Week 3.5

1. Week 3.5 Feb. 3 -7 2014 Ms. Pierce 7th Grade LA

2. Bellringer: Use context clues to define the BOLD words below. • We all hurried to vote, unlike Joe, who lagged behind. • At the gym there was turmoil. The water fountain had sprung a leak and water was spewing everywhere. Meaning: _______ Clues: _________

3. Independent/Dependent Clauses • A clause is a group of words that contains a subject and a verb. • An independent clause expresses a complete thought. Some students work in the food pantry. • A dependent clause does not. because they care about helping hungry people.

4. Simple & Compound Sentences Simple Sentences • A simple sentence contains one independent clause and NO dependent clauses. Benita teaches young children acrobatics after school. Compound Sentences • A compound sentence contains two or more independent clauses and NO dependent clauses. Some children have no toys; volunteers can collect donated toys for them.

5. Coordinating Conjunction Words like for, and, nor, or, but, so, yet help join two Simple Sentences into one Compound Sentence. Some children have no books, and volunteers can hold book drives for them.

6. Complex Sentences A complex sentence contains one independent clause and one or more dependent clauses. When we visited, Mrs. Brodsky shared her memories of working in a shipyard during World War II. Dependent clause Independent clause

7. Compound-Complex Sentences A compound-complex sentence contains two or more independent clauses and one or more subordinate clauses. • Although I like to go camping, I haven't had the time to go lately, and I haven't found anyone to go with. • independent clause: "I haven't had the time to go lately“ • independent clause: "I haven't found anyone to go with" • dependent clause: "Although I like to go camping... "

8. Guided Practice – Dependent or Independent • When Amber Lynn Coffman was only nine years old, she wrote a book report about a biography of Mother Teresa. • The book inspired her to volunteer at a shelter for the homeless when she was ten years old. • Because Amber wanted to do more, she started an organization. • Amber and 14 other student volunteers prepared 600 bag lunches each week. • They did this so that homeless people in their town of Glen Burnie, Maryland, could have a good meal.

9. Independent Practice Language NetworkBook • P. 190 and 191 Part A and Part B • All the problems. • Turn to page 609 in Language Network • Follow Directions for sentences1-10 • Identify as Dependent or Independent.

10. Independent Study • Language Network P. 193 • Practice & Apply • Do All 10 • Write each sentence • Due at end of class.

11. Week 3.5 • Tuesday • Sub Leave worksheets on types of sentences.

12. Week 3.5 • Wednesday

13. Bellringer #3: Copy and answer Our family raises honeybees. This spring one of our ten hives was destroyed. Recently, a bear was sighted in our neighborhood.You can guess that . a. The bear destroyed the hive b. The bees swarmed c. A storm destroyed the hive

14. Sentence Functions • Every sentence serves one of four functions. • make a statement (.) – I am hungry. • issue a command (.) – Turn the T.V. down. • ask a question (?) – Are you through with your paper? • Exclaims; emotion or idea. (!) WOW! Awesome.

15. Declarative Sentences • Declarative sentences make statements. • Most sentences are declarative. Declarative sentences always end with a period. • ExamplesI like pizza. This is easy. In each of these sentences the speaker makes a declaration; hence, they are declarative sentences.

16. Imperative Sentences • Imperative sentences issue commands.In most cases, imperative sentences have no visible subject; rather, the subject is implied. Most imperative sentences end with a period, but they may also end with an exclamation point. • Examples • Stay in your seat. • Don’t do that. • “Who should stay?” The answer is that You should stay. While you is never clearly stated in the sentence, it is implied; hence, in imperative sentences, the subject is often the implied you.

17. Interrogative Sentences • Interrogative sentences ask questions. Because of this, all interrogative sentences end in a questions mark. • ExamplesDo you want to study?Where are you going? In each case the speakers request information. Because of this both sentences end in question marks.

18. Exclamatory Sentences • Exclamatory sentences express excitement or emotion.Every exclamatory sentence should end in an exclamation point. Use exclamatory sentences sparingly as too much excitement may annoy the reader or listener. • Examples • That was awesome!I’m sick of this!Notice in each case that the sentence expresses an emotion. Exclamation points signal to readers that the speaker is yelling or exclaiming.

19. Practice: identify each type of sentence • The students wanted to go on a field trip. • Can we go to the water park? • Be on your best behavior for the next two weeks. • After a couple of long weeks of keeping their hands to themselves, quietly focusing on instruction, and cleaning up their messes, the students were rewarded with a fieldtrip.  • We are so excited about going to Waterville!

20. Practice: identify each type of sentence • How far away is the park from the school and what time do we have to come home? • But, the park is three hours away from the school and we’ll have to be back by 3:00 for the busses! • Quit asking questions and just be happy. • But, if it takes us six hours to get there and back, and we have to be back by 3:00, we’ll only be able to stay for thirty minutes. • The students wondered why they were going to Waterville.

21. Practice 11-20.   • Write four declarative sentences, • three interrogative sentences, • two imperative sentences, • and an exclamatory sentence. 

22. Sentence Functions • makes a statement • issues a command • asks a question • Exclaims; emotion or idea.  • Simple • Compound • Complex • Compound- Complex

23. Week 3.5 • Thursday

24. Bellringer Block #2 What can you infer from this statement?Scared, because I am graduating and going to a different school, Worried, that I might fail all my classes, Excited, Ican try out for a sport or club I want. a. Sports are fun b. Thinking about high school c. Someone is scared

25. Test • 4 types of sentences

26. 0 PREFIXES and SUFFIXES And Understanding our ROOTS

27. 0 Root/Base • A root, or base, word is a word in its simplest form. A root/base word has nothing added to it. • Examples: • Do • Heat • Write • Read • Pack Reheating

28. Why look at root word? helps find meanings of words Roots

29. Prefixes Prefixes are added to the beginning of a root word. They change the meaning of the base word. Un + happy = unhappy Re + do = redo

30. Prefixes We Know Examples im- not in- not bi- two non- not dis- not or opposite of improper incomplete bicycle nonstop disagree

31. Suffixes Suffixes are added to the end of a root word. They change the meaning of the base word. wonder + ful = wonderful rest + ful = restful

32. Suffixes We Know Examples -er one who -or one who -less without -able, -ible can be farmer actor useless buildable reversible

33. Roots Words

34. Independent Practice • Write 3 prefixes for each: • Im • In • Non • Dis • Pre • pro • Write 3 suffixes for each: • Er • Or • Less • Able or ible • Ly • y

35. Putting It All Together… 0 Procession • ion – the act of • cess – to go • pro – for • pro (for) cess(going) ion (the act of) Meaning? The act of moving along or forward; progression

36. Week 3.5 • Friday

37. Bellringer Write 3 synonyms Write 3 antonyms Silent Lazy Small Bright • Corridor • Path • Silent • Happy

38. Practice • PPT: How to Write a Summary • Handout: Empathy for one’s fellow Chimp Article

39. Essential Vocabulary • Figurative Language – writing or speech that is not supposed to be taken literally • Context Clues – parts of a passage or sentence that gives clues or ideas to help determine the meaning of the words.

40. Essential Vocabulary • Word Choice – the deliberate selection of the most effective words to strengthen writing • Diction – style of speaking or writing as dependent upon choice of words