Bellwork for January 27, 2013

Take any handouts from the back counter. Write in your agenda.

– 0701.1.7 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases or clauses).

– 0701.8.8 Analyze the effects of sound (i.e., accent, alliteration, onomatopoeia, repetition, rhyme, internal rhyme) in context.

Begin day 22 Caught’ya! I will be walking around to check them in five minutes!

Day 22

i was in your sceince class last year and i set

in the last row as far away from orson odious

and his crony danny dapper as i could get.

they used too lay in wait for me between

classes

Vocabulary for Week 8

crony- (noun) a close friend especially of long standing

dapper- (adjective) usually describing a man, neat and trim in appearance; stylish

Combining Sentences0701.1.7 Identify within context a variety of

appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of

semicolon, introductory phrases or clauses).

One plus one equals one.

What’s wrong with this paragraph?

Jack went to his room to study. He is studying for a science test. Bethany went to her room to study. She is studying for a science test. They closed their doors. They wanted some private study time.

Combining Sentences

Sentence combining is making one smoother, more detailed sentence out of two or more shorter sentences.

Combining with key words Combining with phrases Combining with longer sentences

Combining with KEY WORDS

Use a key word:

Ideas included in short sentences can be combined by moving a key word from one sentence to the other.

Use an adjective

Short sentences:

Kelly’s necklace sparkles.

It is beaded.

Combined with an adjective:

Kelly’s beaded necklace sparkles.

Try it!

Short sentences:

The women always have to wait in a line.

The line is long.

Combined with an adjective:

The women always have to wait in a long line.

Use an adverb

Short sentences:

I am going to a sleepover.

I ‘m going tomorrow.

Combined with an adverb:

Tomorrow I am going to a sleepover.

Try it!

Short Sentences:

You are supposed to sit on the bus.

You are supposed to sit quietly.

Combined with an adverb:

You are supposed to sit quietly on the bus.

Use a series of words or phrases

Short sentences:

The reading teacher is organized.

The reading teacher is funny.

The reading teacher is helpful. Combined with a series of words:

The reading teacher is organized, funny,

and helpful.

Try it!

Short sentences:On Thanksgiving, we have turkey.We also have stuffing.We also have gravy.

Combined with a series of words:On Thanksgiving, we have turkey, stuffing, and gravy.

REMEMBER!

All of the words or phrases in a series should be parallel (stated in the same way).

Otherwise, the sentences will be unbalanced.Incorrect: My dog is friendly, playful, and he is

smart, too. (The modifiers in the series are not parallel.)

Correct: My dog is friendly, playful, and smart. (All the words in the series are single-word

adjectives. They are parallel.)

Correct it!

Incorrect:

We can hike, ski, or we can snowboard down the mountain, too.

Correct:

We can hike, ski, or snowboard down the mountain.

Combining with PHRASES

Use phrases:

Ideas from short sentences can be combined into one sentence using phrases.

Combined with a prepositional phrase

Short sentences:

Our cat curls up.

He curls up on top of my homework.

Combined with a prepositional phrase:

Our cat curls up on top of my homework.

Try it!

Short sentences:

He signed his name.

He signed it on a football.

Combined with a prepositional phrase:

He signed his name on a football.

Combined with an appositive phrase

Short sentences:Mrs. Brown makes the best cookies on the block.Mrs. Brown is our next-door neighbor.

Combined with an appositive phrase:Mrs. Brown, our next-door neighbor, makes the best cookies on the block.

Try it!

Short sentences:Sam wants to be a professional baseball player.He is my brother’s best friend.

Combined with an appositive phrase:Sam, my brother’s best friend, wants to be a professional baseball player.

Combining with LONGER SENTENCES

Use compound sentences Use complex sentences

Use compound sentences

A compound sentence is made up of two or more simple sentences joined together. The conjunction and, but, or, nor, for, so, and yet are used to connect the simple sentences.

Remember to place a comma before a conjunction! This is comma rule 2.

Use compound sentences

Simple sentences:

My dog has hair hanging over his eyes.

He looks just like a dust mop.

Combined with and:

My dog has hair hanging over his eyes, and he looks just like a dust mop.

Try it!

Simple sentences:

Mary wrote a book about the seasons.

It was interesting.

Combined with and:

Mary wrote a book about the seasons, and it was interesting.

Use compound sentences

You can also use a semicolon to create a compound sentence.

Use semicolon rule 1 or 3.

Try it!

Simple sentences:

Steven loves the Tennessee Volunteers. He is a loyal fan.

Combined with a semicolon:

Steven loves the Tennessee Volunteers; he is a loyal fan.

Try it!

Simple sentences:

Steven is also a fan of the New York Yankees. He was upset when they didn’t do very well this season.

Combined with a semicolon and conjunctive adverb or transitional phrase:

Steven is also a fan of the New York Yankees; therefore, he was upset when they didn’t do very well this season.

Use compound subjects and/or compound verbs

A compound subject is two or more subjects connected by a conjunction.

A compound verb is two or more verbs connected by a conjunction.

Combined with a compound subject

Short sentences:

Jamie danced around the room.

Mary danced around the room, too.

Combined with a compound subject:

Jamie and Mary danced around the room.

Try it!

Short sentences:

Sue rode her horse today.

Scott rode his horse today.

Combined with a compound subject:

Sue and Scott rode their horses today.

Combined with a compound verb

Short sentences:

Janet skated onto the pond.

She made a perfect figure eight.

Combined with a compound verb:

Janet skated onto the pond and made a perfect figure eight.

Try it!

Short sentences:

My teacher dropped her glasses.

My teacher laughed.

Combined with a compound verb:

My teacher dropped her glasses and laughed.

Use complex sentences

A complex sentence is made up of two ideas connected by a subordinating conjunction (because, when, since, after, before, though, although, if, unless, when, where, while, etc.).

A complex sentence can also be combined by a relative pronoun (who, whose, which, and that).

Combine sentences using a subordinating conjunction

Simple sentences:

My friend shares her lunch with me.

She doesn’t like what her dad packs.

Combined with because:

My friend shares her lunch with me because she doesn’t like what her dad packs.

Try it!

Simple sentences:

We took the elevator to the second floor.

The stairs were closed for repairs.

Combined with because:

We took the elevator to the second floor because the stairs were closed for repairs.

Combine sentences using a relative pronoun

Simple sentences:

Very cold weather closed school for a day.

The cold weather came down from Canada.

Combined with which:

Very cold weather, which came down from Canada, closed school for a day.

Try it!

Simple sentences:

Jack ran all the way to school.

Jack was late this morning.

Combined using who:

Jack, who was late this morning, ran all the way to school.

I can…

Identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases or clauses).

Exit Ticket- Rewrite this paragraph by combining sentences to make it more interesting.

Jack went to his room to study. He is studying for a science test. Bethany went to her room to study. She is studying for a science test. They closed their doors. They wanted some private study time.

Poetic Devices0701.8.8 Analyze the effects of sound (i.e., accent,

alliteration, onomatopoeia, repetition, rhyme, internal rhyme) in context.

The Sounds of Poetry

Cut and Paste Notes

Separating the devices and definitions, cut out the squares on your paper.

Using prior knowledge, match the poetic devices to the correct definition.

When you are finished, raise your hand for me to check your answers.

Once I have checked, glue these down onto the piece of construction paper.

Onomatopoeia

When a word’s pronunciation imitates its sound.

Examples

Buzz Fizz WoofHiss Clink BoomBeep Vroom Zip

Repetition

Repeating a word or words for effect.

Example

NobodyNo, nobodyCan make it out here alone.Alone, all aloneNobody, but nobodyCan make it out here alone.

Rhythm

When words are arranged in such a way that they make a pattern or beat.

Example

There once was a girl from Chicago

Who dyed her hair pink in the bathtub

I’m making a pizza the size of the sun.

Hint: hum the words instead of saying them.

Rhyme

When words have the same end sound.

Happens at the beginning, end, or middle of lines.

Examples

Where

Fair

Air

Bear

Glare

Alliteration

When the first sounds in words repeat.

Example

Peter Piper picked a pickled pepper.

We lurk late. We shoot straight.

Consonance

When consonants repeat in the middle or end of words.

Vowels: a, e, i, o, u, and sometimes y.

Consonants: all other letters.

Examples

Mammels named Sam are clammy.

Curse, bless me now! With fierce tears I prey.

Practice Quiz

I’ll put some lines of poetry on the board.

Write down which techniques are used:

Alliteration, consonance, rhythm, rhyme, and onomatopoeia.

Some poems use more than one technique.

1

The cuckoo in our cuckoo clock

was wedded to an octopus.

She laid a single wooden egg

and hatched a cuckoocloctopus.

2

They are building a house

half a block down

and I sit up here

with the shades down

listening to the sounds,

the hammers pounding in nails,

thack thack thack thack,

and then I hear birds,

and thack thack thack,

3

very little love is not so bad

or very little life

what counts

is waiting on walls

I was born for this

I was born to hustle roses down the

avenues of the dead.

4

The whiskey on your breathCould make a small boy dizzy;But I hung on like death:Such waltzing was not easy.

5

Homework! Oh, homework!I hate you! You stink!I wish I could wash youaway in the sink.

Answers

1. Repetition, rhythm, rhyme, consonance, and light alliteration.

2. Onomatopoeia, consonance, repetition

3. Alliteration, repetition

4. Rhythm, rhyme, light alliteration

I can…

analyze the effects of sound (i.e., accent, alliteration, onomatopoeia, repetition, rhyme, internal rhyme) in context.

Exit Ticket

Answer the following questions on a post-it note from the middle of your desk.

1. What type of sound devices can you identify in the following excerpt?

Homework! Oh, homework!I hate you! You stink!I wish I could wash youaway in the sink.

2. Give an example of internal rhyme.