Period #1: Grammar 8 - Grammar Quiz is looking like next week .Subject, Predicate, Parts of Speech, Sentence Quiz .
We talked about complements as is explained below.
List #8 - 1. onus 2. disseminate 3. entity 4. calamity 5. cynical 6. ostentatious 7. extricate 8. engulf 9. ensure 10. modify 11. inevitable 12. entrails 13. discern 14. cogitate 15. rancid 16. ascertain 17. quibble 18. embark 19. validate 20. estrange 21. analytical 22. marginal 23. notorious 24. disenchanted 25. burgeoning.
List #9 - 1. wistfulness, 2. beguiled, 3. timidity, 4. decorum, 5. gregarious, 6. specter, 7. oblivious, 8. conjured, 9. contrite, 10. mayhem,
. Joining clauses together with coordinating conjunctions
Examine the example sentence one more time:
Note: "So that" is considered to be a subordinate(subordinating marker) conjunction
These conjunctions are also used:
The word FOR is most often used as a preposition, of course, but it does serve, on rare occasions, as a coordinating conjunction. Some people regard the conjunction for as rather highfalutin and literary, and it does tend to add a bit of weightiness to the text. Beginning a sentence with the conjunction "for" is probably not a good idea, except when you're singing "For he's a jolly good fellow. "For" has serious sequential implications and in its use the order of thoughts is more important than it is, say, with because or since. Its function is to introduce the reason for the preceding clause:
Be careful of the conjunction SO. Sometimes it can connect two independent clauses along with a comma, but sometimes it can't. For instance, in this sentence,
It was raining, so I took my umbrella.
The two clauses in the sentence are joined together with the word “so”. This is a coordinating conjunction. It is used to join two independent clauses which are equally important. A coordinating conjunction usually comes in the middle of a sentence, and it usually follows a comma (unless both clauses are very short). These are the most important coordinating conjunctions: | Conjunction | Function | Example |
|---|---|---|
and | joins two similar ideas together | He lives in Victoria, and he studies at UVic. |
but | joins two contrasting ideas | John is Canadian, but Sally is English. |
or | joins two alternative ideas | I could cook some supper, or we could order a pizza. |
so | shows that the second idea is the result of the first | She was sick, so she went to the doctor. |
These conjunctions are also used:
nor (joining two negative alternatives)
for (meaning “because”)
yet (meaning “but”)
for (meaning “because”)
yet (meaning “but”)
The word FOR is most often used as a preposition, of course, but it does serve, on rare occasions, as a coordinating conjunction. Some people regard the conjunction for as rather highfalutin and literary, and it does tend to add a bit of weightiness to the text. Beginning a sentence with the conjunction "for" is probably not a good idea, except when you're singing "For he's a jolly good fellow. "For" has serious sequential implications and in its use the order of thoughts is more important than it is, say, with because or since. Its function is to introduce the reason for the preceding clause:
- John thought he had a good chance to get the job, for his father was on the company's board of trustees.
- Most of the visitors were happy just sitting around in the shade, for it had been a long, dusty journey on the train.
Be careful of the conjunction SO. Sometimes it can connect two independent clauses along with a comma, but sometimes it can't. For instance, in this sentence,
- Roger is not the only Olympic athlete in his family, so are his brother, sister, and his Uncle Chet.
where the word so means "as well" or "in addition," most careful writers would use a semicolon between the two independent clauses. In the following sentence, where so is acting like a minor-league "therefore," the conjunction and the comma are adequate to the task:
- Roger has always been nervous in large gatherings, so it is no surprise that he avoids crowds of his adoring fans.
Sometimes, at the beginning of a sentence, so will act as a kind of summing up device or transition, and when it does, it is often set off from the rest of the sentence with a comma:
- So, the sheriff peremptorily removed the child from the custody of his parents.
3. Using coordinating conjunctions
There are three things to remember when using coordinating conjunctions:
- Coordinating conjunctions join independent clauses. Each clause must be a “complete thought” which could be a sentence on its own.
- With coordinating conjunctions, put the conjunction in the middle. You may see some sentences starting with “but” or “and”, but this is usually wrong, so it's best to avoid it.
- With coordinating conjunctions, use a comma unless both clauses are very short.
Complements
Subject + Action Verb
Subject + Linking verb
Subject + Verb + adverb
Subject + Verb + complement (Subject complement, verb complement)
Subject + Linking Verb + Subjective complement (Predicate nominative, Predicate Adjective)
Subject + Action verb + Complements of the verb (Direct Object, Indirect Object, Objective Complement)
After the verb, there may appear two types of complements – complements of the subject or compliments of the verb. Complements of the subject will follow the linking verbs and complements of the verb will follow the action verb.
Complements of the subject – they either rename the subject (Nominative) or they describe the subject (modify the subject).
Complements of the verb – are called objects and are divided into three classifications. They receive the action from the subject. Complements of the verb will receive the action directly from the verb (Direct object), receive it indirectly (Indirect object) or they will receive as a result of renaming the direct object (objective complement) H.W. - Read page 63 and Do 1 - 9 in Exercise "A". Spelling tonight will be words 15 - 20 on List #8. Remember: there will be a test at the end of this list.exercise "A" on page 61. It is looking like Thursday for the test/quiz in spelling.
Period #3 History 7 and 8 - We wrote the History Quiz
We started Chapter 5.Watched a video.
The names of the next few emperors are unusual and largely unfamiliar so it would do you well to become familiar with their names before we study them. Try doing two or three a night. We will connect them in class with what they did in history.
Chapter 5
The Assyrian Empire (Assur) - capital Nineveh
Significant Emperors - Tiglath-Pileser III (745 B. C. - 727 B. C.)
Shalmanaser V (727 - 722) Deported 10 Tribes of Israel in 722.
Sennacherib (705 - 681)
Ashurbanipal (669 - 626)
Ninevah fell to the Chaldeans in 612
New Babylonian Empire (Chaldean Empire)
Significant Emperors - Nabapolassar (625 - 605)
Nebuchadnezzar (605 - 562)
Nabonidus (556 - 539)
Belshazzar (539 -
The Persian Empire
Significant Emperors - Cyrus the Great (559 - 550)
Darius (522 - 486)
H.W.- Answer questions 1 - 4 on unit 5.1. Read over pages 42 to 45. Know the locations for the following places:(These will be spelled for you on the Quiz)
a) Euphrates Rivers, b) Carthage, c) Sidon, d) Jeruslem, e) Mt. Sinai, f) Gulf of Suez, g) Jordan River, h) Brook of Egypt, i) Syrian Desert,j) Goshen, k) Jericho, l) Dead Sea, m) Tyre, n)Tigris River, o)Hattusas. p) Tyre.
Period #4 English Literature 7 In-class writing to be handed in to be marked. Quiz on Friday, Dec.09 This will cover "A Christmas Carol" up to that date. It will be a short answer/sentence form of quiz. Be sure that you have all of your homework answers updated. The topics on this quiz will deal with what we have talked about in class.
Went over the HW and continued through the story.
HW : Answer questions 31- 35 on the blog. Start working on a character sketch of Scrooge - start with the physical description. Use point form at first. Be sure that you have proof for everything that you state. Start on the Social aspect tonight - home.
A Christmas Carol - Questions
Supplemental Questions (These are in order as they appear in the story – pretty-much)
- Read over the first two paragraphs again. What is the purpose of talking about Marley’s death?
- Since you have read into the story for a while, explain why you think the author stressed that Scrooge was his “sole… Sole…etc”
- Notice in the movie, the name on the door of Scrooge’s office.
- What do you learn about Scrooge’s psychological character from paragraph 2 column “A”? Explain how the weather was used to reveal his character.
- How did the citizens of the local community view Scrooge?
- What did Scrooge think of what others thought about him and why?
- How is the weather, in the last paragraph in column “A”, used again to influence the story?
- What is with the “Humbug” thing???
- How can Scrooge be seen as having a pessimistic attitude towards Christmas?
- What is Scrooge’s nephew’s attitude towards Christmas?
- How can the nephew be seen as being positively persistent?
- Explain what Dickens meant when eh said “It certainly was; for they had been two kindred spirits”.
- Scrooge does not want to give money for the poor and destitute because they are already taken care of. How does he feel that they have already been provided for?
- Explain Scrooge’s little speech in lines 8 – 14 0n page 180.
- Bob Cratchit appears a little different after leaving the office as opposed to when he was there. Explain.
- How can Scrooges whole life be seen as melancholy?
- What was so peculiar about the knocker on the door of Scrooges apartment house?
- Explain the statement from page 181 “darkness is cheap and Scrooge liked it”.
- What is Scrooges “checklist” when he gets home every night?
- Why do you suppose on this night that he “double-locked himself in”?
- How did Marley’s ghost make its first appearance?
- Explain the joke about Marley “having no bowels”.
- Explain the line (a joke by the way) “There’s of gravy than of grave about you, whatever you are”.
- Why does Jacob Marley wear a chain?
- What does Marley mean when he says “…no space of regret can make amends for one life’s opportunity misused!”? (Page 183)
- How had Marley been confused as to what “his business” should be and what it was? (page 183)
- What indicators are there that Scrooge – “Mr.Tough-Guy” - is actually scared?
- What does Marley say will happen if “the spirit goes not forth in life”?
- What does Jacob mean when he says that he “Made his own chains” that hold him?
Page 183
- Explain “no space of regret will can make amends for one life’s opportunities misused”.
- What is Marley’s new outlook on business?
- How is Marley trying to help Scrooge?
- Why could Scrooge not say “Humbug” but stopped at the first syllable?
- At the first of Stave Two, how does Dickens break the dark quiet atmosphere that he set in the first sentence?
- What did the new visitor look like? What was this figure supposed to represent and all of the symbols supposed to represent?
Page 184.
- What supernatural event took place between the Ghost and the apparition?
- How was Old Fezziwig different from Scrooge on Christmas Eve?
- What people did Fezziwig have at his “office” party?
Page 185.
- Where did the apprentices sleep?
- The spirit comments (at the bottom of page 185) that it takes very little money to make people happy but Scrooge is more impressed by something else that can make people happy and it is free but is worth a great deal. What is he talking about?
List #6 - 1. Apparition, 2. Cultivated (Not as in agriculture) 3. dilapidated, 4. Quaint, 5. rustic, 6. cursory, 7. Etiquette, 8.artificial, 9. opulent, 10. rigour, 11.Scant, 12. odour, 13. obliterate, 14. morph, 15. delinquent, 16. plaid, 17. unique, 18. punctual, 19. proficient, 20. obnoxious, 21. activism, 22. bond, 23. movement, 24. occupy, 25. stocks.
List #7 - 1. bailouts, 2. defaulting, 3. corporate, 4. loiter. 5. repugnant, 6. procrastinate, 7. solicit, 8. crowd mentality, 9. manifest, 10. graven, 11. vain, 12. sabbath, 13. adultery, 14. covet, 15. Decalogue, 16. theocracy, 17. default, 18. momentum, 19. corporation, 20. repossess, 21. innovation, 22. visionary, 23.CEO(Chief Executive Officer) 24. vaccines, 25. jolt.
List #8 - 1. onus 2. disseminate 3. entity 4. calamity 5. cynical 6. ostentatious 7. extricate 8. engulf 9. ensure 10. modify 11. ostracize 12. entrails 13. discern 14. cogitate 15. rancid 16. ascertain 17. quibble 18. embark 19. validate 20. estrange 21. analytical 22. marginal 23. notorious 24. disenchanted 25. burgeoning.
List #9 - 1. wistfulness, 2. beguiled, 3. timidity, 4. decorum, 5. gregarious, 6. specter, 7. oblivious, 8. conjured, 9. contrite, 10. mayhem,
Joining clauses together with coordinating conjunctions
Examine the example sentence one more time:
Note: "So that" is considered to be a subordinate conjunction(subordinating marker) .
These conjunctions are also used:
The word FOR is most often used as a preposition, of course, but it does serve, on rare occasions, as a coordinating conjunction. Some people regard the conjunction for as rather highfalutin and literary, and it does tend to add a bit of weightiness to the text. Beginning a sentence with the conjunction "for" is probably not a good idea, except when you're singing "For he's a jolly good fellow. "For" has serious sequential implications and in its use the order of thoughts is more important than it is, say, with because or since. Its function is to introduce the reason for the preceding clause:
Be careful of the conjunction SO. Sometimes it can connect two independent clauses along with a comma, but sometimes it can't. For instance, in this sentence,
It was raining, so I took my umbrella.
The two clauses in the sentence are joined together with the word “so”. This is a coordinating conjunction. It is used to join two independent clauses which are equally important. A coordinating conjunction usually comes in the middle of a sentence, and it usually follows a comma (unless both clauses are very short). These are the most important coordinating conjunctions: | Conjunction | Function | Example |
|---|---|---|
and | joins two similar ideas together | He lives in Victoria, and he studies at UVic. |
but | joins two contrasting ideas | John is Canadian, but Sally is English. |
or | joins two alternative ideas | I could cook some supper, or we could order a pizza. |
so | shows that the second idea is the result of the first | She was sick, so she went to the doctor. |
These conjunctions are also used:
nor (joining two negative alternatives)
for (meaning “because”)
yet (meaning “but”)
for (meaning “because”)
yet (meaning “but”)
The word FOR is most often used as a preposition, of course, but it does serve, on rare occasions, as a coordinating conjunction. Some people regard the conjunction for as rather highfalutin and literary, and it does tend to add a bit of weightiness to the text. Beginning a sentence with the conjunction "for" is probably not a good idea, except when you're singing "For he's a jolly good fellow. "For" has serious sequential implications and in its use the order of thoughts is more important than it is, say, with because or since. Its function is to introduce the reason for the preceding clause:
- John thought he had a good chance to get the job, for his father was on the company's board of trustees.
- Most of the visitors were happy just sitting around in the shade, for it had been a long, dusty journey on the train.
Be careful of the conjunction SO. Sometimes it can connect two independent clauses along with a comma, but sometimes it can't. For instance, in this sentence,
- Roger is not the only Olympic athlete in his family, so are his brother, sister, and his Uncle Chet.
where the word so means "as well" or "in addition," most careful writers would use a semicolon between the two independent clauses. In the following sentence, where so is acting like a minor-league "therefore," the conjunction and the comma are adequate to the task:
- Roger has always been nervous in large gatherings, so it is no surprise that he avoids crowds of his adoring fans.
Sometimes, at the beginning of a sentence, so will act as a kind of summing up device or transition, and when it does, it is often set off from the rest of the sentence with a comma:
- So, the sheriff peremptorily removed the child from the custody of his parents.
3. Using coordinating conjunctions
There are three things to remember when using coordinating conjunctions:
- Coordinating conjunctions join independent clauses. Each clause must be a “complete thought” which could be a sentence on its own.
- With coordinating conjunctions, put the conjunction in the middle. You may see some sentences starting with “but” or “and”, but this is usually wrong, so it's best to avoid it.
- With coordinating conjunctions, use a comma unless both clauses are very short.
H. W. - Spelling words 20 - 25 in List #6. Spelling Quiz on Thursday.
Period # 6 - Phys. Ed. today.
Period # 7 English Literature 8 - . Quiz on Friday, Dec.09. Also, paragraph to be written in class this week to be submitted, and to be marked. Went over the poem " In School-Days".
HW : 1. Tell the story contained in the poem "In School-Days". 2. What is meant by the line "How few who pass above him / Lament their triumph and his loss ,/ Like her..."?
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