W1 - Lesson 2: Sentence Structure€¦ · Preview/Review Concepts W1 - Lesson 2 Language Arts Grade...

Language Arts Grade 7 TEACHER KEY

W1 - Lesson 2: Sentence StructureV5-07

W1 - Lesson 1 ............................................... Communication SkillsW1 - Lesson 2 .................................................... Sentence StructureW1 - Lesson 3 ..................................................... Punctuation SkillsW1 - Lesson 4 ................................................... Writing ParagraphsW1 - Quiz W2 - Lesson 1 ............................................... What’s a Short Story?W2 - Lesson 2 ..................................................Short Story AnalysisW2 - Lesson 3 ...................................................Literary TechniquesW2 - Lesson 4 .........................................................................EssaysW2 - QuizW3 - Lesson 1 ......................................................... Poetic StructureW3 - Lesson 2 .......................................................... Forms of PoetryW3 - Lesson 3 ........................................................................ LettersW3 - Lesson 4 ....................................Writing Poetry About LettersW3 - Quiz

Materials RequiredImportant Concepts of Grade 7 Language Arts

Textbooks

ResourceLines 7/8

SightLines 7

Language Arts Grade 7Version 5Preview/Review W1 - Lesson 2 Teacher Key

Publisher: Alberta Distance Learning CentreAuthor: Sandra BakerIn-House Teacher: Connie Stasiuk and James Tapankov

Project Coordinator: Dennis McCarthyPreview/Review Publishing Coordinating Team: Nina Johnson, Laura Renkema, and Donna Silgard

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The use of the Internet is optional. Exploring the electronic information superhighway can be educational and entertaining. However, be aware that these computer networks are not censored. Students may unintentionally or purposely fi nd articles on the Internet that may be offensive or inappropriate. As well, the sources of information are not always cited and the content may not be accurate. Therefore, students may wish to confi rm facts with a second source.

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Preview/Review Conceptsfor

Grade Seven Language Arts

W1 - Lesson 2:Sentence Structure

TEACHER KEYTEACHER KEY

OBJECTIVESBy the end of this lesson, you should

• understand main parts of speech, such as noun, pronoun, and verb

• understand parts of speech that modify, such as adjective and adverb

• understand basic sentence structure

• understand the role of subject and predicate in sentence structure

• recognize the subject and predicate

• recognize sentence fragments

• recognize run-on sentences

GLOSSARY

adjective - modifi es a noun or pronoun by describing it (pages 277 to 280)

adverb - modify verbs by describing how an action was done (pages 291 to 293)

noun - names a person, place, or thing (pages 267 to 271)

predicate - tells what the subject (noun) in a sentence is doing (verb); contains the verb (page 327)

pronoun - takes the place of a noun; words such as it, I, ourselves, who, this, which, and anyone (pages 272 to 276)

Refer to ResourceLines 7/8

run-on sentence - a sentence that tries to tell too much without punctuation or a conjunction (page 331)

sentence fragment - an incomplete sentence missing a subject or predicate (page 331)

subject - tells what the sentence is about; contains the noun or pronoun (page 327)

verb - allows nouns and pronouns to have action (pages 281 to 290)

Developed by Alberta Distance Learning Centre .......................................................................................................... 1

Preview/Review Concepts W1 - Lesson 2 Language Arts Grade 7 - TEACHER KEY

W1 - Lesson 2: Sentence Structure

This lesson reviews basic sentence structure and parts of speech. You may ask, “Why do I need to know this?” Most people learn how to use basic sentence structure through listening to others speak and through reading. However, when we need to create formal pieces of writing such as essays or letters, we can make mistakes. These mistakes interfere with communication. The receiver may not understand the message.

To correct these mistakes and improve your writing and communication skills, you must be able to identify problem areas. To do this, you need to be knowledgeable about the basic structures of the English language.

The Sentence - Refer to ResourceLines 7/8, pages 324 to 325.

A sentence is a group of words that expresses a complete thought. Most sentences contain a subject and a predicate.

The subject names what the sentence is about. It is a noun or a pronoun.

Noun: name of a person, place, thing, or idea (e.g., Joe, Edmonton, dog, love)

Pronoun: a word that replaces or “stands in” for a noun (e.g., she, myself, myself, myself who, this) (The noun it replaces is called the antecedent.)

The predicate tells about the subject. Its key part is always a verb.

Verb: an action word (jump: an action word (jump: an action word ( , write, think) or a word (linking verb) that joins the noun to another word that tells something about it (is, seems, looks)

A sentence can be as simple as Susan cried.

Subject Predicate (noun) (verb)

However, most sentences contain additional words that describe the subject and the predicate. simple subject simple predicate

The industrious ant worked quickly quickly

complete subject complete predicate

(adjective) (adverb)

(verb)(noun)

Preview/Review Concepts W1 - Lesson 2Language Arts Grade 7 - TEACHER KEY

............................................................................................................ Developed by Alberta Distance Learning Centre2

Commands such as Go away! appear to have only a predicate. However, they are considered complete sentences because the subject is understood to be you although it is not written as part of the sentence.

Activity 1

Using the examples from the previous page, identify the simple subject, simple predicate, complete subject, and complete predicate in the same way as in the example.

Example:

simple subject simple predicate

The industrious ant worked quickly quickly

complete subject complete predicate

1. The huge The huge dogdog growledgrowled fi ercely fi ercely. fi ercely. fi ercely

2. Bright orange Bright orange butterfl ies fl ew everywhere everywhere.

3. Cats sometimes wander outside their yardsoutside their yards.

(adjective) (adverb)

(verb)(noun)

(adjective)(adverb)

simple subjectsimple predicate

dog

simple subject

growledsimple predicate

(verb)(noun)

complete subject

(adjectives)

complete predicatecomplete subject

simple subjectsimple predicate

(adverb)

complete predicate(verb)(noun)

complete subject

simple predicate

Bright orange

simple predicatesimple subject

(verb)(noun)

complete subject complete predicate(noun)

simple predicate(adverb)(adverb)



List the following from the sentences in Activity 1, including the example:

Nouns Pronouns Verbs

________________________ ________________________ ________________________

________________________ ________________________ ________________________

________________________ ________________________ ________________________

Activity 2

List the adjectives and adverbs from the sentences in Activity 1.

Adjectives Adverbs

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

Adjectives describe nouns or pronouns.

Example:The energetic student danced enthusiastically.

Energetic is an adjective that describes the noun student.The is a special type of adjective called an article. Articles help to introduce nouns. Other examples are a and an

Adverbs describe actions and qualities. They qualify the meanings of verbs, adjectives, and other adverbs. They tell how (e.g. badly), where (e.g., down), when (e.g., later), or how often (e.g., sometimes), and how much or how little (e.g., almost, very, less).

Enthusiastically is the adverb that modifi es or describes how the student danced (verb).

ant

dog, cats________________________dog, cats________________________

butterfl ies, yard________________________butterfl ies, yard________________________

their growled

fl ew

wander, worked________________________wander, worked________________________

huge ____________________________________huge ____________________________________

bright orange ____________________________________bright orange ____________________________________

fi ercely

everywhere

sometimesindustrious

outside their yards(prepositional phrase used as adverb)quickly



Sentence Fragments – Refer to ResourceLines, page 331.

Activity 3

Label each of the following sentences as fragments (F) or complete (C) sentences. Correct the fragments.

1. The biggest lizard in the world, in fact. _____

2. A forked tongue shoots out of its mouth. _____

3. This dragon doesn’t breathe fi re. _____

4. Neither Margaret nor Harriet. _____

5. David and Jacob, hard workers. _____

The word fragment means a part or a piece of something. A sentence fragment is a part of a sentence. It may be missing either the subject (noun) or the predicate (verb).

Examples:

Did not go. (no subject to perform the action)

Someone’s dream. (no predicate/action)

The biggest lizard in the world, in fact, is the Komodo dragon.The biggest lizard in the world, in fact, is the Komodo dragon.

hard workers who enjoy their occupation, are the best crop dusters in Alberta.

Complete.Complete.

Neither Margaret nor Harriet are available today.

Answers will vary. e.g. David and Jacob are hard workers. (or) David and Jacob,

F1. The biggest lizard in the world, in fact. _____F1. The biggest lizard in the world, in fact. _____

C3. This dragon doesn’t breathe fi re. _____C3. This dragon doesn’t breathe fi re. _____

F4. Neither Margaret nor Harriet. _____F4. Neither Margaret nor Harriet. _____

C5. David and Jacob, hard workers. _____C5. David and Jacob, hard workers. _____

C2. A forked tongue shoots out of its mouth. _____C2. A forked tongue shoots out of its mouth. _____

Complete.Complete.



Run-on Sentences – Refer to ResourceLines 7/8, page 331.

Activity 4

Label the following sentences as correct (C) or run-on (R). Correct any run-ons.

1. You may think dragons don’t exist, they do. _____

2. A forked tongue shoots out of its mouth, which is lined with sharp teeth. _____

3. The only thing missing is that this dragon doesn’t breathe fi re. _____

4. The dog barked he heard a strange noise. _____

5. There is a real-life dragon it lives on an island. _____

Sometimes you may have so much to say that you try to put all the information into a single sentence. A run-on sentence looks like a sentence, but it contains too much information.

To better understand what a run-on sentence is and how to fi x run-on sentences, please read page 331 in ResourceLines 7/8.

(add conjunction) You may think dragons don’t exist, but they do.(add conjunction) You may think dragons don’t exist, but they do.

(Add a semi-colon, create two sentences or insert a conjunction.) The dog barked; he heard a strange noise. or The dog barked. He heard a strange noise. or The dog barked because he heard a strange noise.noise. or The dog barked because he heard a strange noise.

(Add a semi-colon, create two sentences or insert a conjunction.) There is a real-life dragon. It lives on an island. or There is a real-life dragon; it lives on an island. or There is a real-life dragon that lives on an island.on an island. or There is a real-life dragon that lives on an island.

C3. The only thing missing is that this dragon doesn’t breathe fi re. _____C3. The only thing missing is that this dragon doesn’t breathe fi re. _____

C2. A forked tongue shoots out of its mouth, which is lined with sharp teeth. _____C2. A forked tongue shoots out of its mouth, which is lined with sharp teeth. _____

R1. You may think dragons don’t exist, they do. _____R1. You may think dragons don’t exist, they do. _____

R4. The dog barked he heard a strange noise. _____R4. The dog barked he heard a strange noise. _____

R5. There is a real-life dragon it lives on an island. _____R5. There is a real-life dragon it lives on an island. _____



Extra Practice

A. Correct the fragments and run-ons in the following paragraph.

A court reporter sitting at a small machine with a keyboard Recording what everyone says. The court reporter must connect every statement with a name it’s confusing when there are interruptions. If the reporter misses a word he or she could change the course of events in a trial. The work must therefore be very accurate. Court reporters must be very dependable, focused people they cannot let their minds wander from the job.

B. For each blank, choose an adverb to complete the sentence.

Winter is one of my favourite seasons. When the fi rst snow arrives, I dress

______________, throw on my winter jacket, and run __________________. The snow isn’t

usually ________________ deep, but I know that will change because it is going to snow

___________________ for the next six months. Where I live in the mountains, we get

_________________ more snow than many other parts of Canada. ____________________,

I watch the snow fall from the sky as I enjoy this fi rst taste of winter.

A court reporter is sitting at a small machine with a keyboard, recording A court reporter is sitting at a small machine with a keyboard, recording

what everyone says. The court reporter must connect every statement with a what everyone says. The court reporter must connect every statement with a

name. It’s confusing when there are interruptions. If the reporter misses a name. It’s confusing when there are interruptions. If the reporter misses a

word, he or she could change the course of events in a trial. He or she must, word, he or she could change the course of events in a trial. He or she must,

therefore, be very accurate. Court reporters must be very dependable, therefore, be very accurate. Court reporters must be very dependable,

focused people. They cannot let their minds wander from the job.focused people. They cannot let their minds wander from the job.

Answers will vary.

quickly______________, throw on my winter jacket, and run __________________. The snow isn’t quickly______________, throw on my winter jacket, and run __________________. The snow isn’t outside______________, throw on my winter jacket, and run __________________. The snow isn’t outside______________, throw on my winter jacket, and run __________________. The snow isn’t

usually ________________ deep, but I know that will change because it is going to snow veryusually ________________ deep, but I know that will change because it is going to snow

heavily___________________ for the next six months. Where I live in the mountains, we get heavily___________________ for the next six months. Where I live in the mountains, we get

much_________________ more snow than many other parts of Canada. ____________________, much_________________ more snow than many other parts of Canada. ____________________, Enthusiastically_________________ more snow than many other parts of Canada. ____________________, Enthusiastically_________________ more snow than many other parts of Canada. ____________________,



C. List parts of speech from the paragraph in Part B. Try to fi nd at least 5 for each column. (10 marks)

Nouns Pronouns Verbs Adjectives

________________ _________________ ____________________ __________________

________________ _________________ ____________________ __________________

________________ _________________ ____________________ __________________

________________ _________________ ____________________ __________________

________________ _________________ ____________________ __________________

________________ _________________ ____________________ __________________

________________ _________________ ____________________ __________________

________________ _________________ ____________________ __________________

________________ _________________ ____________________ __________________

________________ _________________ ____________________ __________________

________________ _________________ ____________________ __________________

winter

seasons

snow

jacket

months

mountains

parts

Canada

sky

taste

this

we

it

that

I

my

one is

arrives

throw

run

isn’t

get

watch

fall

enjoy

many

fi rst

more

six

deep

deep

the

favorite

taste

winter

live



LEARNING LOG

Refl ect on and record your learning process for this lesson.

(Note: Students’ answers will match their experience with the lesson.)

1. What do I know about:

• Subject • Predicate • Adjectives • Adverbs • Sentence Fragments • Run-on Sentences

2. How can I use this information to improve my communication skills?

You should now be able to meet all the objectives listed at the beginning of the lesson. Review the list to see if there is anything you need to spend more time on.



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