Diagramming Sentence: Prepositional Phrases

Before you can effectively write using the English language, or even analyze how others use writing effectively, you need to be familiar with the basic parts and components of the English language. Knowing and being able to identify these smaller component of your own language will allow you to write more effectively and assess and improve your own writing as the year progresses.

This week we will be examining how to correctly diagram adjectives and adverbs. Remember, you must pay attention to whether the adjective or adverb describes the verb or subject or direct object of a sentence, or if the adverb is modifying an adjective to determine where you should place it in your diagram.

A prepositional phrase is a group of words that begin with a preposition and end with a noun. The whole phrases functions as either an adjective or adverb.

But what is a preposition? The technical definition is that a preposition is a word that shows the relationship between nouns or pronouns and other elements in the rest of the sentence. The easy definition is that a preposition is anything a worm can do to an apple:

 

Remember, when a prepositional phrase acts as an adjective, it modifies nouns and pronouns:

 

When prepositional phrases act as adverbs the modify verbs, adverbs or adjectives:

Remember, when a prepositional phrase acts as an adjective it can modify any noun or pronoun – not just those in the subject. Sometimes they modify the object of another prepositional phrase:

Practice diagramming prepositional phrases with the sentences below:

  1. The exquisite, red flowers in the garden are growing strong.
  2. Has Lucy been reading all night?
  3. The hot air balloon floated above the puffy, white clouds.
  4. Little Jack Horner sat in the corner of the room.
  5. The chocolate chip cookie dough is in the back of the freezer.
  6. The rusty lawnmower with the broken axle sat in my garage.
  7. In May, the vigorous plants in Cathy’s vegetable garden grow very quickly.

8. Which of these is NOT a prepositional phrase?

  • in the journal
  • at the table
  • how are you
  • on the floor

9. True or False: Some prepositions show time and place and others add detail.

10. True or false: As an adverb, a prepositional phrase will answer questions such as How? When? or Where?

11.Most people in Japan follow the traditional customs of their country.  Is this prepositional phrase acting as an adjective or adverb ?

12. The Japanese traditionally bow on certain occasions.  Is this prepositional phrase acting as an adjective or adverb?

 

 

11th Grade American Literature Fall 2019

Diagramming Sentences – Adjective and Adverbs

Before you can effectively write using the English language, or even analyze how others use writing effectively, you need to be familiar with the basic parts and components of the English language. Knowing and being able to identify these smaller component of your own language will allow you to write more effectively and assess and improve your own writing as the year progresses.

This week we will be examining how to correctly diagram adjectives and adverbs. Remember, you must pay attention to whether the adjective or adverb describes the verb or subject or direct object of a sentence, or if the adverb is modifying an adjective to determine where you should place it in your diagram.

Please watch the video below if you need an example, or didn’t get the notes from class.

image from english-grammar-revolution.com

You will be diagramming the sentences below as examples:

  1. Two fat birds chirped.
  2. That cute baby has been laughing.
  3. Will my mother sing?
  4. The lovely, scented candle burned brightly.
  5. Very politely, Henry bowed.
  6. The little red bird flew rather gracefully.

    image from english-grammar-revolution.com

  7. Where did that fat cat go?
  8. Who is eating so noisily?
  9. Can my chicken stay here?
  10. Stop rudely slurping that soup!
11th Grade American Literature Fall 2019

Diagramming Sentences – The Basics

Before you can effectively write using the English language, or even analyze how others use writing effectively, you need to be familiar with the basic parts and components of the English language. I know grammar isn’t your favorite subject to study and learn (hey, it isn’t my favorite either), BUT knowing and being able to identify these smaller component of your own language will allow you to write more effectively and assess and improve your own writing as the year progresses.

 

We’re going to begin by  looking at sentence diagramming. Many of you can list off the parts of speech, but you may not actually know how these parts fit together to create syntactical structures. We’ll begin by looking are very basic, simple sentences. These will contain a Subject, Verb and Direct Object. We’ll then move on to sentences that also contain Adjectives.

Please review the videos below from class, and practice with the sample sentence below.

  1. The flowers grew.
  2. Birds were singing.
  3. The bunnies hopped.
  4. Cally was sleeping peacefully.
  5. Sydney has been hiking.
  6. May I play?
  7. Did Josh eat dinner?
  8. Should we have been reading?
  9. Are they coming?
  10. Can I sing?

 

11th Grade American Literature Fall 2019

Native American Oral Tradition

SachemThe native people of this land did not pass their stories down through books and letters, but rather through the sharing and memorizing of stories by word-of-mouth, also know as the oral tradition. Native American tribes across the Americas had a rich tradition of storytelling that served to explain the natural world around them, define their relationship with nature, and record and remember their tribal history. Interestingly, it was the role of the women in the tribes to preserve this history, tell these stories, and pass this knowledge down to the next generation of the tribe.

As we begin our study of American Literature, we will start with the traditions of this country’s native people and discuss how their traditions fit into the larger context of global literary traditions, and examine how their literary and oral traditions were affected, changed, and unfortunately in many cases, eradicated by the influx of explorers and settlers.

We will be reading three creation stories –Click here to access the Native American Creation Myths

Additionally, the video below provide an overview of the literary oral tradition of the Native Americans. We will be taking notes over this in class, and you may re-watch the video as many times as needed below:

While watching this video you need to practice the Cornell Note-taking methods we reviewed in class today. If you forgot how to do this, please see the post on how to take these notes.

Click here to access the example notes over Native American Literary Tradition in the Cornell Note style.

Also, remember that we’re not just examining the oral tradition of the Native Americans, but also how their storytelling tradition fits into the larger context of literature. You should hopefully remember your study of archetypes from 9th grade, but in case you have forgotten please visit the link below to view a Prezi I have put together for you to review.

Click here to view the Prezi on Archetypes.

As you review the story, be sure to answer the question: How does ‘The Earth on the Turtle’s Back’ represent the themes of Native American storytelling?

Also, be sure to consider how the settings (Skyland, The Great Tree, Earth as a lush land of plants and animals) and characters (The Great Chief, the pregnant Wife, the Muskrat and all the other animals) are archetypes.

Please click here to access the Cornell Notes we took together over the creation myths ‘The Navajo Legend’ and ‘When Grizzles Stood Upright’. 

In class we reviewed and practiced how to write concise summaries of texts – this is an important skill for discussion, for review and studying and for comprehension.

Please click here to review the handout over writing quality summaries.

We practiced summarizing the creation stories “The Earth on the Turtle’s Back” and “When Grizzlies Walked Upright”, as well as summarizing how the themes of Native American creation stories were present in each of them.

IMG_20190819_155746067

11th Grade American Literature Fall 2019

Pre-Colonial: Native Americans Prior to European Settlement

We’re starting out this semester by looking at the very beginning of American culture – Native American culture.

In class we discussed the stereotypes and preconceptions we have about Native Americans and their culture, as well as our perceptions of the first interactions between explorers and the Native people. You pointed out that it seems, in the stories you’ve read prior, that Natives we either described as helpful and kind (Pochahontas, Squanto, Sacagawea, The First Thanksgiving) or savage and violent (savages, scalping, Sioux warriors). You also discussed how perceptions of the Native people of America are limited to images of teepees, tomahawks, headdresses, buffaloes and buckskins. A part of this course is to read the voices of past Americans and understand how all of these come together to create the great country we live in today. Over the course of the semester we will continually revisit the voice of Native Americans and how they contribute to the melting pot of America.

First, we watched a brief video discussing the rich history of the Native people of America prior to European settlement – a 14,000 year old culture, with lots of diversity, innovations and history.

We then read a brief excerpt from a 1560’s explorer’s journal title ‘De Orbo Novo’. In this journal we examine the author’s use of figurative language and descriptive, and discussed how the purpose was to highlight and celebrate the diversity of skincolors, flora, and fauna in the New World.

Please click here to access your copy of ‘De Orbo Novo’. 

Next, we examined the ancient city of Cahokia – a massive metropolitan Native American city in what is now Missouri. We discussed the difference between primary and secondary and tertiary sources, pointing out that our journal excerpt ‘De Orbo Novo’ would be a primary source document, but the article about Cahokia would be a secondary source document.

Click here to access your article about Cahokia.

In the article over Cahokia, we learn about the complexity of their social systems, class system, architecture, trade and religion. In our class discussion we highlighted ways that life at Cahokia differed from our preconceived ideas, and practices good traits of active listeners and communicators. You also wrote a constructed response to the questions associated with the article, practicing citing textual evidence.

11th Grade American Literature Fall 2019

Welcome to American Literature

Over the course of this semester we will explore the America’s literary history through fiction, poetry, speeches, legal documents and other primary source manuscripts from various periods, locations and times.

I look forward to our journey through American Literature together!

Click here to access your syllabus

You also need to make sure to sign up for our Remind 101, as well as our Google Classroom! 🙂

 

11th Grade American Literature Fall 2019

Writing an Informational, or Expository, Essay

For our unit’s writing assessment, you will have to either write an informational essays over a series of selected passages that you are provided. Many of you have written informational essay before in 9th grade, and even in middle school, but a little bit of review can always help! 🙂

According to Owl Purdue:

“The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, example, the analysis of cause and effect, etc.

Please note: This genre is commonly assigned as a tool for classroom evaluation and is often found in various exam formats.

The structure of the expository essay is held together by the following.

  • A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

It is essential that this thesis statement be narrowed to follow the guidelines set forth in the assignment.  Does your thesis answer the prompt? If not, fix it!

  • Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse.

  • Body paragraphs that include support.

Each paragraph should be limited to one general idea. Each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph.

  • Support! Support! (whether factual, logical, statistical, or anecdotal).

You should have two pieces of quality evidence from the sources that support your thesis statement in general, and the topic of that particular paragraph specifically. Use a mix of direct quotes and paraphrases.

  • A bit of creativity!

Though creativity and artfulness are not always associated with essay writing, it is an art form nonetheless. Try not to get stuck on the formulaic nature of  writing at the expense of writing something interesting. Remember, though you may not be crafting the next great novel, you are attempting to leave a lasting impression on the people evaluating your essay.

  • A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students will inevitably begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize and come to a conclusion concerning the information presented in the body of the essay.”

You will be graded with a rubric based on the EOC test rubric – please click here to review the grading tool.

Your essay will explain  how visuals can aid learning by using information from BOTH passages provided to you. Please click here to access the essay prompt and the sources.

Remember:

• Use information from the two texts so that your essay includes important details.
• Introduce the topic clearly, provide a focus, and organize information in a way that makes
sense.
• Develop the topic with facts, definitions, details, quotations, or other information and
examples related to the topic.
• Use appropriate and varied transitions to create cohesion.
• Clarify the relationship among ideas and concepts.
• Use clear language and vocabulary to inform about the topic.
• Provide a conclusion that follows the information presented.
• Check your work for correct grammar, usage, capitalization, spelling, and punctuation.

For a sample of a student’s first page with correct MLA headings, an interesting title, a creative hook and clear thesis in the introduction, clear topic sentences and skillful use of evidence in the first body paragraph, click here.

10th Grade Literature Fall 2017 Spring 2019