web viewdescribe people, places, and things: (his, her, our, their, name) _ had. been/was _...

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English as a Second Language Curriculum

Proficiency Level: Advanced Grades: 6-8

UNIT : 1The Mysterious Mythology of Gods and Geeks

Section Page NumberUnit Title and Description with Learning Targets 2-3

Unit Academic Language 4-6

Unit Assessments Checklist 8

Unit Assessment Rubric 9-10

Sample Unit Calendar (Overview) 11

Detailed Unit Calendar 12-16

Extension Ideas 17

Grammar Overview 18-20

Anchor Charts 21-23

1 | P a g e E L P L e v e l : A d v a n c e d G r a d e l e v e l : 6 - 8 E S O L U N I T # 1 W r i t t e n b y R o x a n n e L a F o r c e , D i n a M o r i t z , K a r e n R a s h , K a t h y R a g e r , w i t h h e l p f r o m L e n a B a u c u m

1 2 / 9 / 1 3

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ESOL LEVEL: Advanced GRADES: 6-8

UNIT 1: Digging the Dead Unit duration: 5 weeksStage 1 Identify Desired Results

Unit Description

In this unit students will learn to describe people, places, things and locations related to archeological digs using complex sentences, prepositional phrases and specific vocabulary. They will describe the actions of how archeological digs are conducted using adverbial clauses and the present progressive tense. Students will summarize the myths and curses surrounding the tombs of mummies using clear, well-structured, complex sentences that include nouns, pronouns, and adjectives.

Standards Describing Location: Target Form – Prepositional Phrases: Students learn to understand and generate oral and written language with prepositional phrases. Complex sentences with: phrases using prepositions (e.g. beneath, within)

Describing People, Places, and Things: Target Form – Nouns, Pronouns, and Adjectives: Students learn to understand and generate oral and written language nouns, pronouns, and adjectives. Compound sentences with more specific vocabulary (nouns, adjectives)

Describing Action: Target Form – Present Progressive Tense, Adverbs: Students learn to understand and generate oral and written language skills with present progressive tense and adverbs. Adverbs clauses telling how, where, or when

Defining/Describing: Target Form – Nouns, Pronouns, Adjectives: Students learn to define concrete and abstract objects/concepts with correct nouns, pronouns, and adjectives. Concrete and abstract topic using irregular nouns, singular and plural, personal and possessive pronouns and adjectives; Thought can best be describes as a _____containing _____ and _____.

Defining/Describing: Target Form - Nouns, Pronouns, Adjectives: Students learn to define concrete and abstract objects/concepts with correct nouns, pronouns, and adjectives. Clear, well-structured, detailed

2 | P a g e E L P L e v e l : A d v a n c e d G r a d e l e v e l : 6 - 8 E S O L U N I T # 1 W r i t t e n b y R o x a n n e L a F o r c e , D i n a M o r i t z , K a r e n R a s h , K a t h y R a g e r , w i t h h e l p f r o m L e n a B a u c u m 1 2 / 9 / 1 3

-+language on complex subjects, showing f noun, controlled use of nouns, pronouns, adjectives; The _____ is a _____ which incorporates _____ based upon _____.

Unit Goals I can describe people, places, things and locations.

I can describe the actions related to a story with a plot.

I can summarize the myths and curses surrounding the tombs of mummies.

I can take notes.

Learning Targets

I can use complex sentences.

I can use a thesaurus to expand my word choice.

I can use complex sentences. I can determine importance regarding a reading or listening and record notes.

I can use prepositional phrases to describe location.

I can use and comprehend adverbial clauses to describe actions.

I can determine importance regarding a reading or listening and record notes.

I can listen for key events, time, vocabulary, characters, and locations.

I can use specific vocabulary to describe people, places, things, and locations.

I can use complex sentences. I can organize my thinking using a tool to produce a summary.

I can use genre schema to predict what will be important in a text.


I can use and comprehend the past progressive tense.

I can supplement my notes or organizer with anecdotal commentary.

I can use and comprehend adverbial clauses.

I can use specific vocabulary to describe actions.

I can incorporate a variety of high-level adverbs and adjectives.

I can use and comprehend the past progressive.


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Stage 2 Assessment Evidence: Academic Language (What language will students need to sound like experts?)

Key Vocabulary Language Scaffolding1. genre2. myth3. retell4. synthesize5. determine importance6. main points7. plot8. setting9. characters10. events11. summarize12. narrative13. moral14. theme

Describe People, Places, and Things: (his, her, our, their, Name) ___ had been/was ___ (adjective).

Osiris had always been a well loved leader.Osiris was well loved by all of his subjects.

___ had had …Seth had had problems with jealousy throughout his life.

What was/were ___ (pronoun) like? ___ (subject) was ___, ___ and ___.

Osiris was caring, kind and gentle. Tell me about ___ (him, her, it). ___ was ___ with ___.

Isis was short with dark brown hair cropped at the neck. What was/were ___ like? He/she had ___ that… (like/as if) the/a…

He had dark features that made him look as if he were much older than he really was. Her ___ was ___ and ___ with…

Her face was pale and glistening with perspiration as she searched for her husband. ___ (subject)… (phrasal verb) + noun…

Egypt was filled to the brim with subjects that adored their beloved Pharaoh. He was a…who…

He was a gentle leader who never raised his voice no matter how angry he became. How did (his, her, their)… feel…?

How did his wife feel as she searched for her husband? ___ felt like…

When Isis found Osiris his skin felt like a marble stone, cold and hard. … (verb)… like…

Isis’ tears rolled down her cheeks like the rain that pours from the sky. ___ is/was considered…A reed is considered a grass that grows in the Nile. Osiris was considered to be a great ruler.


-+ What is the composition of…?It is composed of ___ (noun phrase), and ___ (noun phrase).The Egyptian empire is composed of three kingdom, old kingdom, middle kingdom, and new kingdom. What did ___ entail/contain/include? ___ article/adjective of quantity + adjective + noun…The tombs of Egypt contained many precious artifacts that the Pharaoh might require in the afterlife.

Locations: There was/has been/have been… (prepositional phrase)…

There have been as many as six department stores on that block at one time.

above behind into over

across below in to past the…

after beneath near by through

against beside near the… throughout

along between off in the distance to

amid beyond off to the side of toward

among by on top of under

around down onto underneath

at from on to up

atop in out of upon

before inside outside with

within

Describe Actions: (Advanced Irregular Verbs List)


-+PAST

• A ___ (day, week, month, year) earlier…• An hour earlier…• The ___ (day, week, month, year) before…• An hour before…

PRESENT• At that moment,• At that time,• That day,• Then,

FUTURE A ___ (day, week, month, year) later,… An hour later,… Later that (day, week, month, year) ___,... (#) ___(days, weeks, hours, months, years) later,…

Summarize: (Transitional Words List) The main points are ___, ___, and ___. The ___ is about… The ___ takes/took place… There is/are/was/were (a/an) ___... A summary of ___ could… The ___ was/were referring to… The ___ took place when… That’s why… (because…)

The story took place during the great depression when people were without many necessities. That’s why the parents in the story gave up their child, because they felt they didn’t have the basic resources to care for a child.

Due to the fact that …, …Due to the fact that banks had failed, many businesses and families lost everything they had.

After (subject) (verb), (subject) (verb). Therefore…After the fall of the stock market, the great depression began. Therefore many families were separated as people tried to scrape together enough money to survive.

What evidence from formative and summative assessments should you collect to verify student learning?


-+Assessment Tools:

Rubric Assessment Checklist

Possible Assessments

(Student performance based on language productive skills).

ReadingI can read highly descriptive, at approximately grade level (+/- 1 year) myths and non-fiction texts

WritingI can summarize events and stories giving details pertaining to people, places, things, events, and locations related to any topic using specific vocabulary.

SpeakingI can use notes from a listening to produce an oral summary.

ListeningI can listen to a highly descriptive myth and take notes regarding people, places, things, events, and locations.


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Unit of Study Assessment Checklist

Student Name I can

use

com

plex

sent

ence

s.

I can

use

pre

positi

onal

phr

ases

to

desc

ribe

loca

tion.

I can

use

spec

ific

voca

bula

ry to

des

crib

e pe

ople

, pla

ces,

and

thin

gs.

I can

use

a th

esau

rus t

o ex

pand

my

wor

d ch

oice

.

I can

use

and

com

preh

end

the

past

pr

ogre

ssiv

e.

I can

use

and

com

preh

end

adve

rbia

l cl

ause

s to

desc

ribe

actio

ns.

I can

use

spec

ific

voca

bula

ry to

des

crib

e ac

tions

.

I can

det

erm

ine

impo

rtan

ce re

gard

ing

a re

adin

g or

list

enin

g an

d re

cord

not

es.

I can

org

anize

my

thin

king

usin

g a

tool

to

pro

duce

a su

mm

ary.

I can

supp

lem

ent m

y no

tes o

r my

orga

nize

r with

ane

cdot

al c

omm

enta

ry.

I can

inco

rpor

ate

a va

riety

of h

igh-

leve

l ad

verb

s and

adj

ectiv

es.

I can

list

en fo

r key

eve

nts,

tim

e,

voca

bula

ry, c

hara

cter

s, a

nd lo

catio

n.

I can

use

gen

re sc

hem

a to

pre

dict

wha

t w

ill b

e im

port

ant i

n a

text

.

Notes


-+5 POINT SCALE: Exceeds = 5; Proficient 4; Almost Proficient = 3; Limited = 2; Not Proficient = 1

Superior Proficient Emerging BeginningI can use complex sentences. I can use complex sentences

strategically to enhance the fluidity of my writing.

I can use complex sentences where appropriate.

I am actively trying out complex sentences with a reliance on simple sentences to maintain syntax.

I can accurately use simple sentences.


I can flexibly use multiple prepositional phrases to describe location.

I can use a variety of prepositional phrases to describe location.

I experiment with more complex prepositional phrases with some repetition of common phrases.

I can use common prepositional phrases in simple sentences.


I can use a variety of specific, colorful vocabulary to help a reader draw mental pictures of characters, objects, events, and locations.


I can use specific vocabulary to describe people, places and things with some incorrect usage.

I can use basic vocabulary to describe people, places, things, and locations. (i.e., big, tall, etc.)


I purposely and strategically use tools to enhance the description in my writing.

I can use a thesaurus, or other independent tool, to expand my word choice.

I notice when I am overusing a word and attempt to find a synonym by asking a teacher or peer.

I notice when I am overusing a word.


I can use and comprehend the past progressive in compound and complex sentences.

I can use and comprehend the verb to be in the past tense paired with the gerund.

I am familiar with the past tense of the verb to be and the gerund but am not yet applying them in a coordinated fashion.

I can use the verb to be in the past tense.

I can use and comprehend adverbial clauses to describe actions.

I make selective choices about the verbs and adverbial clauses I use to accurately describe events.

I can correctly use a variety of adverbial clauses together with specific verbs to describe actions.

I can use a limited number of adverbial clauses to describe actions with some inconsistent syntax.

I can use a variety of specific verbs. (i.e. running, trotting, jogging, etc.)


-+Superior Proficient Emerging Beginning


I can use a variety of specific, colorful vocabulary to help a reader draw mental pictures of events.


I can use specific vocabulary to describe actions with some incorrect usage.

I can use basic vocabulary to describe actions. (i.e., ran, sat, etc.)

I can use genre schema (of a myth) to predict what will be important in a text.

I can use genre schema to predict what will be important in a text.

I can use myth schema to predict what will be important in a text.

I can list the genre specific characteristics of a myth.

I realize that there are different genres.

I can determine importance regarding a reading or listening and record notes.

I can determine importance and synthesize those details to infer a main idea and am able to support my choice with evidence.

I am able to create a list of what I think is important based upon my purpose and am able to support my choices with evidence.

I am able to create a list of what I think is important based upon my purpose. I may have more on my list than what is truly important.

I understand that the ability to determine importance is dictated by my reason for reading or listening.

I can listen for key events, time, vocabulary, characters, and location.

I can listen for key events, time, vocabulary, characters, and location.

I can organize my thinking using a tool to produce a summary.

I am able to create my own organizational tool from a blank sheet of paper to produce a well organized and detailed summary.

I can choose an appropriate tool from a variety of tools to organize my thinking in order to produce a well organized, detailed summary.

When given a familiar tool, I can produce a summary that contains relevant details but may require additional organizational revision or detail.

I can follow a model of the use of a familiar tool to produce a formulaic summary.

I can supplement my notes or my organizer with anecdotal commentary.

I can supplement my notes or my organizer with anecdotal commentary.

I can take concise and accurate notes.

I can take accurate notes.


I can incorporate a variety of high-level adverbs and adjectives into compound and complex sentences.

I can incorporate a variety of high-level adverbs and adjectives into compound sentences.

I can accurately incorporate basic adverbs and adjectives into compound sentences.

I can use basic adverbs and adjectives in simple sentence structures.


-+Stage 3 Plan Learning Experiences and InstructionSAMPLE UNIT CALENDAR *Pink text implies an assessed goal.

Day 1 Day 2 Day 3 Day 4 Day 5Students will memorize specific vocabulary by matching words and pictures.

What are the characteristics that can be found in every myth?Students will recognize people, places/locations and events.

Based upon what you know about myths, what information will be important to remember?Students will recognize people, places/locations and events.

When I read any myth, what information will be important? How do I know? I can use genre schema to predict what will be important in text.

What might be a good graphic organizer that would help me be able to record the important information?

Day 6 Day 7 Day 8 Day 9 Day 10I can listen for key events, time, key vocabulary, characters and locations.

What is worthy of taking notes on? I can determine importance regarding a reading or listening and record notes.What is a thesaurus used for and how is it used?

What is worthy of taking notes on? I can use vocabulary to describe people, places, and things.

What is a thesaurus used for and how is it used?

How can a thesaurus be used to improve my communication? I can use specific vocabulary to describe actions.

Is there more than one way to organize our notes?

What note taking organization works best for me when reading a myth?

Day 11 Day 12 Day 13 Day 14 Day 15How does sentence structure change when I try to begin a sentence with location or time?

Introduce prepositional vocabulary

When is the past progressive used? How is it constructed?

What does the past progressive look like in the context of a summary?

What does the past progressive look like in the context of a summary?I can use and comprehend the past progressive.

How do I elaborate on my notes?

I can use vocabulary to describe location. I can use prepositional phrases to describe location.

Day 16 Day 17 Day 18 Day 19 Day 20How do I elaborate on my notes?I can supplement my notes or organizer with anecdotal commentary.What does a quality summary look like? What does it sound like? What kinds of words should I be using?

What does a quality summary look like? What does it sound like? What kinds of words should I be using?

I can incorporate a variety of high level adverbs and adjectives.I can use a thesaurus to expand my word choice.

How do I use adverbial clauses to expand and contract a sentence? How do I use adverbial clauses to add variety to my writing?


Day 21 Day 22 Day 23 Day 24 Day 25I can use and comprehend adverbial clauses to describe.

How do I (personally) take notes on a myth, and then write a detailed summary that uses complex sentences to add to the fluency of my writing?




I can use complex sentences.I can organize my thinking using a tool to produce a summary.


-+Day 1 Day 2 Day 3 Day 4 Day 5

OBJECTIVEStudents will memorize specific vocabulary by matching words and pictures.

What are the characteristics that can be found in every myth?Students will recognize people, places/locations and events.

Based upon what you know about myths, what information will be important to remember?Students will recognize people, places/locations and events.

When I read any myth, what information will be important? How do I know? I can use genre schema to predict what will be important in text.

What might be a good graphic organizer that would help me be able to record the important information?

LANGUAGESee vocabulary list for the unit Who are the main characters in

the story? The main characters in the story

are… Tell me about the setting. The myth was set in… What was/were ___ (objects)

like? What were the key events in the

story? Some main events were… What did ___

entail/contain/include?

I would like to propose … I understand what you are

saying, however I believe… I agree with you…(but)… That is a wonderful idea I propose that we should… It might behoove us to… We should… So what I hear you saying is… Do I understand that you are

proposing… If I understood correctly, it

seems that you…ACTIVITYStudents match the picture cards with vocabulary words. Students will confirm the pronunciation and to match the key vocabulary

- Students chart out characteristics of myths: 1.) Gods/Supernatural, 2.) Religious sense, 3.) Explanation of Nature, 4.) Adventures of the gods.- Students will highlight the different people, places, locations different colors

- Students chart out characteristics of myths: 1.) Gods/Supernatural, 2.) Religious sense, 3.) Explanation of Nature, 4.) Adventures of the gods.

Create a list of the most important information from a Myth

Students listen for/read and record key events, time, vocabulary, characters and locations using the graphic organizer that they created.

MATERIALS Vocabulary Cards Chart Myth Component Chart

Osiris the story Highlighter of various colors

Chart Myth Component Chart Most Important and Important

Chart Isis and the Seven Scorpions

The Prince and the Sphinx Paper and pens Previous charts Any previous myth



OBJECTIVEI can listen for key events, time, key vocabulary, characters and locations.

What is worthy of taking notes on? I can determine importance regarding a reading or listening and record notes.What is a thesaurus used for and how is it used?

What is worthy of taking notes on? I can use vocabulary to describe people, places, and things.

What is a thesaurus used for and how is it used?

How can a thesaurus be used to improve my communication? I can use specific vocabulary to describe actions.

Is there more than one way to organize our notes?

What note taking organization works best for me when reading a myth?

LANGUAGE (his, her, our, their, Name) ___

had been/was ___ (adjective).Osiris had always been a well loved leader.Osiris was well loved by all of his subjects.

___ had had …Seth had had problems with jealousy throughout his life.

___ (subject) was ___, ___ and ___.Osiris was caring, kind and gentle.

___ was ___ with ___.Isis was short with dark brown hair cropped at the neck.

He/she had ___ that… (like/as if) the/a…He had dark features that made him look as if he were much older than he really was.

Her ___ was ___ and ___ with…Her face was pale and glistening with perspiration as she searched for her husband.

Her ___ was ___ and ___ with…Her face was pale and glistening with perspiration as she searched for her husband.

___ (subject)… (phrasal verb) + noun…Egypt was filled to the brim with subjects that adored their beloved Pharaoh.

He was a…who…He was a gentle leader who never raised his voice no matter how angry he became.

How did (his, her, their)… feel…?How did his wife feel as she searched for her husband?

___ felt like…When Isis found Osiris his skin felt like a marble stone, cold and hard.

… (verb)… like…Isis’ tears rolled down her cheeks like the rain that pours from the sky.

What is the composition of…?It is composed of ___ (noun phrase), and ___ (noun phrase).The Egyptian empire is composed of three kingdom, old kingdom, middle kingdom, and new kingdom. ___ article/adjective of quantity

+ adjective + noun…The tombs of Egypt contained many precious artifacts that the Pharaoh might require in the afterlife.

ACTIVITYStudents listen to a myth and take notes on a myth that is read aloud by teacher. Discussion of pertinent information taken in notes. Repeat as many times as needed.

Students read a myth and take notes on the myth.

Practice coming up with synonyms for overly used adverbs and adjectives.

Continue practice determining importance with new text.

Continue with thesaurus usage. Cloze activities around overly used adjectives and adverbs. (Written in past progressive.)

Continue with thesaurus usage. Cloze activities around overly used adjectives and adverbs. (Written in past progressive.)

Model note taking using one story and taking notes on it in several different ways.

Teacher reference: various ways of taking notes

MATERIALSGraphic organizer that they create themselvesMultiple myths for teacher to read from

ThesaurusGraphic organizersCopy of myths

Cloze activities for peopleCloze activity for placesCloze activity for thingsThesaurus

Any myth Chart paperMarkers



OBJECTIVEHow does sentence structure change when I try to begin a sentence with location or time?

Introduce prepositional vocabulary

When is the past progressive used? How is it constructed?




How do I elaborate on my notes?

I can use vocabulary to describe location. I can use prepositional phrases to describe location.

LANGUAGEIntroduce prepositions that indicate location.

See complete list of prepositional phrases indicating location on page 5 of unit plan.

above behind

across below

after beneath

against beside

There was/has been/have been… (prepositional phrase)…

There have been as many as six department stores on that block at one time.

The main points are ___, ___, and ___.

The ___ is about… The ___ takes/took place… There is/are/was/were (a/an)

___... A summary of ___ could… The ___ was/were referring to…

The ___ took place when… That’s why… (because…)The story took place during the great depression when people were without many necessities. That’s why the parents in the story gave up their child, because they felt they didn’t have the basic resources to care for a child.

Due to the fact that …, …Due to the fact that banks had failed, many businesses and families lost everything they had.

After (subject) (verb), (subject) (verb). Therefore…After the fall of the stock market, the great depression began. Therefore many families were separated as people tried to scrape together enough money to survive.

ACTIVITYIntroduce complex sentence which include prepositional phrases for location.(Who, what, where, & when)

Have students take notes on one story in several ways. (Dependent upon the type of text and my purpose.)

Pulling previously seen examples, students look at past progressive examples and inductively determine rules for the past progressive.

Teacher models adding anecdotal commentary to her notes.

Teacher models writing summary from notes.

Students take notes on one story.

Teacher highlights or adds past progressive into summary.

Have students take notes on one story. (Turn and Talk with an elbow partner to add anecdotal commentary.)

Students write using the past progressive to summarize from their notes.

Teacher tests students on prepositional phrases.

MATERIALSPrepositional cards Past progressive examples

Chart paperMarkers

Teacher example summary Myth Paper for notesSummary page


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Day 16 Day 17 Day 18 Day 19 Day 20OBJECTIVEHow do I elaborate on my notes?I can supplement my notes or organizer with anecdotal commentary.What does a quality summary look like? What does it sound like? What kinds of words should I be using?

What does a quality summary look like? What does it sound like? What kinds of words should I be using?

I can incorporate a variety of high level adverbs and adjectives.I can use a thesaurus to expand my word choice.



LANGUAGEPAST A ___ (day, week, month, year) earlier… An hour earlier… The ___ (day, week, month, year)

before… An hour before…PRESENT At that moment, At that time, That day, Then,FUTURE A ___ (day, week, month, year) later,… An hour later,… Later that (day, week, month, year)

___,... (#) ___(days, weeks, hours, months,

years) later,…

From day 16 forward, students are working to read, take notes, elaborate orally on their notes, draft a summary, revise a summary for language that we have learned in the unit, edit for presentation, and share.

See process chart.

Teacher monitors student progress in various language acquisition areas and provides additional activities to support student language growth. See page 18 for ideas.

ACTIVITYStudents play a game to practice moving irregular verbs into the past, present, and future.

Students incorporate a variety of high level adverbs and adjectives.Students use a thesaurus to expand my word choice.

Teacher modeling and student exploration with adverbial clauses.

Teacher modeling and student exploration with adverbial clauses.

MATERIALSGame



OBJECTIVEI can use and comprehend adverbial clauses to describe.





I can use complex sentences.I can organize my thinking using a tool to produce a summary.

LANGUAGE

ACTIVITY

MATERIALS


-+

Superior Additional Activities

I can use complex sentences. I can use complex sentences strategically to enhance the fluidity of my writing.


I can flexibly use multiple prepositional phrases to describe location.


I can use a variety of specific, colorful vocabulary to help a reader draw mental pictures of characters, objects, events, and locations.

I can use the past progressive.

I can use and comprehend the past progressive in compound and complex sentences.

I can use adverbial clauses to describe actions.

I make selective choices about the verbs and adverbial clauses I use to accurately describe events.


I can use a variety of specific, colorful vocabulary to help a reader draw mental pictures of events.


I can incorporate a variety of high-level adverbs and adjectives into compound and complex sentences.


1 2 / 9 / 1 3

-+Grammar Teacher Cheat Sheet:

COMPLEX SENTENCE

A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which. In the following complex sentences, subjects are in yellow, verbs are in green, and the subordinators and their commas (when required) are in red.

A. When he handed in his homework, he forgot to give the teacher the last page. B. The teacher returned the homework after she noticed the error. C. The students are studying because they have a test tomorrow.D. After they finished studying, Juan and Maria went to the movies. E. Juan and Maria went to the movies after they finishedstudying.

PREPOSITIONAL PHRASE

A prepositional phrase is a group of words containing a preposition, a noun or pronoun object of the preposition, and any modifiers of the object.


1 2 / 9 / 1 3

http://www.towson.edu/ows/pronouns.htm

http://www.towson.edu/ows/nouns.htm

-+Adverbial Clauses

The name "adverbial" suggests that adverbial clauses modify verbs; but they modify whole clauses, as shown by the examples [below]. Their other key property is that they are adjuncts, since they are typically optional constituents in sentences. They are traditionally classified according to their meaning, for example adverbial clauses of reason, time, concession, manner or condition, as illustrated below.

a. ReasonBecause Marianne loved Willoughby, she refused to believe that he had deserted her.

b. TimeWhen Fanny returned, she found Tom Bertram very ill.

c. ConcessionAlthough Mr D'Arcy disliked Mrs Bennet he married Elizabeth.

d. MannerHenry changed his plans as the mood took him.

e. Condition If Emma had left Hartfield, Mr Woodhouse would have been unhappy.

Past Progressive

The PAST PROGRESSIVE TENSE indicates continuing action, something that was happening, going on, at some point in the past. This tense is formed with the helping "to be" verb, in the past tense, plus the present participle of the verb (with an -ing ending):

I was riding my bike all day yesterday. Joel was being a terrible role model for his younger brother.

The past progressive indicates a limited duration of time and is thus a convenient way to indicate that something took place (in the simple past) while something else was happening:

Carlos lost his watch while he was running.

Adjectives

Adjectives modify nouns. To modify means to change in some way. For example:

"I ate a meal." Meal is a noun. We don't know what kind of meal; all we know is that someone ate a meal. "I ate an enormous lunch." Lunch is a noun, and enormous is an adjective that modifies it. It tells us what

kind of meal the person ate.

Adjectives usually answer one of a few different questions: "What kind?" or "Which?" or "How many?" For example:


1 2 / 9 / 1 3

http://grammar.about.com/od/c/g/Constituency.htm

http://grammar.about.com/od/ab/g/adjunctterm.htm

http://grammar.about.com/od/c/g/clauseterm.htm

http://grammar.about.com/od/tz/g/verbterm.htm

-+ "The tall girl is riding a new bike." Tall tells us which girl we're talking about. Newtells us what kind of bike

we're talking about. "The tough professor gave us the final exam." Tough tells us what kind of professor we're talking

about. Final tells us which exam we're talking about. "Fifteen students passed the midterm exam; twelve students passed the final exam." Fifteen and twelve both

tell us how many students; midterm and final both tell us which exam.

So, generally speaking, adjectives answer the following questions:

Which? What kind of? How many?

Adverbs

Adverbs modify verbs, adjectives, and other adverbs. (You can recognize adverbs easily because many of them are formed by adding -ly to an adjective, though that is not always the case.) The most common question that adverbs answer is how.

Let's look at verbs first.

"She sang beautifully." Beautifully is an adverb that modifies sang. It tells us how she sang. "The cellist played carelessly." Carelessly is an adverb that modifies played. It tells ushow the cellist

played.

Adverbs also modify adjectives and other adverbs.

"That woman is extremely nice." Nice is an adjective that modifies the noun woman.Extremely is an adverb that modifies nice; it tells us how nice she is. How nice is she? She's extremely nice.

"It was a terribly hot afternoon." Hot is an adjective that modifies the nounafternoon. Terribly is an adverb that modifies the adjective hot. How hot is it? Terribly hot.

So, generally speaking, adverbs answer the question how. (They can also answer the questions when, where, and why.)


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-+ANCHOR CHARTS:

Example Notes Chart


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-+Example Summary Chart


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-+Determining Importance Chart


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web viewdescribe people, places, and things: (his, her, our, their, name) ___ had. been/was ___...

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web viewdescribe people, places, and things: (his, her, our, their, name) _ had. been/was _...