CW Adjective Adverb Notes With Lesson

Wednesday October 25th: Day 2
YWBAT:
 Explain some of the benefits of writing well.
 Closely read an article on some of the real world
ramifications of poor grammar.
Do now:
QUIZ RETAKE READING ASSIGNMENT 1!
When you have completed the quiz retake, answer the

question below in ‘Daily Notes.’
 How will a knowledge of grammar and style benefit you

in your life? Why should you care about writing and
speaking using correct grammar?
Homework: Continue to read Tuesdays with Morrie

and to work on “Assignment 2” in your Reading
Guide. Also, continue to study vocabulary, spelling
and literary terms.
Remember: The test make up during lunch is

TODAY.
Thursday October 25th: Day 3
YWBAT:
 Define important terms used to discuss the basic parts of
sentence structure (starting with types of nouns, pronouns,
and verbs).
Do now:
Work with your partner to complete the do now activity on

the handout.
Homework: Continue to read Tuesdays with Morrie

and to work on “Assignment 2” in your Reading
Guide. Also, continue to study vocabulary, spelling
and literary terms.
Remember: The test make up during lunch is

TODAY.
Name and Date: ___________________________________
Mrs. DeMella / English 2R
“Grammar and Spelling”
Fragments/ Run Ons: Practice SAT Questions
Improving Sentences
1. A recent report indicates that sleep deprived drivers caused more than 100,000 accidents last
year, they fall asleep at the wheel
a) year, they fall asleep
b) year, and they fall asleep
c) year by falling asleep
d) year and falling
e) year, they were falling
2. Recent evidence suggests that dark energy, a mysterious repulsive force that causes the
universe to expand, it has been present for most of the universe’s history.
a) it has
b) it had
c) this has
d) has
e) having
3. One of only a few venomous mammals, the slow loris, coats the fur of its young offspring
with toxic saliva, which it protects them from predators.
a) saliva, which it protects them
b) saliva, which protects them
c) saliva, it protects them
d) saliva, for protecting them
e) saliva, they are protected
4. 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
DAY ONE:
Have them complete the do now.
Go over the correct answers.
Tell them that to answer these types of questions, we need to start from the beginning.
Give the larger packet.
Only practice one was completed. Actually, didn’t even finish going over the answers in periods
three and five.
Name & Date : ________________________________________ Ms. DeMella: English
2R
Sentence Structure and Punctuation Review: GRAMMAR
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)
EXAMPLES OF NONCOUNT NOUNS
Abstractions: advice, courage, enjoyment, fun, help, honesty, information, intelligence,

knowledge, patience, etc.
Activities: chess, homework, housework, music, reading, singing, sleeping, soccer, tennis, work,
etc.
Food: beef, bread, butter, fish, macaroni, meat, popcorn, pork, poultry, toast, etc.
Gases: air, exhaust, helium, hydrogen, oxygen, nitrogen, pollution, smog, smoke, steam, etc.
Groups of Similar Items: baggage, clothing, furniture, hardware, luggage, equipment, mail,
money, software, vocabulary, etc.
Liquids: blood, coffee, gasoline, milk, oil, soup, syrup, tea, water, wine, etc.
Natural Events: electricity, gravity, heat, humidity, moonlight, rain, snow, sunshine, thunder,
weather, etc.
Materials: aluminum, asphalt, chalk, cloth, concrete, cotton, glue, lumber, wood, wool, etc.
Particles or Grains: corn, dirt, dust, flour, hair, pepper, rice, salt, sugar, wheat, etc.
GRAMMAR RULE:
Use ‘fewer’ before COUNT NOUNS
Example: There are fewer students in my English class this year than there were
last year.
Use ‘less’ before NONCOUNT NOUNS
Example: There was less rain this summer than last summer.
Practice One:
1) Underline all the nouns in the sentences below.

2) Capitalize the proper nouns, and circle any noncount nouns.
1. My friend mayra lives in atlanta.
2. She told me not to be sad after my boyfriend broke up with me because there
are other fish in the sea.
3. When she visits new york and we spend time together, we always have fun.
We like to go to chipotle to chat and check out cute guys.
4. We like to play soccer together, but when the weather is bad we sometimes
go to the Galleria to buy clothing.

PRONOUNS –
These are NOT nouns. They take the place of nouns. The noun a pronoun replaces
is called its ANTECEDENT.
An ANTECEDENT is the word a pronoun replaces.
Example:
John came into the room. He sat down in his chair.
‘John’ is the antecedent for ‘He’ and ‘his’.
Pronoun Case SUBJECT OBJECT POSSESSIVE REFLEXIVE

PRONOUNS PRONOUNS PRONOUNS PRONOUNS
FIRST
PERSON I me my / mine myself
we (pl) us (pl) our / ours (pl) ourselves (pl)
SECOND
PERSON you you your / yours yourself
yourselves
(pl)
THIRD
PERSON he / she him / her his / hers himself
herself
they (pl) them (pl) their / theirs
(pl) themselves
(pl)
NOTE:
Hisself, Theirself / Theirselves, and MINES ARE NOT words.

VERBS – ACTION or LINKING VERBS
ACTION – hit, go, walk, write, jump, kiss, paint
LINKING – ‘to be’ (is, am, are, was, were, be, been, being)
SOME VERBS CAN BE EITHER ACTION OR LINKING – look, feel, smell, etc.
ACTION LINKING
Smell my perfume. He smells bad.
Feel this sweater. Isn’t it soft? I feel sick.
She looks out the window a lot. You look angry.
Practice Two: Underline all the linking verbs in the sentences below. Circle the
action verbs.
1. Harriet wrote an essay about her vacation to France.
2. The new teacher was a young man from England.
3. The energetic student dropped his pencil on the floor.
4. Bobby forgot his trumpet at home.
5. The children were sad.
6. Mrs. Anderson gave the students a reward.
7. Peter and Steven ran on the field during recess.
Infinitive Present Gerund Past Past

(base) Tense (verb form Tense Participle
used as a (Simple (preceded
noun)/ or by have,
Present or Regular) has, had,
Past to be,
Continuou etc…)
s (preceded
by to be)
To jump jump/jumps jumping jumped jumped
To run run/runs running ran run
To eat eat/eats eating ate eaten
To do do/does doing did done
To ride ride/rides riding rode ridden
Basic Overview –
1) Present Tense is used for things done regularly (every day

or often). Example: She plays basketball.
2) Present Continuous is used for things happening right now
(always with a helping verb that is a form of ‘to be’ such as
‘is’, ‘am’, ‘are’). Example: She is sleeping.
3) Past Continuous is used for things that were happening
when something else happened (always used with a linking
verb that is a past tense form of ‘to be’ such as ‘was’ or
‘were’). Example: She was sleeping when the alarm went
off.
4) Past Tense is used for things that happened at a specific
time in the past. Example: She played basketball yesterday.
She played lacrosse last summer.
5) The Past Participle is used to make several more complex
verb forms. We will discuss their uses at a later time:
 Present Perfect (have / has + past participle)

Examples: She has eaten all of the cookies. / He has finished
his dinner.
 Past Perfect (had + past participle)

Examples: He had cleaned up his mess by the time his mom
came home. / If she had done her homework she would have
passed the class).
 Passive Voice (to be + past participle)

Examples: The house was cleaned by the oldest child. / The
book was written by Steinbeck. / The clothes were purchased by
the charity group.
More Practice: Action vs. Linking
Directions: Identify VERBS and note if they are ACTION

or LINKING
1. The magician appeared onstage in a cloud of smoke.
2. Ellie appeared tired after six hours of working

overtime.
3. Take the umbrella in case the weather turns ugly.
4. To open the box, turn the circle one twist to the right.
5. My aunt in Louisiana grows the most beautiful roses.
6. My grandmother tells my sister that she looks more

beautiful every year.
BASIC SENTENCE STRUCTURE
All sentences have a SUBJECT and a PREDICATE.
My sister Mary / is a lovely girl.
Subject Predicate
 The subject is what or whom the sentence is about. It is a

noun or nouns (or sometimes a pronoun, which is a word
that stands for a noun, like: he, she, we, I, me, us, etc.)
 The predicate tells something about the subject. It always

includes a verb.
PREDICATES
 Some predicates are composed of an ACTION verb and its

object(s), but some predicates to not include any objects.
Action verbs are often followed by an object or objects (direct

object, indirect object).
Direct Object – He kissed her.

Indirect Object (to whom or for whom – must go with a direct
object) – He gave me the book. I gave him the present.
ACTION VERBS THAT HAVE OBJECTS ARE
CALLED TRANSITIVE VERBS
These are ACTION VERBS that have a DIRECT OBJECT (who or what receives the
action of the verb). Some of these also have INDIRECT OBJECTS.
Examples:
Sylvia kicked Juan.
Kicked = transitive verb; Juan = direct object.
Joshua gave me some money.

Gave = transitive verb; money = direct object; me = indirect object
Cornelius painted the canvas.
Painted = transitive verb; canvas = direct object.
Alicia wrote William love poem.

Wrote = transitive verb; poem = direct object; William = indirect object
Antonio eats lima beans.
Eats = transitive verb; lima beans = direct object.
Pinky the poodle cleans the dirty supper dishes.

Cleans, loads = transitive verbs; dishes = direct object.
ACTION VERBS THAT DO NOT HAVE OBJECTS

ARE CALLED INTRANSITIVE VERBS
Examples:
Huffing and puffing, we arrived at the classroom door.

Arrived = intransitive verb.
James went to the campus cafe for a steaming bowl of squid eyeball

stew.
Went = intransitive verb.
Around fresh ground pepper, Sheryl sneezes.

Sneezes = intransitive verb.
In the evenings, Glenda sits on the front porch.
Sits = intransitive verb.
SOME VERBS CAN BE TRANSITIVE OR INTRANSITIVE
Because of blood sugar problems, Rosa always eats before leaving for

school.
Eats = intransitive verb.
If there is no leftover pizza, Rosa usually eats whole-grain cereal.

Eats = transitive verb; cereal = direct object.
During cross-country practice, Damien runs over hills, through fields,

across the river, and along the highway.
Runs = intransitive verb.
In the spring, Damien will run his first marathon.

Will run = transitive verb; marathon = direct object.
Practice Three: Look again at the sentences you analyzed in practice two. This time, underline
the verb in the sentence. Decide if it is transitive, intransitive or neither, and circle your
choice. If it is a transitive verb, label any direct and indirect objects.
1. Harriet wrote an essay about her vacation to France.
Transitive / Intransitive / Neither - Linking
2. The new teacher was a young man from England.
3. The energetic student dropped his pencil on the floor.
4. Bobby forgot his trumpet at home.
5. The children were sad.
6. Mrs. Anderson gave the students a reward.
7. Peter and Steven ran on the field during recess.

Transitive / Intransitive / Neither – Linking
NOTE THAT VERBS AREN’T THE ONLY PARTS OF

SPEECH THAT HAVE OBJECTS.
PREPOSITIONS are also followed by objects
PREPOSITIONS: These (usually small) words link a noun

or a pronoun (he, she, him, her, it, you, us, we I, etc.) to the
rest of the sentence. They show time, spatial (location) or
logical relationships between words.
Examples: on, beneath, between, during, above, after, up, for,

with, at, in, by, below, except, into, across, about, etc…
Object of a Preposition – He read the poem by her. He went to

the concert with me. He sat between the girls.
Practice Four: Look again at practice three and identify the

prepositional phrases.
LINKING VERBS: The OTHER kind of
sentence. Other predicates are composed of a LINKING
verb and its subject complement.
A subject complement can be EITHER a predicate adjective or

a predicate nominative/noun.
 A predicate adjective is an adjective, and that is in the

predicate of a sentence. It follows a linking verb, and
it describes the subject. (That idea is great.)
 A predicate nominative is a noun or pronoun located

in the predicate of a sentence (it follows a linking
verb) and it renames the subject. (Our teacher is
Mrs. DeMella).
Practice Five:
1. For the following sentences, separate the subject from

the predicate by using a backslash (/).
A. Meghan and her friends are cool.
B. They are the nicest girls in school.
C. My sister and I did the crossword puzzle.

2. Underline the verb in each sentence above and indicate
whether or not the verb is an ACTION or a LINKING
verb.
3. Which sentence has a DIRECT OBJECT in the

predicate? ___
4. Which sentence contains a predicate adjective? ____
5. Which sentence contains a predicate nominative? ____

6. Now look at the sentences in ‘Practice Three’. Which
one contains a predicate adjective? ____ Which one
contains a predicate nominative? ____
More Practice:
Practice Five: Identify the function of the underlined words (subject,

indirect object, direct object, object of a preposition, predicate
nominative, predicate adjective)
1. The book that I am reading is interesting.
2. John, Manny, and she will graduate this spring.
3. The best basketball players will play Michael Jordan and me.
4. The woman with Bob and her is an opera singer.
5. William offered Todd and us coffee. Only Manny and I accepted

his offer.
Wednesday November 1st: Day 7
YWBAT:
sentence structure (focus on verbs, adjectives and
adverbs).
Do now:
Write down the verb in each of the following sentences and
identify it as ACTION or LINKING.
1. My best friend feels really depressed today.

2. Sam and Kelly are late to class a lot.
3. The teacher gives homework every day.
4. I eat vegetables with every meal.
5. She chats with her friends in the hallway.
Homework 11: Complete the chart and questions for

Friday. Also, study your GRAMMAR NOTES and
Finish Tuesdays with Morrie for November 8th.
LESSON:
1)CHECK GRAMMAR PACKET WHILE THEY

COMPLETE THE DO NOW. 10/25 Thurs.
Period Three:
2)Begin by going over the Do Now and reviewing

action and linking verbs.
3)Go over VERB form review and give verb chart.
4)Do the ‘Action vs. Linking Verb’ review practice and

continue on to the adjective/adverb review before
continuing the packet. DON’T Do Sentence
Structure, yet.
Period Five and Period 8:
SAME AS ABOVE BUT
Cut out the transitive and intransitive part of the do now.

Teach verbs & Action vs. Linking.
Tomorrow = Sentence Structure + Finish the packet.
Allow reading time for those who finish???
Name and Date: _________________________ Mrs. DeMella English 2R
Grammar: Adjectives vs. Adverbs (Parts of Speech)
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)
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

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
He smells bad – Smell my perfume.

I feel sick. - Feel this sweater. Isn’t it soft?
You look angry. – She looks out the window a lot.
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 unhappy young boy
After a form of the verb ‘TO BE’ or another State-of-Being (Linking) 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 very quickly.

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.
PRACTICE
Directions: Underline the verb and label it as action or linking. Next,

choose the correct form of the word (adjective or adverb). Then,
underline the word that it modifies.
1. He walked ___________________________
(belligerent/belligerently) down the hall.
2. She spoke to him _____________________ (empathetic /
empathetically). He could tell she cared.
3. He looked at the red Ferrari _______________________
(envious / enviously).
4. She was _________________________ (determined /
determinedly) to pass the test, so she studied late into the night.
5. She annoys me because she always talks so
_________________________ _ (cynical/cynically). She never
believes anyone is just being _________________________
(sincere/sincerely) nice.
6. He is always getting into trouble because he is so
______________________ (flippant/flippantly) when
responding to teachers’ requests.
7. After he spoke ________________________ (cruel/cruelly) to
his brother, he felt _______________________ (bad/badly).
8. She sang so _________________________
(beautiful/beautifully) in the concert.
9. “Sleep _________________________ (good/well) tonight,
sweetie,” said his mom.
10. He was _____________________ (stoic / stoically) when
the bully was insulting him. He didn’t want anyone to see that
he was upset.
Thursday November 2nd: Day 1
YWBAT:
 Identify ‘linking’ and ‘action’ verbs.
 Avoid errors in and adjective/adverb confusion.
Do Now:
 Open your binder to the grammar section (or folder) and take out
all your grammar notes. Then, answer the questions below in the
“Grammar” section of your binder on a piece of loose-leaf paper.
1) What question do adjectives answer, and what do they

modify?
2) What question do adverbs answer, and what do they

modify?
Homework # 11: Complete the class work 6 (Morrie) chart if you

have not already done so, and then answer the questions about
Mitch (HW 11). Due Friday/tomorrow. You must finish reading
the book for next Wednesday.
Name and Date: ____________________________________
Mrs. DeMella: Regents English
Grammar NOTES
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 (These come after a linking verb)
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:
1. 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”)
LESSON:
 Do Now AND check their CW 7 (in packet).

 In periods 5 & 8 also do the ‘More Practice’ with action
and linking verbs in the packet.
 Then teach the error.
 When done, point out: “Helping people do good and do

well”.
 Show the film clip:
https://www.youtube.com/watch?v=LY9vzhVludE
https://www.youtube.com/watch?v=LoE8ZgzaX7A
Monday = Continue with the adjective, adverb exercises. Then
continue with the packet on sentence structure.
REVISE BELOW!!!!!
YWBAT:
sentence structure (focus on: prepositions, transitive and
intransitive verbs, and objects).
Do now:
Complete the review handout. You may work with your
partner.
Homework: Study your GRAMMAR NOTES and

continue to study vocabulary and literary terms.
Name and Date: _______________________

DO NOW:
1) Underline the subject in each sentence below. Write an

‘S’ above it. Note that some subjects are MORE THAN
ONE WORD.
2) Underline the verb in each sentence and identify it as
ACTION or LINKING. If it is an action verb, decide if
it is TRANSITIVE or INTRANSITIVE. CIRCLE the
direct object of any transitive verbs.
1. In the morning, I like coffee with my breakfast.

2. Anthony and William played the football game after

school yesterday.
3. The boys and girls in the classroom were bored.

4. The dog died after the car accident.

LESSON:
1) PERIOD ONE: Check their answers on practice three

while they complete the DO NOW handout.
2) Quickly go over practice three answers and the do now.
WRITE AGAIN ON BOARD:
ACTION VERBS (with transitive and intransitive beneath

it) - REVIEW
LINKING VERBS (with forms of to be as king beneath it).
PERIOD THREE AND FIVE:
Have them complete the do now. Then go over

YESTERDAY’S DO NOW practice before going over the
answers for the do now. Then continue as with period one.
3) Go through sentence structure for linking verbs and the

rest of the packet.
4) Connect the final exercise to PRONOUN USE (show
them the chart).
5) Begin the next packet.
(On Tuesday make a review exercise and then go through

sentence rules. Follow up with mid-term review).
Tuesday January 19th: Day 2
YWBAT:
 Differentiate between phrases and clauses (dependent, and
independent).
 Correctly punctuate sentences containing THREE different
kinds of connectors.
 Avoid run-on sentences and fragments (Grammar for S.A.T.
Error #1).
DO NOW:
Take out your grammar packet and turn to the notes

on PREPOSITIONS (second to last page).
Homework: Study grammar, vocabulary and literary

terms.
Lesson:
*Have them take out their packets.
*Quickly review the types of verbs, etc.
*IDENTIFY THESE AS FUNCTIONS.

*Point out that there are often extras in the sentence
which they should not allow to confuse them:
-phrases (prepositional phrases – go over these in

periods three and five. Review them in period one)
-clauses (who, that, because, if, etc.)
*Have them complete the do now.

*Go over the do now (MORE PRACTICE)
*Go onto the next packet.
Got through PRACTICE ONE.
Wednesday January 20th: Day 3
YWBAT:
 Differentiate between phrases and clauses (dependent, and
independent).
Error #1).
DO NOW:
Take out your grammar packet. Then, copy the
sentences below. Ignore the underlined extras, and
find the subject, the main verb, and any objects or
predicate adjectives/nominatives. Label them:
1)In the morning, Diego and I take the bus to school.

2)Running down the hallway, Mary bumped into
Carol and me.
3)Larissa and he finally did the work because they
were failing.
4)When I am depressed, I eat.
5)Although she is unpopular, she is nice.
Lesson:
 Go over yesterday’s review and the do now.

 Give and go over the notes on Adjective clauses.
 Continue with the packet and get as far as
possible.
P. 1 – Stopped after practice three (but have to go over the

answers).
P. 3 = Stopped after practice two (but have to go over the

answers).
Thursday January 21st: Day 4
YWBAT:
Error #1).
DO NOW:
Take out your grammar packet (“Important Rules
…”).
Copy and put commas where needed. One is correct.
1. Sierra and Jane went to the Galleria and they

bought new clothes.
2. Fred played ‘Call of Duty’ and ‘Fallout 4’ after
school.
3. Peter did his homework but he forgot to hand it in
to the teacher.
Homework 9 – Complete the ENTIRE PACKET,

including ‘Practice 4’ in the packet. It will be collected
and graded tomorrow.
More Practice
1. Although she is beautiful, she has no
friends because she is mean.
2. You will pass if you make up the work

and learn to use the webpage.
I eat, and I sleep

I eat and sleep
Lesson:
Period One:
Do the do now on the board.
Period Three and Five (?):
Remove #’s 4 and 5 but don’t erase (scroll them down

the page). Then change to ONE is correct. Do four and
five AFTER they do practice three.
All classes continue with the packet.
Practice four is a graded HOMEWORK. Due

tomorrow.
If there is extra time, teach the rule about

ADJECTIVE CLAUSES (below).
NOTES:
Another kind of DEPENDENT CLAUSE is an
ADJECTIVE CLAUSE. These clauses describe nouns.
The boy who is on the soccer team is in good shape.
The girl whom I hate wears her hair in braids.
The road that goes to my house is long and windy.
He sat in the chair that is broken.
The moon, which is full, is beautiful. **

**NOTE: If you do not need the adjective clause to identify the noun, then it is set off by
commas. In this case, there is only ONE moon, so you don’t need the adjective clause to
know which moon is being discussed.
Adjective clauses (like this last one) that begin with ‘which’ are surrounded by commas
and are unnecessary.
Adjective clauses that begin with ‘that’are NOT surrounded by commas. They are
necessary.
Practice: Add commas if they are needed:
1. I am going to shoot the deer that ate all of the flowers in my

garden.
2. My brother Bob who is a star on the football team is a big guy.
3. My husband whom I love is a music teacher.
4. Room B122 which is freezing today is my English classroom.
IMPORTANT RULES FOR PUNCTUATING
SENTENCES (ERROR #1):
A CLAUSE is any group of words with a subject (a noun or nouns) and a verb
(action or linking) 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: Slithering down the stairs
Ex: To do the work
PRACTICE ONE: Identify the following as phrases, independent clauses

(simple sentences) or dependent clauses (fragments).
1. If you do your work ________________________________________
2. In the sunny late autumn afternoon ____________________________
3. I do not believe you ________________________________________
4. Although she is nice _______________________________________
5. Because she did all of her work ______________________________
6. Underneath the sagging yellow couch _________________________
7. The mood is nostalgic ______________________________________
8. To hand in the paper _______________________________________
9. Doing all of my homework __________________________________
10. I ate. ___________________________________________________
A COMPOUND SENTENCE contains 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.
PRACTICE TWO: Put commas where needed in the following sentences.

1. My boyfriend did his work and he called me afterwards.
2. Cheryl does her work in class but she never does her homework.
3. Evelyn is very intelligent but not hard working.
4. Bobby never washes his hands so he always gets sick.
5. Linda comes to class late yet passes her classes somehow.
PUNCTUATION/USAGE RULE #2:
A COMPLEX SENTENCE contains an independent clause (sentence) joined by

one or more dependent clauses (fragments).
Ex: I slept after I ate.

Ex: After I ate, I slept.
ADVERBIAL SUBORDINATORS turn independent clauses into dependent

clauses (fragments). 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 class although she did not do much of her homework. 
She got an A in the class because 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. 
PRACTICE THREE: Correct the punctuation in the

following sentences by adding commas or taking them out.
ONE of the sentences is correct as is.
1. Laura always does well in her classes, because she

studies a lot.
2. Unless I fail the mid-term I will pass the class.
3. Matthew is short, whereas his brother is tall.
4. Although Jada is often out sick, she makes up the work.
5. Jose checks the webpage and emails his teacher

whenever, he is absent.
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 FOUR/ PUTTING IT ALL TOGETHER:
Correct any punctuation/capitalization errors in the
following examples:
1. Tom never washed his hands consequently he caught the

swine flu.
2. Although he was sick he came to school.
3. He felt very sick in his first period class however he chose

not to go to the nurse.
4. The bully taunted him mercilessly so he punched him.
5. 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.
6. Thanks for giving me time to think. I do after all have a lot

more to say.
7. Maria will go to Yale. Whereas her sister will not.
8. It is cold and rainy today. But I really like it.
9. I got an A on the test, because I studied.
10. I think I am prepared nevertheless, I will study more.

Cheat Sheet to help with Grammatical Error #1
1) I don’t do homework, but I am passing.

Use this when the FANBOYS (for, and, nor, but, or, yet, so) connect two independent clauses.
2) I do my homework because I want to pass.
Because I want to pass, I do my homework.

Use this with ADVERBIAL SUBORDINATORS like: After, although, as, because, if, once,
since, unless, though, until, whereas, while, whenever, wherever
3) 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.

Use this with CONJUNCTIVE ADVERBIALS like: 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
(Remember that there is NO COMMA after ‘nevertheless’. All the others have commas after
them.)
Wednesday March 16th: Day 2
YWBAT:
Error #1).
 Avoid errors in adjective / adverb confusion
DO NOW:
 Turn in any late Class Work # 3 assignments.

 Work with your partner to complete the handout
while I return your grammar packets (from last
quarter).
Homework 8 – Read up to page 132 in Flowers for

Algernon, continue to fill in your allusions chart, and
answer the three questions on a separate paper. This
will be collected tomorrow. Be sure it is written in ink
(or typed) and is neat and presentable.
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:
Error Identification (Answer and Correct)
1. Although scientists know surprising little about Americans’

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

B
not use it efficiently. No error.

C D E
2. “How are you doing today?” asked Mr. Miller.

A
“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)
1. 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
2. Because I want to do well in school every afternoon I do my

homework and then I relax and read.
(A) Because I want to do well in school every afternoon I

do my homework and then I relax and read.
(B) Because I want to do well, every afternoon I do my
homework, and then I relax and read.
(C) Because I want to do well, every afternoon I do my
homework, and then I relax, and read.
(D) Because I want to do well, every afternoon I do my
homework. And then I relax and read.
(E) Because I want to do well every afternoon. I do my
homework. And then I relax, and read.
Name and Date: _________________________ Mrs. DeMella English 2R
Grammar: Adjectives vs. Adverbs (Parts of Speech)
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)
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

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
He smells bad – Smell my perfume.

I feel sick. - Feel this sweater. Isn’t it soft?
You look angry. – She looks out the window a lot.
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 unhappy young boy
After a form of the verb ‘TO BE’ or another State-of-Being (Linking) 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 very quickly.
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.
PRACTICE
Directions: Underline the verb and label it as action or linking. Next,

choose the correct form of the word (adjective or adverb). Then,
underline the word that it modifies.
3. He walked ___________________________
(belligerent/belligerently) down the hall.
4. She spoke to him _____________________ (empathetic /
empathetically). He could tell she cared.
5. He looked at the red Ferrari _______________________
(envious / enviously).
6. She was _________________________ (determined /
determinedly) to pass the test, so she studied late into the night.
7. She annoys me because she always talks so
_________________________ _ (cynical/cynically). She never
believes anyone is just being _________________________
(sincere/sincerely) nice.
8. He is always getting into trouble because he is so
______________________ (flippant/flippantly) when
responding to teachers’ requests.
9. After he spoke ________________________ (cruel/cruelly) to
his brother, he felt _______________________ (bad/badly).
10. She sang so _________________________
(beautiful/beautifully) in the concert.
11. “Sleep _________________________ (good/well) tonight,
sweetie,” said his mom.
12. He was _____________________ (stoic / stoically) when
the bully was insulting him. He didn’t want anyone to see that
he was upset.
Lesson:
 Then, give the new parts of speech handout. Stopped part

way through this handout (how far varies from class to
class).
Thursday March 17th: Day 3
YWBAT:
 Avoid errors in punctuation/sentence structure and
adjective/adverb confusion.
Do Now:
 Take out your reading questions (homework #8) to

hand in to me. Also, open your binder to the grammar
packet I gave you yesterday. Then, answer the
questions below in the “Grammar” section of your
binder.
3)What question do adjectives answer, and what do

they modify?
4)What question do adverbs answer, and what do

they modify?
Homework # 9: Complete the grammar work on

adjective/adverb confusion. Due Friday/tomorrow.
Name and Date: ____________________________________

Mrs. DeMella: Regents 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:
2. 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 2R

GRAMMAR/S.A.T. section of your binder Homework # _____
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. Then, correct ALL errors.
Homework # 8
PART ONE: The multiple choice part of this homework MUST be picked up in the
classroom. See me to get it if you were absent when it was distributed.
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:
1. Tom never washed his hands, consequently he caught the swine flu.
2. Although he was sick he came to school.
3. He felt really badly as he sat in his first period class, however, he chose not to go to the
nurse.
4. The truculently boy who sat beside him became extremely angry when Tom coughed in
his face. So he punched him.
5. In The Color of Water, James McBride’s mother rides real slow down the hill on her
bicycle and embarrasses him.
6. Author Leslie Marmon Silko writes extensive on the interconnectedness of all living
things.
Lesson:
 Go over the do now.

 Finish the packet and all practices.
 Then, give them the homework (grammar) and have
them begin in class.
Friday March 18th: Day 4
YWBAT:
 Avoid errors in punctuation/sentence structure and

adjective/adverb confusion.
Do Now:
 Take out your grammar homework (homework #9) to

be checked. It’s at the end of your packet.
 Put the “Grammar and Style/Usage Rules” at the
beginning of the “Grammar” section of your binder.
 Work with your partner to correct the errors in #1 and
#2.
Homework # 10: Complete ALL of the reading

questions on the handout (pp 132-221). Due Tuesday
March 29th. We will meet in the A107 computer lab on
Monday March 28th!!!!!
Name and Date: __________________

Grammar
PRACTICE: Class Work # _______
1. On the first day of school I looked real nice, with brand new sneakers
and a beautiful sweater.
2. My blood pressure would rise to inhumanly levels when I was forced
to speak in class.
3. I don’t think the children on the island would have acted harmonious.
4. The planning for our skit went very smooth and everyone was
involved.
5. The pencil nearly broke from my hand gripping it so tight.
6. I can’t believe I am already a sophomore. One year goes so quick!
7. Please stop that! You keep looking at me strange.
Lesson:
Period One – Go over Trump article
Give the DO NOW (all classes) Grammar and Style Usage Rules and
have them correct the first two while I return:
- Vocab tests on periods 3 & 5

- Plato class work in all classes
Talk about vocab make-up

Go over Plato class work and assign the homework for the break.
Go over the do now. Tell them not to lose this!!
Give the class work #4 and have them work on this while I check the
homework.
Go over the homework.
Have them finish the class work.
Maybe collect it, or go over it (depending on how focused they are).
Return from break = day in the computer lab A 107. Have them
complete their homework and classwork charts using the Portal and
Webpage. Then they can: work on the questions due tomorrow, study for
the vocab make-up using Quizlet, work on and print out late work and
class work.
Thursday March 30th: Day 4
YWBAT …
 Avoid errors in punctuation (Error #1) , in
adjective/adverb confusion (Error #2), in improper use of
slang/colloquial language (Error #3) and in pronoun-
case agreement (Error 4 – NEW ERROR).
Do Now: This is a TWO PART NOTEBOOK CHECK.

1) Take out the handout titled: “Grammar and Style/Usage
Rules.” It was given to you on FRIDAY MARCH 18th. It
should be in the GRAMMAR section of your binder.
2) Take out the handout with the Pronoun Chart given to you
on January 13th.
Homework - Continue reading Flowers for Algernon (you

must read up to page 278 for Monday’s class) – Be sure
to track and record allusions as you go! (HW # 11 =
Allusions Chart with some examples from between pp
221-278)
Name and Date: ___________________________

Mrs. DeMella/ English 2R
“Grammar”
Practice: Identify the function of the underlined words (subject, indirect

object, direct object, object of a preposition, predicate nominative,
predicate adjective)
1. The book that I am reading is interesting.
2. John, Manny, and she will graduate this spring.
3. The best basketball players will play Michael Jordan and me.
4. The woman with Bob and her is an opera singer.
5. William offered Todd and us some coffee. Only Manny and I

accepted his offer.
Friday April 1st: Day 1
YWBAT …
Do Now:
1) Take out and/or Turn to the packet on “BASIC SENTENCE
STRUCTURE” (given 1/13). NOTEBOOK CHECK.
2) You will use these notes to help you complete the DO
NOW.

must read up to page 278 for Monday’s class) – Be sure
to track and record allusions as you go! (HW # 11 =
Allusions Chart with some examples from between pp
221-278)
LESSON:
 NB Check on BASIC SENTENCE
STRUCTURE.
 Review it and then have them use it to
complete the DO NOW. They can then
turn it over and check their answers.
 Then complete the packet (given
yesterday) and if time do the first four on
the OVERVIEW.
 Remind them of the homework.
Name and Date: _________________________________ Mrs. DeMella English 2R

GRAMMAR: ‘PRONOUN CASE ERRORS’ (Error 4)
These common errors occur when a writer uses a pronoun in the wrong case/form.
Example:
Incorrect: John and me went to the movie.
Correct: John and I went to the movie.
They are not all this easy!
HERE IS A CHEAT SHEET TO HELP YOU:
NOMINATIVES:
 SUBJECT of a verb = NOMINATIVE case
He and I went to the party.

The other girls and she decided to skip the practice.
 APOSITIVE (This RENAMES the subject and is NOT in the predicate) =

NOMINATIVE case. It might be separated from the rest of the sentence by dashes or
commas.
The valedictorian and salutatorian – he and she – each spoke at the graduation.
 SUBJECT COMPLEMENT (This is either a predicate nominative or a predicate

adjective. These rename or describe the subject, respectively). = NOMINATIVE case
The only one I want to marry is he.

This is she. - predicate nominatives
The counselors are they.
It is I.
 SUBJECT IN A CLAUSE = NOMINATIVE case
He attacked the man who had insulted him.

I did not know who it was.
An A student is a boy or girl who studies a lot.
TRICK: to figure out if you should use ‘who’ or ‘whom’, make it a question:
- Who had insulted him? He had. (He is nominative, so you use ‘who’)
- Who was it? It was he. (He is nominative – this is a subject complement/predicate
nominative – so you use ‘who’)
- Who studies a lot? He does. (He is nominative, so you use ‘who’)
OBJECTIVES:
 DIRECT OBJECT = OBJECTIVE case
Sally asked him to the dance.
The zombie attacked him and me.
 INDIRECT OBJECT (to whom or for whom) = OBJECTIVE case
Sally gave him no chance to refuse.
She handed the tickets to him.
 OBJECT OF A PREPOSITION = OBJECTIVE case
*Review: Prepositions are words like: in, on, beneath, between, during, above, after, up, by, for, into, with, across,
except, below, since, about, etc… They link nouns/pronouns/phrases to the rest of the sentence, and show temporal
(time), logical, or spatial relationships.
Carol Anne, by whom the memoir was written, had a very interesting life.
(TRICK: For whom was the memoir written? It was written for her. (Her is objective, so you
use ‘whom’)
Everyone likes Cindy except Tom and me.
Between you and me, I’m becoming suspicious of Laura and him.
Cheat sheet
Todd went to the party with John and me.
 AS THE SUBJECT (strange, I know!) or OBJECT of an INFINITIVE (to go, to do, to

give)
Example: She asked him to help her.

Name and Date: ______________________ Mrs. DeMella English 2R: “Grammar”
DO NOW Directions:
Choose the correct pronoun to complete each of the sentences below. Then,
identify the function of the pronoun you chose.
Functions: direct object, indirect object, object of a preposition, subject of the

sentence, subject of a clause, appositive, subject complement
1. I punched he/him. (function = ____________________)

2. Who/Whom did you punch? (function = ____________________)
3. The boy Who/Whom I punched has a black eye now. Hahaha. (function
= ____________________)
4. I gave he/him a taste of my wrath. (function = ____________________)

5. I gave a taste of my wrath to he/him. (function =
____________________)
6. To who/whom did you give a taste of your wrath? (function =
____________________)
7. I like everyone except he/him. (function = ____________________)
8. Can you keep this story between you and I/me? (function =
____________________)
9. I don’t want to get in trouble for hitting he/him. (function =
____________________).
10. He/Him and She/Her conspired together to commit the crime. (function
= ____________________)
11.The criminal and the heiress, he/him and she/her, are talking together
at the bar. (function = ____________________)
12.The mastermind is she/her. (function = ____________________)
13.The criminal, who/whom is not very bright, could never have planned
such a heist. (function = ____________________).
14.Who/Whom caused them to get caught? (function =
____________________)
15.The detective who/whom solved the crime was played by Benedict
Cumberbatch. (function = ____________________).
 ANYTHING THAT IS AN OBJECT GETS AN OBJECTIVE
PRONOUN
1. I punched him. (him = direct object)

2. Whom did you punch? (Whom = direct object)
3. The boy whom I punched has a black eye now. Hahaha. (direct object)
4. I gave him a taste of my wrath. (him = indirect object)
5. I gave a taste of my wrath to him. (object of a preposition)
6. To whom did you give a taste of your wrath? (obj. of a prep.)
7. I like everyone except him. (object of a preposition)
8. Can you keep this story between you and me? (object of a preposition)I
don’t want to get in trouble for hitting him. (direct object).
 ANYTHING THAT IS A SUBJECT (including APOSITIVES which

rename subjects) OR A PREDICATE NOMINATIVE gets a
NOMINATIVE PRONOUN (That includes subjects in clauses,
wherever they are located in a sentence).
9. He and she conspired together to commit the crime. (BOTH subjects)

10.The criminal and the heiress, he and she, are talking together at the bar.
(BOTH appositives)
11.The mastermind is she. (subject complement: predicate nominative)
12.The criminal, who is not very bright, could never have planned such a
heist. (subject in a clause).
13.Who caused them to get caught? (subject)
14.The detective who solved the crime was played by Benedict
Cumberbatch. (subject in a clause).
Name and Date: _________________________
Pronoun Case Errors (“Grammar/Error 4”)
Mrs. DeMella: English 2R
Directions: Correct the following sentences for pronoun case errors.
1. Me and Bill have been friends since we were children.
2. Except for Lauren and I, everyone had gone home for the day.
3. The two of us were the only people whom were left in the building.
4. Marty and me went to the party. Who did Scott go to the party with? (Also – correct
this so that it does not end with a preposition)
5. I did not know whom it was who had given me the love note. Now, Todd was
always asking me out, so I guessed it was probably he, but I was not sure.
6. The bedbugs in the hotel were terrible. They bit both Josh and I when we
were staying there, and later we were horrified to discover that we had
brought them home with us!
7. You gave an engagement ring to someone! I can’t believe you didn’t tell your
mother and I. Who did you give it to? We have to meet her.
PRACTICE: Which is it?

The man who/whom I love is a musician.
The man who/whom loves me is a musician.
The moon, which is full, is lovely.
The moon that is full is lovely.
The Picasso, which was in the hall, was

stolen.
The Picasso that was in the hall was

stolen.
Tuesday April 5th: Day 3
YWBAT …
Do Now:
1) Take out your packet on “PRONOUNS: Error 4” and turn to
the CHEAT SHEET (given last Thursday 3/31). NOTEBOOK
CHECK.
2) You will use these notes to help you complete the Practice
on ERROR 4 (on the next page).

must complete the novel for Thursday’s class) – Be sure
to continue to track and record allusions as you go! Also,
look for evidence to support your CLAIM (Did Charlie do
the right thing when he chose to get the surgery, or not?)
LAST VOCABULARY MAKE-UP OPPORTUNITY = TOMORROW @

LUNCH
NOTES:
Another kind of DEPENDENT CLAUSE is an

ADJECTIVE CLAUSE. These clauses describe nouns.
The boy who is on the soccer team is in good shape.
The girl whom I hate wears her hair in braids.
The road that goes to my house is long and windy.
He sat in the chair that is broken.
The moon, which is full, is beautiful. **

**NOTE: If you do not need the adjective clause to identify the noun, then it is set off by
commas. In this case, there is only ONE moon, so you don’t need the adjective clause to
know which moon is being discussed.
Adjective clauses (like this last one) that begin with ‘which’ are surrounded by commas
and are unnecessary.
Adjective clauses that begin with ‘that’are NOT surrounded by commas. They are
necessary.
Practice: Add commas if they are needed:

1. I am going to shoot the deer that ate all of the flowers in my
garden.
2. My brother Bob who is a star on the football team is a big guy.
3. My husband whom I love is a music teacher.
4. Room B122 which is freezing today is my English classroom.
Name and Date: __________________________________

Mrs. DeMella/2R
“Grammar”
Practice Sentences: The following sentences are correct OR they contain errors
with adjective/adverb confusion or with pronoun case. Work with your partner to
correct any errors.
1. I suspect that your father and him will be in trouble for their actions.
2. I think the vegetables smell a little rottenly.
3. The only contestants still answering trivia questions were Bernice and he.
4. He feels exceptionally bad about his behavior in class today.
5. Things were beginning to look badly for the entrapped regiment.
6. It is very important that you drive very slow when in a school zone.
7. Mr. Lindh told Paul and I to put the problems on the blackboard.
8. There’s enough pie left for you and her.
9. The chairman appointed Paul and me to serve on the committee.
10. Clean out the closet pretty good before you add the new dresses.
11. I am sure that him and Henry already have plans for the weekend.
12. Between you and I, I’m becoming suspicious of Sybhilla and he.
13. I am certain that the fish left on the counter overnight smell horrible.
14. Lester played pretty bad for the first five innings of the game.
15. The candidates that I voted for all turned out to be corrupt.
16. I believe that us boys are in a great deal of trouble.
17. There is quite a lot of jealousy between she and her sisters.
18. They were planning a party for Mary and I.
19. If you hit the dog, he simply behaves more stubbornly.
20. William Butler Yeats, by whom the small cabin was built, was a better poet than carpenter.
21. The boy who I went out with for years turned out to be a liar and a cheat.
22. The eventual winners, he and she, each answered fifty questions correctly.
LESSON:
 Notebook check while they complete the practice.

 Review (or teach in periods 3 & 5) the cheat sheet.
 Then, go over the answers to the practice.
 Do the handout on CLAUSES (adjectives clauses and the use of
commas).
STOPPED HERE
 Then, have them do the next practice and complete it.

 Go over it (many are correct).
Tomorrow = do now = overview (1-4) then have them complete the
class work totally individually and submit it at the bell. If done early
they can study for the vocab test and/or silent read.
Wednesday April 6th: Day 4
YWBAT …
Do Now:
1) Take out your handout titled “Grammar and Style Usage
Rules” (given Friday 3/18). NOTEBOOK CHECK.
2) Look over the first four rules and correct the sentences
under each of these four rules. They all contain errors.
Homework - Continue reading Flowers for Algernon (you must

complete the novel for TOMORROW’S class) – Be sure to
continue to track and record allusions as you go! Also, look for
evidence to support your CLAIM (Did Charlie do the right thing
when he chose to get the surgery, or not?)
LAST VOCABULARY MAKE-UP OPPORTUNITY = TODAY @ LUNCH
Name and Date: __________________________________

Mrs. DeMella/2R
“Grammar”
Practice Sentences: The following sentences are correct OR they contain errors
with adjective/adverb confusion or with pronoun case. Work with your partner to
correct any errors.
1. I suspect that your father and him will be in trouble for their actions.
2. I think the vegetables smell a little rottenly.
3. The only contestants still answering trivia questions were Bernice and he.
4. He feels exceptionally bad about his behavior in class today.
5. Things were beginning to look badly for the entrapped regiment.
6. It is very important that you drive very slow when in a school zone.
7. Mr. Lindh told Paul and I to put the problems on the blackboard.
8. There’s enough pie left for you and her.
9. The chairman appointed Paul and me to serve on the committee.

10. Clean out the closet pretty good before you add the new dresses.
11. I am sure that him and Henry already have plans for the weekend.
12. Between you and I, I’m becoming suspicious of Sybhilla and he.
13. I am certain that the fish left on the counter overnight smell horrible.
14. Lester played pretty bad for the first five innings of the game.
15. The candidates that I voted for all turned out to be corrupt.
16. I believe that us boys are in a great deal of trouble.
17. There is quite a lot of jealousy between she and her sisters.
18. They were planning a party for Mary and I.
19. If you hit the dog, he simply behaves more stubbornly.
20. William Butler Yeats, by whom the small cabin was built, was a better poet than carpenter.
21. The boy who I went out with for years turned out to be a liar and a cheat.
22. The eventual winners, he and she, each answered fifty questions correctly.
LESSON:
 NB Check on usage rules. Give any remaining

quizzes and return stuff. Maybe warn kids close to
failure to attend the make up today at lunch!
 Go over the first four errors.
 Then, have them do the practice at the end of
yesterday’s packet. Maybe work through it together?
 Go over it.
 Give the additional class work assignment and have
them do it in class.
 Remind them of the test at lunch and that they must
complete the book for tomorrow.
Thursday April 21st: Day 7
GRAMMAR REVIEW:
YWBAT …
 Use the new Flowers for Algernon vocabulary words
correctly.
 Avoid errors in adjective/adverb confusion (Error #2)

and in pronoun-case agreement (Error 4).
Do Now: Sit in groups.

1) Take out your argument essay (FORMAL WRITING # 1) to
hand in to me. Be sure the draft is stapled to the back.
2) Take out the handout entitled: “Practice Sentences” that was
given on April 6th. Be sure it is complete, and work with your
group to compare your answers.
Homework – Finish the class work if you did not do so in class.

Study spelling, vocabulary and literary terms in preparation for
your test on Tuesday.
Lesson:
 Collect their argument essays.

 Go over the grammar work (answers)
 Give the new class work and go over the new rule.
 Then, tell them to work on it in groups.
 Also tell them that I will be returning their vocabulary work. I will
give ONE master copy with the answer to each group and they
must all use it to make sure their answers are correct (including
spelling!)
Homework – Study for the spelling, vocabulary and literary terms test
on Tuesday. Start by studying ALL of the “No Excuse” spelling words.
Monday April 25th: Day 8
YWBAT …
 Avoid errors in adjective/adverb confusion (Error 2), in

pronoun-case agreement (Error 4), and in pronoun
number agreement (Error 5 – NEW ERROR).
Do Now: Sit in groups.

1) Take out any late argument essays (FORMAL WRITING # 1) to
hand in to me. Be sure the draft is stapled to the back.
2) Take out class work # 4 (class work # 3 was the in class grade
given for your work on editing and revising your rough draft of
your argument essay) – grammar handout given on Friday.
3) Complete the DO NOW handout (old and new errors).
Homework – Study spelling, vocabulary, and literary terms in

preparation for your test on TOMORROW.
Name: _______________________
This goes in the GRAMMAR/S.A.T. section of your binder
Common S.A. T. Errors: Practice with Errors # 1, 2, 4 and 5 (no stylistic errors - #3 - with
informal language are found below)
REVIEW OF THE TWO TYPES OF SAT QUESTIONS:
Error Identification
Friends of the family constantly remark on the striking

A B C
resemblance between my daughter and I. No error.

D E
Sentence Improvement
During the eighteenth century, inoculations against smallpox became

increasingly popular among the English upper classes although to the
lower classes it remained mysterious and therefore threatening.
(A) although to the lower classes it

(B) because to the lower classes it
(C) although to the lower classes such inoculations
(D) however, to the lower classes the inoculations
(E) although among the lower classes it
Now, you try these error correction questions. Also, correct the error:
1. Although electronic technology may appear a quick and efficient way for the federal
A
government to hold elections, they may have drawbacks that could undermine the
B C D
democratic process. No error.

E
2. Just as some people are exceeding fond of the taste of cilantro,

A B
so others detest it. No error.

C D E
2. All of the candidates except Mr. Nader and I have begun to engage in negative
A B C
campaigning. No error.
D E
4. “After John and me get back from the rehearsal, we should all head over to the park
A B
together to hang out. Maybe we can pick up some sodas and some burgers and have a
C
cook out and play some ultimate frisbee,” suggested Ethan. No error.
D E
5. Although scientists know surprising little about Americans’ favorite stimulant, coffee,
A
they do know that most people do not use it efficiently. No error.
B C D E

A

B C

D E
CHEAT SHEET FOR ERROR #5
PRONOUN NUMBER-AGREEMENT ERRORS (ERROR #5)
These errors occur when a pronoun does not agree with its antecedent (the word it
renames) in number (singular or plural).
Example:
Incorrect: Everyone in the class did their homework.
Correct: Everyone in the class did his or her homework.
Incorrect: Every one of the girls on the team is trying to do their best.
Correct: Every one of the girls on the team is trying to do her best.
STUDY THE FOLLOWING:
 An ANTECEDENT is the word a pronoun replaces.
Example:
John came into the room. He sat down in his chair.
‘John’ is the antecedent for ‘He’ and ‘his’.
 When the ANTECEDENT is an INDEFINITE PRONOUN (any, anybody, anyone, each,

either, every, everybody, everyone, neither, nobody, no one, somebody, someone) =
SINGULAR
Neither of the twins is doing her homework. (NOT ‘THEIR’)
Each of the contestants was given his or her own buzzer. (NOT ‘THEIR’)
Every one of the students is trying to do his or her best.

Anybody with any sense would refrain from telling his wife that she looked fat.
 When the ANTECEDENT is part of an either…or / neither…nor statement = AGREE

WITH THE NEARER ANTECEDENT.
Either Tom or Will always does his homework.
Neither the professor nor the students have finished their work for the evening.
Neither the students nor the professor has done all his work.
 When the ANTECEDENT is a COLLECTIVE NOUN (family, group) = USUALLY the

pronoun is SINGULAR.
The choral group, known for its complex harmonies, is singing tonight.
 Also note the difference between the usage of RECIPROCAL PRONOUNS:
Each other – This is used to show interactions between TWO PEOPLE (ex: The students turned
to each other and began the pair work).
One another – This is used to describe actions between MORE THAN TWO PEOPLE (ex:
During our shared inquiry discussion, the students in the class were communicating with one
another).
Practice directions: Correct the following sentences for pronoun number agreement errors.
1. Before boarding, passengers must purchase his or her own ticket in the main concourse of
the bus terminal because tickets are not sold on buses.
2. Neither the students nor the teacher has finished their work.
1. The teacher was so disappointed to discover that nobody had done their
homework.
2. Her family is well known for their corny sense of humor.

3. Her brothers and sisters are always joking around with each other at the dinner table.
4. Every one of the kids in the boys’ chorus raised their hand to vote for Jack as chief,
but Ralph still won the vote.
5. Famous for their sticky feet, the gecko can run up walls and across ceilings, as well as
hang from a surface by its toes.
6. According to the news, the mysterious thief leaves a single rose in place of each thing
they steal.
LESSON:
 Give the do now.

 Collect late papers (argument) and check off CW 4 – Tell period
one what class work 3 was).
 Go over CW 4.
 Go over the do now (new review)
 Introduce the new error: pronoun number agreement.

 Go over the cheat sheet.
 They complete the practice on the cheat sheet (& then we go over
it – if time)
 Go back over the DO NOW.
Tuesday May 10th: Day 3
YWBAT …
 Avoid errors in pronoun-number agreement (Error #5).
 Correctly answer S.A.T. style questions reflecting ALL of
the errors we have studied to date (Errors #1-5)
 Avoid errors subject-verb agreement (Error #6).
Do Now:
 Open to the GRAMMAR section of your binder. Be

sure you have the DO NOW that I gave you on April
25th.
 Look over the comments on your argument essay.
 Then, try to complete the new do now (handout).
HW – Study vocabulary for make-up.
Read to page 32 in Night for your quiz. Answer the

homework questions (given Friday).
Organize your grammar notes.
Name and Date: _________________

Grammar
DO NOW
Correct the following sentences. Both are wrong:
1)Each student was given their own notebook.

2)All of the students were given their own notebook.
Then read the sentence below, choosing the correct verbs
and pronouns.
Every one of the myriad actors in the play that

received the Tony award (is/are) (an expert/experts) at
portraying (his or her/their) (character/characters).
Name: _______________________
This goes in the GRAMMAR/S.A.T. section of your binder
Common S.A. T. Errors: Practice with Errors # 1, 2, 4 and 5 (no stylistic errors - #3 - with
informal language are found below)
REVIEW OF THE TWO TYPES OF SAT QUESTIONS:
Error Identification
Friends of the family constantly remark on the striking

A B C
resemblance between my daughter and I. No error.

D E
Sentence Improvement
During the eighteenth century, inoculations against smallpox became

increasingly popular among the English upper classes although to the
lower classes it remained mysterious and therefore threatening.
(F) although to the lower classes it

(G) because to the lower classes it
(H) although to the lower classes such inoculations
(I) however, to the lower classes the inoculations
(J) although among the lower classes it
Now, you try these error correction questions. Also, correct the error:
3. Although electronic technology may appear a quick and efficient way for the federal
A
government to hold elections, they may have drawbacks that could undermine the
B C D
democratic process. No error.

E
2. Just as some people are exceeding fond of the taste of cilantro,

A B
so others detest it. No error.

C D E
4. All of the candidates except Mr. Nader and I have begun to engage in negative
A B C
campaigning. No error.
D E
4. “After John and me get back from the rehearsal, we should all head over to the park
A B
together to hang out. Maybe we can pick up some sodas and some burgers and have a
C
cook out and play some ultimate frisbee,” suggested Ethan. No error.
D E
5. Although scientists know surprising little about Americans’ favorite stimulant, coffee,
A
they do know that most people do not use it efficiently. No error.

B C D E

A

B C

D
Name and Date: _________________
Grammar: English 2H
Mrs. DeMella
Subject-Verb Agreement (Error #6)
Pronoun (and Noun) Number Agreement Errors (Error #5) and Subject-Verb Agreement Errors
(Error #6) are the most commonly tested errors on the S.A.T. These errors are related, and often
occur simultaneously.
Subject verb agreement errors happen when you have to make a choice between words like:
is/are
runs/run
throws/throw
consists/consist
Remember that the verb that ends in S is the singular form!! (He throws vs. They throw)
These errors usually occur:

 when the subject and the verb are separated by a number of words (especially by
prepositional phrases).
 when the subject is an indefinite pronoun (each/everyone/anyone/etc…).

 When the subject consists of more than one noun (compound subjects) or of a collective
noun (group/family/committee/majority).
Example: Choose the correct word forms:
Each of the many boys in the classroom after school (knows/know) how to button (his/their)
(coat/coats).
In order to avoid making this kind of error, you need to follow these STEPS:
1) Be able to recognize the SUBJECT of a sentence by crossing out

PREPOSITIONAL PHRASES and other “extras”. This means you must be
able to recognize prepositions!! (See your grammar handout on ‘Parts of
Speech’ and memorize the list of prepositions).
2) Be able to recognize INDEFINITE PRONOUNS (See your “cheat sheet” on
pronoun number agreement errors and memorize the list of indefinite
pronouns) and remember that they are mainly SINGULAR. Exceptions
include ‘both’, ‘few’, ‘many,’ and ‘some’ which are plural. A few can be
EITHER singular or plural, like ‘All’ (All is forgiven / All have arrived.)
3) Study the rules for compound subjects (on this paper!) and for collective
nouns.
Examples for steps one and two:
1. Each of the boys (is/are) smart.
2. All of my friends (is/are) always on time to class.
3. Everybody in the room always (leaves/leave) (his or her/their) (coats/coat) on the table.
4. Neither of my friends (seems/seem) to like my cousin very much.
5. A pile of ragged suitcases (was/were) waiting for us on the dock.
6. Every one of the many rooms in the house (has/have) air conditioning.
7. Anyone with a head for numbers (seems/seem) able to work with us on the project.
8. Either of my friends from upstate near the border (is/are) planning to arrive later today.
9. All of the people on my favorite baseball team since I was a little boy (plays/play) very
well.
10. Everybody applying for college at the end of the year (needs/need) to work hard on his
college essays.
Step Three: Compound and Collective Nouns:

Memorize these rules:
1) If the subject is a two word subject (compound) connected by the word ‘and’, that subject
is considered to be plural:
Example: Karl, who is expert in cooking Hunan spicy duck, and George, who is expert in eating
Hunan spicy duck, (has/have) combined their expertise to start a new restaurant.
N.B. The following connecting words DO NOT make a plural subject:
Along with, as well as, besides, in addition to, together with
Example: The chairman, along with the treasurer and the secretary, (is/are) misinformed.
2) When the subject consists of two or more nouns connected by ‘or’ or ‘nor’, the verb
agrees with the closest noun.
Example: Either the senators or the president (is/are) misinformed.

Example: Either the president or the senators (is/are) misinformed.
3) Collective nouns (group/audience/committee/majority) usually take a singular verb

(unless you really want to emphasize the individuals forming the group). The word
‘number’ takes a singular verb when preceded by ‘the’, and a plural verb when preceded
by ‘a’.
Example: A majority of the jury (thinks/think) that the defendant is guilty.

Exception: A majority of the committee (has/have) signed their names to the report.
Example: A number of fans (hopes/hope) for a mere glimpse of his handsome face .
SOME SPECIAL ASPECTS OF THIS RULE:

1) Watch out for sentences where the subject comes AFTER the verb:
Example: (There is/There are) only twenty three dollars left in the treasury.
Example: (Here is/Here are) the ice skates that you asked me to buy for you.
2) Watch out for “who” clauses attached to prepositional phrases. These should be
considered to be part of the prepositional phrase when deciding on verb agreement.
Example: A group of jockeys who (has/have) already finished the first race and who
(wishes/wish) to have their pictures taken (is/are) blocking my view of the horses.
Example: Tom is one of the many boys who (likes/like) to put mustard on (his/their
hamburger/hamburgers).
3) Use SUBJUNCTIVE mood correctly. The subjunctive is used for expressing a wish, a
doubt, a supposition, or a condition that does not actually exist. In the subjunctive, use
were instead of was and use had instead of has, have or would have.
Examples:
If I (was/were) in charge, we would not move to China.
She wishes her grandmother (was/were) still alive.
If I (would have/had) thought things through, I might have agreed.
Suppose he (would have/had) come to the party.

He acts as if he (has/had) all the time in the world.
MORE PRACTICE: Underline all prepositional phrases AND correct any incorrect verbs and/or
pronouns.
1. The logical structure of his complicated and rather tortuous arguments is always the
same.
2. The majority of the organization’s members believe in God.
3. Both the young child and her grandfather was saddened for months after discovering that
the oldest ice cream parlor in the city had closed its doors forever.
4. Hartz brought the blueprints and the model that was still on the table instead of the ones
that Mackenzie had returned to the cabinet.

5. A case of bananas have been sent to the local distributer in compensation for the fruit that
was damaged in transit.
6. Neither the shipping clerk who packed the equipment nor the truckers who transported it
admits responsibility for the dented circuit box.
7. A total of fifty editors read each article, a process that takes at least a week, sometimes
six months.
8. Either Georgette or Robespierre are going to be asked to dinner by the madcap Calvin. I
dread the result in either case.
9. I can never decide whether to eat an orange or a Belgian chocolate; each of them have
their wondrous qualities.
10. Everyone in the United States, as well as the Canadians, expect the timber agreement to
fall through.
The end 
LESSON:
 Give them a moment to complete the do now while

I return the PRONOUN NUMBER
AGREEMENT HOMEWORK (HW # 4).

 Go over homework # 4 (pronoun #), the DO
NOW from last time, AND today’s DO NOW
(connect pronoun # to Subject verb).
 Give the handout on subject-verb agreement and

go through it, completing the exercises as we go.
Remind them that they must have read up to page 32
in the book (and completed the questions on 1-22) for
tomorrow’s class. There will be a quiz.
Revise
Wednesday May 11th: Day 4
YWBAT …
 Demonstrate your understanding of the first 32 pages of
Night.
Do Now:
 Take out a pen and prepare to take your quiz on Night

pages 1-32. If you pass the quiz, you will receive credit for
the class work (#7 questions).
When you have completed your quiz, open to the GRAMMAR

section of your binder. Take out the DO NOW given April 25th,
and the DO NOW given yesterday. Be sure they are both
completed.
Don’t forget about the make-up test offered during

lunch today!
Homework – Continue reading Night. Pages 32-62 are

due TUESDAY.
Name and Date: __________________________ English 10R
Night: QUIZ 1
Section 1, pages 1-20
______1. Which sentence does not describe Moshe the Beadle?

A. He worked at the Hasidic synagogue.
B. He was able to make himself seem insignificant, almost invisible.
C. He was Aryan, not Jewish.
D. He was a foreign Jew who was expelled from Sighet.
______2. Which sentence does not describe Elie Wiesel's father?
A. He was the most successful man in the town.

B. He was cultured and unsentimental.
C. He had more concern for community members than for his own family.
D. He was a storekeeper.
______3. Why was Moshe the Beadle important to Elie Wiesel?
A. Moshe taught Elie to read.

B. Moshe was the only person who understood Elie's feelings.
C. Moshe inspired Elie to make plans to leave Sighet and study at a university.
D. Moshe taught him the Kabbalah/Cabbala, the mystical aspects of the Jewish faith.
_______4. What did Moshe the Beadle tell the people on his return from being deported?
A. The foreign Jews were made to dig coal to fill the large furnaces.
B. The foreign Jews were shot and dumped into large mass graves.
C. The foreign Jews were sent on a boat to Palestine.
D. The foreign Jews who had money were able to buy their freedom.
_______5. True or False: Many of the people believed Moshe's story and prepared to leave
Sighet.
A. True
B. False
_______6. What was the setting and the year for the first section of the book?
A. 1935-1939 in Prague, Czechoslovakia
B. 1950-1952 in Palestine and Jerusalem
C. 1910-1915 in Berlin, Germany
D. 1941-1944 in Sighet, Transylvania
________7. All these events happened from the last day of Passover until Pentecost/Shavuot
EXCEPT
A. Two ghettos were set up.

B. The Jews had to start wearing the yellow star.
C. The Germans arrested the Jewish community leaders and closed synagogues.
D. The Jewish residents were allowed to frequent restaurants and cafes any time of the day.
________8. Elie Wiesel said he began to hate them because they were his and his community's
first oppressors. Who were they?
A. the Gestapo officers
B. the Hungarian police
C. the members of the Jewish council
D. their non-Jewish neighbors
______9. True or False: Elie's mother and sisters went to seek shelter in Martha's/Maria’s
village.
A. True
B. False
Section 2 to pg. 32
_______10. What did Madame Schächter see in her vision?

A. She saw large open graves full of children.
B. She saw a fire--a furnace, with huge flames.
C. She saw row after row of empty houses.
D. She saw the face of Hitler laughing at the entire world.
_______11. True or False: Some of the young men tied Madame Schächter up and gagged her.
Then they hit her.
A. True
B. False
_______12. What did the Jews in the train car discover when they looked out the window?
A. They saw several large factories surrounded by barbed wire fences.
B. They saw lines of soldiers with truncheons, ready to beat them as they got off.
C. They saw flames gushing out of a tall chimney into the sky.
D. They saw wagons full of dead bodies.
_______13. Where does the train stop?
A. In Birkenau, the reception center for Auschwitz
B. In Buna, the labor camp
C. In a prisoner of war camp
D. In the free territory of Switzerland
_______14. What did Wiesel say about the travelers' illusions of hope?
A. They left their illusions in the ghetto in Sighet.
B. They were still clinging to their illusions even though they gave up their possessions.
C. They left their cherished objects and illusions behind on the train.
D. Seeing the German soldiers made them give up their illusions.
_______15. Why do Elie and his father lie about their age during Selection?
A. They are confused and don’t know what else to say.

B. Lying about their ages will make them appear stronger so they will live.
C. Lying about their ages will make them appear innocent and weak.
D. They have given up on life altogether.
Lesson:
- Quiz. Tell them that if they pass the quiz, they

get full credit for the class work.  It was meant
to help you.
- In period one, start with ERROR 6 handout.
-Periods 3 & 5 –
-Finish the do now from April 25th (starting on the

back).
-Go over yesterday’s do now.
-Give new handout and begin it.
Thursday May 12th: Day 5
YWBAT …
DO NOW:
Take out the grammar packet you were given yesterday.
Copy and choose the correct word/words:
Every one of the boys on the varsity soccer team

(know/knows) that (he/they) should bring (his/their)
(jersey/jerseys) to every game.
Homework # 6: Read to page 65 in Night and answer the

questions on the study guide handout. This is due on
Tuesday.
Infinitive Present Gerund/ Past Tense Past

(base) Tense Present (Simple or Participle
Continuous Regular) (preceded
(preceded by have,
by to be) has, had,
to be,
TO BE – etc…)
is, am, are,
was,were,
been, etc.
To jump jump/jump jumping jumped jumped
s
 Also note FUTURE – will + verb (no ‘s’) example: I will

run OR I am running for office next year (use of present
continuous).
Name: __________________________________ DeMella/English 10R
STUDY GUIDE
NIGHT
Reading Assignment #3: DUE: Monday, March 16th

 Original version: pgs. 32-62
 New translation: pgs. 33-65
1. Which notorious SS officer did they meet at Auschwitz? What was he

infamous for?
2. What happens to the men when they get to the barracks? Why?
3. What thought kept re-surfacing in Elie’s mind during this brutal initiation
process?
4. What did Elie do when the gypsy struck his father? Why? What was his
father's response?
5. How long were Elie and his father at Auschwitz? Where did they go after
that?
6. What are some new changes that affect Elie at Auschwitz?
7. What does Elie do to elude the dentist?

8. Who took Elie's gold tooth? Why did Elie give it up?
9. What were the only two things in which Elie took an interest?
10.How did Elie and his fellow inmates feel after the air raid?
11.What happened to the young man from Warsaw? Why?
12.How did Elie say the soup tasted the night the pipel (young servant boy) was
hanged? Why?
LESSON THURSDAY
 Grammar do now (Review)
(Period 3 & 5 = Do the beginning of the packet + the first exercise)

 Finish rules (ERROR 6) – starting after first exercise
 Do and go over practice.
 Give study guide due Tuesday. They can silent read if there is
time.
Friday May 13th: Day 5
YWBAT …
 Use conditionals correctly.
DO NOW:
Take out the grammar packet you were given on

Wednesday (we were working on it yesterday).
Turn to the third page, and look at numbers two and three
under: SOME SPECIAL ASPECTS OF THIS RULE.
Try to solve the Examples under each.
Homework # 6: Read to page 65 in Night and answer the

questions on the study guide handout. This is due on
Tuesday.
Everyone studies.
Everyone of the kids studies.
Everyone of the kids who are passing
studies.
Lesson:
Period 1: Start with # 3 under some special aspects of this
rule. I may need to change this for the other classes.

Period 3 & 5: Period 3 & a lot of 5 needs HOMEWORK
handout.
Then, begin with a review of the SPECIAL ASPECTS of this
rule. For these classes, change the do now to say look at rules
2 & 3 and solve the REMAINING examples.
 Give them the answers to the do now. Tell them I will

teach them more about this, but first they should try to
do the practice on the back.
 Go over this.
 Then, go through the conditionals as far as possible.
Wednesday May 18th: Day 1
YWBAT …
 Use conditionals correctly.
DO NOW:
Take out the grammar packet you were given on

Wednesday May 11th (we were working on it last Friday)
AND the handout entitled: “Grammar and Style/Usage
Rules” – given to you on March 18th.This is a
NOTEBOOK CHECK.
Turn to the last page of the packet and make sure you
have completed it. Then, solve ALL the errors on the
front page of the “Rules” handout
Homework: Read to page 85 in Night for Monday.
Don’t forget that there is a vocabulary make-up test

offered during lunch today.
Try to complete the conditionals handout!
MORE PRACTICE: Underline all prepositional phrases AND correct any incorrect verbs and/or
pronouns.
13. The logical structure of his complicated and rather tortuous arguments is always the
same.
14. The majority of the organization’s members believe in God.
15. Both the young child and her grandfather was saddened for months after discovering that
the oldest ice cream parlor in the city had closed its doors forever.
16. Hartz brought the blueprints and the model that was still on the table instead of the ones
that Mackenzie had returned to the cabinet.
17. A case of bananas have been sent to the local distributer in compensation for the fruit that
was damaged in transit.
18. Neither the shipping clerk who packed the equipment nor the truckers who transported it
admits responsibility for the dented circuit box.
19. A total of fifty editors read each article, a process that takes at least a week, sometimes
six months.
20. Either Georgette or Robespierre are going to be asked to dinner by the madcap Calvin. I
dread the result in either case.
21. I can never decide whether to eat an orange or a Belgian chocolate; each of them have
their wondrous qualities.
22. Everyone in the United States, as well as the Canadians, expect the timber agreement to
fall through.
The end 
Name and Date: ______________________________

GRAMMAR AND STYLE/USAGE RULES
1) Fragments and Run-Ons (And correct use of transition words/punctuation,
including: Apostrophes, Hyphens and Dashes, Colons, Semi-colons, and
Commas).
 I did not study, however, I did well.

 He did the work. But he still failed.
2) Adjective and Adverb Confusion
 I hope you do excellent on the grammar test!

 I am doing good.
 It is amazing delicious.
 She felt badly about her poor behavior.
3) Use of Slang/Colloquialisms/Contractions in formal writing (Academic Voice)
 That teacher sure knows her stuff.

 At first he wasn’t really into learning grammar, but eventually he came around.
4) Error in Case of Pronoun
 Can you keep this secret between you and I?

 John and me went to the store.
 It is her.
 He is the one who I love.
5) Error in Pronoun Number Agreement
 Each of the girls on the team wore their uniform.

 Everybody did their work.
6) Subject – Verb Agreement
 We was happy yesterday.

 The joys of climbing mountains, especially if one is a novice climber, escapes me.
7) Error in Tense of a Verb
 In the science fiction novel Flowers for Algernon, Charlie tells Professor Nemur that he
had decided to get the surgery.
 I found the keys I lost.
 We begun to do the work.
8) Error in Modification and Word Order

 The two young boys robbed the old lady with a gun.
 I saw the fight peeking through the window.
9) Use Pronouns correctly.
 The teacher told the student he was lazy.

 Both Isabel and Barbara loved her children.
10) Error in Parallelism
 Fred likes to swim and candy.

 All students should learn word processing, accounting, and how to program computers.
11) Shifting of Narrative Voice
 In my lifetime I have seen many challenges to the principle of free speech. We can see
how a free society can get too complacent when this freedom is taken for granted. One
should always be informed and active about his or her rights!
12) Errors in Logical Comparison
 Unfortunately some doubt exists over whether women’s salaries will ever achieve parity
with men.
 Between chocolate and vanilla I like vanilla best.
13) Avoid “Wordiness” (this means minimal use of passive voice!!!)
 He dropped out of school on account of the fact that it was necessary that he help to
support his family by working to earn money.
 The subjects considered the most important by students are those that have been shown to
be useful to them after graduation.
Lesson:
 Have students work on the OVERVIEW while I
do a notebook check on that and the packet.
 Go over the answers to the packet and the

overview.
 Give handout on conditionals and teach it. Have

them finish for homework.
Tomorrow – Last error

Friday = test review.
Monday – Night (Show hinges clip + maybe another
short one - and have them react to + write about
similarities between the film and the book at this
point). Give them the reading assignment and study
guide for the long weekend (finish the book).
Tuesday = final test review for grammar (give review
answers)
Wednesday = Test HW = reading
Return Wednesday = Night Test Review + vocabulary
review??? (Some kids out for Algebra Common Core)
Thursday = Test
Friday = Show film on CRSPR + Introduce test
practice (HW = read and annotate articles)
Last week 4 days = in class test practice on CRSPR
self-evaluate essays using rubric.
REVISE
Thursday May 19th: Day 2
YWBAT:
 Avoid errors # 1-7 on your “Grammar for S.A.T.

(usage) Overview” handout (REVIEW) in
preparation for our next error.
Do Now:
 Take out your grammar rules/usage overview (This

was part of your notebook check yesterday). Make
sure you have corrected all of the errors in numbers
1-7.
 Complete the practice handout (review of errors 1-7)
STUDY FOR THE GRAMMAR TEST ON

WEDNESDAY (Errors 1-7).
Name and Date: _______________________________
Mrs. DeMella: English 2R
Review of Grammar Notes: High Frequency S.A.T. Errors #1-7.
Directions: Work with your partner to …

 Identify the error in the sentence and circle the corresponding letter.
 Identify the type of error (i.e. adjective and adverb confusion, error in case of a
pronoun, etc…), and write it in the margin.
 Correct the error.
1. Sundaes with whipped cream and cherries, while good if consumed in

A B
moderation, is heinous if eaten for breakfast, lunch and dinner. No error.

C D E
2. There is usually a haze of blue smoke surrounding Linda, Jenny, and I in

A B
chemistry lab, especially when we girls are mixing together chemicals of

C
unknown origin. No error.

D E
3. Even though some possess the flexibility to put their legs over their heads, most
A
people vary in his or her ability to achieve this feat. No error.

B C D E
4. At swimming pools last summer, the heat will have brought hundreds and even
A B
thousands of people to bathe in chlorine infested waters. No error.

C D E
5. After the sun set behind the mountains, a cool breeze sprang up and brought
A B C
relief from the heat. No error.

D E
6. The fascinating TV special shows how quick the hungry tiger can devour its prey.
A B C D
No error.
E
NOTES ON RULE SEVEN: Error in the Tense of a Verb
1) Keep Verb Tense Consistent!
WRONG: Throughout his life, James McBride’s knowledge grows and his understanding of his identity
expanded.
Expands = 
WRONG: His mother had a huge influence on the man he becomes.
Became =  But note that present tense is the preferred tense when writing about literature.
2) Past Perfect (had + past participle – done/eaten)
 Used to show the chronological order of past events (especially when there are no other
indicators).
Past I lost the keys I found the keys Present Future

(NOW)
WRONG: I found the keys I lost.
Had lost = 
3) Present Perfect (has/have + past participle)
 Used to discuss an action performed at an unstated past time (simple past tense is used when the
time is directly stated).
WRONG: I ate sushi before.

WRONG: “Did you ever ride a motorcycle?”
WRONG: “Yah, I rode a motorcycle lots of times.”
CORRECT: I have eaten sushi before. I ate it last week. 

CORRECT: “Have you ever ridden a motorcycle?”
CORRECT: “Yes. I’ve ridden a motorcycle many times.”
Her teacher came to her house when he found out that her parents did not know she had been
cutting class.
(In a film or book):

Her teacher comes to her house when he finds out that her parents do not know she has been
cutting class.
Infinitive Present Gerund/ Past Past
(base) Tense Present Tense Participle
Continuou (Simple (preceded
s (preceded or by have,
by to be) Regular) has, had,
to be,
etc…)
To jump jump/jumps jumping jumped jumped
More Practice: Correct the following for errors in verb tense.
1. He was the most handsome man I have ever seen.
2. When Julian learned that my goldfish died, he sent me a

condolence card.
MORE NOTES: COPY THESE!!!!
A ‘gerund’ is a verb used as a NOUN
Example: I love jumping.
A ‘present participle’ is an –ing form of a verb that is used as an

adjective.
Example – The jumping girl is my friend.
A ‘past participle’ is a form of a verb that is used to form perfect

verb tenses and also sometimes as an adjective.
Examples:
The child has gone to sleep.
The sun has risen.
The students have done their homework.
The half-eaten sandwich
The broken computer
Participles also can begin phrases:
Putting on her glasses, Mary walked into the room.

Thursday Lesson:
 Tell them to take out their grammar overview handouts and to

work on the SAT practice questions and remind them of the
reading homework due Monday and the test on Wednesday
(final review = Tuesday).
 Next: Tell them that we will be studying grammar today and
tomorrow - returning to book discussion Monday. We will
return to grammar again next week on Tuesday with the test
on Wednesday.
 Give the new tips on verbs and go over them.
 Go over the grammar review answers.
 If there is time we can go back and look over the past unreal
conditionals.
Friday May 20th: Day 3
YWBAT … excel on the grammar test on Wednesday.
Do Now:
Take out your grammar notes and sit in a group.
Homework # 7: Complete the grammar practice (class work
– test review) if you did not do so in class (DUE TUESDAY)
+ Study grammar and vocabulary words.
Read to page 85 in Night for Monday.

Name and Date: _______________________ Mrs. DeMella: English 2R – 2016
GRAMMAR REVIEW FOR 2R: incorrect punctuation of adverbial subordinators and conjunctive
adverbials, run-ons, fragments, adjective and adverb confusion, inappropriate use of slang/colloquialism,
errors in subject-verb agreement and/or verb-tense, word usage/spelling errors, and pronoun agreement
errors (case or number).
Directions: Choose the correct answer and explain the error in the margin. For error
identification questions, correct the sentence as well.
1. Despite the countless hours that astronomers have spent observing the solar
A
system, surprising little is known about the mass and density of Pluto, the planet that
B
lies farthest from the sun. No error

C D E
2. Walter had initially derided the new energy-efficient automobiles on sale, then eventually
he was convinced of the value of a fuel economy.
(A) sale, then eventually he was convinced of the value
(B) sale, then eventually the value convinced him
(C) sale, but eventually convincing himself of the value
(D) sale, but eventually he was convinced of the value
(E) sale; however, eventually being convinced of the value
3. The national marine sanctuary known as The Flower Gardens, located in the Gulf of
Mexico, home to some of the most spectacular banks of coral and sponges to be found in
this part of the world.
(A) Gulf of Mexico, home to some of the most spectacular banks of coral and sponges to be
found
(B) Gulf of Mexico, home to some of the most spectacular banks of coral and sponges that
were found
(C) Gulf of Mexico, home to some of the most spectacular banks of coral and sponges we
found
(D) Gulf of Mexico, home to some of the more spectacular banks of coral and sponges found
(E) Gulf of Mexico, is home to some of the most spectacular banks of coral and sponges to
be found
4. The sighting of several previously unknown astral bodies in orbit beyond Pluto
A B
have thrilled astronomers and science fiction writers alike. No error.

C D E
5. Although electronic voting technology may appear a quick and efficient way for
A
the federal government to hold elections, they may have drawbacks that could
B C D
undermine the democratic process. No error

E
6. The limerick, in contrast to various more demanding verse forms, are so simple
A B
that even a child can write one. No error

C D E
7. Except for the night watchman and I, everyone had gone home for the day;
A B C
the two of us were the only persons left in the building. No error.
D E
8. For most of American history, women lacked the right to vote: not until the early
A B
twentieth century was the franchise granted to women. No error

C D E
9. Friends of the family constantly remark on the striking resemblance between my

A B C
daughter and I. No error.

D E
10. Just as some people are exceeding fond of the taste of cilantro, so others detest it.
A B C D
No error
E
11. Today’s athlete may feel such great pressure to succeed at every level of
A B C
competition that they begin taking drugs at an early age. No error.

D E
12. Many foreign electronics companies have learned to build machines at lower
A B
cost by using inexpensive produced components. No error.

C D E
13. In James McBride’s critically acclaimed memoir The Color of Water, the
A B
narrator’s mother’s values really rub off on her son James. No error.
C D E
14. One of the principle themes in Lord of the Flies relates to the exploration
A B
of the origins of evil; Golding posits that the origins of evil are within the heart of man.
C D
No error.
E
15. The wrestlers knew that fasting could be dangerous, but them and their
A B
teammates were desperate to lose weight before the championship match. No error.
C D E
16. On the executive board of the publishing company sits five women
A B C
and four men. No error.

D E
Continued …
17. Stephen King’s novel Pet Sematary was inspired by a misspelled sign on a real
A B
pet cemetery near Orrington, where the King’s once are living. No error.
C D E
18. Thirty years ago, one could say that those who the president nominated
A
to serve on the Supreme Court were chosen not because of their political leanings,
B C
but because of their fine legal minds and their judicial expertise. No error.
D E
19. In The Catcher in the Rye by J.D. Salinger, Holden Caulfield, the young
protagonist, struggles to overcome his obsession with the loss of childhood innocence
A. B.
that accompanies growing up. In the end, he succeeded. No error.

C. D. E.
20. Also supported by the commission was the proposed health clinics and the
A. B.
proposed center to distribute information on job-training opportunities. No error.

C. D. E.
21. George Thornton Emmons was one of a handful of ethnographers who committed
A. B.
his life to studying the Tlingit culture of the Northwest Coast. No error.
C. D. E.
22. One of Confucius’ principal legacies will have been the notion of the enlightened
A B
civil servant, a concept that centuries later would spawn the system of all-powerful
C D
Mandarins. No error.
E
Tuesday May 24th: Day 5
YWBAT … excel on your grammar test tomorrow.
Do Now:
 Watch the ‘Word Crimes’ video and

write down at least FOUR word crimes
that are mentioned in the lyrics.
 Then, start the grammar practice while I

check off your homework # 7 (test review
grammar practice).
Homework: Study for your grammar examination AND do
the online grammar quizzes (my webpages online resources).

Name & Date: _________________________________________
English 2R
Review/At Home Study Sheet: The Exam Tuesday will test the following:
‘No Excuse’ Spelling Words and …
The following grammatical errors/issues:
A) Adjective and adverb confusion. – I am doing good. / It is amazing delicious.
B) Pronoun errors in BOTH case and agreement. – John and me went to the store. /
Everyone did their work.
C) Subject verb agreement - We was happy yesterday.
D) Inappropriate usage of slang and colloquialisms. - Lady Macbeth is a freaky chick.
E) Sentences and punctuation errors, including run-ons, fragments, and the correct use of
‘however’ and other connectors. I didn’t do my homework, however, I passed.
F) Errors in the tense/form of a verb. – I found the keys I lost. /He begun to do the work.
Examples/Practice: Identify which of the errors above appears in each of the sentences
below, and correct the sentence. Answers are posted on my webpage.
1) Although scientists know surprising little about Americans’ favorite stimulant, coffee, they
do know that most people do not use it efficiently. (adj. / adv. Confusion – surprisingly)
2) Friends of the family constantly remark on the striking resemblance between my daughter
and I. (pronoun case – me)
3) By establishing strict rules of hygiene in maternity wards, Ignaz Semmelweis saved many
women from dying of childbed fever, this was the fate that many expectant mothers feared.
(run-on - … fever. This was)
4) In many states, facility in mathematics and language skills are tested in third grade and eighth
grade as well as in high school. (subj – verb agreement – facility is tested)
5) Steven King’s novel Pet Sematary was inspired by a misspelled sign on a real pet cemetery
near Orrington, where the Kings once are living. (verb tense consistency – the Kings once
lived / were living)
6) We cannot hardly believe how rapidly the population of Columbia County has grown in just
the past two decades.
7) I have broken up with my boyfriend, however I have never been happier.
8) The new vacation resort, featuring tropical gardens and man-made lagoons, and overlooks a
magnificent white sand beach.
9) Medical studies are providing increasing evidence that alternative therapies are beneficial,
and patients are gradually demanding it.
10) A new survey released by the National Endowment for the Arts that describes a steep
downward trend in art consumption by Americans.
11) If it is not raining on Sunday, Sheila and them are going on a picnic in Hyde park.
12) Although Jody Lee primarily illustrates fantasy novels, art critics have found her drawings to
be surprising realistic.
13) Anyone seeking to get in shape, regardless of age or ability, can benefit from having a
personal trainer show them the best approach.
14) The piano, although considerably less capable of expressive nuance than many other musical
instruments, are marvelously dramatic.
15) Last year, as in years past, the majority of the candidates are dropping out of the race before
the election because they no longer had the funds or the will to campaign.
16) Some people look on the cell phone as a pointless luxury; countless others, however, rely on
them as a lifeline in emergencies.
17) While many cooking experts hold that the only proper way to bake a potato is in a
conventional oven, others contend that cooking them in a microwave is a perfectly acceptable
alternative.
18) Diabetes can strike anyone, regardless of age, nevertheless many people still make the
mistake of considering it a geriatric disease.
19) The Macaroni Penguin, along with the Erect-Crested, Fjordland, Rockhopper, Royal and
Snare Island Penguins, have a crest of yellow feathers on their heads.
20) The affects of the storm could be seen for everywhere; nearly everyone seemed to be
suffering, accept for a lucky few.
21) Restrictions on one of the committees that monitors corporate waste disposal were revoked,
allowing the committee to levy fines on violators of the disposal laws.
22) Between you and I, this test review is not very difficult.
Lesson:
Show video and they write a few errors.
Go over the Word Crimes in the video.
Have them do the first few questions on the new practice while I check
off HW 7.
Go over HW 7 and the first five (or so) questions on the new practice.
Give them more time and then go over the rest.
Those who finish early should do the fun grammar practice.

Directions: Each of the following rules breaks itself . Correct them all.
HUMOROUS GRAMMAR RULES
1. Verbs HAS to agree with their subjects.
2. Never use a preposition to end a sentence with. Winston Churchill, corrected on this error once,
responded to the young man who corrected him by saying "Young man, that is the kind of
impudence up with which I will not put!
3. And don't start a sentence with a conjunction.
4. It is wrong to ever split an infinitive.
5. Avoid cliches like the plague. (They're old hat.)
6. Also, always avoid annoying alliteration.
7. Be more or less specific.
8. Parenthetical remarks (however relevant) are (usually) unnecessary.
9. Also too, never, ever use repetitive redundancies endlessly over and over again
10. No sentence fragments.
11. Contractions aren't always necessary and shouldn't be used to excess so don’t.
12. Foreign words and phrases are not always apropos.
13. Do not be redundant; do not use more words than necessary; it's highly superfluous and can
be excessive
14. All generalizations are bad.
15. Comparisons are as bad as cliches.
16. Don't use no double negatives.
17. Avoid excessive use of ampersands & abbrevs., etc.
18. One-word sentences? Eliminate.
19. Analogies in writing are like feathers on a snake (Unless they are as good as gold).
20. The passive voice is to be ignored.
21. Eliminate commas, that are, not necessary. Parenthetical words, however, should be enclosed
in commas.
22. Never use a big word when substituting a diminutive one would suffice.
23. Don’t overuse exclamation points!!!
24. Use words correctly, irregardless of how others use them.
25. Understatement is always the absolute best way to put forth earth-shaking ideas
26. Use the apostrophe in it's proper place and omit it when its not needed and use it correctly
with words’ that show possession.
27. Don’t use too many quotations. As Ralph Waldo Emerson said, "I hate quotations.. Tell me
what you know."
28. If you've heard it once, you've heard it a billion times: Resist hyperbole; not one writer in a
million can use it correctly. Besides, hyperbole is always overdone, anyway.
29. Puns are for children, not groan readers.
30. Go around the barn at high noon to avoid colloquialisms.
31. Even IF a mixed metaphor sings, it should be derailed.
32. Who needs rhetorical questions? However, what if there were no rhetorical questions?
33. Exaggeration is a billion times worse than understatement.
34. Avoid "buzz-words"; such integrated transitional scenarios complicate simplistic matters
35. People don’t spell "a lot" correctly alot of the time.
36. Each person should use their possessive pronouns correctly
37. All grammar and spelling rules have exceptions (with a few exceptions)....Morgan’s Law.
38. Proofread carefully to see if you any words out.
39. The dash – a sometimes useful punctuation mark – can often be overused – even though it’s a
helpful tool some of the time.
40. Proofread carefully to make sure you don’t repeat repeat any words.
41. In writing, it’s important to remember that dangling sentences.
41. When numbering in a written document, check your numbering system carefully.

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Wednesday October 25th: Day 2

QUIZ RETAKE READING ASSIGNMENT 1!

When you have completed the quiz retake, answer the

 How will a knowledge of grammar and style benefit you

Homework: Continue to read Tuesdays with Morrie

Remember: The test make up during lunch is

Work with your partner to complete the do now activity on

Homework: Continue to read Tuesdays with Morrie

Remember: The test make up during lunch is

Fragments/ Run Ons: Practice SAT Questions

a) weekends, consequently they do not have

Have them complete the do now.

Go over the correct answers.

Give the larger packet.

Sentence Structure and Punctuation Review: GRAMMAR

REVIEW: Parts of Speech

NOUNS – NAME one of the following:

Count or Non-Count??? Count nouns can be made plural by adding an –s, or

EXAMPLES OF NONCOUNT NOUNS

Abstractions: advice, courage, enjoyment, fun, help, honesty, information, intelligence,

Use ‘fewer’ before COUNT NOUNS

Use ‘less’ before NONCOUNT NOUNS

1) Underline all the nouns in the sentences below.

1. My friend mayra lives in atlanta.

are other fish in the sea.

We like to go to chipotle to chat and check out cute guys.

go to the Galleria to buy clothing.

An ANTECEDENT is the word a pronoun replaces.

Pronoun Case SUBJECT OBJECT POSSESSIVE REFLEXIVE

we (pl) us (pl) our / ours (pl) ourselves (pl)

Hisself, Theirself / Theirselves, and MINES ARE NOT words.

1. Harriet wrote an essay about her vacation to France.

2. The new teacher was a young man from England.

3. The energetic student dropped his pencil on the floor.

4. Bobby forgot his trumpet at home.

5. The children were sad.

6. Mrs. Anderson gave the students a reward.

7. Peter and Steven ran on the field during recess.

Infinitive Present Gerund Past Past

1) Present Tense is used for things done regularly (every day

 Present Perfect (have / has + past participle)

 Past Perfect (had + past participle)

 Passive Voice (to be + past participle)

Directions: Identify VERBS and note if they are ACTION

1. The magician appeared onstage in a cloud of smoke.

2. Ellie appeared tired after six hours of working

3. Take the umbrella in case the weather turns ugly.

5. My aunt in Louisiana grows the most beautiful roses.

6. My grandmother tells my sister that she looks more

All sentences have a SUBJECT and a PREDICATE.

My sister Mary / is a lovely girl.

 The subject is what or whom the sentence is about. It is a

 The predicate tells something about the subject. It always

 Some predicates are composed of an ACTION verb and its

Action verbs are often followed by an object or objects (direct

Direct Object – He kissed her.

Joshua gave me some money.

Alicia wrote William love poem.

Pinky the poodle cleans the dirty supper dishes.

ACTION VERBS THAT DO NOT HAVE OBJECTS

Huffing and puffing, we arrived at the classroom door.

James went to the campus cafe for a steaming bowl of squid eyeball

Around fresh ground pepper, Sheryl sneezes.

Because of blood sugar problems, Rosa always eats before leaving for