7th+grade+extras


 * CHECK THE HOMEPAGE FOR HOMEWORK ASSIGNMENTS FIRST.**


 * RUBRIC FOR CREATED WORD DICTIONARY - EACH WORD IS WORTH 40 POINTS AND EACH WORD IS EVALUATED SEPARATELY WITH THE FOLLOWING RUBRIC: **

Contains at least one root word (5pts)

Contains at least one prefix or suffix, or another root word (5 pts)

Correct pronunciation (5 pts)

Definition matches etymology (5 pts)

Sentence gives context to word meaning (5 pts)

Definition matches part of speech (2 pts)

Use in sentence matches part of speech (2 pts)

Entry is in alphabetical order (1 pt)

Illustration (5 pts)
 * Neat
 * Matches word/sentence

Sentence (5 pts) FOLLOWED DIRECTIONS FOR COVER AND CONSTRUCTION (5pts)
 * Correctly written
 * Handwriting/Typing is neat


 * Underline or highlight the infinitive. Above the infinitive, indicate whether it is used as a subject (S), direct object (DO), predicate noun (PN), or modifier (M)**


 * 1) My desire to go is stronger than my promise to stay.
 * 2) For some people, it is easy to lie.
 * 3) To act is harder than it looks.
 * 4) I need to eat, or I will faint.
 * 5) Our blessings seem to multiply daily.
 * 6) The Ferris wheel at Old Navy Pier is fun to ride.
 * 7) To fly solo was Patty’s ambition.
 * 8) I need a tool to scrape the old paint off the desk.
 * 9) Margie wants to play the piano.
 * 10) That plant appear to grow taller every day.
 * 11) I need someone to hold the door for me.
 * 12) Louis expected to finish college early.

ANSWERS ARE ON THE 7th grade answers PAGE


 * PRACTICE INFINITIVE QUIZ**

1.**Define "infinitive."**

2. To visit Rome was her plan 3. Her hobby was to collect handbags. 4. He went to visit the new neighbors. 5. His desire to write a novel was thwarted by his laziness. 6. He joined the club to make new friends.
 * Highlight or underline the infinitive in each sentence. After each sentence tell what part of the sentence it is.**

7. Use an infinitive in a sentence as a predicate noun. 8. Use an infinitive in a sentence as a direct object. 9. Use an infinitive in a sentence as a subject. 10. Use an infinitive in a sentence as a modifier.
 * ANSWERS FOR QUIZ ARE ON THE 7th grade answers PAGE.**


 * Click here for your personal narrative rubric. The final copy of the personal narrative is due on Friday, March 30.**


 * PARTICIPLE QUIZ ON WEDNESDAY, MARCH 21**
 * HERE IS A PRACTICE QUIZ**

What is a participle? (4 points)

Identify the participles or participle phrases and the word they modify in these sentences. SET 1 SET 2 SET 3 SET 4
 * 1) Will the winning contestant please come forward?
 * 2) Stay turned for coming attractions.
 * 3) We all had to be careful not to step on the broken glass.
 * 4) Lindsey did not like the sight of the circling vultures.
 * 5) The forgotten letters lay on the desktop.
 * 6) I can't wait to taste that delicious baked ham.
 * 7) The sun gave the freezing temperatures a boost.
 * 1) Turn off the running water.
 * 2) Poisoned by the apple, Snow White began to feel ill.
 * 3) Nadia glided down the stairs looking like a princess.
 * 4) The couple doing the dishes provided this meal for us.
 * 5) The rotting fruit is drawing flies.
 * 6) Carelessly thrown away by the boy, the assignment was never found.
 * 7) I love frozen popsicles on a hot day.
 * 1) The crying child was alone.
 * 2) The train, speeding through the night, got to its destination on time.
 * 3) Pamela prepared a tempting meal for her family.
 * 4) Everyone looked sadly at the crumbled cake that had fallen on the floor.
 * 5) Some of the students working on their research papers went to the library together.
 * 6) A kind word spoken by a friend is often appreciated in a time of distress.
 * 7) The marching band was unable to perform at the game.
 * 1) My aching tooth makes eating difficult.
 * 2) The amazed crowd stared at the unusual magician.
 * 3) Racing through the cemetery, I wondered why I had agreed to come here after dark.
 * 4) My old baseball glove, worn by years of use, is now buried in a box of old toys.
 * 5) The girl giggling in the corner is my sister.
 * 6) Both the cat and dog, stretched out on the couch, took a long nap.
 * 7) For breakfast I like scrambled eggs, bacon, and toast.

Answers are on the 7th grade homework answers page.

THIS IS THE GRADING RUBRIC FOR THE TIME LINE PROJECT WHICH IS DUE MONDAY, FEBRUARY, 27


 * SENTENCES - Sentences are corrected on whether or not the tense is correctly formed, and how well they are written (spelling, grammar, handwriting, punctuation, etc). A point will be subtracted whenever a main verb is used more than once. 8 points per sentence. ||
 * Simple Past ||
 * Progressive Past ||
 * Perfect Past ||
 * Simple Present ||
 * Progressive Present ||
 * Perfect Present ||
 * Simple Future ||
 * Progressive Future ||
 * Perfect Future ||
 * TIMELINE: The time line itself will also be graded ||
 * events in correct order (according to tense) (6 points) ||
 * even intervals (6 points) ||
 * equal time between intervals (6 points) ||
 * at least every second interval labeled (6 points) ||
 * Title (2 points) ||
 * Theme (2 points) ||
 * Extra Credit (up to 15 points) for color, pictures, design, decoration ||
 * at least every second interval labeled (6 points) ||
 * Title (2 points) ||
 * Theme (2 points) ||
 * Extra Credit (up to 15 points) for color, pictures, design, decoration ||


 * The following is the rubric that will be used for your How To process article, your illustration, and your presentation.**

**“HOW TO” PROCESS ARTICLE** ORGANIZATION Controlling idea is clearly stated 4 – 3 – 2 – 1 Opening is interesting & mature 4 – 3 – 2 – 1 Each step clearly leads to the next 4 – 3 – 2 – 1 All steps are in sequence 4 – 3 – 2 – 1 Transitions are present and fully developed 4 – 3 – 2 – 1 Clearly ends with a final step or comment 4 – 3 – 2 – 1

CONTENT All ideas relate to the process described 4 – 3 – 2 – 1 Each step is specific and complete 4 – 3 – 2 – 1 Topic is an appropriate choice for 7th grade & above 4 – 3 – 2 – 1

WORD CHOICE Terms or jargon are defined 4 – 3 – 2 – 1 Verbs are in the imperative (command) form 4 – 3 – 2 – 1

CONVENTIONS Sentence structures are appropriate for level 4 – 3 – 2 – 1 No grammar, mechanical, or spelling errors 4 – 3 – 2 – 1


 * USES APPROPRIATE GRAPHICS**
 * Article Illustration**
 * Ø **5 – The illustration that accompanies the article helps the reader understand the process that is explained by highlighting or diagramming a more __specific and intricate__ part of the process. Pictures and captions work together to give needed instruction for understanding the process.**
 * Ø **4 – The illustration that accompanies the article helps the reader understand the process that is explained by highlighting or diagramming a part of the process. The pictures and/or captions are helpful.**
 * Ø **3 – The illustration that accompanies the article may or may not help the reader understand the process that is explained. The part of the process that is highlighted or diagrammed by the illustration either is so basic that it can be easily understood by the explanation, or it is unclear, sloppy, poorly marked, and/or otherwise confusing.**
 * Ø **2 – The illustration that accompanies the article does not help to explain any part of the article, although it does have some relevance to the article.**
 * Ø **1 – The illustration either has nothing to do with the article or the illustration itself needs to have an explanation as to how it is related to the article, or it is so sloppy it is not up to grade level standards.**

0 – NO **1** – partially done **2** – YES
 * USES CORRECT PRESENTATION STYLE**
 * Ø **Times New Roman font 0 – 1 – 2**
 * Ø **12 point font 0 – 1 – 2**
 * Ø **No extra spaces 0 – 1 – 2**
 * Ø **Everything double spaced 0 – 1 – 2**
 * Ø **Black ink 0 – 1 – 2**


 * Cover 1 – 2 – 3 – 4 – 5**


 * A practice for the principle parts of a verb (verb forms) quiz coming up on Friday, February 17. The answers are on the 7th grade homework answers page.**


 * What are the four principle parts, or four forms, that we use to write verbs?**


 * Which of the forms require helping verbs when they are used as a predicate?**


 * Write the four forms of the following verbs: to walk, to play, to come, to give**


 * Write four sentence using the verb "to carry" as the predicate. Each sentence should use a different form of the verb.**


 * For each of the following sentences, identify the predicate including the helping verb, and tell the form of the main verb.**


 * 1. Some trains reach speeds of more than 130 miles per hour.**
 * 2. Until the start of school, Tracee had gone to the pool everyday.**
 * 3. Students will be starting a new project in math.**
 * 4. Electricity has provided power for many new small cars.**
 * 5. My mom painted the kitchen last week.**

Name: "How To" Think Sheet Subject: Materials needed: List & number all the steps needed to complete this process:
 * COPY THIS THINK SHEET ONTO A SHEET OF LOOSE LEAF PAPER AND COMPLETE IT; THEN, ON ANOTHER SHEET OF LOOSE LEAF, COMPLETE YOUR ROUGH DRAFT. THE THINK SHEET AND ROUGH DRAFT ARE DUE TUESDAY, JANUARY 24TH. **

Write a possible introduction paragraph and a possible closing paragraph.

ON ANOTHER SHEET OF LOOSE LEAF BEGIN YOUR ROUGH DRAFT

Seventh Grade Spelling Bee List <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">adequate <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">happiness <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">horror <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">murmur <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">theater <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">playwright <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">acquaint <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">signature <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">patience <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">challenge <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">recommend <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">magician <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">grammar <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">chauffeur <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">latter <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">sophomore <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">caterpillar <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">accommodate <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">miniature <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">rhythm <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">chaos <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">omitted <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">efficient <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">advisory <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">salary <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">punctuation <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">paralyze <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">decision <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">merchandise <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">nursery <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">despise <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">elementary <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">recognize <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">beneficial <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">mercury <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">criticize <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">cordial <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">improvise <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">pasteurize <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">luxury <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">forgery <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">pretzel <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">audition <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">positive <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">conscience <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">unconscious <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">belief <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">continual <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">corporal <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">persecute <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">windshield <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">khaki <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">stanza <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">granite <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">veterinarian <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">sovereignty <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">euthanasia <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">boutique <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">mathematician <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">genealogy <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">calisthenics <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">superintendent <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">camouflage <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">diesel <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">parenthesis <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">etiquette <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">mayonnaise <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">boulevard

PRACTICE FOR SENTENCE STRUCTURE QUIZ ON THURSDAY, JANUARY 12

What is the difference between a clause and a phrase?

Determine whether the words in bold letters are a clause or a phrase.
 * 1) 1. We left **before Julia sang**.
 * 2) 2. The man **whom you met** is a guest speaker.
 * 3) 3. Did it rain **during the entire game**?
 * 4) 4. Jenna does not know **where she lost the money**.
 * 5) 5. We’ll call you **when we are ready**.
 * 6) 6. The music **during the dinner hour** was enjoyable.
 * 7) 7. We left **after the second half**.
 * 8) 8. This is a book **that you will enjoy**.
 * 9) 9. **The boy with blond hair** sat next to me.
 * 10) 10. His only comment was **that he was disappointed**.

What the difference between as main (independent) clause and a subordinate (dependent) clause?

Fill out this chart:
 * TYPE OF SENTENCE || # OF MAIN CLAUSES || # OF SUBORDINATE CLAUSES ||
 * complex ||  ||   ||
 * simple ||  ||   ||
 * compound-complex ||  ||   ||
 * compound ||  ||   ||

A conjunction must join one clause to another. Some conjunctions join clauses to create a compound sentence, when both clauses are equal. Some conjunctions join clauses to create a complex sentence, when one clause is independent and one clause is dependent. Write each conjuction under the type of sentence it can create. CONJUNCTIONS:because, or, but, however, if, that, although, yet, as if, when, how, so

COMPOUND---COMPLEX

Determine whether the sentences are simple, compound, or complex.
 * 1) You must tell the truth, or you will be sorry.
 * 2) Ms. Jennings ought to have known that the boys would return.
 * 3) If Doris can’t go with us, we shall stay here.
 * 4) Jean and Gail travel across the country most of the summer and the first part of the fall until the beginning of school.
 * 5) The boys usually help us, but they have gone home.
 * 6) I can wash the dishes, and Sue can dry.
 * 7) Although Sarah is seldom late, she is late now.
 * 8) The dog will bark when she comes in.
 * 9) He soon realized how foolish he had been.
 * 10) Very little was done to improve the appearance of the grand ballroom.
 * Oh, it was too early in the morning for me
 * 1) Jack made the call, and his brother Jim talked.

ANSWERS ARE ON THE 7th grade homework answers PAGE

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">This is the board work that students completed in class on Monday, January 9 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">On a sheet of loose leaf, copy and label these sentences: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">1. The package on the porch belongs to Amy. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">2. People at my club are friendly. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">3. Sammy ate the cookies on the table.


 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Write two simple sentences that are related.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Combine them and rewrite as a compound sentence.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Combine them and rewrite as a complex sentence.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Add another clause and write all three of them as a compound-complex sentence.


 * SUBORDINATING CONJUNCTIONS: after, although, as, as if, as long as, as though, because, before, if, in order that, even though, since, so that, though, unless, until, when, where, while, whenever, wherever**
 * RELATIVE PRONOUNS: who, whose, whom, which what, that**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Exercise A
 * These are the directions that were given in class for your worksheet n Wednesday 01/04**
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Identifying Simple & Compound Sentences - page 98 __**
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Label the subject(s) and the predicate verb(s) in each sentence.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">If there is a conjunction joining two main clauses, label it with a "C".
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">If there is a semicolon joining two main clauses, circle it.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Follow the directions given on the worksheet.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Exercise B <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Follow the directions given on the worksheet; __however__, do not use any conjunction more than once.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Follow the directions given on the worksheet, __but use a bracket around the subordinate clause instead of underlining__. __Also, circle each subordinating conjunction or relative pronoun.__
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Identifying Independent & subordinate Clauses - page 99 __**


 * Your vocabulary words for 12/5-21:**
 * persist - melancholy -** **abyss -** **manipulation - bluff - cohort - obliteration - hesitate - ominous - intentionally - exemplify - cryptic - guile - brandish - antagonize**
 * Write each of your vocabulary words in a sentence that shows you know the meaning of the word. __Label the subject and predicate of each sentence you write__, __making sure you remember to include any helping verbs__. These sentences are due on Friday, December 9. **
 * Sentences 1-3 must include a direct object. Label it.**
 * Sentences 4 must include a predicate noun.** **Label it.**
 * Sentence 5 must include a predicate adjective. Label it.**
 * Sentences 6-8 must include a prepostional phrase. Label it.**
 * Sentences 9-10 must include a compound subject. Label both subject and the predicate.**
 * Sentences 11-12 must include compound predicates. Label the subject and both predicates.**
 * Sentence 13-14 must be compound sentences. Label the subject and verb in both clauses.**
 * Sentence 15 must include a subordinate clause. Label the subject and verb in both clauses.**


 * Below are the definitions for your vocab words. The definitions do not have the words with them, but they are listed in the alphabetical order of the vocabulary words. If you put your vocabulary words in alphabetical order, they will match up with the correct definitions.**


 * 1) 1. _– a chasm or gorge so deep that its extent is not visible; something that is immeasurably deep or infinite; a situation of apparently unending awfulness
 * 2) 2. _– to arouse someone’s anger or hostility
 * 3) 3. _– to mislead or deceive or to instill fear in somebody by a false show of strength or confidence
 * 4) 4. _– to wave something about in a menacing, theatrical, or triumphant way
 * 5) 5. _– a united group of people; a supporter, accomplice, or associate of a leader
 * 6) 6. _– deliberately mysterious and seeming to have a hidden meaning; indicating solutions indirectly; using codes
 * 7) 7. _– to show or illustrate something by being a typical or model example of it; to give an example in order to make something clearer or more convincing
 * 8) 8. _– a cunning, deceitful, or treacherous quality
 * 9) 9. _– to be slow in doing something, or pause while doing something, often because of uncertainty or reluctance; to be reluctant to do or say something
 * 10) 10. _– done on purpose, not by accident
 * 11) 11. _– the operation or handling of something; control or influence of someone or something in an ingenious or devious way; handling numbers or data on a computer; changing or presenting something in a way that is false, but personally advantageous
 * 12) 12. _– feeling or causing sadness; a thoughtful or gentle sadness
 * 13) 13. _– the complete destruction of something so that nothing remains; getting rid of something completely, leaving no trace
 * 14) 14. _– suggesting or indicating that something bad is going to happen or be revealed
 * 15) 15. _– to continue to steadily or stubbornly despite problems, difficulties, or obstacles

INFORMATION ABOUT APPOSITIVES IS ON PAGE 225 IN YOUR BOOK.
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">On a sheet of loose leaf, copy the sentences, using commas to set off the appositives. **
 * 1) <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">1. Carrie my cousin in Fresno runs a fruit stand.
 * 2) <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">2. His childhood hobby collecting coins has made him a rich man.
 * 3) <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">3. Coach Lopez a dedicated soccer enthusiast all his life was disappointed by the small turnout for the exhibition match.
 * 4) <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">4. The birthday cake is for us Ted and me.
 * 5) <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">5. High calorie foods cookies, chips, and pizza caused Ruby’s weight to climb.
 * 6) <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">6. This singular child an orphan from another country changed our family forever.

<span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">7. The price seemed high for everyday shoes. The price was one hundred fifty dollars. <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">8. Patrick is Henry’s brother. Phil is planning to start a band with Patrick. <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">9. Pierce is the captain of the Bay City Bombers. He got into a bitter argument with the referee and was ejected from the game. <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">10. Mr. Flint always wore his hat in his office. He was our rather odd assistant director of research. <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">11. Celluloid is the first of the modern plastics. It was invented by John Wesley Hyatt in 1869. <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">12. Sugar is the most important ingredient of the recipe. Patience forgot to add it.
 * <span style="font-family: 'Arial Narrow',sans-serif; font-size: 14pt;">Combine each pair of sentences by changing one into an appositive. __Remember to use the S-LV-PN sentence as the appositive.__ On a sheet of loose leaf, write the new sentence; __use commas where they are needed.__ **


 * PREPOSITIONAL PHRASE PRACTICE FOR THE RE-TAKE TEST ON FRIDAY, NOVEMBER 11**
 * IDENTIFY THE PREPOSITIONAL PHRASE AND THE WORD IT MODIFIES.**
 * 1) **During the intermission, we bought more popcorn and M&Ms.**
 * 2) **The tall, expensive vase fell suddenly with a loud crash.**
 * 3) **Calvin opened the door and walked into the room.**
 * 4) **My favorite one is the gorilla on the left.**
 * 5) **The man chased after the runaway horse.**
 * 6) **Last night was the first time we have played against our toughest opponent.**
 * 7) **Pictures of great men adorned the massive hall.**
 * 8) **The beginning of the movie was dull.**
 * 9) **We could hear the music, but we could not see the concert beyond the hill.**
 * 10) **The secret service men strode into the dark building.**
 * 11) **Gina gave me this book about old war ships.**
 * 12) **The cake was divided between Mary and me.**
 * 13) **The mysterious figure in the dark glasses disappeared abruptly.**
 * 14) **The dog with the bone snarled and snapped.**
 * 15) **The keys were accidentally locked in the car.**
 * ANSWERS ARE ON THE 7th grade homework answers PAGE.**

PREPOSITIONAL PHRASE POSTER <span style="font-family: 'Arial Narrow',sans-serif;">The main purpose of this assignment is to apply the skills of using prepositional phrases as modifiers for nouns, verbs, adjectives, and adverbs. A second purpose is to develop and practice proofreading and revising skills.

<span style="font-family: 'Arial Narrow',sans-serif;">Each of you will choose words to modify with prepositional phrases. Then you will use each word and phrase in a separate, complete sentence. You must be certain that the way you have used the prepositional phrase correctly modifies the word you intended it to modify.

<span style="font-family: 'Arial Narrow',sans-serif;">Even though you are writing your own sentences, you will be part of a group. Your sentences will be part of a poster that includes the work of other members of the group. It is the responsibility of the group as a whole to turn in a completely correct poster. If there are any questions or doubts, group members may ask me to help clear up the confusion. If a member’s sentences are incorrect, the group may help him or her construct new sentences, but the corrections must be done by that member. No one may write a sentence for someone else.

<span style="font-family: 'Arial Narrow',sans-serif;">Before anyone writes on the poster, the group must agree that each member’s sentences are correctly written following the given requirements. Each person in the group will need to sign a paper that he or she has read the entire poster, and believes it to be correct. If there are any errors on the poster, everyone in the group will be held accountable. <span style="font-family: 'Arial Narrow',sans-serif;">Sentence requirements:
 * 1) <span style="font-family: 'Arial Narrow',sans-serif;">1. Write a noun or pronoun
 * <span style="font-family: 'Arial Narrow',sans-serif;">Rewrite the noun or pronoun with a prepositional phrase that will modify it.
 * <span style="font-family: 'Arial Narrow',sans-serif;">Put the noun or pronoun with the prepositional phrase into a complete sentence.
 * <span style="font-family: 'Arial Narrow',sans-serif;">Each sentence must have at least seven words not counting articles or coordination conjunctions.
 * 1) <span style="font-family: 'Arial Narrow',sans-serif;">2. Write a verb in any form
 * <span style="font-family: 'Arial Narrow',sans-serif;">Rewrite the verb with a prepositional phrase that will modify it.
 * <span style="font-family: 'Arial Narrow',sans-serif;">Put the verb with the prepositional phrase into a complete sentence.
 * <span style="font-family: 'Arial Narrow',sans-serif;">Each sentence must have at least seven words not counting articles or coordination conjunctions.
 * 1) <span style="font-family: 'Arial Narrow',sans-serif;">3. Write an adjective
 * <span style="font-family: 'Arial Narrow',sans-serif;">Rewrite the adjective with a prepositional phrase that will modify it.
 * <span style="font-family: 'Arial Narrow',sans-serif;">Put the adjective with the prepositional phrase into a complete sentence.
 * <span style="font-family: 'Arial Narrow',sans-serif;">Each sentence must have at least seven words not counting articles or coordination conjunctions.
 * 1) <span style="font-family: 'Arial Narrow',sans-serif;">4. Write an adverb
 * <span style="font-family: 'Arial Narrow',sans-serif;">Rewrite the adverb with a prepositional phrase that will modify it.
 * <span style="font-family: 'Arial Narrow',sans-serif;">Put the adverb with the prepositional phrase into a complete sentence.
 * <span style="font-family: 'Arial Narrow',sans-serif;">Each sentence must have at least seven words not counting articles or coordination conjunctions.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">**<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Page 154, Practice & Apply; Write the prepositional phrase for each sentence. ** **<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Now write the word that each phrase modifies **


 * 1. to forest fires**
 * 2. from 30 miles**
 * 3. into the flames**
 * 4. around firefighters**
 * 5. with their own infrared detectors**
 * 6. through their antennae**
 * 7. from the beetles; of fire alarms**
 * 8. in the air**
 * 9. by car fumes**
 * 10. with actual insect antennae**
 * Answers can be found on the 7th grade homework answers page**

On a sheet of loose leaf, draw 3 columns. Label the first one "SUBJECT", the second one "PREDICATE", and the third "COMPLEMENT." For each sentence, fill in the columns with the correct sentence element. Label the predicate as action verb (av) or linking verb (lv) Remember that helping verbs are as much a part of the predicate as the main verbs. Some sentence elements may be compound. Answers are on the 7th grade homework answers 1. The dark-haired woman was very despondent. 2. You seem unusually jovial today. 3. The teacher will send Paul and Brad away. 4. Grandma and Grandpa do 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 has proven my point.

Identifying Subjects, Complements, and Objects of Prepositions In each sentence, identify the word in bold type. On the blank, write for subject PN for predicate noun, OI for indirect object, ** DO ** for direct object, or ** OP ** for object of the preposition. 1. Nancy was the ** goalie ** for Monday’s soccer game. 2. She threw the ** ball ** across the field. 3. Mr. Rollins gave the ** student ** a message for his parents. 4. He is the ** teacher ** in charge of bus transportation. 5. Our ** class ** sent the senator an invitation. 6. Our boat was severely damaged by ** rocks. **
 * S **

7. Mrs. Chin made ** appetizers ** for the reception. 8. Her son Robert was ** president ** of our class this year. 9. In the ** winter, ** bowling is Greg’s favorite activity. 10. To save time, Coach Elliott gave the ** team ** their uniforms. 11. New York City is a city known for its sports teams. 12. Our friends carried ** cushions ** to sit on. 13. How many laps did Sandy swim at your ** pool? **


 * QUOTATION PRE-WRITING EXERCISE #2**

There are several ways you can show how and why this quotation is important to you. Which way do you think is most appropriate for your essay? ___ Each of these will require a different type of planning & organization.
 * You can __tell a story__ which emphasizes why this quotation is meaningful to you.
 * You can __list reasons__ which explain why this is a meaningful quotation.
 * You may want to __describe yourself__ to show your reader how and why this quotation is meaning to you.
 * Tell a story:**
 * Make sure the important characters and settings are briefly explained in the introduction of your story so you don’t have to stop the flow of events to explain how and why a person or place is important to your story.
 * Your anecdote should have a beginning, a middle, and an end.
 * List all the ideas you may use in telling your story including events, thoughts, emotions, and interesting details. List the events and thoughts in a sequential order and make a separate list for the emotions and interesting details.
 * Use your lists to write clear, coherent, and well-organized body paragraphs. Don’t worry about this draft being technically perfect. Instead, **put your heart into it** – you will make revisions and corrections later.
 * List reasons:**
 * Make a list of all the reasons this quote is important – even if you are not sure it is a reason, write it down.
 * Consider your list and decide which reasons you wrote down best describes why this quote is personally meaningful to you. Choose at least three reasons; however, you can choose more if you wish.
 * Prioritize the reasons you chose. Which is the most important, which is the least important, and which one(s) comes in-between.
 * Rewrite your list starting with your least important reason and ending with your most important reason. Under each reason write details or experiences that support this reason.
 * Use your lists to write clear, coherent, and well-organized body paragraphs. Don’t worry about this draft being technically perfect. Instead, **put your heart into it** – you will make revisions and corrections later.
 * Describe yourself:**
 * Make a list of your personality traits, opinions, and perspectives that would explain why this quotation is meaningful to you. Write down everything you can think of, even if you are not sure it applies in this situation.
 * When you write a description of an object or place, you need to start describing one point of the object and progress to the point that is connect to the first, then to a point that is connected to the second, and so on. This is harder to do when you are describing something intangible, like your personality, opinions, or perspectives. You will need to think about how these things are related to one another – this will take some reflection on your part. You need to make inferences and draw conclusions yourself. Eventually, you will need to reveal these inferences and share your conclusions with your readers.
 * Rewrite your list so that the connections between your traits, opinions, and perspectives might be clear to your readers. Leave out anything that you don’t think will add to your readers’ understanding. After each item on your list, write a note about how you will explain this item and how you will connect it to the next one on the list.
 * Use your lists to write clear, coherent, and well-organized body paragraphs. Don’t worry about this draft being technically perfect. Instead, **put your heart into it** – you will make revisions and corrections later.
 * Use your lists to write clear, coherent, and well-organized body paragraphs. Don’t worry about this draft being technically perfect. Instead, **put your heart into it** – you will make revisions and corrections later.


 * QUOTATION PRE-WRITING EXERCISE #1**

Find a quotation (with its author) that could or might apply to you personally. Perhaps it is because the quotation fits a situation in your life or because it inspires you to become a certain type of person.

Remember the example I gave in class: “There ain’t nobody workin’ with a full deck.” This saying, often spoken by my aunt, encouraged some who were struggling with their own problems and weaknesses. It also inspired others to always be the kind of person who focused on the strengths people have rather than their weaknesses.

You probably noticed that the quotation is in very incorrect English. Often quotations are, and for this exercise, that is acceptable. When you are quoting someone, it is most important that you use the exact words that he or she used; therefore, it is not appropriate to correct the English used by the original speaker or author.

Fill out this sheet to help you with the prewriting of this essay. Write your quote here. Be sure to include the author.

Do you find this quote encouraging or inspiring? ___ If not, what do you like about this quote?

Use the back of this sheet to make a list of the reasons this quote is appropriate for you and your life at this time.