Language Arts BOOT CAMP Parts of Speech Noun

Language Arts BOOT CAMP

Parts of Speech Noun: Name of a person, place, thing, or idea. Pronoun: A word that can take the place of a noun 1 st Person: I, we, my, our, etc. 2 nd Person: you, yours 3 rd Person: he, she, it, they, his, hers, theirs Antecedent: Noun to which the pronoun refers

Parts of Speech Verb: A word that shows action or state of being Action Verbs: words that show ACTION!!!! Linking Verbs: forms of the verb to be. (been, being, become, was, were, am, are, is) Helping Verb: can, could, may, might, shall, should, will, would, must, forms of the verbs to be, have, and do.

Parts of Speech Adjective: A word that modifies a noun or pronoun Answers: Which one? How many? What kind of? Adverb: A word that modifies a verb, an adjective, or other adverb Answers: How? When? Where? To what extent?

Parts of Speech Preposition: A word that shows the relationship of a noun or pronoun to another word in the Sentence. Prepositions begin prepositional phrases. The frog jumps ______ the log. The squirrel went _____ the tree. Examples: above, around, beneath, through, up, down, beside, between. *Most prepositions are interchangable.

Parts of Speech Conjunction: A word that connects or joins words or groups of words. For And Nor But Or Yet So

Parts of Speech Interjection: A word used to express emotions like joy, pain, shock, excitement, approval, or displeasure. Well, ………………… Good grief! Gosh! Wow!

Parts of the Sentence There are two halves of a sentence, the SUBJECT and the PREDICATE. The PREDICATE is everything not included in the subject. It is important to know that “Complements” include: Direct Objects, Indirect Objects, Predicate Adjectives, & Predicate Nominatives.

Sentence Patterns First, cross out the introductory and prepositional phrases. The subject & verb cannot come from these. Second, identify the subject(s) and the verb(s). s. Subject - refers to the one performing the action or being in the state expressed by the predicate. *The subject will be a NOUN. v. Verb – the word that represents an action or a state of being. *Remember, these can be action, linking, or helping.

Sentence Patterns Once you’ve identified the Subject & Verb, you must identify the verb type before you can move on. If the verb is a LINKING verb, then you look for P. A. /P. N. (examples of LVs: am, is, are, was, were, been, being, become, smells, feels, etc. ) if the verb is an ACTION verb, then you look for I. O. /D. O.

Sentence Patterns p. n. Predicate Nominative A NOUN, in the predicate, that modifies the SUBJECT. Example: The pizza is pepperoni. p. a. Predicate Adjective An ADJECTIVE, in the predicate, that describes the SUBJECT. Example: The pizza is cheesy.

Sentence Patterns d. o. Direct Object Answers these questions after the verb: Whom? What? Examples: Michael sold cookies. (Michael sold what? Sold cookies. ) I gave money. (I gave what? Gave money. ) Jose hugged Sara. (Jose hugged who? Hugged Sara. )

Sentence Patterns i. o Indirect Object Answers these questions: To Whom? For Whom? To What? For What? (ask after the D. O. ) Examples: Kyle sold Vanessa cookies. (Kyle sold cookies to whom? To Vanessa. ) I gave Nick and Kelsey good grades. (I gave grades to whom? To Nick and Kelsey. ) John gave the Red Cross a donation. (John gave a donation to what? To the Red Cross. )

Sentence Patterns Important Note: Indirect Objects can only come BEFORE Direct Objects. They cannot be reversed. Therefore, on a multiple choice test, If you see S-V-DO-IO as an answer choice, That is always a distractor.

Timed Writing Prompts Timed writing prompts have a specific format. Writing Situation (The "A" Part) - One sentence introducing the general topic. - One to two sentences providing some broader context. Directions for Writing (The "B" Part) - Writer's Task includes format, purpose, and audience. - Defines parameters for length expectations. (ex: In 2 -3 paragraphs, write. . . )

Example from Romeo & Juliet Writing Situation Characters in Romeo and Juliet face many problems throughout the play. Some of those problems include, but are not limited to, family feuds, arranged marriage, illiteracy, and banishment. Directions for Writing Think about ONE problem that characters from Romeo and Juliet face during the course of the play. Write an essay in which you: - Identify the problem - Examine different characters’ points of view on the problem - Suggest a solution to the problem

Example from Romeo & Juliet First, identify all the possible topics you could write about. For this prompt, some of the suggestions are: - Family Feuds (Montagues vs. Capulets) - Arranged Marriage (Juliet & Paris) - Illiteracy (The Servant accidentally invited Romeo-the-Montague to the Capulet party. ) - Banishment (Romeo is banished to Mantua for killing Tybalt. )

Example from Romeo & Juliet Decide which of the topics you know the most about, and make a jot list or prewrite. Notice there are THREE parts to this prompt. It is very important that you answer all THREE parts of the writing prompt. 1. Identify the problem 2. Examine different characters’ points of view on the problem 3. Suggest a solution to the problem

Example from Romeo & Juliet Let’s pretend we chose Illiteracy as our topic. 1. Identify the problem. Many servants and lower-class citizens were not educated in Shakespearean times, so illiterate people were forced to rely on the educated to read information for them. Because Lord Capulet’s servant was told to deliver invitations to the ball and he couldn’t read, he asked a stranger to read the list to him, and then invited that stranger to the party…not knowing the stranger was a Montague. Servants and lower-class people had to depend on other people for information.

Example from Romeo & Juliet Let’s pretend we chose Illiteracy as our topic. 2. Examine different characters’ points of view on the problem. Juliet – If the servant had not invited Romeo to the party, she would have never met him, and would have married Paris without ever dealing with the stress of wanting to be with Romeo – If the servant had not invited him to the party, he would still be depressed about Rosaline, but at least he wouldn’t have to endure the heartache of loving a girl he was supposed to hate. Prince Escalus – If the servant had not invited Romeo to the Capulet party, Romeo and Juliet would not have fallen in love, and the feud between the Capulets and Montagues would not have escalated.

Example from Romeo & Juliet Let’s pretend we chose Illiteracy as our topic. 3. Suggest a solution to the problem. The government in Elizabethan England should create a mandatory, government-funded education system so that citizens of all classes could attain basic reading and writing skills.

Sentence Types

Writing Paragraphs A paragraph must have a topic sentence. Topic sentences tell the reader what the paragraph is going to be about. Remember to: Supply your readers with all of the important information they need Stay focused on your main idea Explain and support your main idea with details such as facts, statistics, sensory details, incidents, examples, reasons, and quotations. The ending of the paragraph should contain a clincher sentence that reminds the reader of the topic paragraph and what it really means.

Different Types of Sentences Levels of Detail: Level 1 – Controlling Sentence – name and control the topic Level 2 – Clarifying Sentences – make the topic clearer Level 3 – Completing Sentences – add specific details A good paragraph will have at least two to three Level 2 sentences and two to three Level 3 sentences.

11 Sentence Paragraph The 11 Sentence Paragraph is a model for an effective paragraph structure or format, much like the 5 paragraph structure is a possible format for an essay. The purpose of learning the 11 Sentence structure is to see how major and minor support sentences are necessary for development of ideas.

11 Sentence Paragraph 1. Topic Sentence: States the main idea of the Paragraph; must contain a controlling idea ; should intrigue the reader and make them wonder. 2. Major Support Sentences: Provide reasons “Why? ” or “Because” (What you think. ) 3. Minor Support Sentences: Provide concrete examples from the text – here you incorporate quotes into your OWN sentences, when appropriate. 4. Concluding Sentences (a. k. a. “Clincher”): Signals to the reader that the paragraph is over. It re-emphasizes the main idea. Also important: Transitions are used to move from one major support to another.

11 Sentence Paragraph Sample Structure Topic Sentence (1) �Major Support Sentence (2) �Minor Support Sentence (3) �Minor Support Sentence (4) �Major Support Sentence (5) �Minor Support Sentence (6) �Minor Support Sentence (7) �Major Support Sentence (8) �Minor Support Sentence (9) �Minor Support Sentence (10) �Concluding Sentence (11)

11 Sentence Paragraph The 11 Sentence Paragraph should be coded with a highlighter: Topic Sentence – Pink Major Supports – Green Minor Supports – Yellow Concluding Sentence – Neatly Underlined in Pencil Transitions – Neatly Circled in Pencil

11 Sentence Paragraph Assignment: Choose ONE of the following topics* and write a carefully constructed 11 Sentence Paragraph: The best gift you’ve ever received. The best event you’ve ever attended. The best birthday you ever had. *Make sure there are 3 specific reasons for your selection…those will be your 3 Major Supports.

There, They’re, and Their

Fragments and Run-Ons A FRAGMENT is phrase or clause that looks like a sentence but does not express a complete thought. *Down by the river where the fish bite. *If he would just think. A RUN-ON has too many parts. It is two or more complete thoughts - at times only vaguely related - strung together without punctuation. *We have only three days until the band contest I don’t have my uniform repaired yet and that will take at least a day or so to do, don’t you think? Run-on sentences can be corrected in a number of ways.

Comma Splices A COMMA SPLICE is a type of run-on in which the writer has linked two independent clauses with only a comma to separate them. *Schools today are very overcrowded, the students have to share lockers.

Comma Rules Introductory phrase or word Between a city, state, We moved to Grayson, Georgia, in 1998. Example: The baby was born on Sunday, February 22, 2005, in Peru. Please buy apples, oranges, and bananas. I like the warm, fuzzy blanket. Sentence, + coordinating conjunction** + sentence Example: Items in a series Example: Between the day of the week, month date, year, Running down the hall, he tripped and fell. After English class, we go to lunch. Well, I hope that you ate breakfast. Example: Joe like pizza, but Fred likes tacos. **Coordinating Conjunctions: for, and, nor, but, or, yet, so

Subject/Verb Agreement: Plural Subject (+s) Plural Verb (no s) Singular Subject (no s) Singular Verb (+s) subject/verb agreement – a singular subject must have a singular verb and a plural subject must have a plural verb. Choose the correct verb for each sentence. BUT BE CAREFUL! Don’t be fooled by pronouns, etc. Be sure you are finding the simple subject – the one word that is the subject.