Differentiate Between Dependent and Independent Clauses

Monday October 26th: Day 1

YWBAT:

Differentiate between dependent and independent clauses.
Identify simple, compound and complex sentences.
Correctly punctuate sentences that contain conjunctions (but, and), adverbial subordinators (because, although, since) or conjunctive adverbials (consequently, however, etc…).
Avoid run-on sentences and fragments (Grammar for S.A.T. Error #1).

Do now:

Take out any class work #7 assignments (The Raven) that were not handed in on Friday.
Look over the handout entitled: “GRAMMAR AND STYLE USAGE RULES” (Grammar Section)
Then, complete the ‘Do Now’ portion of the handout (Grammar Section).

Homework: Study grammar! Also, continue to study vocabulary and to readThe Color of Water.

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

Because I don’t do homework, I am failing.

I am failing because I don’t do homework.

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

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

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

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

Name and Date: ______

This goes in the GRAMMAR section of your binder

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

DO NOW:

Error Identification

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

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

B C

a little tired,” answered Jonathan. No error.

D E

Sentence Improvement

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

(A)weekends, consequently they do not have

(B)weekends, they do not have

(C)weekends, as a consequence they do not have

(D)weekends, therefore they do not have

(E)weekends; consequently, they do not have

Name: ______Ms. DeMella: English 2H

Date: ______Punctuation Review: GRAMMATICAL ERROR 1

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

Independent clauses (or simple sentences) STAND ALONE. They express a complete thought.

Ex: He went to town.

I threw the ball.

Sarah is pretty.

Dependent clauses (or fragments) CANNOT STAND ALONE. They express an unfinished thought.

Ex: When we went to town…

Because she is pretty…

After I threw the ball…

Unless she does her homework….

A PHRASE is two or more words that do not contain the subject – verb pairing necessary to form a clause. Phrases can be very short or quite long.

Ex: After lunch.

Ex: After slithering down the stairs and across the street towards Mrs. Philbot.

PRACTICE: Identify the following as phrases, independent clauses (simple sentences) or dependent clauses (fragments).

If you do your work ______
In the sunny late autumn afternoon ______
I don’t believe you ______
Although she is nice ______
Because she did all of her work ______
Underneath the sagging yellow couch ______
The mood is nostalgic ______
To hand in the paper before the deadline ______
Doing all of my homework at once ______
I ate. ______

A COMPOUND SENTENCEcontains TWO independent clauses connected by a little conjunction (coordinator).

PUNCTUATION RULE #1: When you make a compound sentence, use a comma + a little conjunction (For, And, Nor, But, Or, Yet, So = FANBOYS) to connect two independent clauses, as in "He hit the ball well, but he ran toward third base."

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

Ex: I ate, and I slept.

Note that you DO NOT need a comma when you connect an independent clause to a word or phrase.

Ex: She is smart but silly.

Ex: She ate and slept.

A COMPLEX SENTENCEcontains an independent clause joined by one or more dependent clauses.

Ex: I slept after I ate.

Ex: After I ate, I slept.

PUNCTUATION/USAGE RULE #2:

ADVERBIAL SUBORDINATORS turn independent clauses into dependent clauses. They appear in complex sentences.

They include:

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

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

Ex: She passed the classalthough she did not do much of her homework. 

She got an A in the classbecause she did all of her homework well. 

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

Ex: Although she did not do much of her homework, she passed the class. 

Because she did all of her homework well, she got an A in the class. 

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

Ex: She is very popular. Because she is nice.

She will pass. Unless she fails the final exam.

PUNCTUATION/USAGE RULE #3:

CONJUNCTIVE ADVERBIALS are different.

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

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

Here are some conjunctive adverbials (N.B. They’re good words to include in Regents and Advanced Placement essays!):

similarly, likewise, additionally, in addition, consequently, conversely, after all, for example, on the other hand, furthermore, in fact, in particular, in sum, in turn, moreover, nevertheless, etc…

Ex: I have broken up with my boyfriend. However, I have never been happier.

She is rude. Moreover, she is lazy.

He is always criticizing others. Consequently, he is unpopular.

She apologized for her behavior. Nevertheless her parents grounded her.

I have broken up with my boyfriend. I have never been happier, however.

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

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

Ex: Yesterday was a tough day. I am, however, doing fine today. 

Thanks for asking about Michael. He is, in fact, needing some help. 

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

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

Although he was sick he came to school.

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

The bully taunted him mercilessly so he punched him.

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

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

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

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

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

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

Friday November 6th: Day 1

YWBAT:

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

Do Now:

Take out your ‘Grammar for SAT (and style/usage) Overview’ – It was given Monday October 26th, and should be in the “Grammar” section of your binder. This is a notebook check.
Complete the DO NOW portion of the handout you have been given.

Homework # 1: Complete the grammar work on adjective/adverb confusion. Due Monday.

Also, complete The Color of Water and work on your “Track a Character” Notes.

Name and Date: ______

This goes in the GRAMMAR section of your binder

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

DO NOW:

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

Error Identification (Answer and Correct)

Although scientists know surprising little about Americans’

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

not use itefficiently. No error.

C D E

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

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

B C

a little tired,” answered Jonathan. No error.

D E

OVER …

Sentence Improvement (Answer)

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

(A)weekends, consequently they do not have

(B)weekends, they do not have

(C)weekends, as a consequence they do not have

(D)weekends, therefore they do not have

(E)weekends; consequently, they do not have

Name and Date: ______Mrs. DeMella Eng 2H

Grammar: Adjectives vs. Adverbs (Parts of Speech)

REVIEW: Parts of Speech

NOUNS– NAME one of the following:

-Person (girl, boy, mom, principal, robber, Martin Luther King, priest, etc…)

-Place (school, India, bedroom, beach, church, Main Street, apartment )

-Thing (desk, book, dog, pencil, August)

-Idea (freedom, love, justice, happiness, creativity, imagination, sadness)

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

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

VERBS – ACTION or STATE OF BEING WORDS

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

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

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

Smell my perfume. (action) - He smells bad (state-of-being)

Feel this sweater. Isn’t it soft? (action) - I feel sick. (state-of-being)

She looks out the window a lot. (action) - You look angry. (state-of-being)

Continued …

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

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

These are used TWO ways:

Before a noun they describe:

The pretty girl

The unhappyyoung boy

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

She is pretty.She looks/feels pretty.

He is young and unhappy.He feels young.

She seems nice.

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

They can:

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

He runs quickly.

He speaks slowly.

He looked at me rudely.

Describe an adjective:

She is very pretty.

She is really intelligent.

Describe another adverb:

He runs veryquickly.

He writes very slowly.

He speaks very nervously.

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

He runs fast.

He is a fast guy.

Directions: Choose the correct form of the word (adjective or adverb). Then, underline the word that it modifies.

He walked ______(belligerent/belligerently) down the hall.
She annoys me because she always talks so ______(cynical/cynically). She never believes anyone is just being ______(sincere/sincerely) nice.
He is always getting into trouble because he is so ______(flippant/flippantly) when responding to teachers’ requests.
After he spoke ______(derisive/derisively) to his brother, he felt ______(bad/badly).
She sang so ______(beautiful/beautifully) in the concert.
“Sleep ______(good/well) tonight, sweetie,” said his mom.

Name and Date: ______

Mrs. DeMella: Honors English

Grammar NOTES

ERROR NUMBER TWO

AVOID ADJECTIVE/ADVERB CONFUSION

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

Examples of Predicate Adjectives

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

She smells bad. (She did not shower)

He feels bad. (His dog died)

Adverbs come after action verbs.

Examples of Adverbs

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

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

S.A.T. ISSUE

Basic Rule:

Use the ADVERB form after an ACTION VERB, and the ADJECTIVE form after a state of being or linking verb (non action).

Examples:

The detective looked cautious (He is not performing the action of looking. We are looking at him).
The detective looked cautiously at the convict. (Here, looked is an action, so we use the adverb form).
Her perfume smelled bad. (Here, the perfume is not doing the action of smelling. We are smelling the perfume).
She smelled badly because her nose was stuffed. (Here smelled is an action).

IMPORTANT: SOMETIMES, If you put an adverb after a linking verb, the verb changes to an action verb!

LINKING (w/ ADJECTIVE) = She looks quick. (She should try out for track)

ACTION (w/adverb) = She looks quickly. (She moves her head rapidly to look at things)

LINKING (w/ADJECTIVE) = She smells bad. (She did not shower)

ACTION (w/ ADVERB)She smells badly. (She has a stuffed up nose from a cold and cannot smell anything)

LINKING (w/ ADJECTIVE) = He feels bad. (His dog died)

ACTION (w/ ADVERB) = He feels badly. (He has numb fingertips and cannot feel anything – maybe he suffered from a bad burn and the nerves in his hands died)

SPECIAL NOTE: Good vs. Well

‘Good’ is usually an adjective

He is good.

He’s a good guy.

I’m feeling good.

‘Well’ is usually an adverb

She runs well.

She speaks well.

Sleep well.

I’m doing well.

EXCEPTIONS:

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

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

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

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

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

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

FINALLY:

Real, sure and most are all adjectives that are commonly misused as adverbs:

WRONG: I was real angry with Loretta. (should be ‘really angry”)

WRONG: You were sure early today. (should be “surely early”)

WRONG: He scored a basket most every time he tried. (should be “almost every time”)

Name and Date: ______Mrs. DeMella: English 2H

GRAMMAR/S.A.T. section of your binderHomework # _____

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

PART ONE: Complete the error identification questions (S.A.T. Practice). All contain either an error with adjective/adverb confusion, or no error.

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

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

Although he was sick he came to school.

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

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

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

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

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

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

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

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

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

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

Please stop that! You keep looking at me strange.

Monday November 16th: Day 5

YWBAT …

create a text that demonstrates contrasting voices.
analyze the contrasting voices in a text.
understand the difference between a formal academic voice/register and an informal voice/register.

Do Now:

Take out Class Work #1 (contrasting voices).
Be sure you have identified the tone for each character (write it)& practice reading it aloud.

Homework # 2: Complete the handout on Grammatical Error #3.

Class Work

As you listen carefully to your peers’ ‘contrasting voices’:

Pay careful attention to diction, syntax, figurative language, tone, and the other aspects of ‘voice’.

Make a few notes on each character’s unique voice. Does the character use any colloquial or slang expressions or any words/phrases that you feel effectively develop the voice?

Identify each character’s tone specifically.

Do you feel that the voice they have created is authentic? Why or why not?

LESSON:

Have them take out their contrasting voices work & be sure they have identified the tone. They should practice reading them.

Have them share these with the class.

Connect this to register and academic voice. Give the handout. Explain it and assign it as homework.

They can begin in class if there is time.

Tuesday = Go over adjective/adverb and formal voice homework.

Wednesday = punctuation + punctuating monologues (& identifying aspects of VOICE). Due Friday.

Thursday = Introduce the project (Due?)

Friday = Reading a few monologues aloud. Discussing aspects of voice.

Flowers – Pick it up Monday.

Name and Date: ______Mrs. DeMella: English 2H

Grammar: ERROR # THREE

Homework # ______

RULE # THREE:

DO NOT USE SLANG (the use of informal words and/or expressions that are not considered standard) or COLLOQUIALISMS (words or phrases common in conversational speech, but not acceptable in formal writing) IN ANY FORMAL WRITING. These vary from place to place and time to time. Different subcultures also have different slang.

ALSO: remember not to use any contractions in formal writing, and write numbers one to ten in words NOT numerals.

cannot NOT can’t * one NOT 1
do not NOT don’t* five NOT 5

Examples of SLANG/COLLOQUIALISMS:Can you make them formal?

It’s open 24/7.
They cut a deal.
He’s a has-been.
He was put in the slammer.
Her character is a real goody two shoes.
He tells the antagonist to hit the road.
He needs to blow off steam.
He zoned out in class.
I feel knackered and need a kip. (This is British colloquialism, and therefore likely not understandable to you!)
She’s really into him.
He plays a wicked game of tennis.
Myra has got to go to Memphis for a week.

PRACTICE: Change the following so that they are intended for a formal audience – use a formal tone. Correct only the informal parts of the sentences, but some may need to be rewritten.