English Language Arts Level 7 #40 Ms. Walker

1. English Language ArtsLevel 7 #40Ms. Walker

2. Today’s Objectives • Latin Suffixes • Fragments and Run-on Sentences • Hyphens and Dashes

3. Latin Suffixes -able - “capable of, susceptible of, fit for, tending to, given to,” associated in meaning with the word able -an (-ian) - relating to, belonging to: Italian, Malaysian, African -ant - “characterized by or serving in the capacity of”: immigrant, applicant, servant -cule -(making something small)molecule, ridicule, miniscule

4. Break

5. Fragments and Run-ons

6. Fragments and Run-ons • Many writers make the mistake of writing incomplete thoughts as a sentence or combining more than one thought into one sentence. These types of mistakes create fragmented or run-on sentences.

7. Fragmented Sentences • A sentence is a group of words that expresses a complete thought. A group of words that looks like a sentence but doesn’t make sense by itself is a sentence fragment.

8. Fragments and Run-on sentences Writing clear and concise sentences takes time and effort. Anyone can write a confusing, unclear sentence! Both sentence fragments and run-on sentences confuse the reader.

9. Fragments and Run-on sentences By learning to identify and correct these problems, your writing can improve quickly and easily!

10. FRAGMENTS A fragment is a group of words that does not express a complete thought. Something important is missing, and you are left wondering… What is this about? or What happened?

11. FRAGMENTS A fragment may be missing a SUBJECT… Threw the baseball. (Who threw the baseball?) Rob threw the baseball.

12. FRAGMENTS • A fragment may be missing a VERB… • Mark and his friends. (What about them?) Mark and his friends laughed.

13. FRAGMENTS • A fragment may be missing BOTH a SUBJECT and a VERB… • Around the corner. (Who was? What happened?) A dog ranaround the corner.

14. Run-ons A run-on is two or more thoughts put together in the same sentence. The ideas may or may not be related. A run-on can be fixed by adding proper punctuation to separate the complete thoughts.

15. Here are three examples of run-ons: Tyler delivered newspapers in the rain he got very wet. Kevin and his dog went for a walk it was a beautiful day. On Monday we went outside for recess it was fun.

16. There are three ways to correct a run-on: • 1.) Add a period and a capital letter. • 2.) Add a semicolon. • 3.) Add a comma and a conjunction.

17. Add a period and a capital letter. Tyler delivered newspapers in the rain he got very wet. Tyler delivered newspapers in the rain. He got very wet.

18. Add a semicolon. Kevin and his dog went for a walk it was a beautiful day. Kevin and his dog went for a walk; it was a beautiful day.

19. Add a comma and a conjunction. On Monday we went outside for recess it was fun. On Monday we went outside for recess,andit was fun.

20. Now that you’ve mastered identifying fragments and run-ons, let’s practice correcting them! Here is a quick reminder: Fragments need either a subject, a verb, or both. Run-ons need a period and capital letter, a semicolon, or a comma and conjunction.

21. Fragment practice Which answer could you add to correct this fragment? Quickly ducked behind the door. and waited. (at end) Thomas (at beginning) with the money. (at end)

22. More practice! Which answer could you add to correct this fragment? Susan and Connie quietly… waited for lunch. (at end) On Monday, (at beginning) and quickly. (at end)

23. Run-on practice Let’s fix some run-ons now! First, you’ll be given a run-on. Then you’ll see three choices. Only one choice is a correct way to fix the run-on. TO FIX A RUN-ON: Add a period and a capital letter. TO FIX A RUN-ON: Add a comma and conjunction. TO FIX A RUN-ON: Add a semicolon.

24. Run-on practice The sunset was beautiful we sat and watched it. TO FIX A RUN-ON: Add a period and a capital letter. The sunset was beautiful.We sat and watched it.

25. More practice The students took a test it was very hard. TO FIX A RUN-ON: Add a comma and conjunction. The students took a test,but it was very hard.

26. More practice The boys ordered a pizza they didn’t want olives on it. TO FIX A RUN-ON: Add a semicolon. The boys ordered a pizza; they didn’t want olives on it.

27. Assignment • Complete the Fragments and Run-ons worksheet that accompanies this lesson. You must have 75% accuracy to show proficiency.

28. Break

29. Hyphens and Dashes

30. Punctuation Marks • http://youtu.be/UWDuPkj0Cn0 7:53

31. Hyphens • http://www.mindbites.com/lesson/2960-basic-punctuation-9-how-when-to-use-hyphens 12:04

32. Hyphens and Dashes

33. Hyphens • Hyphens (-) are used to connect two or more words (and numbers) into a single concept, especially for building adjectives.  • There are fewer Italian-American communities these days. 

34. Hyphens The family’s money-saving measures have been helping them to build their savings.

35. Hyphens She has stopped buying two-liter bottles and has started buying half-liter bottles, instead.

36. Hyphens I had a conversation with Mrs. Skinner-Kcrycek this morning.

37. Hyphens • They are a necessary component of the numbers 21 through 99. • Before the exam, Thomas studied for thirty-three hours without sleep.

38. Hyphens • Hyphens are also used in syllable breaks when words cannot fit completely on a line, and must be continued on the following line. This opinion is based on sales-figures for the past few months, and conversations I have had with customers. 

39. Dashes • Dashes (—) can be used to indicate an interruption, particularly in transcribed speech. The chemistry student began to say, “An organic solvent will only work with--” when her cell phone rang. 

40. Dashes • They can also be used as a substitute for “it is, “they are,” or similar expressions.  In this way they function like colons, for pause and emphasis, but are not used for lists of multiple items. • There was only one person suited to the job—Mr. Lee. 

41. Dashes • They can also be used as substitutes for parentheses. • Mr. Lee is suited for the job—he has more experience than everybody else in the department—but he has been having some difficulties at home recently, and would probably not be available.

42. Practice • Hold on! I’m on my way to oh, no! I forgot my keys. Hold on! I’m on my way to oh, no! I forgot my keys. --

43. Dashes Practice • Martin is on anti inflammatory medication. Martin is on anti inflammatory medication. --

44. Dashes Practice • There are sixty seven people waiting in line. There are sixty seven people waiting in line. --

45. Dashes Practice • We live in a post September 11th era. We live in a post September 11th era. --

46. Dashes Practice • Robert’s ex girlfriend called him last night. Robert’s ex girlfriend called him last night. --

47. Break

48. Part 3 - The Idiom • Idioms are spoken phrases that cannot be found in the dictionary. An idiom is an expression that means something other than the literal meanings of its individual words.

49. a let-down • a disappointment; something that's very disappointing… • I studied so hard. I thought I would get an “A” on the test. I got a “B.” That was a real let- down.

50. Lesson Review • Today’s lesson focused on fragments and run-on sentences. In addition, we discussed hyphens and dashes.