Shurley English: Level 2 Teacher's Manual 1 86 Level 2 Teacher’s Manual Chapter 4 TEACHER...

CHAPTER 4 STUDENT OBJECTIVES

Lesson 1Students will

• read and discuss new vocabulary words.• practice Jingles 3–4.• read and discuss declarative sentence, end mark

flow, and skill check.• classify Introductory Sentences.• discuss the parts of speech.• do Classroom Practice 1 1.

—grammar—editing


• review vocabulary words.• practice Jingles 5–6.• read and discuss the complete subject and the

complete predicate.• identify an adverb modifying another adverb.• classify Introductory Sentences.• review the parts of speech.• do Classroom Practice 12.



• review vocabulary words.• practice Jingle 7.• classify Introductory Sentences.• read and discuss a Skill Builder.• do a Skill Builder for a noun check

using subject nouns.• review the parts of speech.• do Classroom Practice 13.


• write in their journal.


• practice Jingles 5–7.• classify Practice Sentences.• do a skill builder for a noun check.• review the parts of speech.• do Chapter Checkup 14.


• write in their journal.


• practice Jingle 2.• classify Practice Sentences.• do a skill builder for a noun check.• write a Practice Sentence.• use A Adj Adj SN V Adv Adv to write

a Practice Sentence.• do Classroom Practice 15: practice sentence.


• practice Jingles 5–7.• classify Practice Sentences.• respond to oral review questions.• take Chapter 4 Test.

—grammar—editing—skills—vocabulary


• practice Jingles 3–7.• write a creative writing piece

for WA 3.

83Teacher’s Manual Level 2

TMChap4-L2.qxp 7/29/08 9:31 AM Page 83

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START LESSON 1

84 Level 2 Teacher’s Manual

Chapter 4CHAPTER 4

In Lesson 1Jingles:

Practice Jingles 3–4.

Grammar:Introduce four partsof speech.

Classify IntroductorySentences.

Skills:Introduce newvocabulary words.

Introduce declarative sen-tence, End Mark Flow,and Skill Check.

Give Classroom Practice 11.

Ancillary items available:

Sentence Transparency 10

Student Workbook p. 25

Teacher’s Key p. 13

CD–ROM

LISTENING AND SPEAKING:

Teaching Script SB 73FOR NEW VOCABULARY

Turn to page 73. Look at Reference 28. Listen as I pronounce the new vocabulary word.(Pronounce the new vocabulary word for your students.) First, we will recite the newvocabulary information. Then, we will recite the new synonyms and antonyms. Begin.

TEACHER INSTRUCTIONS

1. Introducing the new vocabulary word and the new synonyms and antonymsshould be done orally as group work.

2. For the new vocabulary word, lead students in reciting the word, the definition,the synonym, the antonym, and the sentence. Then, lead students in reciting thenew set of synonyms and antonyms.

3. Adding a pat, tap, or clap helps you reach the visual, auditory, and kinestheticlearning styles of students.

Practice Jingles 3–4 in the Jingle Section on page 565. TM 629

Chapter 4 VocabularyReference 28

Word: audience (ô'dē-əns)Definition: group attending an eventSynonym: viewers Antonym: performersSentence: The audience listened to the beautiful song.

Chapter 4 Vocabulary Card: Record the vocabulary information. Then, write your ownsentence, using the new word.Chapter 4 Synonym and Antonym Cards: Record each pair of synonyms and antonyms.Then, write your own synonym and antonym pairs.


Making Vocabulary Cards: Have students make cards for vocabulary, synonyms, and antonyms. Use Reference11 in Chapter 2 if they need a review of how to make the cards.

1. pretend, imaginary2. under, beneath

3. weak, strong4. noisy, quiet

More Synonyms (similar meanings) More Antonyms (opposite meanings)

Student Tip…Use Reference 11 inChapter 2 on page 23 ifyou need a review on howto make vocabulary cards. Tracks 3–4


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Lesson 1


Chapter 4

Teaching Script SB 74–75FOR DECLARATIVE SENTENCE, END MARK FLOW, AND SKILL CHECK

Today, you will learn several new skills that will be added to the Question and Answer Flow. Look at Reference 29 on page 74. Follow along as I read theinformation about the declarative sentence, the End Mark Flow, and the Skill Check.

1. Put the sentences from the box below on the board or on an overhead projector.

2. Classify these sentences with your students to reinforce the concepts your students are learning. SB 74

3. For the greatest benefit, students must participate orally with the teacher.

Chapter 4: Lesson 1Introductory Sentences

1. _____ The ten new cars raced quickly away.

2. _____ A funny circus clown waved merrily.

3. _____ Four pretty candles burned slowly.

The Declarative Sentence, the End Mark Flow,and the Skill Check

Reference 29

1. A declarative sentence makes a statement.2. The End Mark Flow identifies a declarative sentence: (Period, statement, declarative sentence)

3. A declarative sentence is labeled with a D.

After a sentence has been classified and the pattern identified, a Skill Check is added to the Questionand Answer Flow. The Skill Check will identify the kind of sentence, using the End Mark Flow. Other skills willbe added to the Skill Check later.

Practice Sentence: The three huge elephants walked slowly away.

A Adj Adj SN V Adv AdvThe three huge elephants walked slowly away. D

Note: At this time, the Question and Answer Flow for the Practice Sentence will use abbreviations toidentify the sentence parts. You will continue saying the words for which the abbreviations stand.

(Example: For the abbreviation SN, you will continue to say the words subject noun.)

SN V P1

Adding a Skill Check to the Question and Answer Flow

1. What walked slowly away? elephants - SN

2. What is being said about elephants? elephants walked - V

3. Walked how? slowly - Adv

4. Walked where? away - Adv

5. What kind of elephants? huge - Adj

6. How many elephants? three - Adj

7. The - A

8. SN V P19. Skill Check

10. Period, statement, declarative sentence (Write D at the end of the sentence.)

Track 6


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Lesson 1

86 Level 2 Teacher’s Manual

Chapter 4


Make sure students are reciting each part of the Question and Answer Flow with you.They learn the concepts much faster and retain them longer if they recite the wholeQuestion and Answer Flow orally! The students should ask the questions and say theanswers with you. It is very important that students are reciting the questions andthe answers.

As you classify Sentence 1 with me, I will show you how and when to say the newparts. We will now include the Skill Check in the Question and Answer Flow everytime we classify a sentence. Begin.

Sentence 1

The ten new cars raced quickly away.

1. What raced quickly away? cars - SN2. What is being said about cars? cars raced - V3. Raced how? quickly - Adv4. Raced where? away - Adv5. What kind of cars? new – Adj

6. How many cars? ten - Adj7. The - A8. SN V P19. Skill Check

10. Period, statement, declarative sentence (Write a D at the end of the sentence.)

A Adj Adj SN V Adv AdvThe ten new cars raced quickly away. DSN V

P1

Sentence 2

A funny circus clown waved merrily.

1. Who waved merrily? clown - SN2. What is being said about clown?

clown waved - V3. Waved how? merrily - Adv4. What kind of clown? circus - Adj

5. What kind of clown? funny - Adj6. A - A7. SN V P18. Skill Check9. Period, statement, declarative sentence

A Adj Adj SN V AdvA funny circus clown waved merrily. DSN V

P1

Sentence 3

Four pretty candles burned slowly.

1. What burned slowly? candles - SN2. What is being said about candles?

candles burned - V3. Burned how? slowly - Adv4. What kind of candles? pretty - Adj

5. How many candles? four - Adj

6. SN V P1

7. Skill Check

8. Period, statement, declarative sentence

Adj Adj SN V AdvFour pretty candles burned slowly. DSN V

P1


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Lesson 1


Chapter 4

Modification1. Kinesthetic learners

and first-year Shurleystudents should recite the Question and AnswerFlows for the first andsecond sentences with you again, but this timethey should trace thelabels on their desks withthe four fingers of theirwriting hand as theyclassify the sentences.

2. Have students classify the third sentence on a piece of paper to givethem practice writing the labels.

Teaching Script SB 75FOR THE PARTS OF SPEECH

Do you know that all words in the English language have been put into eight groupscalled the Parts of Speech? How a word is used in a sentence determines its part ofspeech. The sentences you have been classifying are made from four parts of speech:noun, verb, adjective, and adverb. Can you name these four parts of speech again?(noun, verb, adjective, and adverb) (Have students repeat the four parts of speechseveral times together and in a rhythmic fashion.) You will learn other parts of speechas you continue to classify sentences throughout the year.

The study of the parts of speech is called grammar. Grammar gives us the vocabularyto talk to each other about writing and revising. When you classify sentences, you arelearning and reinforcing your knowledge of grammar. The Practice Sentences you havebeen writing show you how grammar and writing are connected.

Have students look at Classroom Practice 11. SB 76 Go over the directions.Check and discuss the practice together after students have finished. (Key 11 is located at the end of this lesson.)

Classroom Practice 11

ModificationELL and/or below-level students:1. Use one of the suggested

modifications on page 677in your Teacher’s Manual.

2. Have a parent, aide, orstudent helper assist inreading the directions, thequestions, and the answerchoices for anyoneneeding extra help.

3. Use the modifiedClassroom Practice 11 onthe Resource CD.

Knowing the parts of speech helps you writebetter sentences in the following ways:

1. Gives you a deeper understanding of sentencestructure and sentence order. You develop “sentencesense” awareness.

2. Gives you knowledge of the parts that make acomplete sentence.

3. Helps you recognize fragments.4. Helps you develop self-confidence as you learn to

apply grammar skills.5. Gives you a writing vocabulary that can be used to

expand your sentences.Add more adjectives.Add more adverbs.


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Lesson 1

Level 2 Teacher’s Manual

End ofLesson 1

88

Chapter 4

Exercise 2

The seven funny clowns raced around merrily.

1. Who raced around merrily? clowns - SN2. What is being said about clowns?

clowns raced - V3. Raced where? around - Adv4. Raced how? merrily - Adv5. What kind of clowns? funny - Adj

6. How many clowns? seven - Adj

7. The - A

8. SN V P1

9. Skill Check

10. Period, statement, declarative sentence

A Adj Adj SN V Adv AdvThe seven funny clowns raced around merrily. DSN V

P1

GRAMMAR (32 points)

Exercise 1: Fill in the blanks below for this sentence: An excited monkey climbed happily today.

1. What climbed happily today?______________________ Subject Noun ______

2. What is being said about monkey?

_________________________ __________________________ Verb ______

3. Climbed how? ______________________________________ Adverb ______

4. Climbed when? _____________________________________ Adverb ______

5. What kind of monkey? ______________________________ Adjective ______

6. ____________________ Article Adjective ______

7. Subject Noun, Verb, Pattern 1 _______________________________________

8. Skill Check

9. Period, statement, declarative sentence ______

A Adj SN V Adv AdvClassify this sentence: An excited monkey climbed happily today. D

Exercise 2: Classify the sentence.

A Adj Adj SN V Adv AdvThe seven funny clowns raced around merrily. D

EDITING (17 points)

Exercise 3: Write the capitalization and punctuation rule numbers for each correction in bold.Use References 13 and 15 on pages 26 and 30 to look up the capitalization and punctuation rule numbers.

1 4 3 9 9 8 8My Uncle Joe lives on Mulberry Street in Morgan, Kansas.

5 1Exercise 4: Put punctuation corrections within the sentence. Write all other corrections above

the sentence. Editing Guide: Capitals: 5 Commas: 1 Periods: 1 End Marks: 1

M I D S Fmom, do i go to dr. scott on friday?

SN V P1

SN V P1

Classroom Practice 11

Name:______________________________________________________________________________________ Date:________________________

monkey SN

monkey cl imbed Vhappi ly Adv

today Advexcited Adj

An ASN V P1

D


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Shurley English: Level 2 Teacher's Manual 1 86 Level 2 Teacher’s Manual Chapter 4 TEACHER...

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