sixth grade english benchmark 3 grammar, usage, and mechanics
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SIXTH GRADE ENGLISHBENCHMARK 3
GRAMMAR, USAGE, AND MECHANICS
Merton won’t give the balloon
to Stella or I.
What is the best change, if any, to make to Stella or I in the above sentence?
A. Stella or myselfB. Stella or meC. I or StellaD. No change.
PASS GUM 3.1.c. Use nominative, objective, and possessive pronouns correctly. Definitions and Examples 1. Subject pronouns(Nominative pronouns) Used as subjects, predicate nominatives
2. Object pronouns Used as direct objects, indirect objects, objects of the preposition
3. Possessive pronouns Used to show possession
my mine our ours
your yours your yours
his her hers its their theirs
I we
you you
he she it they
me us
you you
him her it them
who
whom
PASS GUM 3.1.c. Use nominative, objective, and possessive
pronouns correctly.
subject verb direct-------------------------------object
1. Merton loves Stella and (I, me, myself). subject verb indirect-----------------------------object dir. obj.
2. Merton gave Zoey and (I, me, myself) a ride. subject verb dir. obj. (prep. phrase ending w/obj. of prep.)
3. Stella gave a balloon to Merton and (I, me). subjects---------------------------------- verb direct obj.
4. Zoey and (I, me, myself) love Merton.
Try to choose the correct pronouns.
PASS GUM 3.1.c. Use nominative, objective, and possessive
pronouns correctly.
subject verb direct-----------------------object
Merton loves Stella and (I, me, myself).
Merton – subject!loves - verb!
Stella and me – direct object!
See, people, me is an object, so you can’t use the pronoun I since I is a pronoun used for subjects!
subject verb indirect---------------------object dir. obj.
Merton gave Zoey and (I, me, myself) a ride.
PASS GUM 3.1.c. Use nominative, objective, and possessive
pronouns correctly.
subject pronoun…object pronoun…why do it the
hard way?
Why not just eliminate “…Zoey and…” and listen for what sounds right?
Listen, people… Merton gave I a ride.Merton gave myself a ride.
Merton gave me a ride. Get it?
subject verb dir. obj. (prep. phrase ending w/object of prep.)
Stella gave a balloon to Merton and (I, me).
Subjects---------------------------------- verb direct obj.
Zoey and (I, me, myself) love Merton.
Stella gave a balloon to Merton and (I, me).
Zoey and (I, me, myself) love Merton.
It’s easy; just mentally mark out the “compound element” (Merton and) or
(Zoey and). Then you can listen for the correct pronoun answer!
PASS GUM 3.1.c. Use nominative, objective, and possessive
pronouns correctly.
Try these two:
Stella is jumping on the trampoline with Zoey and (I, me).
Stella gave Zoey and (me, I) a wave.
Stella is jumping on the trampoline with Zoey and (I, me).
Stella gave Zoey and (me, I) a wave.
Yes!Stella is jumping on the trampoline with
Zoey and me.(Just mentally mark out …Zoey and…)
Stella gave Zoey and me a wave.
(Just mentally mark out …Zoey and…)
PASS GUM 3.1.d. Make pronouns agree with their antecedents.
Every building in Barcelona has (their, its) own history.
I know what a pronoun is. A pronoun is like… I, you, its, hers, them, myself, he, their, everybody,
ourselves, it… and words like that.But what are antecedents?
Oh, Mom, the antecedent is the word that the pronoun refers to. You know, like this… The dog ate its food. Dog is the antecedent
of the pronoun its.
Every building in Barcelona has (their, its) own history.
In the sentence, then, the antecedent is building.
Building is a singular noun. You must choose its to match
building. You can’t choose their because their is plural. I
get it!
See, Mom, a pronoun must “agree” – that is, it must be matching either singular or
plural – with the word it refers to. That’s called “pronoun-antecedent agreement.”
Oh Mom, it is so fun to travel with you ‘cause you like grammar as much as me…
Mom, will you buy me a…
…as much as I, Honey…
Huh?
…as much as I love grammar…, Sweetie
Mom. Stop. Will you buy souvenirs for my friends and I?
…for my friends and me…, Dear…
OK, Mom. How’s this… Mom, do you like to shop as much as I?
Let’s buy my friends and me some souvenirs!
Great!
Each of the girls thought that (their, her) soda was warm.
All of the tourists enjoyed (their, his or her) lunch.
One of the tour group members lost (their, his or her) bus pass.
PASS GUM 3.1.d. Make pronouns agree with their antecedents.
Now you try a couple:
Hint: The pronouns all refer to the subjects of the sentences. Mentally mark out the prepositional phrases.
Each of the girls thought that (their, her) soda was warm. All of the tourists enjoyed (their, his or her) lunch. One of the tour group members lost (their, his or her) bus pass.
I hope you noticed
that Each is a singular pronoun.
Each matches her. They are both singular!
Yeah, and in the next sentence, All is plural and their is plural.
Uh huh, and One
matches up with his or her in the
last sentence.
Now try this one:
Everybody was late to(his or her, their) gondola tour this morning.
Hint: Is Everybody a singular or plural pronoun?
PASS GUM 3.1.d. Make pronouns agree with their antecedents.
To decide if it’s singular or plural, try Everybody with a singular and then a plural verb. Everybody is here. Everybody are here.Which one sounds correct?
Yes, Everybody is singular. It sounds kind of plural, but it means “every one body at a time.”
Everybody was late to (his or her, their) gondola tour this morning.
His or her, however, can get kind of awkward!
Most educated people try to think of a way to avoid saying his or her.
You could sayEverybody was late to the gondola tour.
orThe gondola tour started late because
people weren’t on time.
Correlative Conjunctions:
either… or neither… nor both… and not only… but also whether… or
Be careful to check pronoun-antecedent agreement (along with subject-verb agreement) with these
conjunctions.
Neither Kate nor her sisters leave (her, their) doors open. (Look at the subject nearer to the pronoun; it is in control of the pronoun.)
Either the boys or Lexi (want, wants) to go.(Look at the subject next to the verb – is it singular? Then the verb should be singular.
Either Kate or her sisters always (leave, leaves) the door open.
PASS GUM 3.1.f.Use correct pronoun reference.
Mia texted Allie while she was at the mall, but she didn’t
reply, so I guess she’s on her way over here!
Who, Pixie? Who was at the mall? Mia or Allie?
Pixie, your pronoun
reference is not very
clear! Who’s on her way
over here?
Did Allie get upset?
No, why would she get upset? She wasn’t there.
She who? She Allie? You said she was there.
PASS GUM 3.1.f.Use correct pronoun reference.
Pixie talked about Allie when she
was at the birthday cake
table.
…it…? It what? It the piñata… it the
stick… or it the string?
PASS GUM 3.1.f.Use correct pronoun reference.
Just hit the piñata with your stick before the
string breaks. It won’t last forever!
PASS GUM 3.1.f.Use correct pronoun reference.
Allie told Pixie that
she thought this was the
very best birthday party she Pixie had
ever given.
PASS GUM 3.1.a. Identify the principal parts of verbs
to form verb tenses.
What are the principal parts of verbs?
You know…present, past, and past
participle. Like… I see, I saw, I
have seen.
PRESENT PAST
(Ends in –ed)
PAST PARTICIPLE
(Ends in –ed)
Uses helping verb has / have / had
talk talked have talked
ask asked have asked
write wrote
(No –ed; it’s irregular.)
have written
(No –ed; it’s irregular.)
teach taught
(No –ed; it’s irregular.)
have taught
(No –ed; it’s irregular.)
PASS GUM 3.1.a. Identify the principal parts of verbs
to form verb tenses.
PASS GUM 3.1.a. Identify the principal parts of verbs
to form verb tenses.
1. Jana (had ran, had run) to get more marshmallows to roast.
2. Josh had already (ate, eaten) two hot dogs.
3. Jona said, “I’ve (went, gone) on two camping trips this year.
4. Jana said, “I (sung, sang) camp songs for Josh.”
5. Josh said, “I’ve (fell, fallen) over this rock three times tonight.
Write down what you think are the correct verb forms. Answers are on the next slide.
1. Jana (had ran, had run) to get more marshmallows to roast..
2. Josh had already (ate, eaten) two hot dogs.
3. Jona said, “I’ve (went, gone) on two camping trips this year.
4. Jana said, “I (sung, sang) camp songs for Josh.”
5. Josh said, “I’ve (fell, fallen) over this rock three times tonight.
PASS GUM 3.1.a. Identify the principal parts of verbs
to form verb tenses.
run ran have run
eat ate have eaten
go went have gone
sing sang have sung
fall fell have fallen
Today I…
Yesterday I…
Many times I…
This is a good way to think of present, past, and past participle:
PASS GUM 3.1.a. Identify the principal parts of verbs
to form verb tenses.
Hey, Josh, this tent has fell down about ten times already! I’ve just about give it everything I’ve got!
What? Jana’s brung me some mosquito spray, but I’ve went
back to get more because those things have flew all over the
place! It has took way too long to get this done!
I’ve tore a huge hole in this tent! Hey, you two, no one has gave
me enough help with this!
Can you help Jona with verb problems?
Did you find all of Jona’s mistakes? Check the next slide to be sure.
PASS GUM 3.1.a. Identify the principal parts of verbs
to form verb tenses.
1. …this tent has fell down… 2. I’ve just about give it …3. Jana’s brung me some …4. … I’ve went back… 5. …those things have flew all over the place! 6. It has took way too long … 7. I’ve tore a huge hole … 8. …no one has gave me enough help …
fall fell has fallen
give gave have given
bring brought has brought
go went have gone
fly flew have flown
take took has taken
tear tore have torn
give gave has given
Use the Principal Parts of Verbs Chart to check Jona’s verb tense choices.
Principal Parts of Verbs Past Present Past Participle
PASS GUM 3.1.a. Identify the principal parts of verbs
to form verb tenses.
Man, I wish I could fix my verb tense problems…
You can; it’s really easy.
Really? How?
We learned about it last year in school.
PASS GUM 3.1.a. Identify the principal parts of verbs
to form verb tenses.You see, you say the verb tenses like how you grow up hearing them. Day care
staff, friends, TV personalities, relatives –
how they speak is how we speak.
Your verb tenses are like your hair color – it’s part of
who you are!But like your hair color,
you can change your verb tense usage!
How?
PASS GUM 3.1.a. Identify the principal parts of verbs
to form verb tenses.
Easy!Just start up a list of verb forms you use incorrectly. Listen to how
people use them the right way.
Memorize the right way, and you’ve
fixed the problem!
I’ve never gave…I mean, given it any thought, but I bet I could do it!
What is a participial phrase?
PASS GUM 3.2.b.7.Use a comma after an
introductory participial phrase.
Why does he look so puzzled?
What is he
thinking about?
Participial phrase1. Phrase – a group of words without a
subject and a verb2. Participial – beginning with a word that
ends in –ing or –ed3. A participial phrase always functions as
an adjective in the sentence.
PASS GUM 3.2.b.7.Use a comma after an
introductory participial phrase.
Riding bicycles, Lea and Sam arrived early.
PASS GUM 3.2.b.7.Use a comma after an
introductory participial phrase.
Driving the speedboat, Antonio raced to the marina.
Thrilled with the ride, his passengers laughed and shouted.
PASS GUM 3.2.b.7.Use a comma after an
introductory participial phrase.
Holding on to the paddle with both hands Opie piloted the kayak through the white water.
What is the best change, if any, to make to hands Opie in the above sentence?
A. hands; OpieB. hands, OpieC. hands. OpieD. No change.
PASS GUM 3.2.b.7.Use a comma after an
introductory participial phrase.
Hidden by the coral, Jo and Clare were able to photograph the moray eel.
Which is the best change, if any, to make to Hidden by the coral,in the above sentence?
A. Hidden, by the coral, B. Hidden by the coral;C. Hidden by the coral.D. No change.
I thought participial phrases
started with –ed words…
Yes, participial phrases do begin with words ending in –ing and –ed.
Some –ed words, however, are irregular. Examples:
Verb Present Participle (-ing
form)
Past Participle (-ed form)
keep keeping keeped kept
go going goed gone
break breaking broked broken
build building builded built
bring bringing bringed brought
Built by the Army Corps of Engineers, the seawall keeps the town safe from hurricanes.
ADJECTIVE MODIFIES SUBJECT
PASS GUM 3.2.b.7.Use a comma after an
introductory participial phrase.
Write two original sentences beginning with intro. participial phrases. Start one with an “-ing” participial phrase and one with an “–ed” participial phrase.1.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PASS GUM 3.2.b.8. Use a comma after a succession of introductory prepositional phrases.
-------prepositional phrase-------- ----------prepositional phrase------------
With its bold design of yellow and pink plaid,(proper) adj. adjective subject
Golda’s hot air balloon verb (possessive) adj.
attracts everyone’s direct object
attention.
PASS GUM 3.2.b.8. Use a comma after a succession of introductory prepositional phrases.
Hey, what does a “succession” of
introductory prepositional phrases
mean?
Oh, a “succession” just means more than one.
Commonly Used Prepositionsabout, above, across, after, against, along, among,
around, as, at, before, behind, below, beneath, beside, besides, between, beyond, but (meaning except), by, down, during, except, for, from, in, inside, into, like,
near, of, off, on, out, outside, over, past, since, through, throughout, to, toward, under, underneath,
until, unto, up, upon, with, within, without
Compound Prepositionsaccording to, along with, apart from, aside from, as of, because of, by means of, in addition to, in front of, in place of, in spite of, instead of, next to, on account of,
out of
A preposition shows association, direction, location, or relationship.
A preposition, its object, and any modifiers of the object form a prepositional phrase.
beside
belo
w
un
der
ben
eath
across upon
in front of in addition to
do
wn
next to
nearin
on
Do I need to memorize the prepositions?
A preposition shows direction/location or association/relationship.
Some people do. If you don’t plan to memorize them, though, just notice that they fall into two
categories: direction/location and association/relationship.
All of the direction/location ones are…well…you know…anywhere a squirrel can go in a tree (up, down, around, under, etc.). The association/relationship
ones are the other ones (with, during, about, etc.).
You should study them so that you know them when you see
them.
Direction/Location Prepositions
above, across, after, against, along, among, around, at, behind, below, beneath, beside, between, beyond by, down, in, inside, into, near, on, out, outside, over, past, through, throughout, toward, under, underneath
up, upon, within
A preposition shows direction/location or association/relationship.
subject verb -----prepositional phrase-----
The balloon floated over the mountain.
Location of balloon? Over mountain!
The preposition connects a noun or pronoun with the object of the
preposition.
DirectionLocation
Association/Relationship Prepositions
for, with, about, during, until, from, without, as, before, like, of, since, to, besides.
but (meaning except), except
A preposition shows direction/location or association/relationship.
Association/Relationship:
sub. verb prepositional phrase
Aja jumped from the cliff.
How are Aja and cliff related? Aja jumped FROM the cliff.
The preposition connects a noun or pronoun with the object of the preposition.
PASS GUM 3.2.b.13.Use a comma to separate items in dates and
addresses.
Come by and look at the fence Zani and I painted at 2700 Split Pea
Way, San Diego, CA 92119.
Mother said we had to finish it before
Monday, December 7, 2020.
PASS GUM 3.2.b.32.Use quotation marks to enclose titles of short works such as short stories, poems, essays, articles, songs, episodes of television series, and chapters and other
parts of books.
The article “Pit Bulls:
Dangerous or Darling?”
is very interesting!
PASS GUM 3.2.b.32.Use quotation marks to enclose titles of short works such as short stories, poems, essays, articles, songs, episodes of television series, and chapters and other
parts of books.
Hey Rollo, Did you finish reading that scary chapter for
our student teaching class “Establishing
and Maintaining Classroom Rules and
Procedures”?
PASS GUM 3.2.b.32.Use quotation marks to enclose titles of short works such as short stories, poems, essays, articles, songs, episodes of television series, and chapters and other
parts of books.
Yo, Jen…that chapter reminded me of that song, “We’re Gonna
Get Ya an’ Eat Ya Alive” by the Shrieking
Zombees!Aren’t you kinda
scared to be a middle school teacher?
PASS GUM 3.2.b.32.Use quotation marks to enclose titles of short works such as short stories, poems, essays, articles, songs, episodes of television series, and chapters and other
parts of books.
Yeah, it was like that C.S.I. Space Station episode “Teach Your Children
Well…” you know, the one where the kids at school all turned into zombies and… well, never mind…We’ll be OK, Rollo – we’ll just stay in shape, and we won’t turn
our backs on ‘em!
PASS GUM 3.3.a.1. Identify and revise run-on sentences.
When The Bullet starts, you’re
scared to death, when it is over,
you don’t want to get off!
I love to ride The Bullet, it’s fun!
Hey, that’s bad grammar…
PASS GUM 3.3.a.1. Identify and revise run-on sentences.
Hey, hey, hey! That last slide
reeked of run-on sentences!
Huh? Well, what’s a run-on?
It’s when you put two sentences together without correct punctuation!
PASS GUM 3.3.a.1. Identify and revise run-on sentences.
When The Bullet starts, you’re
scared to death, when it is over,
you don’t want to get off!
Like what?
Like the one below.
You need to replace that comma with a semicolon, leave the comma in and add a conjunction, or replace the comma with a period and start a new sentence.
PASS GUM 3.3.a.1. Identify and revise run-on sentences.
When The Bullet starts, you’re
scared to death. When it is over,
you don’t want to get off!
When The Bullet starts, you’re
scared to death; when it is over,
you don’t want to get off!
TWO INDEP.CLAUSES SEP.
BYSEMICOLON
TWO SEP.SENTENCES WITH PERIODAND CAPITAL
LETTER.
When The Bullet starts, you’re
scared to death, but when it is
over, you don’t want to get off!
TWO INDEP.CLAUSES SEP. BY
COMMA ANDCONJUNCTION
PASS GUM 3.3.A.2.Identify and revise sentence fragments.
Fragments…I always get those mixed up with run-
ons. What exactly are they?
Oh, you know… a run-on is two sentences “run”
together incorrectly. A fragment is just one
sentence that’s not all there – just a “fragment” of
it is there.
PASS GUM 3.3.A.2.Identify and revise sentence fragments.
We’re starting to tilt!
Although that doesn’t seem possible.
As if I care!
Now, that is a fragment!
That’s another one…
PASS GUM 3.3.A.2. Identify and revise sentence fragments.
The Sky Ride, one arm hanging loosely from the tightly stretched cable, the passengers’ cage swaying dangerously in the wind above the canyon.
________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________
Revise the sentence fragment.
PASS GUM 3.3.A.2.Identify and revise sentence fragments.
Rescued, as they remembered so well, by the brave park ranger named Jesse Jameson.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Revise the sentence fragment:
PASS GUM 3.3.b.Identify and correct misplaced modifiers.
Determined to make a goal, the tiny purple shoes did not stop Luke from kicking accurately.
Who was “determined to make a goal”?
The tiny purple shoes or Luke?
PASS GUM 3.3.b.Identify and correct misplaced modifiers.
A “modifier” can be a prepositional phrase, a participial phrase, an
adverb clause, or anything like that. Just put it as close as you can to what
it describes!
Explaining misplaced modifiers, it was easy for Luke to quote the rule. (This intro. participial phrase is too far from Luke, the noun it modifies).
Explaining misplaced modifiers, Luke quoted the rule easily.
PASS GUM 3.3.b.Identify and correct misplaced modifiers.
Determined to make a goal, the tiny purple shoes did not stop Luke from kicking accurately.This is bad! The modifier is right next to “the tiny purple shoes.”
Determined to make a goal, Luke did not let the tiny purple shoes stop him from kicking accurately. Ahhh…this is better! Now the modifier is right next to Luke, the noun it actually “modifies,” or describes.
Luke – not the shoes -- is “determined to make a goal.”
PASS GUM 3.3.b.Identify and correct misplaced modifiers.
Liam saw the coach running across the gym floor as he hit the winning
ball across the net.
Is this one correct?
PASS GUM 3.3.b.Identify and correct misplaced modifiers.
As he hit the winning ball across the net,subject verb Liam saw the coach running across the gym
floor.
No! You need to move the adverb clause to the
beginning of the sentence – near the verb saw.
(Saw when? Saw “as he hit the winning ball across the net.”)
Did you see that movie about the penguins and seals at summer camp?
PASS GUM 3.3.b.Identify and correct misplaced modifiers.
Now you try this one:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PASS GUM 3.3.b.Identify and correct misplaced modifiers.
…and this one.
The balloons rose to the top of the room above the wedding party carried by helium.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PASS GUM 3.3.b.Identify and correct misplaced modifiers.
Rewrite these sentences, correcting the misplaced modifiers.
1.Waiting after the soccer game, my older brother drove by in his new car.________________________________________________________________________________________________________________________________________________________________________________________2. Dressed up for the first time, the children’s dance lasted until 9:30 P.M.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Go on. Shut it down. I’ve gotta get
this fence painted.
Seriously. Get outta here.
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