08 Dec/2011 Thursday, Day 6
I have noon duty all week next week (12 - 16) so extra help will only be available in the AM, at noon in the lunchroom or after school.Period #1: Grammar 8 - Grammar Quiz I can get a brief Harris one on Thursday. We will have the full-meal deal next week. Subject, Predicate, Parts of Speech, Sentence Quiz . Spelling Test/Quiz Monday, Dec. 12.
We talked about types of sentences and compound subjects and predicates.
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, 11.conspiracy, 12. synonymous, 13. lament, 14. kinesthetics
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 64 Ex. "B" and "C" and ex "A" on page 65. 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.Talked about the Assyrian Empire.
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 question 10 and the "Identifies" on unit 5.1. Read over pages 42 to 45 again.
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 wrote the answer to the question to be handed in.
HW : Answer questions 36 - 39 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. Continue with Social aspect tonight - Work.
A Christmas Carol - Questions
Supplemental Questions (These are in order as they appear in the story – pretty-much)
40. 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?
Period #5 English Grammar 7 - Grammar Quiz on Thursday, Dec. 08. Subject, Predicate, Parts of Speech, Sentence Quiz. Spelling Quiz on List 7 on Thursday, Dec. 08. - Why do you think Scrooge wants to talk to his clerk? What do you think he would say?
- Why had the “fair young girl in the black dress” want to break up with Scrooge?
- The Bible talks about false idols. What doe It say and how does it apply at here?
Page 186.
- What does Scrooge’s former fiancée mean when she says “…and I release you. With a full heart, for the love of him you once were”?
- What does Dickens mean about Scrooge when he says “…he turned uncomfortably cold, when he began to wonder which one of his curtains this new specter would draw back”?
- Scrooge’s room had undergone a great transformation. How was it different from its old state?
- How did the Ghost of Christmas Present have a family of 1800?
- Why was Scrooge surprised that the ghost “blessed” Bob Cratchit?
Page 187.
- What are some signs that the Cratchit family is poor?
- What was the general attitude of the Cratchits towards those who had not yet arrived? What attitude might they have expressed in such a situation.
Page 188.
- How does Tiny Tim show his big heart and how he wants to be used by God?
- How is community shown when getting the dinner ready?
- In column “B” and column “A” on page 189, there are a number of good examples of Dickens saying one thing but insinuating another. Give some of these examples and explain what he really meant.
- How can Mrs. Cratchit be seen as a “worry wort”?
Page 189.
- What is the true portrait that is painted of the Cratchits near the top of column “B”.
- How are “laughter and good humor” contagious?
Page 190.
- What does Scrooge’s nephew Fred reveal about the character of Uncle Scrooge?
- Give examples of how Scrooge showed that he enjoyed the party.
- How is Scrooge portrayed in the game of “yes and No”?
- How does Fred show that, in spite of the way Scrooge treated him, he still cared for the man?
- What other travels did Scrooge and the Ghost take?
Page 191.
- What did the last spirit look like?
- What is Scrooge’s new attitude towards these ominous spirits?
- It was business as usual at the stock exchange even after the death of Scrooge. What is the topic of conversation?
- What was the purpose of the introduction of the pawnshop and its clients?
Page 192.
- What was the attitude of the two old ladies towards Scrooge? Give examples to prove these attitudes.
- When the spirit returned to Scrooges apartment, did scrooge recognize the dead man? Explain your answer.
- What is the rest of the scripture that Peter started “And he took a child, and set him in the midst of them”? How does it suit this occasion from many standpoints?
Page 193
- What is the double meaning of the line “But he was very light to carry”?
- Explain the meaning of the paragraph that starts “He broke down all at once.”
- Explain the meaning of Scrooges question that begins “Men’ courses will…”
- What does Scrooge pledge in the cemetery regarding his character?
Page 194.
- When Scrooge awakes to his new reality, we see a quite different man. What difference can be seen in his character?
Page 195.
- How does Scrooge start his spending spree?
- “….nothing ever happened on this globe… outset”
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.
H. W. - Spelling words 20 - 25 in List #6. Spelling Quiz on Thursday.
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, 11.conspiracy, 12. synonymous, 13. lament, 14. kinesthetic
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 Friday.
Period # 6 - Life Skills on Fair Trade and Emerging Nations.
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 :Read pages 47 - 50 and answer the questions at the end.
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