Bell Ringer – As soon as you put your phone in the holder and your bookbag along the wall, begin working on this. 

1. Bell Ringer – As soon as you put your phone in the holder and your bookbag along the wall, begin working on this.  We begin our grammar instruction with Parts of Speech. To start with, we will look at the most important word in a simple sentence, the verb. Instructions: On a sheet of paper, list the words used as verbs and identify if each is an action or linking verb. • The wolf ran across the sand. • Sit down. • The dog barked at the man. • My uncle is a pilot.  • The pie looks good. • You seem upset. • While Alexis was a cute girl, Joe wasn’t interested. • Everyone has a bad day once in a while. • Crazy Sally set her soda down, and then she ran toward Creepy Charlie. • The cat thinks that we are crazy!

2. Bell Ringer Subjects: Subjects are the answer to the question who or what the verb is referring to. It is usually a noun or pronoun, but it could also be another word acting like a noun. Instructions: On a sheet of paper, write the entire sentence, and then circle the verb, then draw an arrow pointing to the subject of that verb. EXAMPLE: Lucy “Longlegs” Lawless ran a criminal organization. • Olaf and Unger waited under the bridge for goats. • Olaf was hungry, and nothing tasted better than roasted goat meat. • Unger decided to wait with Olaf. • Soon, three goats wandered up the path. • The smallest goat started across the bridge. • Olaf jumped out. • The small goat thought quickly. • He told Olaf that his brother was a much bigger and tastier goat. • Olaf decided to wait for the next goat. • Unger sat there with him. HINT: SOME SENTENCES HAVE MORE THAN ONE SET OF VERBS+SUBJECTS

3. Bell Ringer Subjects: Subjects are the answer to the question who or what the verb is referring to. It is usually a noun or pronoun, but it could also be another word acting like a noun. Instructions: On a sheet of paper, write the entire sentence, and then circle the verb, then draw an arrow pointing to the subject of that verb. EXAMPLE: Olaf and Unger meet the three Billy Goats Gruff. • Along came Billy Goat Gruff the Second. • Olaf jumped out and declared that he would eat the goat. • The goat told Olaf that his next brother was even bigger. • He said that Billy Goat Gruff the Third was easily big enough to feed both Olaf and Unger. • So the trolls decided to wait some more. • Finally, the biggest goat of all came along. • Olaf and Unger sprang from beneath the bridge. • Upon seeing the trolls, Billy Goat Gruff the Third lowered his horns and knocked both into the water. • He then joined his two younger brothers in the green meadow.

4. Bell Ringer Subjects: Subjects are the answer to the question who or what the verb is referring to. It is usually a noun or pronoun, but it could also be another word acting like a noun. Instructions: On a sheet of paper, write the entire sentence, and then circle the verb, then draw an arrow pointing to the subject of that verb. EXAMPLE: Olaf and Unger meet the three Billy Goats Gruff. • One day, Olaf and Unger were sitting around under the bridge. • As they talked about their favorite sports like goat trapping and bridge jumping, Olaf asked Unger about his favorite food. • Unger’s favorite food, besides roasted goat meat, is boiled pickles. • His favorite drink is a mixture of vinegar and sour milk. • You should know that trolls have very strange diets. • Olaf confessed that he was in love with eating grilled beans covered in mustard. • Unger said that when he takes his girl friend, Ingrid, out for dinner, they often have a dessert of dried mouse meat pie.

5. Bell Ringer Subjects: Subjects are the answer to the question who or what the verb is referring to. It is usually a noun or pronoun, but it could also be another word acting like a noun. Instructions: On a sheet of paper, write the entire sentence, and then circle the verb, then draw an arrow pointing to the subject of that verb. EXAMPLE: Where are the empty boxes?. • An independent clause is a complete thought. • A dependent clause isn’t a complete thought. • You can do this if you recognize verbs. • Alex and Emily often excelled in school, and they enjoyed an active sports program too! • Where were you going? • Walk over to the counter to make your order. • There are many students in the media center. • How will you study for the test? • Circle all of the verbs and point to the nouns. • You should see the previous team!

6. Bell Ringer Subjects: Subjects are the answer to the question who or what the verb is referring to. It is usually a noun or pronoun, but it could also be another word acting like a noun. Instructions: On a sheet of paper, write the entire sentence, and then circle the verb, then draw an arrow pointing to the subject of that verb. EXAMPLE: Where are the empty boxes?. • How many classes have you passed in school? • Why are you staring at me like that? • Please, be quiet when I am talking! • Please talk when I am being quiet. • No matter how often you ask, have you ever received an answer? • Before Frank says the wrong thing, tell him to be quiet. • I have had many hobbies, how about you? • English is “dis-gustin”, don’t you know? • Smelly Kelly with the jelly belly likes to rhyme every time. • Help, I’m sitting in class, and I am bored to death!

7. Bell Ringer Instructions: On a sheet of paper, write the verb(s) for each sentence along with the subject(s) for each verb. Label each. At each table, divide up the sentences equally among you so that each person is completing at least 2 sentences, and no more than three. No one at your table should be dong a sentence someone else at your table is completing. • How many soft drinks do you drink each day? • Please shut the door quietly when you enter the house. • Why are you staying awake all night and then sleeping all day? • Tell me again why you were assigned after school detention. • There are two girls and four boys walking in the middle of the road. • Everyone wishes to have a driver’s license, but I’m losing mine. • Don’t call me “Mr. G” unless you’re going to tell me a joke. • Jonathan is quite smart, don’t you think? • I really like my third block class, so don’t talk trash about them! • Why do people complain about things but don’t do anything?

8. Bell Ringer Instructions: On a sheet of paper, write the verb(s) for each sentence along with the subject(s) for each verb. Label each. At each table, divide up the sentences equally among you so that each person is completing at least 2 sentences, and no more than three. No one at your table should be dong a sentence someone else at your table is completing. • Don’t ask me why I can’t talk about playing in the band. • How many guitar players will you audition for the position? • There are several drummers and one singer waiting to try out. • Why are you listening to classic music and practicing country music if you intend to play rock music? • Why do people say they dislike hip hop but then cheer when someone used rapping in a rock or country song? • Step up and play that guitar solo for the cheering crowds! • Music makes me want to weep, laugh, cheer, and pray. • I’m sure you wish you could play music, but are you sure that you want to hear me playing?

9. Bell Ringer – Self evaluation with advanced subject/verb • Each person: • Number your paper from 1 to 10. • Beside each number, list and label each verb or verb phrase. • Then write beside it the subject or subjects of that verb or verb phrase. • Keep each set separate. There are four of each type, which type are you having the most difficulty with? • How has using personal technology in the classroom worked out for you in the past? (Question) • What were you trying to achieve? (Question) • Why would a teacher decline to allow students to use personal technology in their class? (Question) • What are the biggest advantages that you see in using personal technology in the classroom? (Question) • Bring your smart phones to class and make sure that they are charged! (Imperative) • Don’t watch video games, text, or listen to music in class. (Imperative+Contraction) • I’m happy that you’re using your technology to learn! (Contraction) • Put away your phones for now, I’m teaching a lesson on grammar.(Imperative+ Contraction) • If you’re texting your friends, you’re not listening to me. (Contraction) • Please, be quiet, sit down, and listen to me as I explain the subject. (Imperative)

10. Bell Ringer – Questions: subject/verb • THE FOLLOWING QUESTIONS ARE KIND OF BASIC. THE ONLY THNG THAT MAKES THEM DIFFERENT AS SENTENCES IS THAT THEY SEPARATE A VERB PHRASE AND PUT THE SUBJECT IN BETWEEN THE HELPING VERB AND THE MAIN VERB. • What are you doing now? • Where are you going after school. • How did he talk you into going with him? • SOMETIMES, THE SUBJECT IS A “GERUND,” WHICH IS A VERB PRETENDING TO BE A NOUN. IN OTHER WORDS … IT IS A THING, BUT THE SUBJECT IS STILL IN THE SAME PLACE. • How has eating lunch early changed your attitude about school? • How will being able to drive to school affect your ability to stay late? • Why has being smart and successful become s important? • When is coming to school a priority? • How did failing the test become my problem? • SOMETIMES, THERE ISN’T A VERB PHRASE, BUT THE SINGLE VERB HAS BEEN PLACED IN FRONT OF THE SUBJECT TO MAKE IT A QUESTION RATHER THAN A STATEMENT. • What are the reasons that you succeeded? • What is that? • When is dinner? • SOMETIMES THE QUESTION IS MIXED IN WITH IMPERATIVES, CONTRACTIONS, AND OTHER CONFUSING ELEMENTS THAT MIGHT MAKE IT MORE DIFFICULT. • Don’t worry, I’m sure you wish you could play music, but are you sure that you want to hear me playing?

11. Bell Ringer – Imperatives: subject/verb • THE FOLLOWING SENETENCES ARE SIMPLE IMPERATIVES, WHICH MEAN THAT THEY MAKE A STRONG REQUEST OR GIVE A COMMAND. EACH HAS A SUBJECT OF AN UNDERSTOOD YOU. • Stand up. • Sit down. • Scoot your chair in. • THE FOLLOWING SENTENCES ARE COMPOUND VERB SENTENCES THAT ARE IMPERATIVES. THAT MEANS THAT THERE IS STILL AN UNDERSTOOD YOU, BUT THE SUBJECT IS BEING TOLD TO DO TWO OR MORE THINGS. • Bring your tray to the counter and clean it off. • Take your medicine and quit complaining. • THE FOLLOWING SENTENCES ARE IMPERATIVES WHERE THERE IS AN INDIRECT OBJECT AFTER THE VERB, AND THAT CAN CONFUSE YOU INTO THINKING IT IS THE SUBJECT. • Fix me lunch and clean up afterwards. • Tell Jim to stop screaming at me. • Ask mom if we can go to the movies. • THE FOLLOWING SENTENCES HAVE IMPERATIES MIXED IN WITH OTHER TYPES OF CLAUSES, SO ONLY PART OF THE SENTENCE HAS AN UNDERSTOOD YOU. • Tell me the answer when you have time. • If you don’t mind, pick up your dirty laundry. • Come to class on time, or I will count you as tardy. • Don’t worry, I’m sure you wish you could play music, but are you sure that you want to hear me playing?

12. Bell Ringer – Contractions: subject/verb • CONTRACTIONS ARE OFTEN CONFUSING IF THE VERB OR AT LEAST A ELPING VERB IS CONTRACTED WITH THE SUBJECT. • I’m going to the concert with my friends. • You’re helping me with this assignment. • We’ve begun the fight of the century. • CONTRACTIONS CAN GET FURTHER COMPLICATED WHEN OTHER WORDS SUCH AS ADVERBS ARE PLACED BETWEEN THE SUBJECT/HELPING VERB CONTRACTION AND THE MAIN VERB. • I’m quickly getting angry with this hunk of junk. • I’m fairly tired after our long walk. • You’re often wrong about that girl. • SOMETIMES THE CONTRACTION IS BETWEEN THE VERB (OR HELPING VERB) AND AN ADVERB. • If you don’t ask, you can’t go. • I haven’t seen those guys in a long time. • Sometimes, I can’t sleep. • SOMETIMES CONTRACTIONS ARE MIXED IN WITH IMPERATIVES AND QUESTIONS , AND THE CHANGED WORD ORDER OR ASSUMED YOU AS A SUBJECT CAN CONFUSE A PERSON. • Don’t you want to know the answer? • Don’t give up on me! • Why don’t you ask Mr. Labaron for help? • Don’t worry, I’m sure you wish you could play music, but are you sure that you want to hear me playing?

13. Bell Ringer – Questions: subject/verb (Practice) The following sentences are all questions. Most have verb phrases with the subject of the sentence between the helping verb and the main verb. The last sentence includes a gerund as a subject, and the ninth sentence include a contraction in the dependent clause. • How can you just sit there and look at me? • Why have you excelled in the past? • Where are you going after dinner? • How will you study for that big Integrated Math 1 test coming up? • Are you happy, or are you sad? • What is a source of laughter in your life? • How many trolls can you count in Mr. Gustin’sclassroom? • When will Troy ask Sarah out on a date? • If Tyler can’t speak to Alexis, when will you speak to her? • When has winning a football game ever made you feel terrible?

14. Bell Ringer – Imperatives: subject/verb (Practice) • The following sentences contain clauses that are imperatives, which mean that the sentence is a command or strong request. Some of the sentences may include compound verbs and compound verb phrases, which means that (you ) is being told to do more than one thing. Other sentences may be mixed in with contractions and even non-imperative clauses such as statements or questions. • Stand beside your family for this group photograph. • Smile and look at your mother with an adoring expression. • Now, turn to your sister and give her a hug if it doesn’t kill you. • Because your father is in the picture, shake his hand while I take a picture of that. • Wait while I get these pictures printed out for you. • Choose which picture you want to appear on the family holiday card. • Please pay the cashier in the front of the studio; I’ll be back with your prints. • I appreciate your business, please come back when you need more photographs.