lesson #1 - cobb county school district · web viewsouth cobb high school taught (me, i) the...

CCSD GHSGT Parent GuideSubject: English

Domain: Writing/ Usage/Grammar

Lesson #11

Objective: To understand and apply: subject/verb agreement (Part 1).

Materials: Introduction (in helpful hints to parents) of concept with examples Oral and written exercises Activity:

Review material in “hints” Oral exercise Written exercise On your own activity

Evaluation: Accuracy of responses to exercises

Helpful hints to parents: All sentences must have a subject and predicate. The subject is always a

noun (person, place, thing, or idea) or a pronoun. The subject is the something or someone that the sentence is about.

Example: Sam / passed the GHSGT in English. The subject of this sentence is Sam.

Look at the example sentence (everything that comes after the /). The predicate is a verb phrase that consists of a verb and all the material that describes or qualifies it. Notice that the complete predicate makes an assertion about the subject.

Example: Sam passed the GHSGT in English.

If we take the subject (Sam) and the verb from the predicate (stayed) and put them together, we have the core of the sentence:

Sam passed

The two words have to agree in number:

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Singular subjects take singular verbs.Example: The peach seems ripe. [The singular verb seems agrees with the singular subject peach.]

Plural subjects take plural verbs.

Example: The peaches seem ripe. [The plural verb seem agrees with the plural subject peaches.]

Note # 1: Sometimes a question needs to be written as a statement in order to determine agreement. Example: “Do the peaches seem ripe?” can be restated, as “The peaches do seem ripe.”

Note # 2: “You” always has a plural verb.

Example: You have many talents.

Oral Exercise:

Do the following exercise with your student. You say the subject and have your student choose the correct verb. Look for patterns (frequently a plural noun ends in ‘s’; frequently a singular verb ends in ‘s’) After confirming the accuracy of your student’s response, say the subject with its correct verb 10 times orally.

Example: they (needs, need) The correct choice is need.

1. Joan (says, say)2. apartment (seems, seem)3. bread (tastes, taste)4. men (hope, hopes)5. cat (jumps, jump)6. we (wishes, wish)7. children (plays, play)8. horse (eats, eat)9. dishes (breaks, break)10.class (has started, have started)

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Written Exercise:

For each sentence below, underline subject and the correct verb or verb phrase in parenthesis. Look for patterns (frequently a plural noun ends in ‘s’; frequently a singular verb ends in ‘s’) After checking accuracy of your student’s responses, say each subject with its correct verb 10 times orally.

Example: The houses (needs, need) new roofs. The correct choice is need.

1. Gloria Estafan (is, are) a popular singer2. The car (has, have) a flat tire.3. Ella Mae and Julio (is playing, are playing) the piano.4. She (enjoys, enjoy) fast-pitch softball.5. (Was, Were) Willie Mays a fantastic baseball player?6. They (has begun, have begun) a new project.7. You (was asking, were asking) interesting questions.8. The children (was skating, were skating) at the rink.9. Sam (was, were) president.10. Somebody (has borrowed, have borrowed) my tennis racket.11. (Has, Have) you ever heard of the tennis player Zina Garrison Jackson?12.While Donald (is reading, are reading), we should listen.13. Because she (was, were) my best friend, I helped her.14.The Taj Mahal (stand, stands) like a jewel in the sun.15.(Do, Does) morning walks make you feel better?

On your own activity:

Choose an article from a newspaper or other source. Find the subject and verb in each sentence (there may be more that one). Determine if the writer’s subjects and verbs agree. You will find that often they do not.

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Answers to Lesson 11

Oral Activity:1. says2. seems3. tastes4. hope5. jumps6. wish7. play8. eats9. break10.has started

Written Activity:1. Gloria Estafan is2. car has3. Ella Mae and Julio are playing4. She enjoys5. Was Willie Mays (Willie Mays was)6. They have begun7. You were asking8. children were skating9. Sam was10. Somebody has borrowed11. Have you (you have)12. Donald is reading13. she was14. Taj Mahal stands15. Do walks (walks do)

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Lesson #12

Objective: To deepen understanding and application: subject/verb agreement (Part 2).

Materials: Introduction (in helpful hints to parents) of concept with examples Oral and written exercises

Activity: Review material in “hints” Oral exercise Written exercise On your own activity

Evaluation: accuracy of responses to exercises

Helpful hints to parents: Review material from Lesson 11 The number of the subject is not changed by a phrase following the

subject.

The subject of a sentence is never part of a prepositional phrase.

Examples: The man with the dark glasses is a famous singer. [man is] The women on that team are great players. [women are]

Prepositional phrases may begin with compound prepositions such as together with, in addition to, as well as, and along with. These phrases do not affect the number of the verb.

Examples: Rafael, as well as Jim and Tony, is a fantastic soccer player. [Rafael is] My suitcases, along with my duffel bag, were loaded onto the place. [suitcases were]

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A negative construction following the subject does not change the number of the subject.

Examples: Ellen, not Peter and Julio, has made the posters. [Ellen has made]The chickens, not his prize ram, have won the blue ribbon. [chickens have won]

Oral Exercise: Do the following exercise with your student. You say the sentence and have your student choose the correct verb. After confirming the accuracy of your student’s response, say the subject with its correct verb 10 times orally.

Example: A bag of groceries (has fallen, have fallen) off the kitchen counter. [bag has fallen]

1. The girls on the tennis team (is playing, are playing) in a tournament. 2. Members of the music club (is having, are having) a concert tonight.3. My dog, as well as my two cats, (needs, need) a rabies shot every year,4. For me, the best poems in the book (was written, were written) by Maya Angelou.5. The new exhibit by the Puerto Rican artists (has been, have been) well attended.6. Those comedians we saw last week at that theater in the city (was, were) really funny.7. The platter, along with the plates and glasses (was, were) clean.8. The horses, not the sheep or the cow, (has been fed, have been fed).9. Thunder, as well as lightening and dark clouds, (means, mean) a storm is gathering.10. Vivian, not her sisters, (is, are) making Uncle Remo’s birthday cake.

subject agreement verb

On your own activity: Choose an article from a newspaper or other source. Find the subject and verb in each sentence (there may be more that one). Determine if the writer’s subjects and verbs agree. You will find that often they do not.

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Answer to Lesson 12:

Oral Activity:1. girls are playing2. members are having3. dog needs4. poems were written5. exhibit has been6. comedians were7. platter was8. horses have been fed9. thunder means10.Vivian is

Written Activity:1. daredevil scares2. king wins3. guidelines cause4. one is5. concern is6. none were7. profit makes8. jewelers and retailers sell9. measles causes10. reason has11. enthusiasm and work result12. waves make13. islands are14. restaurants and band donate15. preacher inspires16. exhibits are17. parts were18. boats were19. flowers grow20. manager opens21. animals disappear22. walls and window need23. anyone has24. copy was25.enough was

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Lesson #13

Objective: To understand and apply the use of subject pronouns

Materials: Introduction (in helpful hints to parents) of concept with examples Oral and written activitiesActivity:

Review material in “hints” Oral Activity Written Activity On Your Own Activities


Helpful hints to parents: Personal pronouns take the place of the name of a person. Personal pronouns can

be the subject of the sentence. These pronouns are called subject pronouns. We studied subjects in the lessons about subject/verb agreement. A subject must have a verb. The singular subject pronouns are I, he, and she. The plural subject pronouns are we and they.

Oral Activity:

Take turns with your student saying each subject pronoun with a verb. Remember, a verb is an action or state of being word. Do this 10 times, with 10 different verbs. Do not make a long, elaborate sentence, just say a simple subject with a simple verb.

Example: 1. I cry.2. He cries.3. She cries4. We cry.5. They cry.

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Your/your student’s turn:1. I _____2. He ____3. She ___4. We ____5. They ___

Do this 9 more times.

Written Activity:

Write five simple sentences using each of the personal pronouns. Do this 10 times. There will be a total of 50 sentences.Example:

1. I run. 2. He runs. 3. She runs. 4. We run. 5. They run.

Now complete this activity on a blank sheet of paper.

On your own activity # 1:

Choose an article from a newspaper or other source. Underline each subject pronoun and its verb. Example: The Steelers will play in the Super Bowl. They won their division.

On your own activity # 2:

Watch a TV newscast or other program. Listen for subject pronouns and their verbs.

Example: Coretta Scott King died today. She was the widow of Martin Luther King Junior.

Answers: Oral Activity: answers will varyWritten Activity: answers will vary

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Lesson #14

Objective: To understand and apply the use of object pronouns

Materials: Introduction (in helpful hints to parents) of concept with examples Oral and written activities

Activity: Review material in “hints” Oral Activity Written Activity On Your Own Activity


Helpful hints to parents:

Personal pronouns take the place of the name of a person. In the previous lesson we learned that personal pronouns can be used as subjects. Personal pronouns can also use as objects.

1. A direct object directly receives the action of a verb as in “James hit him.” In this sentence the word ‘him’ directly receives the action of the verb ‘hit’.

2. An indirect object indirectly receives the action of a verb. As in “Jose gave her the book”. In this sentence the word ‘her’ indirectly receives the action of the verb ‘give’. The direct object in this sentence is the word ‘book’ because it directly receives the action of the word ‘gave’.

3. An object pronoun can also be the object of a preposition, the last word in a prepositional phrase. Examples are “for us”, “to her”, “under me”, “around them”, “beneath him”

These pronouns are called object pronouns. The singular object pronouns are me, him, and her. The plural object pronouns are us and them.

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Oral Activity:Repeat the object pronouns: me, him, her, us, them Say each of the following 5 times, using a different object pronoun each time

Example: gave gave me

gave him gave her gave us gave them

1. with ___ ___ ____ ____ ____ ____2. hug ___ ___ ____ ____ ____ ____3. from ___ ___ ____ ____ ____ ____4. saw ___ ___ ____ ____ ____ ____5. around ___ ___ ____ ____ ____ ____6. visited ___ ___ ____ ____ ____ ____7. promised ___ ___ ____ ____ ____ ____8. near ___ ___ ____ ____ ____ ____9. see ___ ___ ____ ____ ____ ____10. because of ___ ___ ____ ____ ____ ____

Written Activity:

Underline the correct pronoun in each sentence.

1. Maria gave the book to (her, she)2. Raquel married (he, him) yesterday.3. Helen told (us, we) about the movie.4. Dr. Rivera gave (we, us) review packets for the GHSHT.5. South Cobb High School taught (me, I) the importance of academic

excellence.6. Go with (she, her).7. They were taking about (him, her).8. The diplomas are for (we, us).9. Why can’t you see (they, them)?10.The directions were not clear. I couldn’t understand (them, they).

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Choose an article from a newspaper or other source. Underline each object pronoun. Can you determine if it is a direct object, an indirect object, or the object of a preposition?

Answers from Lesson 14:

Oral Activity:1. with me, him, her, us, them2. hug me, him, her, us , them3. from me, him, her, us , them4. saw me, him, her, us, them5. around me, him, her, us, them6. visited me, him, her, us, them7. promised me, him, her, us, them8. near me, him, her, us, them9. see me, him, her, us, them10.because of me, him, her, us, them

Written Activity:

1. Maria gave the book to (her, she)2. Raquel married (he, him) yesterday.3. Helen told (us, we) about the movie.4. Dr. Rivera gave (we, us) review packets for the GHSHT.5. South Cobb High School taught (me, I) the importance of academic

excellence.6. Go with (she, her).7. They were taking about (him, her).8. The diplomas are for (we, us).9. Why can’t you see (they, them)?10.The directions were not clear. I couldn’t understand (them, they).

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Lesson #15

Objective: To deepen the understanding and application the of subject and object pronouns


Activity: Review material in “hints”; review “Problems with Pronouns lessons 1

& 2” Oral Activities Written Activity


Helpful hints to parents:

We have learned in the previous two lessons that personal pronouns can be used as subjects and objects. There is often confusion regarding which is correct. Most difficulties occur when two pronouns or a noun and a pronoun are joined by and. When in doubt, say what you would say if the pronoun was by itself.

Example: Laura and she competed in the spelling bee.

(She is one-half of the compound SUBJECT of the verb were.) Check for yourself. Say: Laura competed. She competed. Laura and she (not her) competed.

Ms. Nottage gave Rico and me the opportunity to submit homework a day late. (Me is one-half of the compound OBJECT of the verb gave.) Check for yourself. Say: Ms. Nottage gave Rico. Ms. Nottage gave me. Ms. Nottage gave Rico and me. (not I )

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Go with Mr. Garcia and him to the 11th grade office. (Him is one-half of the compound OBJECT of the preposition with). Check for yourself. Say: Go with Mr. Garcia. Go with him. Go with Mr. Garcia and him (not he).

Oral Activity # 1:

Read the following sentences with you student. Choose the correct subject pronoun from the choice in the parenthesis.

6. (We, Us) students are late for class.7. Maria and (her, she) are fond of dancing.8. When I’m reading, nobody else can be as happy as (I, me).9. Sebastian and (I, me) went to the Braves game.10.Sharon, Mike, and (he, him) are studying together.

Oral Activity # 2

Read the following sentences with you student. Choose the correct object pronoun from the choice in the parenthesis.

11.Jessica bought smoothies for him and (I, me).12.Michael saw Chris and (them, they) on the bus.13.Coach Gwyn awarded letters to all of (us, we).14.We found our cat Max and (she, her) asleep on the couch.15.Play with Deonte and (I, me) in the band concert.

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Written Activity:

In each sentence, underline the correct form of the pronoun in parentheses.

1. (Her, She) and her partner will travel to Cleveland for the match.2. Lucy prepared a hot dinner for him and (I, me).3. (Us, We) gardeners are entering our vegetables in the county fair.4. Sue caught sight of Lester and (them, they) on the bus to Lockport.5. (Them, They) are applying for American citizenship as soon as possible.6. Rover and (I, me) climbed Mt. Washington together.7. When it comes to arithmetic, Don is as quick as (her, she).8. Mr. Ortiz brought Nathan and (her, she) some homemade fudge.9. The treasurer asked all of (us, we) club members to pay our back dues.10. Joanna and (them, they) made all of the sandwiches for the picnic.11. At the end of the recycling drive, the chairperson of the committee praised

(us, we) workers for our help.12. Edwin and (I, me) played a strong doubles match but lost in the tiebreaker.13. Dorian is planning a picnic for Danny and (I, me).14. At the end of the school year, Sheila, Alice and (he, him) were commended for

academic achievement.15. (Us, We) members of the Camera Club had an exhibit in the school library.16. Rose and (he, him) are in the same Spanish class.17. (Them, They) are the best strawberries I’ve ever tasted.18. Our penpal in Belgium wrote a newsy letter to Thomasina and (I, me).19. We saw Maxine and (he, him) in the stands at the baseball game.20. (Him and I, He and I) went on a rafting trip on the Nantahala River.

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Answers to Lesson # 15: Oral Activity:

1. (We, Us) students are late for class.2. Maria and (her, she) are fond of dancing.3. When I’m reading, nobody else can be as happy as (I, me).4. Sebastian and (I, me) went to the Braves game.5. Sharon, Mike, and (he, him) are studying together.

Oral Activity # 21. Jessica bought smoothies for him and (I, me).2. Michael saw Chris and (them, they) on the bus.3. Coach Gwyn awarded letters to all of (us, we).4. We found our cat Max and (she, her) asleep on the couch.5. Play with Deonte and (I, me) in the band concert.

Written Activity:

1. She2. me3. We4. them5. They6. I7. she8. her9. us10.they11.us12.I13.me14.he15.We16.he17.They18.me19.him20.He and I

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Lesson #16

Objective: To understand and apply pronoun and antecedent agreement


Activity: Review material in “hints Oral Activities Written Activity


Helpful hints to parents: This is the most misused grammatical concept in our language. Carefully read and review the following with your student.

A pronoun MUST agree with its antecedent in number. Antecedent comes form two Latin words meaning “going together”. Simply put, often a pronoun is taking the place of a noun that has already been mentioned. For example: James works at the bookstore. He enjoys reading. James is the antecedent; he is the pronoun taking the place of James. We would hate to read or listen to something that repeated the noun. For example: James works at a bookstore. James enjoys reading. James has worked there two years.

Oral Activity #1:

1. A girl leaving the store stumbled and dropped ice cream cone.2. Ms. Murphy has a new student, but she has not put name on the

seating chart yet.3. Michael knows that will make the team.4. Michele likes cats. But Joanna hates .5. The school will have roof repaired.

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Still another error is using a plural verb with one of the singular subjects, the indefinite pronouns. Note these correct forms:

Everyone at the meeting has a stake in the decision.(Everyone is singular. Has is singular)

Each of the members was asked to vote.(Each is singular. Was is singular)

Neither the twins nor she wants to go to camp this summer.(Twins is plural, but she is singular. The singular verb, wants, agrees with the nearer

subject, she, which is also singular)

Some indefinite pronouns usually require a plural verb: several, many, both, some, few

Some were not invited to Yolanda’s party.

Many of the apples are still green.

Several in the stands cheer whenever Buck comes to back.

Oral Activity #2Read each sentence with your student. Determine the correct form of the pronoun in the parenthesis.

1. Either Paul or she (are, is) running in Saturday’s marathon.2. Nobody in the class (are, is) satisfied with the wall decorations.3. A few of the audience (is, are) leaving before the end of the play.4. One of the rear tires (have, has) gone flat.5. Both of the children (were, was) late to school because the bus broke down.6. Neither Kim nor his two sisters (is, are) above the age of twelve.

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Possessive Pronouns

Those pesky pronouns can cause problems in yet another area – possessives.

With nouns, you used apostrophes to show possession. The possessives of personal pronouns have NO apostrophes! Note the following correct forms:

Is this yours or hers?Those books are theirs, not ours.

Where is its collar?

The possessives of indefinite pronouns, unlike personal pronouns DO use apostrophes.

Somebody’s briefcase is on the kitchen table.Everyone’s job is nobody’s job.

No one’s opinion is more valued than Janet’s.

Written Activity #1:In each sentence, underline the correct form in the parentheses.

1. The idea for improving the lunchroom is (theirs, their’s).2. The Joneses own the Chrysler. (Ours, Our’s) is the Ford.3. (Its, It’s) starting to rain. Cover the chairs!4. Ms. Maloney is (everybodys, everybody’s) favorite history teacher.5. The book of Emily Dickinson’s poems is (hers, her’s).6. Is this (someone’s, someones) science textbook?7. The puppy limps because it injured (its, it’s) paw.8. The accident was (nobodys, nobody’s) fault.9. The Wilsons spent Thanksgiving with friends of (theirs, their’s).10. (Its, It’s) time for a new ribbon in the typewriter.

Answers to Lesson #16:

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Oral Activity # 1:

1. her2. her3. he4. them5. its

Oral Activity # 2:1. is2. is3. are4. has5. were6. are

Written Activity # 11. theirs2. Ours3. It’s4. everybody’s5. hers6. someone’s7. its8. nobody’s9. theirs10.It’s

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Lesson #17

Objective: To deepen the understanding and application of pronoun and antecedent agreement

Materials: Introduction (in helpful hints to parents) of concept with examples Written activities

Activity: Review material in “hints Oral Activities Written Activity


Helpful hints to parents: Review all pronoun material with your student Have your student complete the following written activities. Review the

correct answers with him/her. As you review the written exercises, read them correctly several times. The more you vocalize these concepts correctly, the more natural they will become to you.

Written Activity #1:In each sentence, underline the correct form in parentheses.

1. (We, Us) parents are willing to help our youngsters.2. Jane says that book is (hers, her’s).3. Go with John and (I, me) to the movie on Broadway.4. One of the girls (were, was) dismissed from the chorus.5. Neither of the boys (plays, play) chess.6. (They, Them) are the teachers from our school.7. Everyone on the girls’ soccer team had (her, their) name read aloud at the

assembly.8. Few brought (his or her, their) own pencils.9. Between you and (I, me), I thought the acting was poor.10. Pedro and (I, me) liked the book very much.

Written Activity #2:

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Write the missing pronouns in the following sentences.

1. Alicia was in an accident. She broke leg.2. You ordered this watch and paid for it. Take it. It is .3. John and I are neighbors. lives next door to me.4. Linda and Sue are our friends. We like very much.5. The ball fell right into your hands, but you could not hold .6. Thelma gave Johnny the book. had bought it especially for

.7. One of the boys played in every game. was exhausted.8. The coach and the team prepared for the game. still lost.9. Did you know the last answer? was easy, wasn’t it?10. Mr. and Mrs. Lee made the last payment on their car. Now it belongs to

.

Written Activity #3:Write an appropriate personal pronoun to complete each sentence.

1. Mrs. Berger described plans for the new store.2. Carol will read own report.3. The goat shook head in confusion.4. My father gave us secret recipe for muffins.5. The city officials explained reasons for the curfew.6. Marie sealed the letter; then tore it open again.7. Neither Nancy nor Carol explained position.8. Uncle Roy sent us a package, but never arrived.9. I told John and Irene that should be here by noon.10. The nurse asked us about eating habits.

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Answers to Lesson # 17:


1. We2. hers3. me4. was5. plays6. They7. her8. their9. me10. I


1. her2. yours3. he4. them5. it6. she, him7. he8. they9. it10. them

Written Activity #3

1. her2. her3. its4. his5. their6. she7. her8. it9. they10. our

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Lesson #18

Objective: To understand and apply parallel structure

Materials: Introduction (in helpful hints to parents) of concept with examples Written exercises Activity: Review material in “hints” and complete the written exercises


Helpful hints to parents: Ideas within a sentence must be parallel. Think of a car parked beside a

curb. The car and the curb are parallel to each other. They are aligned. Ordinarily, and and but connect like grammatical elements-for example, two or more nouns, verbs, adjectives, phrases, or clauses.

Have your student complete the following written activities. After checking for accuracy, read the correct forms out loud together.

Examples

Not ParallelAt camp, we most enjoyed swimming, hiking, and how to play volleyball.

ParallelAt camp, we most enjoyed swimming, hiking, and playing volleyball.

Not ParallelOur dog Jolly is tiny, a rich brown coat, and a perky disposition.

ParallelOur dog Jolly is tiny, wears a rich brown coat, and has a perky disposition.

Not ParallelThe atmosphere of the earth filters the sun’s rays, and making the sun seem unusually red at sunset.

ParallelThe atmosphere of the earth filters the sun’s rays and makes the suns seem unusually red at sunset.

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Written Activity #1In each of pair of sentences, pick the unified sentence or sentences. Tell why your choice is correct.

1. a. I checked the bus schedule for the time of departure from Orlando and when the bus arrives at Tampa.

b. I checked the bus schedule for the time of departure from Orlando and arrival at Tampa.

2. a. The path to the summit of Mt. Katahdin is rough, steep, and challenging.b. The path to the summit of Mt. Katahdin is rough, steep, and it is challenging.

3. a. Throughout the world, the number of languages is decreasing rapidly. Once there were more than a thousand languages in the New World alone.

b. Throughout the world, the number of languages is decreasing rapidly, and once there were more than a thousand languages in the New World alone.

4. a. The ideal dog is loyal, friendly, and is in good health.b. The ideal dog is loyal, friendly, and healthy.

Written Activity #2: Make each of the following sentences unified.

1. The well-rounded tennis player has a good serve, a strong forehand, and he must have a dependable backhand.

2. John F. Kennedy was the first U.S. President to be born in the twentieth century, and he didn’t take office until 1961.

3. My sister Shanelle would like to both plan the local road races and running in them.

4. In Switzerland, people speak German, French, and Italian is spoken.

5. Cheye liked browsing in the library and to sit by the lake.

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Answers to Lesson 18:

Written Activity 1:

1. b2. a3. a4. b5. b

Written Activity # 2:

1. The well-rounded tennis player has a good serve, a strong forearm, and a dependable backhand.

2. John F. Kennedy was the first president to be born in the twentieth century. He took office in 1961.

3. My sister Shanelle would like to both plan local road races and run in them.4. In Switzerland, People speak German, French, and Italian.5. Cheye liked browsing by the library and sitting by the lake.

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Lesson #19

Objective: To understand the use of and correctly apply colons and semi-colons

Materials: Introduction (in helpful hints to parents) of concept with examples Written Activity Activity:

Thoroughly read and review material in “hints” Written exercise On your own activity


Helpful hints to parents: Uses of the Colon

1. After an independent clause that precedes a list. The use of these punctuation marks often confuses students: comma, semicolon,

colon, hyphen, and dash. The Stearns County Theatrical Company announces the opening of the following

plays: Lear, May 10th; Death of a Salesman, June 15th; and Camelot, August 20th.

There are three historical sources of belief: reason or intellect, custom or habit, and inspiration.

2. To separate an explanation, rule, or example from a preceding independent clause. After a sleepless night, the senator made her decision: she would not seek re-

election. Music is more than a mechanical arrangement of sounds: it is an expression of

deep feeling and ethical values. A way to remember which direction to move the hands of the clock when

changing to or from Daylight Savings Time: spring forward, fall back. 3. After the salutation of a business letter.

Dear Mr. Peterson: Dear Faculty Member:

4. In the heading of a business memo. TO: SUBJECT:

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http://leo.stcloudstate.edu/punct/colon.html



5. Between the hour and the minutes. 5:30 p.m. 3:00 a.m.

6. Between the chapter and the verse in the Bible, in citations for some literary works, and between the volume and the number of some publications.

Genesis 1:18-20 Part 3:121 Vol. 2:34

7. As part of a title. Grey Power: A Practical Survival Handbook for Senior Citizens.

8. In a bibliography between the place of publication and the name of the publisher. Bloomington, Indiana: Indiana University Press, 1966.

The following rules and examples will help you know when and where to use the colon as a punctuation mark.

Use a colon to signal the reader that a series of words, phrases, or clauses follows a complete sentence.

The baseball coach claimed that the team's success stemmed from four things: consistent hitting, solid pitching, good fielding, and excellent teamwork. The Greasy Spoon restaurant had several house specialties: a hot turkey sandwich, a roast pork dinner, a walleye platter, and a barbecued chicken wing basket.

Use a colon to signal the reader that a second complete sentence explains a closely related preceding sentence.

The supervisor's remark was straight to the point: I won't tolerate workers who show up late. Religion and politics can be sensitive subjects: many people hold opinionated views and are easily offended by other peoples' remarks.

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Use a colon to signal the reader that a name or description follows a complete sentence when you want to put a lot of emphasis on that item.

The local anglers had a nickname for the large muskie that had cruised the lake's shoreline for years without being caught: Old Mossback. The preoccupied burglar didn't notice who was standing right behind him: a smiling police officer.

Use a colon to introduce a long quotation after a complete sentence.

In his book, Language is Sermonic, rhetorician Richard Weaver described how language may influence us: Sophistications of theory cannot obscure the truth that there are but three ways for language to affect us. It can move us toward what is good; it can move us toward what is evil; or it can, in hypothetical third place, fail to move us at all. (60)

Colons are also used...

...to separate titles and subtitles:

Richard Nixon : The Tarnished President

...to express time:

The accident occurred at approximately 1:45 p.m. on Tuesday.

...to cite a law or Biblical passage:

According to Minnesota statute 1:49:002, it is unlawful to feed licorice or peanut butter to goats.

...to end a salutation:

Dear Rachel:

...to separate the place of publication and the publisher in a bibliographic entry:

West, Gerald. How to Write Best Sellers. New York: Henry James Publishing, 1973.

Uses of the Semicolon

To join independent clauses in compound sentences that do not have coordinating conjunctions (and, or, but, nor, for, so, yet) and commas as connectors. Words like "however," "moreover," "thus," and "therefore," are often used as connectors in these sentences.

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http://leo.stcloudstate.edu/punct/sentpatt.html

http://leo.stcloudstate.edu/grammar/grammarcondensed.html

http://leo.stcloudstate.edu/punct/semicolon.html



o Comparisons are often used to emphasize a basic idea; however, they are more often used to explain something complex or unfamiliar by showing how something we don't understand relates to something we do.

o There was no running and no shouting; all the children behaved very well; therefore, they will all get a treat.

o Working mothers nationally pay an average of $53 a week for child care; this means that many women pay nearly half of their weekly salary to day care centers or babysitters.

To separate long or complicated items in a series which already includes commas.

The speakers were Dr. Judith Cornwell, English; Dr. Peter Mortrude, biology; Dr. Shirley Enders, history; and Dr. Charles Viceroy, mathematics.

I have recommended this student because she communicates well with other students, faculty, and staff; completes her assignments ably and on time; and demonstrates an ability to organize people, materials, and time.

To separate two long or complex independent clauses joined by a coordinating conjunction if confusion would result from using a comma.

Ishmael, the narrator in Moby-Dick goes to sea, he says, "whenever it is a damp, drizzly November" in his heart and soul; but Ahab, the captain of the ship, goes to sea because of his obsession to hunt and kill the great white whale, Moby Dick.

By the end of the sessions, the participants will have learned how to handle excessive amounts of paperwork, to work under pressure, and to juggle deadlines; and, if they complete all requirements, they will have a valuable addition to their resumes.

Women pay nearly half of their weekly salary to day care centers or babysitters.

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http://leo.stcloudstate.edu/grammar/grammarcondensed.html



The following rules and examples will help you know when and where to use the semicolon as a punctuation mark. Use a semicolon to combine two very closely related complete sentences.

Toni Morrison uses parabolic storytelling in her writing; she seldom writes in a linear mode. Many people believe the state quarters released from the United States Mint will be valuable someday; although this is possible, the coins may also turn out to be worth no more than their actual value of 25 cents.

Use a semicolon along with a conjunctive adverb and a comma to clarify the relationship between two closely related complete sentences. Conjunctive adverbs include however, therefore, in addition, moreover, subsequently, consequently, instead, and additionally.

The Leaning Tower of Pisa is in danger of falling over; however, engineers are trying to stabilize its foundation. The Five Nations respects the abilities of all its people; therefore, both women and men participate in making tribal decisions.

Use a semicolon to separate a series of phrases or clauses that are long or have punctuation, like commas, within them.

In Walden, Henry David Thoreau encourages individuals to find their own way of life rather than conforming to the ideas of others; to seek the truth and beauty of life in nature; and to learn about themselves and the world by experiencing life instead of just studying it. The University's community outreach committee was led by three individuals: Erica Hunt, a full-time student; Dave Woods, a Center for Information Media administrator; and Joyce Wilkins, a business professor.

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Written Activity # 1:

In each sentence, put a semi-colon or a colon in the blank. Explain why your answer is the correct choice.

1. I bring everything I need to class every day ___ my pens, my books and my

dictionary.

2. Young-Hee failed her English test ___ nevertheless, she was able to get a good job.

3. This is what I told him ___ "Buy yourself a bicycle, so that you don't have to borrow

mine!"

4. There are two things about him that drive me crazy ___ his music and his cooking.

5. I had lamb for lunch ___ Fred had steak.

6. I took my umbrella ___ it looked like it was going to rain.

7. Java ___ a popular programming language for the World Wide Web.

8. If you get lost in the snow, this is what you should do ___ stay where you are, make

yourself warm and comfortable and wait for help.

9. The USA has a very large land area ___ Canada is even larger.

10.Three countries are involved in the discussions ___ however, only Mexico and Canada

will sign the treaty immediately.


Choose an article from a newspaper or other source. Locate colons and semi-colons and explain why each is used. Consult rules of usage as needed.

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Answers for Lesson 19:

Written Activity:

1. : Here, the punctuation is introducing a list, so the colon is correct.

2. ; “Nevertheless" is a transition, so we need to use a semi-colon here.

3. : Here, the second half of the sentence is an explanation of the first half, so we

need to use a colon to introduce it.

4. : This is a kind of list (even though it's only two things), so the colon is

appropriate.

5. ; These are two independent clauses; here, the semi-colon suggests there is a

contrast between them.

6. ; These two independent clauses have a cause-and-effect relationship.

7. : Here, the colon introduces a definition.

8. : This is both an explanation and a list of actions, so the colon is appropriate

here.

9. ; There is an implied contrast between these two independent clauses.

10.; However is a transition, so a semi-colon is needed here.

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Lesson #20Objective: To understand and apply: active and passive voice

Materials: Introduction (in helpful hints to parents) of concept with examples Oral and written exercisesActivity:

Review material in “hints” Oral exercise Written exercises On your own activity


Helpful hints to parents: Sentences can be active or passive. Therefore, verb tenses also have "Active Forms" and "Passive Forms".

Active / Passive Verb Forms

ACTIVE FORMIn active sentences, the thing doing the action is the subject of the sentence and the thing

receiving the action is the object. Most sentences are active.

[Thing doing action] + [VERB] + [thing receiving action]

EXAMPLES:

The professor teaches the students. (subject) (active verb) (object)

(doing action) (receiving action)

John washes the dishes.(subject) (active verb) (object)

(doing action) (receiving action)

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PASSIVE FORM

In some sentences, speakers use the passive form. In the passive form, the thing receiving the action is the subject of the sentence and the thing doing the action is

optionally included at the end of the sentence. You can use the passive form if you think the thing receiving the action is more important or should be emphasized.

[Thing receiving action] + [BE] + [past participle of verb] + [by] + [thing doing action]

EXAMPLES:

The students are taught by the professor.

(subject) (passive verb)(receiving action) (doing action)

The dishes are washed by John.(subject) (passive verb)(receiving action) (doing action)

Oral Activity #1:Read the above information. Orally change the following sentences to the passive

voice: Example: Peter writes a letter. Changes to: A letter is written by Peter.

1. They built a house.2. Our uncle takes Susan to hospital.3. We have cleaned the car.4. They speak English.5. The policemen help the children.6. A robber broke the window of the shop.7. My mother sends me to the butcher. 8. Peter will look after my little brother.

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Written Activity # 1: Revise the following sentences so that they are passive.

1. When the screwball entered the strike zone, Paul tattooed it.

2. The managers of the company entered into negotiations with the labor unions.

3. A complete sentence contains a subject and a verb.

4. Jack failed to send the check to the bank on time, so he lost his house.

5. Summer finished her book and sold it to the highest bidder.

6. Travelers always enjoy stopping by the old mill and taking a picture.

7. Jackson writes all his class notes on a legal pad and transcribes them onto the computer.

8. The university issues traffic permits to all its new students every semester.

Written Activity # 2: The next ten sentences are written in the passive voice; change them to active.

1. The check was received and filed appropriately.

2. The decision was made and ratified by the whole council.

3. Several special provisions were included in the contract.

4. The ice cream was eaten while the children were waiting for the park to open.

5. The question was answered by the class clown before the serious students had a chance at it.

6. The corpse was moved from the murder scene sometime between Sunday night and Monday afternoon.

7. The cattle were released accidentally when the gate was left open.

8. The two weeks’ notice policy was created to give employers a time cushion.


Choose an article from a newspaper or other source. Consider each sentence to determine if it is written in the active or passive voice.

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Answers to Lesson 20:

Oral Activity:

1. A house was built by them.2. Susan was taken to the hospital by our uncle.3. The car was cleaned by us.4. English is spoken by them.5. The children are helped by the policemen.6. The window of the shop was broken by a robber.7. I was sent to the butcher by my mother.8. My brother will be looked after by Peter.

Written Activity # 1: Possible answers (more than one answer is possible)1. The screwball was tattooed by Paul when it entered the strike zone. 2. Negotiations with the labor unions were entered into by the managers of the company. 3. A subject and a verb are contained in a complete sentence. 4. Jack’s house was lost because the check was not sent to the bank on time. 5. Summer’s book was finished by her and sold to the highest bidder. 6. Stopping by the old mill and taking a picture is an activity often enjoyed by travelers. 7. All of Jackson’s class notes are written on a legal pad and transcribed onto the

computer. 8. Traffic permits are issued to new students every semester by the university.

Written Activity # 2: Possible answers (more than one answer may be possible)

1. Vince received and filed the check appropriately. 2. The whole council made and ratified the decision. 3. The contract included several special provisions. 4. The children ate the ice cream while waiting for the park to open. 5. The class clown answered the question before the serious students had a chance at it. 6. The murderer moved the corpse from the murder scene sometime between Sunday night

and Monday afternoon. 7. The cattle fled the ranch when Renee accidentally left the gate open. 8. Employers created the two weeks’ notice policy to allow themselves time cushion.

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lesson #1 - cobb county school district · web viewsouth cobb high school taught (me, i) the...

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