8th+grade+extras


 * CHECK THE HOMEPAGE FOR HOMEWORK ASSIGNMENTS FIRST.**

Board work for May 14-15; due Wednesday, May 16

RUBRIC FOR CONTENT OF PROBLEM/SOLUTION ESSAY DUE 4/30

RUBRIC FOR THE FORMAT AND CONVENTIONS OF PROBLEM/SOLUTION ESSAY DUE 4/30

ORGANIZATION AND FORMAT FOR PROBLEM-SOLUTION ESSAY DUE 4/30

INTRODUCTION
 * Get readers attention
 * Transition to **__a statement__** of the problem you will be addressing
 * Thesis statement – your solution

BODY PARAGRAPHS (each bullet should be one or more paragraphs)
 * Explanation of the problem and its cause(s) (citations make your position stronger)
 * Explanation of why what is currently being done is not sufficient (citations make your position stronger)
 * Explanation of your solution and how it addresses the cause you stated earlier (citations make your position stronger)

CLOSING
 * Transition from your paper to your closing
 * Summarize your position
 * Reflect, predict, or give a warning; check your binder for other possible ways to close your essay
 * NO NEW INFORMATION SHOULD BE GIVEN IN THE CLOSING

PREWRITING EXERCISE DUE TUESDAY, APRIL 24 PROBLEM-SOLUTION ESSAY

READ PAGES 448-452 IN YOUR BOOK

1. On a sheet of loose leaf paper, make a list of problems that could possibly be a topic for your problem-solution essay.

2. After making this list, circle the top three topics: the three that would be the best for you to write about. Things to consider are how interested you are in the topic; what your personal experience is in the topic; and how much you know or are willing to find out about the topic.

3. For each of your top three topics, list at least three possible solutions. Decide which of the three solutions you could support and defend.

4. For each solution, think of facts, statistics, expert opinion, examples, etc. that you will need to cite in order to make your solution argument stronger. Write down where you might be able to find this information.

5. Choose one problem and solution as the topic of your paper.

**Work done in class on Wednesday, 4/18.**

1. Yesterday you identified the "self" pronouns as reflexive or intensive depending on how they were used in a sentence. Today, you need to use that same worksheet and identify each __reflexive__ pronoun as the direct object, indirect object, or object of the preposition for the sentence in which it appears. Just write "IO", "DO", or "OP" on the line after the word "reflexive."

2. On a sheet of loose leaf, set up the following chart. Use the sentences in your book on page 86, Mixed Review A. For each pronoun you must choose, you must determine its person, number, & case. If a pronoun is third person and singular, then you must also determine the correct gender. Use "F" for female, "M" for male and "N" for no gender. Then provide the correct answer. The first one is done for you.

__---PersonNumberCaseGenderAnswer__ 1.---3-S-P--F---her

Persuasive essay rubric

THINK SHEET FOR PERSUASIVE ESSAY 1. What is the issue and what is your opinion of this issue? 2. Jot down specific facts, reasons, examples, and statistics that oppose your opinion. Be specific. Then for each argument against your stance, list one or mosre arguments for your stance. Avoid general statements which lack exact proof or statements that are based on emotion rather than provable facts. Expand your argument with specific details. REASONS AGAINST YOUR OPINION (list as many as possible) REASONS THAT SUPPORT YOUR OPINION ( make sure they address the reasons against your opinion) POSSIBLE THESIS STATEMENT: HINT: Choose the strongest arguments that support your opinion. Organize these ideas in an order-of-importance sequence. You might use the arguments against your opinion in your paper's introduction.

Open Doc.2 for Tuesday, March 20 homework

**History Paper Rubric for English**



Rewrite each of the following sentences to correct the error in unparallel structure. Mrs. Ramsey, the school secretary, is
 * pretty
 * pleasant
 * an efficient person
 * intelligent

When Bill was sick, he passed time by
 * reading magazines
 * sleeping and
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">he would look out the window

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Everyone in town agrees that the library ought to have
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">more books,
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">more space, and
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">should get a new head librarian

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Peter couldn't finish the forms because he didn't know what his mother's maiden name was, his father's business address, or his father's business phone number.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">The Rooneys need a house with a large dining room, plenty of closets, and which has at least five bedrooms.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Dan was supposed to use that money to buy groceries, for buying himself a new shirt, and to pay for guitar lessons.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Terry can tell you how to get there, what to see, and a place where you can stay.

=
==CRITERIA FOR SOURCE CARDS & NOTE CARDS================


 * Source cards**

- at least 5 source cards

- source card number in upper right corner

- correct publishing information for each source (see pp. 491, 662-669 in text)


 * Note cards** (see page 492 in text)

- at least 25 note cards

- source card number matching its source in upper right corner

- heading (each card has one, with no more than seven separate headings, no vague headings such as "interesting facts", or "other information").

- one item of information per card

- page number if source is a book, magazine, or newspaper

- quotation marks around anything copied word for word.

**Practice for the punctuation test on Wednesday, February 29** Add commas where they are needed in the following sentences. Busses which I always take downtown can offer a solution to high gas prices but many people don’t take advantage of them. Throughout last summer the bees swarmed the garden collected the nectar and stung anything in their way. Raylene I wonder if you have met Cecil my oldest cousin.

Add commas, semicolons, and colons where they are needed in the following sentences. My brother is very strong he competes in many athletics basketball track baseball and wrestling. Gina is a popular girl however she struggles with schoolwork. There are several things to consider do we have time to visit the Washington Monument the Lincoln Memorial and the Vietnam Memorial should we drive or take the subway and do we have enough money to pay for hotels food and gas?

Add commas, quotations marks, and end marks where they are needed in the following sentences. Draw three short lines under each word that should be capitalized but is not. Australia is the smallest continent explained Mrs. Jennings I will spend my time exclaimed Lucy looking for the lost rings Don’t forget me Jimmy called out we will be waiting right here

Write the following words in hyphenated form: magistracy, quaternary (You will be able to use a dictionary for this part of the test)

Add underlines and quotation marks as needed. The poem The Walrus and the Carpenter can be found in the book Alice In Wonderland. The original version of The Muppet Movie has one of my favorite songs, Movin’ Right Along. I found this article, The Story of Ryan Braun, in the Milwaukee Journal Sentinel. The painting, Self Portrait, by Vincent Van Gogh is on display at the museum.

Add apostrophes where they are needed. The fishes scales The deers food supply Show me how you make your ys. The dresss buttons The dresses buttons

Add parentheses or dashes where needed in each of the following sentences. The bag of candy and I’m talking about a grocery bag of spilled out onto the floor. Most herding dogs shepherds, collies, and sheepdogs must be taught good manners around children. We went outside to see the geese they tend to stay year round swimming in the pond.

ANSWERS ARE ON THE 8th grade homework answers PAGE.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 170%;"> · Parallel structures for each category
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 170%;"> · Words, phrases, or short sentences used for each category ===

= =

= = <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 180%;">A clear thesis statement

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 180%;">·should be a complete sentence.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 180%;">·should express an attitude or opinion.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 180%;">·should be an arguable statement. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 180%;">·should have only one clear controlling idea.

**PRACTICE QUIZ FOR WORD ANALYSIS - REAL QUIZ WILL BE ON FRIDAY, FEBRUARY 17** **MATCH UP THE WORDS WITH THE DEFINITIONS. I HAVE PUT IN BOLD LETTERS THE PARTS OF THE WORD THAT CONTAIN THE ROOT THAT YOU WILL BE USING FROM YOUR CARDS, AND IN THE DEFINITIONS I HAVE PUT IN BOLD LETTERS THE PARTS OF THE DEFINITION THAT CORRELATES TO THE DEFINITION OF THE ROOT. WE WILL GO OVER THE ANSWERS IN CLASS ON THURSDAY 2/16; IF YOU ARE NOT IN CLASS ON THAT DAY, I WILL POST THE ANSWERS HERE ON THAT DAY AND YOU CAN CHECK YOURSELF.** Answers are on the 8th grade homework answers page.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ne**ce**ssary
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">syn **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">apse
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">over**arch**ing
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">inter **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">sperse
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">trans **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">pose
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">man **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">acle
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">hyp **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">aethral
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">chis **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">el
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">in**cog**nitable
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">mal **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ign


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">un**think**able
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">describing a structure that is **under** the sky with no roof
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">unavoidable; not **to go** away
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">describing the one **principle** that is the heart of an entire set of behaviors, procedures, or beliefs
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">a **cutting** tool
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">to reverse the order of something **across** to the other side
 * 7) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">evil **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">in influence, intention, or effect
 * 8) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">hand **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">cuffs
 * 9) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">a junction where two nerve cells join **together**
 * 10) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">scattered or sprinkled upon, **between or among**

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">WRITE THE ROUGH DRAFT OF A PARAGRAPH(S) FOR TUESDAY, FEBRUARY 14 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Write a paragraph(s) at includes the following types of punctuation:
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">a comma or semicolon that separates the two main clauses in a compound sentence (p 253, 262)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">commas separating items in a series (p 253)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">a period after an abbreviation (p 251)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">commas that separate an appositive (p 255)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">commas that separate either an introductory or an interrupting word, phrase, or clause (p 254)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">correct punctuation for a direct quotation (p 258)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">correct punctuation for a divided quotation (p 259)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">correct use of a colon before a list (p 262)

**WORD ETYMOLOGY PROJECT started Wednesday, January 25; due date - Tuesday, January 31**

Feel free to use []
 * Choose a word that you are relatively unfamiliar with. You may have heard the word before, but you are uncertain about its meaning or how to use it correctly. The word must be approved by your teacher.
 * Copy the complete etymology of the word using no abbreviations. You may have to look in more than one source to find the complete etymology. Use all the information you find.
 * Copy all the meanings of this word completely.
 * Make a list of synonyms and antonyms for the word
 * Make a list of other words that share the same root.
 * Use the word in an original paragraph. Make sure the context of this paragraph makes the meaning of the word relatively apparent. This original paragraph must be illustrated.
 * Find an example of the word used in another published work. Cut out or copy the passage that contains your word, and highlight your word. Correctly cite the source.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">8TH GRADE BOARD WORK FOR Monday, January 23, 2012 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">1. Write a sentence that uses the verb as a predicate in the passive voice. (p. 338-339) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">2. Write a sentence that uses the verb as a predicate in the present perfect active voice. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">3. Write a sentence that uses the verb as a predicate in the past perfect active voice. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">4. Write a sentence that uses the verb as a predicate in the future progressive active voice. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">5. Write a sentence that uses the verb as a gerund. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">6. Write a sentence that uses the verb as a participle. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">7. Write a sentence that uses the verb as an infinitive. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">8. Write a simple sentence that uses the verb any way you like. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">9. Write a compound sentence that uses the verb in any way you like.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Choose an action verb from page 102-103.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Each sentence must contain 7 words not counting articles and conjunctions.

= = ====<span style="font-family: Arial,sans-serif;">**This assignment is due Thursday, January 19** ==== o <span style="color: #000000; font-family: Arial,sans-serif; font-size: 16px;">in the upper <span style="font-family: Arial,sans-serif; font-size: 16px; text-decoration: none;">right hand <span style="color: #000000; font-family: Arial,sans-serif; font-size: 16px;"> corner, write the definition; o <span style="color: #000000; font-family: Arial,sans-serif; font-size: 16px;">in the upper left hand corner, write two examples - make sure the words you choose actually use the root with the same definition as the root word on the front of your card – use the word etymology from the dictionary definition to be sure; online dictionaries are great for this (see link below). o <span style="color: #000000; font-family: Arial,sans-serif; font-size: 16px;">in the lower left hand corner, use a word with the root in a sentence; o <span style="color: #000000; font-family: Arial,sans-serif; font-size: 16px;">in the lower right hand corner, draw a picture or symbol that demonstrates the meaning of the root. <span style="color: #000000; font-family: Arial,sans-serif; font-size: 16px;">Click on the link below & use this online dictionary to help you find words that use specific roots with specific meanings <span style="color: #000000; font-family: Arial,sans-serif; font-size: 16px;">[|Online Etymology Dictionary]
 * <span style="color: #000000; font-family: Arial,sans-serif; font-size: 24px;">Work Analysis Assignment **
 * <span style="color: #000000; font-family: Arial,sans-serif; font-size: 16px;">Use one 3 x 5 index card for each root.
 * <span style="color: #000000; font-family: Arial,sans-serif; font-size: 16px;">On front side of index card, write the root in the center.
 * <span style="color: #000000; font-family: Arial,sans-serif; font-size: 16px;">On the other side write the following:

<span style="font-family: 'Courier New',Courier,monospace; font-size: 90%;">brev - short
<span style="font-family: 'Courier New',Courier,monospace; font-size: 90%;">arch – chief/ principal

<span style="font-family: 'Courier New',Courier,monospace; font-size: 90%;">trans - across
**Eighth Grade Spelling Bee List**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">disease

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">brochure

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">substantial

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">chaperone

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">luncheon

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">poisonous

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">cemetery

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">accountant

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">anxiety

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">counterfeit

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">corpuscle

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">poinsettia

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">circulate

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">perjury

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">vengeance

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">artificial

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">mustache

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">limousine

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">fluorescent

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">courteous

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">circuit

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">miscellaneous

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">embarrass

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">yacht

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">panicked

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">salmon

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">indigent

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">emigrate

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">pamphlet

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">alleviate

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">solemn

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">astronomy

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">knurled

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">succumb

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">flammable

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">forbidden

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">opportunity

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ambitious

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">responsible

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">prisoner

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">antecedent

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">intermediate

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">preliminary

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">supersede

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">extraordinary

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">paradox

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">misdemeanor

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">inevitable

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">accumulate

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">deceive

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">exaggerate

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">conjunction

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">persistence

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">sergeant

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">suppression

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">interrupt

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">controversy

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">connoisseur

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">delicatessen

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">souvenir

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">moccasin

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">psychology

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">hygiene

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">lieutenant


 * PASSIVE VOICE POEM (final draft due Tuesday, 01/10) **

**Directions and Example**


 * The TITLE of the poem is the subject of each of the sentences -> THE RAGS**


 * Each line of the poem is a predicate with a verb in passive voice --> were used for cleaning the car**


 * (line 2)--> were rinsed out with the hose**


 * (line 3)--> were hung to dry in the sunshine**

= =


 * A passive voice verb is created by using a form of "to be" as a helping verb (am, is, are, was, were) and a past participle form of a verb (usually a verb with an "-ed" ending, unless it is irregular; check in your book, page 102-103)**

= =


 * Your poem must have a title and six lines formatted like the example above. It may be printed from the computer or hand written, but the final copy must be on a sheet of computer paper or something similar, and it must be written neatly, taking up most of the center space on the paper. Finally, add an illustration to your page.**

**BOARD WORK FROM WEDNESDAY 01/04**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Choose a verb from page 102-103. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Use it as a predicate in the past progressive tense <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. Use it as a predicate in the future progressive tense <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. Use it as a predicate in the simple future tense <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. Use it as a predicate in the simple past tense <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5. Use it as a predicate in the perfect present tense <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6. Use it as a predicate in the perfect past tense <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">7. Use it as a direct object gerund. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">8. Use it as a subject gerund. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">9. Use it as a participle <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10. Use it as an infinitive. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Underline the verb you chose as it is used in each sentence. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read pages 338-339 in your book. Complete the practice on page 339. Do it on the same page.

CRITERIA FOR SOURCE CARDS & NOTE CARDS**Source cards (see your notes or check with me)**

- at least 5 source cards (5 points)

- source card number in upper right corner (5 points)

- correct publishing information for each source (see pp. 491, 662-669 in text) (5 points)


 * Note cards (see page 492 in text)**

- at least 15 note cards (15 points)

- source card number matching its source in upper right corner (15 points)

- heading (each card has one, with no more than seven separate headings, no vague headings such as "interesting facts", or "other information"). (15 points)

- one item of information per card (15 points)

- page number if source is a book, magazine, or newspaper (5 points)

- quotation marks around anything copied word for word. (5 points)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 24px;">CHOOSE ONE VERB FROM PAGE 102-103


 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Use the verb in a sentence as a predicate in the past progressive tense.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Use the verb in a sentence as a gerund.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Use the verb in a sentence as a predicate in the present perfect tense.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Use the verb in a sentence as a participle.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Use the verb in a sentence in the simple future tense.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Use the verb in a sentence as an infinitive

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">The second thing that verb forms are used for is to create verbals. Verbals are forms of verbs that are used as other parts of speech in sentences. There are three types of verbals: gerunds, participles, and infinitives.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Like all verbs, verbals may be modified with adverbs or adverb phrases and they may have their own direct object, predicate noun, or predicate adjective, even though they are being used as another part of speech.


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Gerunds **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> are verbs in __present participle form__ that are used as __nouns__.


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Participles **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> are verbs in __present participle or past participle forms__ that are used as __adjectives__.


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Infinitives **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> are verbs in the __present form and preceded by the word “to”__ that are used as __nouns, adjectives or adverbs__.


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">GERUNDS **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Gerunds are verbs in the present participle form used as nouns which means that in sentences they can be used as subjects, direct objects, predicate nouns, or objects of the preposition.

<span style="color: purple; font-family: 'Arial','sans-serif'; font-size: 16px;">(subject)

<span style="color: purple; font-family: 'Arial','sans-serif'; font-size: 16px;">Swimming <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> is my favorite activity.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">- <span style="color: #ff6820; font-family: 'Arial','sans-serif'; font-size: 16px;">(direct object)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">I love <span style="color: #ff6820; font-family: 'Arial','sans-serif'; font-size: 16px;">swimming.

<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">--(predicate noun)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">My favorite pastime is <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">swimming <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">- <span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 16px;">(object of the preposition)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">I like everything about <span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 16px;">swimming <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">To each of these gerunds a <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 16px;">direct object (the backstroke) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">, an <span style="color: gold; font-family: 'Arial','sans-serif'; font-size: 16px;">adverb (gently) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">, and/or an <span style="color: #68838b; font-family: 'Arial','sans-serif'; font-size: 16px;">adverb prepositional phrase (in a lake) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> can be added. The gerund then becomes a gerund phrase and the entire phrase is the subject, direct object, predicate noun, or object of the preposition.

<span style="color: purple; font-family: 'Arial','sans-serif'; font-size: 16px;">(subject)

<span style="color: purple; font-family: 'Arial','sans-serif'; font-size: 16px;">Swimming <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 16px;">the backstroke <span style="color: gold; font-family: 'Arial','sans-serif'; font-size: 16px;">gently <span style="color: #7b7bc0; font-family: 'Arial','sans-serif'; font-size: 16px;">in a lake <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">is my favorite activity.

<span style="color: #ff6820; font-family: 'Arial','sans-serif'; font-size: 16px;">-(direct object)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">I love <span style="color: #ff6820; font-family: 'Arial','sans-serif'; font-size: 16px;">swimming <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 16px;">the backstroke <span style="color: gold; font-family: 'Arial','sans-serif'; font-size: 16px;">gently <span style="color: #7d9ec0; font-family: 'Arial','sans-serif'; font-size: 16px;">in a lake.

<span style="color: #7d9ec0; font-family: 'Arial','sans-serif'; font-size: 16px;">- <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">(predicate noun)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">My favorite pastime is <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;"> swimming <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 16px;">the backstroke <span style="color: gold; font-family: 'Arial','sans-serif'; font-size: 16px;">gently <span style="color: #7b7bc0; font-family: 'Arial','sans-serif'; font-size: 16px;">in a lake <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">.

<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">-- <span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 16px;">(object of preposition)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">I like everythingabout <span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 16px;">swimming <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 16px;">the backstroke <span style="color: gold; font-family: 'Arial','sans-serif'; font-size: 16px;">gently <span style="color: #7b7bc0; font-family: 'Arial','sans-serif'; font-size: 16px;">in a lake <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">To check whether or not a present participle verb is a gerund, replace the word or phrase with a pronoun such as "it," "this," or "that." The sentence should still make sense and have the same meaning.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">PARTICIPLES

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Participles are verbals formed from the present participle or past participle forms of verbs. They are used as adjectives. Since adjective do not have tense, helping verbs are NOT used with these verbals, even thought helping verbs must be used with participles when they are predicates. Note the following examples.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Present---past---present participle---past participle <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Talktalked--- (is) __talking__- (has) talked <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">slice ---sliced ---(is) slicing --(has) __sliced__ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">steal stole ---(is) stealing (has) __stolen__ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">writewrote--- (is) __writing__- (has) written <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Used as a predicate - The dog __<span style="color: #a52a00; font-family: 'Arial','sans-serif'; font-size: 16px;">is ____<span style="color: #a52a00; font-family: 'Arial','sans-serif'; font-size: 16px;">talking __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">. (helping verb must be used)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Used as an adjective - He is a __<span style="color: #a52a00; font-family: 'Arial','sans-serif'; font-size: 16px;">talking __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> dog. ( no helping verb used)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Predicate - Tommy __<span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 16px;">has sliced __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> the ham. (helping verb used)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Adjective - Now we have __<span style="color: #009300; font-family: 'Arial','sans-serif'; font-size: 16px;">sliced __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> ham. (no helping verb used)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Predicate - Someone __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">has stolen __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> our car. (helping verb used)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Adjective - He is driving a __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 16px;">stolen __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> car. (no helping verb used)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Predicate - She __<span style="color: #ff6820; font-family: 'Arial','sans-serif'; font-size: 16px;">is writing __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> at her desk. (helping verb used)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Adjective - This is her __<span style="color: #ff6820; font-family: 'Arial','sans-serif'; font-size: 16px;">writing __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;"> desk. (no helping verb used)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Notice that the participles used as adjectives are modifying a noun. This is a way that writers can add action to their writing and still keep it concise. Note the following example. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">ORIGINAL - The children ran through the mall. They were all screaming. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">REVISION - The screaming children ran through the mall.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Rather than taking two sentences to show two actions, the author used one of the actions as a modifier for the subject. The meaning is not changed, and it is often enhanced; furthermore, the writing becomes more concise.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">To check if the participle forms of verbs are being used as modifiers, replace the participle with a generic adjective, such as "good". If the switch would still make a sentence, the word is probably a participle rather than a predicate or a gerund.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">INFINITIVES <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Infinitives are verbals formed from the present form of verbs preceded by the word "to". They are used as nouns, adjectives or adverbs. They are easy to identify because the word "to" almost always comes in front of the verb. <span style="color: purple; font-family: 'Arial','sans-serif'; font-size: 16px;">REMEMBER that when "to" is used as a preposition it is always followed by a noun or pronoun to create a prepositional phrase. When "to" is used as a When "to" is used as an infinitive, it is followed by a verb. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Note the following examples of infinitives. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Used as a noun (direct object) - I want __to go home__. (tells what is wanted) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Used as an adjective - This is the way __to go__. (tells which way) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Used as an adverb – Dorothy clicked her heels together __to go home__. (tells why she clicked her heels) = VERB TENSE AND FORM NOTES =

Verbs can be written in one of four forms.


 * __PRESENT__---__PAST__--__PRESENT PARTICPLE__ -__PAST PARTICIPLE__**

Bite(s)- bit (was) biting-(has) bitten

Do-- did (was) doing--- (has) done

Sail sailed- (was) sailing- (has) sailed

Try tried (was) trying--- (has) tried

Notice that the last form of "sail" and "try" are the same as the second form, except that there is a helping verb before it. They are **__regular verbs__**.

The past and past participle forms of verbs are the same for regular verbs, except the past participle uses a helping verb **__when it is used as a predicate.__**

Sometimes irregular verbs change their past and past participle form, and sometimes they don’t change at all. It depends on the verb. Since no specific rule can be made for all of them, they are called "irregular"

Sometimes irregular verbs change their past and past participle form and sometimes they don’t change at all. It depends on the verb. Since no specific rule can be made for all of them, they are called irregular verbs. Here are more examples of irregular verbs. Cut-- cut --(was) cutting ---(has) cut Build--- built (was) building-- (has) built
 * __PRESENT__ __PAST__ --- __PRESENT PARTICPLE__ - __PAST PARTICIPLE__**

__**Verb forms are used for two things.**__
 * First,** they are used to indicate the tense of a predicate. If you could always use the same form to indicate the tense, you wouldn’t need different verb forms. But the English language does not work that way. We use different verb forms to create different tenses.

Creating some of these verb tenses is easy: 1. __Simple present tense__ uses present form. (I walk.) 2. __Simple past tense__ uses past form. (I walked) 3. __Simple future tense__ uses the helping verb "will" with the present form. (I will walk.)

Creating other verb tenses is more confusing: 1. __Progressive present tense__ uses the helping verbs "am", "are", or "is" with the __present participle__ form. (I am walking) 2. __Progressive past tense__ uses the helping verbs "was" or "were" with the __present participle__ form. (I was walking.) 3. __Progressive future tense__ uses the helping verbs "will be" with the __present participle__ form. (I will be walking)

4. __Present perfect tense__ uses the helping verbs "have" or "has" with the past participle form. ( I have walked.) 5. __Past perfect tense__ uses the helping verb "had" with the past participle form. ( I had walked.) 6. __Future perfect tense__ uses the helping verbs "will have" with the past participle form. ( I will have walked.)

**THE RUBRIC FOR THIS ESSAY FOLLOWS THESE GUIDELINES.**

NOTE TO STUDENTS AND PARENTS: ALL OF THESE CONCEPTS WERE DISCUSSED IN CLASS, AND IF ANY STUDENT IS UNSURE OF WHAT TO WRITE OF HOW TO WRITE IT, I AM HAPPY TO HELP HIM OR HER ON AN INDIVIDUAL BASIS. Your body paragraphs for the "Fruit of the Spirit" essay should include some or all of the following information:
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">To be known as __xxx__, I must strive to __xxx__ (name specific behaviors and thoughts; do more than just fill in these blanks, but develop the ideas with explanation and examples)
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">To be known as __xxx__, I am will to give up (name specific behaviors and thoughts that you think you should try to stop doing; again develop these ideas)
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">To help me, I should allow certain people, places, and things to have an impact in my life and encourage me to meet my goal.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">To reach my goal, I will allow God to impact my life by __xxx__.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">I will begin right now in the Christ King Community by __xxx__, in my home by __xxx__, in my neighborhood by __xxx__.

Introduction paragraphs include these things:
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">A strong lead - A beginning that will get your reader interested; see the information we reviewed today in class (from binders)
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Transition Sentences - Sentences that move your reader from the lead to the thesis statement.
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Thesis statement - What is the point of this essay?

FRUITS OF THE SPIRIT THINK SHEET

Matthew 7: 16-20 Galatians 5: 22-25 Galatians 6:7-10 What characteristic do you want people to see in you? Why?
 * 16 ** By their fruit you will recognize them. Do people pick grapes from thornbushes, or figs from thistles? ** 17 ** Likewise every good tree bears good fruit, but a bad tree bears bad fruit. ** 18 ** A good tree cannot bear bad fruit, and a bad tree cannot bear good fruit. ** 19 ** Every tree that does not bear good fruit is cut down and thrown into the fire. ** 20 ** Thus, by their fruit you will recognize them.
 * 22 ** But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, ** 23 ** gentleness and self-control. Against such things there is no law. ** 24 ** Those who belong to Christ Jesus have crucified the sinful nature with its passions and desires. ** 25 ** Since we live by the Spirit, let us keep in step with the Spirit.
 * 7 ** Do not be deceived: God cannot be mocked. A man reaps what he sows. ** 8 ** The one who sows to please his sinful nature, from that nature[ [|a] ]will reap destruction; the one who sows to please the Spirit, from the Spirit will reap eternal life. ** 9 ** Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up. ** 10 ** Therefore, as we have opportunity, let us do good to all people, especially to those who belong to the family of believers.

What choices are you willing to make to grow this characteristic in your life?

How might God use you right now as you work to nourish and develop this characteristic?

How might God use you in the future as a person who is known by this characteristic?

Who is someone you know who exhibits this characteristic in his or her own life, someone who could be a role model for you? Explain how you see this characteristic in his or her life. Give some examples.

Now you must do some research. Find a verse or passage in Scripture that expresses how you want to live your life. Sometimes this is called a life verse. A possible strategy is using a Bible search site, like the one you were shown in class. [|www.biblegateway.com]

Find an example of a Saint who is also known because of this characteristic. Who is this Saint? How is this characteristic evident in his or her story? What can you learn from him or her?

=**RUBRIC FOR THE ESSAY**= Here is the Fruit of the Spirit Essay rubric.
 * || ** INTRODUCTION ** || ** CONCLUSION ** || ** UNITY ** || ** CONTENT ** || ** CONVENTIONS ** ||
 * 5 || The introduction includes a clear lead, transition & thesis appropriate to the topic || Essay concludes with a summary/reflection paragraph that relates back to the thesis statement || Body paragraph(s) have a topic that supports the thesis || Content includes some or all of the information given on my website; any other info fits and it is well connected || Only one or two minor errors in convention ||
 * 4 || The introduction includes an indication of lead, transition &/or thesis appropriate to the topic || The concluding paragraph refers to the general meaning of the essay || The topic of one or more body paragraphs is unclear, but seems to support the thesis || Content includes some of the information given on my website; a connection to other info can be inferred || Three to five minor error in conventions ||
 * 3 || The introduction seems to be missing one component &/or topic seems unclear || The concluding paragraph includes new information about the topic || One or more body paragraphs are unfocused, but the information given seems to support the thesis || Content includes only 1 piece of the information given on my website &/or the information is confusing or not well connected || Five or six minor errors &/ or one error that affects meaning ||
 * 2 || The introduction is missing more than one component, &/or the topic is confusing or misleading || The concluding paragraph does not clearly relate to the thesis/ body; or the author attempts to end without a concluding paragraph || One or more body paragraphs are so unfocused that their purpose is unclear || Although it includes some of the info requested, overall content is too broad, unfocused, or confusing; the purpose of the essay is not clear || Seven minor errors &/or two errors that affects meaning ||
 * 1 || No introduction paragraph; the author begins with the first body paragraph || No conclusion; it seems as if the author just stopped writing || Body paragraph(s) seem to consist of unconnected facts || Does not include any of the requested information || More than seven minor errors &/ or more than two errors that affects meaning ||

=**RUBRIC FOR THE POSTER**=

<span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">Your poster is due on Tuesday, October 25.Turned in on time **(yes or no)** <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">The poster must include the following: ====<span style="color: black; font-family: Arial,sans-serif; font-size: 7pt;">PRAYER OUTLINE - One or two sentences for each line; remember the focus is the virtue, or Fruit of the Spirit, that you have chosen to develop in your own life ==== ====<span style="color: black; font-family: Arial,sans-serif; font-size: 7pt;">A - adoration; this is like giving a compliment or telling someone what admirable thing you notice about him/her. Tell God what you notice about His virtues and how wonderful you think they are**.( 5 points)** ==== ====<span style="color: black; font-family: Arial,sans-serif; font-size: 7pt;">C - confession; this is telling God where you have fallen short of reflecting the virtues he has given you; be broad, not specific**( 5 points)** ==== ====<span style="color: black; font-family: Arial,sans-serif; font-size: 7pt;">T - thanksgiving; this is thanking God for his virtues and for how they are reflected by you and how they are reflected in your life by others. **(5 points)** ==== ====<span style="color: black; font-family: Arial,sans-serif; font-size: 7pt;">S - supplication; this is asking God to help you further develop the one particular virtue in your life so that you may better serve Him here on Earth. **(5 points)** ====
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">A clean typed copy of your Fruit of the Spirit Essay **(present, correct font , correct spacing, correct color, correct format)**
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">A clean, typed copy of your character sketch **(present, correct font, correct spacing, correct color, correct format)**
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">A copy of your prayer

<span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">A copy of the Scripture verse(s) that you chose as your inspiration; include the Scripture reference **(5 points)** <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">In addition, the poster must be neat. Although I am not requiring it to be decorated, the lettering and the placement of the elements should be even and neat. The overall effect should look as if effort and care were taken to put it together in an attractive way. If you do wish to decorate the poster, feel free; however, it is not required. **(5 points)**
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">A title at the top of your poster that names the virtue or Fruit of the Spirit that you have chosen as your theme **(5 points)**
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">A current picture of yourself **(5 points)**

On a sheet of loose leaf, diagram the following sentences. Each sentence will have a subject and a predicate. The sentences will also contain one or more of the following sentences elements: adjectives, adverbs, direct objects, indirect objects, predicate nouns, and predicate adjective. Some sentence elements may be compound. Use pages 276-279 to help you remember where each of these sentence elements goes. Use a straight edge to draw your diagrams, since lines that are unclear or aligned questionably will be counted as incorrect. 1. The dark-haired woman was very despondent. 2. You seem unusually jovial today. 3. The teacher sent Paul and Brad away. 4. Grandma and Grandpa give us such thoughtful gifts. 5. //Firefly// has been our favorite TV show. 6. Those puppies are cute but noisy. 7. All students lug heavy backpacks around. 8. The stealthy princess silently followed the long, castle corridor. 9. Matthew’s melancholy mood suddenly became optimistic. 10. Your answer proves my point. CORRECTIONS ARE ON THE 8th grade homework answers PAGE.