wrong case/form.

Example: Incorrect: John and me went to the movie.Correct: John and I went to the movie.

They are not all this easy!

HERE IS A CHEAT SHEET TO HELP YOU:

NOMINATIVES:

SUBJECT of a verb = NOMINATIVE case

He and I went to the party.The other girls and she decided to skip the practice.

APOSITIVE (This RENAMES the subject and is NOT in the predicate) = NOMINATIVE case. It might be separated from the rest of the sentence by dashes or commas.

The valedictorian and salutatorian – he and she – each spoke at the graduation.

SUBJECT COMPLEMENT (This is either a predicate nominative or a predicate adjective. These rename or describe the subject, respectively). = NOMINATIVE case

The only one I want to marry is he.This is she. - predicate nominativesThe counselors are they.It is I.

SUBJECT IN A CLAUSE = NOMINATIVE case

He attacked the man who had insulted him.I did not know who it was.An A student is a boy or girl who studies a lot.

TRICK: to figure out if you should use ‘who’ or ‘whom’, make it a question:

- Who had insulted him? He had. (He is nominative, so you use ‘who’)- Who was it? It was he. (He is nominative – this is a subject complement/predicate

nominative – so you use ‘who’)- Who studies a lot? He does. (He is nominative, so you use ‘who’)

OBJECTIVES:

DIRECT OBJECT = OBJECTIVE case

Sally asked him to the dance.

The zombie attacked him and me.

INDIRECT OBJECT (to whom or for whom) = OBJECTIVE case

Sally gave him no chance to refuse.

She handed the tickets to him.

OBJECT OF A PREPOSITION = OBJECTIVE case

*Review: Prepositions are words like: in, on, beneath, between, during, above, after, up, by, for, into, with, across, except, below, since, about, etc… They link nouns/pronouns/phrases to the rest of the sentence, and show temporal (time), logical, or spatial relationships.

Carol Anne, by whom the memoir was written, had a very interesting life.

(TRICK: For whom was the memoir written? It was written for her. (Her is objective, so you use ‘whom’)

Everyone likes Cindy except Tom and me.

Between you and me, I’m becoming suspicious of Laura and him.Cheat sheet

Todd went to the party with John and me.

AS THE SUBJECT (strange, I know!) or OBJECT of an INFINITIVE (to go, to do, to give)

Example: She asked him to help her.

Name and Date: _________________________Pronoun Case Errors (“Grammar/Error 4”)Mrs. DeMella: English 2H

Directions: Correct the following sentences for pronoun case errors.

1. Except for Lauren and I, everyone had gone home for the day. The two of us

were the only people whom were left in the building.

2. Marty and me went to the part? Who did Scott go to the party with? (Also – correct this so that it does not end with a preposition)

3. I did not know whom it was who had given me the love note. Now, Todd was

always asking me out, so I guessed it was probably he, but I was not sure.

4. The bedbugs in the hotel were terrible. They bit both Josh and I when we

were staying there, and later we were horrified to discover that we had

brought them home with us!

5. You gave an engagement ring to someone! I can’t believe you didn’t tell your

mother and I. Who did you give it to? We have to meet her.

PRACTICE: Which is it?

The man who/whom I love is a musician.

The man who/whom loves me is a musician.

LESSON:

Go over the ‘Do Now’ and AIMS.

Go over the ‘Do Now’ (Review)

Go over the ‘Terms You Need to Know’ handout. Discuss OBJECTS and PREPOSITIONS.

Have them do the practice.

Go over the practice.

Give the packet on the two errors (case and agreement).

Go over the chart on CASE (They highlight this).

Give and go over the ‘Cheat Sheet.’

If there is time, they do the practice.

Remind them to meet in the comp lab tomorrow with their project drafts.

DAY TWO OF PRONOUN CASE LESSON (TO FOLLOW PRESENTATIONS) – After this we will review the mid-term essay, start Springboard 2, and finish grammar for the mid-term.

Wednesday January 8th: Day 1

YWBAT … Avoid errors in pronoun-case agreement.

Do Now: Open to the GRAMMAR section of your binder. Then, answer the do now questions on the handout.

EXTRA REVIEW HANDOUT: PRONOUN CASE

List the nominative pronouns.

List the objective pronouns.

List at least ten prepositions.

Define ‘apositive.’ Then, write a sentence that contains an appositive and underline it.

Write a sentence that contains ALL of the following: a direct object, an indirect object, an object of a preposition. Circle the direct object, underline the indirect object, and put a box around the object of the preposition.

Write a sentence that contains a subject complement which is also a predicate nominative.

BASIC RULE!!!!!!!!!!!!!!!!!!!!!!!!!!

ANYTHING THAT IS AN OBJECT GETS AN OBJECTIVE PRONOUN

- I punched him. (him = direct object)- Whom did you punch? (Whom = direct object)- The boy whom I punched has a black eye now. Hahaha. (direct

object)- I gave him a taste of my wrath. (him = indirect object)- I gave a taste of my wrath to him. (object of a preposition)- To whom did you give a taste of your wrath? (obj. of a prep.)

- I like everyone except him. (object of a preposition)- Can you keep this story between you and me? (object of a

preposition)I don’t want to get in trouble for hitting him. (direct object).

ANYTHING THAT IS A SUBJECT (including APOSITIVES which rename subjects) OR A PREDICATE NOMINATIVE gets a NOMINATIVE PRONOUN (That includes subjects in clauses, wherever they are located in a sentence).

- He and she conspired together to commit the crime. (BOTH subjects)- The criminal and the heiress, he and she, are talking together at the

bar. (BOTH appositives)- The mastermind is she. (predicate nominative)- The criminal, who is not very bright, could never have planned such

a heist. (subject in a clause).- Who caused them to get caught? (subject)- The detective who solved the crime was played by Benedict

Cumberbatch. (subject in a clause).

LESSON: If we finish the presentations, do the extra review handout. Then, go through the cheat sheet.

Thursday January 9th: Day 2YWBAT …

Avoid errors in pronoun-case agreement.

Do Now:

Open to the GRAMMAR section of your binder. Copy the following definition of APPOSITIVE. Then, complete

the review handout.

An appositive is a noun or noun phrase that renames another noun right beside it.

During the dinner conversation, Clifford, the

messiest eater at the table , spewed mashed

potatoes like an erupting volcano.

The insect, a large cockroach, is crawling across

the kitchen table.

I put HW on board:

Homework #10: Carefully read page 202 and 203 in your “Common SAT Errors” packet (given Thursday 1/2) and then complete the NEW packet (given today).

LESSON:

Go over the AIM and direct them to take out the review handout and complete the do now (appositive defined).

Go over the review handout (terms) and then read the back aloud and discuss it as we go (perhaps with more examples).

Give (or have kids take out in period one) the CHEAT SHEET. Go through this having kids read it aloud – start with OBJECTIVE CASE (on the back).

Give them the practice exercise on pronoun case, and tell them to complete it.

Go over the pronoun practice. Discuss avoidance of ending with a preposition. (This is the sort of nonsense up with which I will not put! / To whom is the gift addressed?)

Go over the SAT packet – starting on the second page: Problems With Case

Give the homework and go over the first part (the trigger). Refer to the PRONOUN CASE packet and explain the homework. They can do the trigger practice in class if there is time.

(IF period six is well behind, I can make this due Monday instead of Friday in periods one and two, and then work through it with them in those classes on Friday while period six catches up).

Friday January 10th: Day 3YWBAT …

Avoid errors in pronoun-case agreement.

Do Now:

Open to the GRAMMAR section of your binder. Take out the CHEAT SHEET on pronoun case that you were

given yesterday AND use it to complete the pronoun case review.

Homework #10: Carefully read page 202 and 203 in your “Common SAT Errors” packet (given Thursday 1/2) and then complete the NEW packet (given today).

PERIOD ONE: MIRIAM, KATRINA, LUKE, LIZZY (presenters??)

- Go over the pronoun case practice (short one).- Go over the packet (202 and 203) reading together.- Give them the homework practice and do the trigger and practice together.- Have them complete the packet for homework – starting in class.

- Monday = pronoun number agreement. (Then take a break to do writing review and Springboard. Then come back to grammar for mid-term review).

PERIOD TWO: MAKAYLA PRESENTS?

- Same as above, except that they will begin with the pronoun case practice (they can do it in pairs).

PERIOD SIX

- Change the do now to “Take out the review handout that you completed yesterday”. Then, continue as above, but they still have not received the cheat sheet.

Monday January 13th: Day 4

YWBAT … Avoid errors in pronoun -number agreement (Error #5). Correctly answer S.A.T. style questions reflecting ALL of

the errors we have studied to date (‘wordiness’, punctuation/run-ons and fragments, slang/colloquialisms that are used inappropriately, pronoun-case problems, adjective/adverb confusion,) together with the new error given today (Error # 5: pronoun number agreement).

Do Now: Open to the GRAMMAR section of your binder. Put the revised grammar overview in your binder. Do the practice. If the question is an error

identification question and you find an error, you must also correct it!

LESSON:

Collect the homework (#10 on pronoun case) Give them the do now. Go over the two examples. Introduce the new error: pronoun number agreement. Go over the cheat sheet. Go over the packet (one page) – and maybe look at the case

examples too in periods 2 and 6 - if time. They complete the practice on the cheat sheet (& then we go over

it) Go over the do now and explain what the errors were.

BOARD

All singular – He was given his own notebook.All plural – They were given their own notebooks.

Name: _______________________This goes in the GRAMMAR/S.A.T. section of your binder

Common S.A. T. Errors: Practice

EXAMPLES OF TWO TYPES OF GRAMMAR QUESTIONS ON THE WRITING SECTION OF THE S.A.T.:

Error Identification

Friends of the family constantly remark on the striking A B C

resemblance between my daughter and I. No error.

D E

Sentence Improvement

During the eighteenth century, inoculations against smallpox became increasingly popular among the English upper classes although to the lower classes it remained mysterious and therefore threatening.

(A) although to the lower classes it(B) because to the lower classes it(C) although to the lower classes such inoculations(D) however, to the lower classes the inoculations(E) although among the lower classes it

Now, you try these error correction questions. Also, correct the error:

Although electronic technology may appear a quick and efficient way for the federal A

government to hold elections, they may have drawbacks that could undermine the B C D

democratic process. No error. E

Just as some people are exceeding fond of the taste of cilantro, A B

so others detest it. No error. C D E

All of the candidates except Mr. Nader and I have begun to engage in negative

A B C

campaigning. No error. D E

“After John and me get back from the rehearsal, we should all head over to the park

A B

together to hang out. Maybe we can pick up some sodas and some burgers and have a C

cook out and play some ultimate frisbee,” suggested Ethan. No error. D E

Although scientists know surprising little about Americans’ favorite stimulant, coffee, A

they do know that most people do not use it efficiently. No error. B C D E

“How are you doing today?” asked Mr. Miller.A

“I’m doing good for the most part; however, I am B C

a little tired,” answered Jonathan. No error. D E

PRONOUN NUMBER-AGREEMENT ERRORS (ERROR #5)

These errors occur when a pronoun does not agree with its antecedent (the word it renames) in number (singular or plural).

Example: Incorrect: Everyone in the class did their homework.Correct: Everyone in the class did his or her homework.

Incorrect: Every one of the girls on the team is trying to do their best.Correct: Every one of the girls on the team is trying to do her best.

HERE IS A CHEAT SHEET TO HELP YOU:

An ANTECEDENT is the word a pronoun replaces.

Example:John came into the room. He sat down in his chair.‘John’ is the antecedent for ‘He’ and ‘his’.

When the ANTECEDENT is an INDEFINITE PRONOUN (any, anybody, anyone, each, either, every, everybody, everyone, neither, nobody, no one, somebody, someone) = SINGULAR

Neither of the twins is doing her homework. (NOT ‘THEIR’)

Each of the contestants was given his or her own buzzer. (NOT ‘THEIR’)

Every one of the students is trying to do his or her best.

Anybody with any sense would refrain from telling his girlfriend that she looked fat.

When the ANTECEDENT is part of an either…or / neither…nor statement = AGREE WITH THE NEARER ANTECEDENT.

Either Tom or Will always does his homework.

Neither the professor nor the students have finished their work for the evening.

Neither the students nor the professor has done all his work.

When the ANTECEDENT is a COLLECTIVE NOUN (family, group) = USUALLY the pronoun is SINGULAR.

The choral group, known for its complex harmonies, is singing tonight.

Also note the difference between the usage of RECIPROCAL PRONOUNS:

Each other – This is used to show interactions between TWO PEOPLE (ex: The students turned to each other and began the pair work).

One another – This is used to describe actions between MORE THAN TWO PEOPLE (ex: During our shared inquiry discussion, the students in the class were communicating with one another).

Practice

Directions: Correct the following sentences for pronoun number agreement errors.

1. I gave a reward to each of the students who had received five consecutive A’s

on their homework.

2. Neither the students nor the teacher has finished their work.

3. The teacher was so disappointed to discover that nobody had done their

homework.

4. Her family is well known for their corny sense of humor.

5. Her brothers and sisters are always joking around with each other at the dinner table.

6. Every one of the kids in the chorus raised their hand to vote for Jack as chief,

but Ralph still won the vote.

Tuesday January 14th: Day 5

YWBAT … avoid errors in SUBJECT-VERB AGREEMENT (Error #6).

Do Now:

Open to the practice handout on pronoun number agreement that you completed yesterday AND to the do now given yesterday. Be sure that BOTH are completed and review your answers.

Then copy the sentence below, choosing the correct verbs and pronouns.

Every one of the myriad actors in the play that received the Tony award (is/are) (an expert/experts) at portraying (his or her/their) (character/characters).

Homework: Study vocabulary and grammar for your mid-term examination.

Name and Date: _________________Grammar: English 2HMrs. DeMellaSubject-Verb Agreement (Error #6)

Pronoun (and Noun) Number Agreement Errors (Error #5) and Subject-Verb Agreement Errors (Error #6) are the most commonly tested errors on the S.A.T. These errors are related, and often occur simultaneously.

Subject verb agreement errors happen when you have to make a choice between words like: is/areruns/runthrows/throw

consists/consist

Remember that the verb that ends in S is the singular form!! (He throws vs. They throw)

These errors usually occur:

when the subject and the verb are separated by a number of words (especially by prepositional phrases).

when the subject is an indefinite pronoun (each/everyone/anyone/etc…). When the subject consists of more than one noun (compound subjects) or of a collective

noun (group/family/committee/majority).

Example: Choose the correct word forms:

Each of the many boys in the classroom after school (knows/know) how to button (his/their) (coat/coats).

In order to avoid making this kind of error, you need to follow these STEPS:

1) Be able to recognize the SUBJECT of a sentence by crossing out PREPOSITIONAL PHRASES and other “extras”. This means you must be able to recognize prepositions!! (See your grammar handout on ‘Parts of Speech’ and memorize the list of prepositions).

2) Be able to recognize INDEFINITE PRONOUNS (See your “cheat sheet” on pronoun number agreement errors and memorize the list of indefinite pronouns) and remember that they are mainly SINGULAR. Exceptions are ‘all’ and ‘both’, which are plural.

3) Study the rules for compound subjects (on this paper!) and for collective nouns.

Examples for steps one and two:

1. Each of the boys (is/are) smart.

2. All of my friends (is/are) always on time to class.

3. Everybody in the room always (leaves/leave) (his or her/their) (coats/coat) on the table.

4. Neither of my friends (seems/seem) to like my cousin very much.

5. A pile of ragged suitcases (was/were) waiting for us on the dock.

6. Every one of the many rooms in the house (has/have) air conditioning.

7. Anyone with a head for numbers (seems/seem) able to work with us on the project.

8. Either of my friends from upstate near the border (is/are) planning to arrive later today.

9. All of the people on my favorite baseball team since I was a little boy (plays/play) very well.

10. Everybody applying for college at the end of the year (needs/need) to work hard on his college essays.

Step Three: Compound and Collective Nouns:

Memorize these rules:

1) If the subject is a two word subject (compound) connected by the word ‘and’, that subject is considered to be plural:

Example: Karl, who is expert in cooking Hunan spicy duck, and George, who is expert in eating Hunan spicy duck, (has/have) combined their expertise to start a new restaurant.

N.B. The following connecting words DO NOT make a plural subject:

Along with, as well as, besides, in addition to, together with

Example: The chairman, along with the treasurer and the secretary, (is/are) misinformed.

2) When the subject consists of two or more nouns connected by ‘or’ or ‘nor’, the verb agrees with the closest noun.

Example: Either the senators or the president (is/are) misinformed.Example: Either the president or the senators (is/are) misinformed.

3) Collective nouns (group/audience/committee/majority) usually take a singular verb (unless you really want to emphasize the individuals forming the group). The word ‘number’ takes a singular verb when preceded by ‘the’, and a plural verb when preceded by ‘a’.

Example: A majority of the jury (thinks/think) that the defendant is guilty.Exception: A majority of the committee (has/have) signed their names to the report.Example: A number of fans (hopes/hope) for a mere glimpse of his handsome face .

SOME SPECIAL ASPECTS OF THIS RULE:

1) Watch out for sentences where the subject comes AFTER the verb:

Example: (There is/There are) only twenty three dollars left in the treasury.Example: (Here is/Here are) the ice skates that you asked me to buy for you.

2) Watch out for “who” clauses attached to prepositional phrases. These should be considered to be part of the prepositional phrase when deciding on verb agreement.

Example: A group of jockeys who (has/have) already finished the first race and who (wishes/wish) to have their pictures taken (is/are) blocking my view of the horses.Example: Tom is one of the many boys who (likes/like) to put mustard on (his/their hamburger/hamburgers).

3) Use SUBJUNCTIVE mood correctly. The subjunctive is used for expressing a wish, a doubt, a supposition, or a condition that does not actually exist. In the subjunctive, use were instead of was and use had instead of has, have or would have.

Examples:

If I (was/were) in charge, we would not move to China.

She wishes her grandmother (was/were) still alive.

If I (would have/had) thought things through, I might have agreed.

Suppose he (would have/had) come to the party.He acts as if he (has/had) all the time in the world.MORE PRACTICE: Underline all prepositional phrases AND correct incorrect verbs and/or pronouns.

1. The logical structure of his complicated and rather tortuous arguments is always the

same.

2. The majority of the organization’s members believe in God.

3. Both the young child and her grandfather was saddened for months after discovering that

the oldest ice cream parlor in the city had closed its doors forever.

4. Hartz brought the blueprints and the model that was still on the table instead of the ones

that Mackenzie had returned to the cabinet.

5. A case of bananas have been sent to the local distributer in compensation for the fruit that

was damaged in transit.

6. Neither the shipping clerk who packed the equipment nor the truckers who transported it

admits responsibility for the dented circuit box.

7. A total of fifty editors read each article, a process that takes at least a week, sometimes

six months.

8. Either Georgette or Robespierre are going to be asked to dinner by the madcap Calvin. I

dread the result in either case.

9. I can never decide whether to eat an orange or a Belgian chocolate; each of them have

their wondrous qualities.

10. Everyone in the United States, as well as the Canadians, expect the timber agreement to

fall through.

The end

LESSON:

Give them a moment to complete the do now.

Go over the “Overview” (in period one only) and

the pronoun number practice sentences from

yesterday + the do now from yesterday and the do

now sentence from today.

Give the handout on subject-verb agreement and

go through it, completing the exercises as we go.

They should complete the practice at the end.

Wednesday January 15th: Day 6

YWBAT … avoid errors in SUBJECT-VERB AGREEMENT.

Do Now: Open your binder to the handout on subject verb agreement (Error #6) that we were going over yesterday.

Homework: Study vocabulary and grammar for your mid-term examination.

The vocabulary make-up test is offered at lunch today!

Extra Credit Opportunity = Make an online grammar review for the mid-term.

LESSON: Do a notebook check: Different in each class. Something on grammar!

- 10/21 SAT Error #1 (A Clause …)

- 10/ 23

Common S.A. T. Errors (Errors #1 and #2)

PART ONE: Read the attached handout entitled ‘Adjective/Adverb Confusion’ (It says ‘Trigger’ at the top) and complete ALL the exercises (the practice sentences and the multiple choice).

PART TWO: Correct the following sentences for the errors above (BOTH punctuation and adjective/adverb confusion). If there is an error with adjective/adverb confusion, then draw an arrow to the word modified and indicate its part of speech:

11. Tom never washed his hands, consequently he caught the swine flu.

12. Although he was sick he came to school.

- 12/12 (maybe 15 in p 6) = handout on avoiding slang/colloquialisms

Complete the handout given yesterday:

- P. 1 did the first practice and we had not yet finished going over it. Makayla presents

- P. 2 had not yet started going over the handout. We stopped right before beginning it.

- P. 6 same place as period 1.

Name and Date: _______________________ Mrs. DeMella: English 2H - 2014

GRAMMAR REVIEW FOR 2H MID-TERM: incorrect punctuation of adverbial subordinators and conjunctive adverbials, run-ons, fragments, adjective and adverb confusion, errors in subject-verb agreement and/or verb-tense, inappropriate use of slang/colloquialism, word usage/spelling errors, and pronoun agreement errors (case or number).

Directions: Choose the correct answer and explain the error in the margin. For error identification questions, correct the sentence as well.

1. Despite the countless hours that astronomers have spent observing the solar A

system, surprising little is known about the mass and density of Pluto, the planet that B

lies farthest from the sun. No error C D E

2. Walter had initially derided the new energy-efficient automobiles on sale, then eventually he was convinced of the value of a fuel economy.

(A) sale, then eventually he was convinced of the value

(B) sale, then eventually the value convinced him (C) sale, but eventually convincing himself of the value(D) sale, but eventually he was convinced of the value(E) sale; however, eventually being convinced of the value

3. The national marine sanctuary known as The Flower Gardens, located in the Gulf of Mexico, home to some of the most spectacular banks of coral and sponges to be found in this part of the world.

(A) Gulf of Mexico, home to some of the most spectacular banks of coral and sponges to be found

(B) Gulf of Mexico, home to some of the most spectacular banks of coral and sponges that were found

(C) Gulf of Mexico, home to some of the most spectacular banks of coral and sponges we found

(D) Gulf of Mexico, home to some of the more spectacular banks of coral and sponges found(E) Gulf of Mexico, is home to some of the most spectacular banks of coral and sponges to

be found

4. The sighting of several previously unknown astral bodies in orbit beyond Pluto A B

have thrilled astronomers and science fiction writers alike. No error.C D E

5. Although electronic voting technology may appear a quick and efficient way for A

the federal government to hold elections, they may have drawbacks that could B C D

undermine the democratic process. No error E

6. The limerick, in contrast to various more demanding verse forms, are so simple A B

that even a child can write one. No error C D E

7. Except for the night watchman and I, everyone had gone home for the day; A B C

the two of us were the only persons left in the building. No error. D E

8. For most of American history, women lacked the right to vote: not until the early A B

twentieth century was the franchise granted to women. No error C D E

9. Friends of the family constantly remark on the striking resemblance between my A B C

daughter and I. No error. D E

10. Just as some people are exceeding fond of the taste of cilantro, so others detest it. A B C D

No error E

11. Today’s athlete may feel such great pressure to succeed at every level of A B C

competition that they begin taking drugs at an early age. No error. D E

12. Many foreign electronics companies have learned to build machines at lower A B

cost by using inexpensive produced components. No error. C D E

13. In James McBride’s critically acclaimed memoir The Color of Water , the A B

narrator’s mother’s values really rub off on her son James. No error.C D E

14. One of the principle themes in Lord of the Flies relates to the exploration A B

of the origins of evil; Golding posits that the origins of evil are within the heart of man. C D

No error. E

15. The wrestlers knew that fasting could be dangerous, but them and their A B

teammates were desperate to lose weight before the championship match. No error.C D E

16. On the executive board of the publishing company sits five women A B C

and four men. No error. D E

Continued …

17. Stephen King’s novel Pet Sematary was inspired by a misspelled sign on a real A B

pet cemetery near Orrington, where the King’s once are living. No error. C D E

18. Thirty years ago, one could say that those who the president nominated A

to serve on the Supreme Court were chosen not because of their political leanings, B C

but because of their fine legal minds and their judicial expertise. No error. D E

19. In The Catcher in the Rye by J.D. Salinger, Holden Caulfield, the young

protagonist, struggles to overcome his obsession with the loss of childhood innocence A. B.

that accompanies growing up. In the end, he succeeded. No error. C. D. E.

20. Also supported by the commission was the proposed health clinics and the A. B.

proposed center to distribute information on job-training opportunities. No error. C. D. E.

21. George Thornton Emmons was one of a handful of ethnographers who committed A. B.

his life to studying the Tlingit culture of the Northwest Coast. No error. C. D. E.

22. One of Confucius’ principal legacies will have been the notion of the enlightened A B

civil servant, a concept that centuries later would spawn the system of all-powerful C D

Mandarins. No error. E

Thursday January 16th: Day 7

YWBAT … excel on the grammar portion of your mid-term.

Do Now:

Open your binder to the handout on subject verb agreement error #6.

Homework: Study for your mid-term examination AND do the online grammar quizzes (my webpages online resources). Be sure to sign in when you do the quiz created by Rebecca.

LESSON:

Finish the subject verb rules and they do the practice. Then, go over the answers.

Give the grammar review for the mid-term and have them begin it.

Tomorrow = students finish the review. We go over the answers. Can also return the pronoun case review and go over that, and go through online questions too if there is time!

Friday January 17th: Day 8

YWBAT … excel on the grammar portion of your mid-term.

Do Now:

Open your binder to the handout on subject verb agreement error #6.

Homework: Study for your mid-term examination (vocabulary, literary terms, grammar) and have a nice weekend!

Why not make an extra credit grammar review?????

LESSON

Period One & Six = Give GROUPS mid-term review. They do it (20 minutes) and then we go over it.

Period Two = Go over the subject verb agreement practice first (they have completed it).

If time go over online quizzes and/or return pronoun case handouts (HW 10) and review that.

Return stuff????