Thursday, November 16, 2017

Writing 2 Class Notes -- Week 12 (November 12)

Greetings!

I began the class with a bit of an experiment.  A few weeks ago I changed our table arrangement from the "U" shape to three rows.  I liked that I could see everyone in the same field of vision, but I didn't like the fact that the back row seemed so far away.  Katelyn led the class in the discussion, and they had a great idea that we tried today.  I think it worked well.  Good job, class!

Our Quick Write this week was prompted by the fact that today is Give to the Max Day, which is a day set apart for online fundraising for many non-profits.  The writing assignment was to pretend that they had $5000 that they had to give away.  Feed My Starving Children in addition to some personal interests.  Wouldn't it be fun to have unlimited funds to use to help others out?

Our Words of the Day:
chaconne -- fr. French,  a dance -- a musical piece characterized by a continuous variation, a triple (waltz) meter, and a strong repeating bass line
blep -- origin unknown -- the act of a cat sticking its tongue out slightly without realizing it (not in any recognized dictionaries, but in Urban Dictionary)
poobah -- fr. Poo-Bah, a comic character in The Mikado -- a pompous, self-important person
lollygag -- mid 19th century, unknown origin -- to dawdle or dilly dally


I checked in with the class regarding their Comparison/Contrast Essays, and many of them shared their topics with us.  When we return after Thanksgiving break, they will hand in the Pre-Writes and the Rough Drafts.

We had 2 presentations for our My Antonia final projects.  Emily wrote about herself in the future, and Noah had a travel brochure for Black Hawk, Nebraska, which is the town that Jim and Antonia lived in.   When we get back from Thanksgiving break, the rest of the class will present.  They seem to have some creative ideas, and I am looking forward to the presentations.

For the remainder of the class, the students worked in groups with a worksheet practicing identifying prepositional phrases and determining whether the phrase was adjectival (modifying a noun) or adverbial (modifying a verb).  After working through most of the worksheet, I projected the key on the board, and we not only talked prepositional phrases but subjects, verbs, articles, and possessive pronouns.  They do not need to do this worksheet as homework.

Assignments for November 30 (After our Thanksgiving Break)
-- Comparison/Contrast Rough Draft
-- Prepare for My Antonia Final Projects

Links for This Week
Class Notes

Have a blessed Thanksgiving!
Mrs. Prichard

Friday, November 10, 2017

Writing 2 Class Notes -- Week 11 (November 9)

Greetings!

We had a good, full day in class this week.  The class is doing a great job engaging in topics and growing as students.

Our Quick Write today was in honor of Veteran's Day, which is November 11.  Many students have close family members who have served or are serving in some branch of the military.  They could write about them or they could write about how they see themselves serving or making a sacrifice for our country or for our world.

These were the Words of the Day:
enchilada -- fr. Spanish, enchilado, "seasoned with chili" -- a tortilla rolled and filled with a seasoned mixture and covered with a sauce flavored with chili.  (Most members of the class seemed to think that their moms made the best enchiladas!)
encore -- fr. French, encore, "once again" -- a repeat or extra performance in response to the demands of an audience
en garde -- fr. French, en garde, "watch out, beware" -- an interjection used by fencers at the beginning of a match
enigma -- fr Greek, ainigma, riddles or fable -- a puzzle or mystery (We talked briefly about the enigma machine used most notably by the Nazis in WW2.)
ennui -- fr. French, enui, "annoyance, disturbance" -- a feeling of utter weariness, boredom, or tedium

Students have handed in the Final Drafts of their Extended Definition or Classification Essays, so it is time for the next writing assignment.  For this, they are to write a Comparison/Contrast Essay. Personally, I think this is one of my favorite kinds of essays:  the organization is fairly straight forward, and students can choose straightforward or creative topics.  We did some in class brainstorming about how we might write a C/C Essay about cheeseburgers and pizza.  An important aspect to remember is that these essays must have a strong thesis statement.  In other words, they must not only pick out two items to compare, but they must have an opinion/stand related to this comparison.  They should think about the importance or significance of the similarities or differences.  This next week they should be working on any pre-writing that this assignment requires; this includes any necessary research in addition to the outline or mind map that they will hand in with the rough drafts.

We had three good My Antonia presentations this week.  Julia brought us a chocolate cake, just like the one Mrs. Burden baked in chapter two.  Katelyn prepared a fun and challenging Jeopardy game to test our knowledge of the events of the book, and Madi painted two scenes that represented aspects of Antonia and the Shimerda's home.  Next week, we'll have presentations from Noah, Bryce, and Emily.  On November 30, Sofia, Daniel, Caitlin, Audrie, Akaya, David, Carter, Kai Rose, Isabella, and Kayla should be ready to prepare.  If necessary, we will also have presentations on December 7.

We finished the class with a quick mini-lesson on Active and Passive verbs.  

Note: A number of students left the room during class, presumably to use the restroom. Because the class follows the longer break set aside for lunch, students should also take that time to use the restroom. However, if a student needs to leave the room for this purpose, it has been my policy that he/she can simply leave quietly and return in a timely manner.  As long as this is not abused, I will continue this practice, but going forward, no more than one student may be gone from the room at the same time.

Assignments for Next Week:
-- Prepare for presentations
-- Comparison/Contrast Pre-Write
-- Active/Passive Worksheet (front side only)

Links for this Week
Class Notes

Have a great weekend!
Mrs. Prichard





Friday, November 3, 2017

Writing 2 Class Notes -- Week 10 (November 2)

Greetings!

Again, my apologies for the very late e-mail last week. This week, the class notes are first on my list instead of my pile of rough drafts from the class.

Our Quick Write this week was prompted by the fact that November 3 is National Sandwich Day.  I asked students to write about their favorite sandwiches; they could write a description, an advertisement, or an explanation about the importance of sandwiches.  We had a discussion about whether wraps or hamburgers qualified as sandwiches.

Our Words of the Day were ghost words.  In 1886, a lexicographer named Walter Skeat first used the phrase "ghost words" to describe words that he said had "no real existence."  Ghost words are words that weren't real to begin with -- they came about because of an error or misunderstanding -- but they made it into the dictionary anyway.
gravy -- from the French, "graine" -- became a word when a 14th century misread a French cookbook and substituted a "v" for an "n"
tweed -- from the Scottish word "tweel," which is a type of wool and from which we got the word "twill."  Some think the word was misheard as the Tweed River.
Dord -- the original dictionary was supposed to be "D or d" (capital "d" or lowercase "d") as an abbreviation for density in physics or chemistry.  Whoever worked for the dictionary misread it as a word spelled d-o-r-d.  It entered the dictionary in 1934 and was taken out in 1947.
esquivalience -- This is not a real words at all but was invented by an editor at the New Oxford American Dictionary and was included in the 2001 edition to help the company track copyright violators who were lifting entries from the dictionary.

We went over the returned rough drafts of the Classification or Extended Definition Essays.  The students have started a page in their notebooks titled "Watch Out For."  When I write notes on their rough drafts, I often have a section with that heading and list common errors or patterns that I see in their rough drafts.  I would like them to keep track of these and to use them to guide their writing throughout the year.  We discussed at length the writing of introductions and conclusions.  The final drafts are due next week.  

Following our writing discussion, we read sections from the chapter from O. E. Rolvaag's first chapter of Giants in the Earth.  Authors of prairie literature delighted writing about the vastness and open spaces of the landscape as part of telling their stories.  Our next bit of literature is a collection of rural poems.  Students should read all of them and then choose one to re-write in prose.

At the end of class, they signed up for a time to present their My Antonia projects. Some projects have a strong visual or audio component, and students will have a chance to talk about these and show off their handiwork.  For those students who wrote something for their project, I will simply have the students share a couple of sentences about their works.  

November 16 (next week)
Katelyn
Julia
Madi
Noah

November 30 (after Thanksgiving)
Sofia
Daniel
Caitlin
Christianna
Audrie
Bryce
Kai Rose
Isabella
David
Carter

Just a little note about classroom dynamics.  I've switched up the table arrangement so that instead of a "U" shape, the tables are in rows, and I've also given the students assigned seats.  This is an experiment to see if it increases overall student engagement while diminishing extraneous distractions.  As I mentioned before fall break, students have been coming in late to class, and this has a negative effect on the flow of the class.  I start the class with a Quick Write, and students who are present to start this activity with the rest of the class will get scores for their Quick Writes, but those who come in late will have zeros.  

Assignments for Next Week:
-- Read Poetry selections
-- Re-write one poem into prose
-- Take Home My Antonia Final Test
-- Final Drafts of Extended Definition/Classification Essays
-- Finish My Antonia projects

Links for This Week

Have a great weekend!
Mrs. Prichard

Tuesday, October 31, 2017

Writing 2 Class Notes -- Week 9 (October 26)

Greetings!

The days have sped by, and I've been so focused on correcting my pile of rough drafts from Writing 1, Writing 2, and even Writing 3 that the class notes simply slipped my mind.  For those who rely on them for the homework, I most humbly apologize!

So, to cut to the chase, here is the homework for this week:

Assignments for November 2
-- Read O. E. Rolvaag selections for Giants of the Earth
     -- Highlight or underline either key nature descriptions of key character descriptions and development
-- Grammar Worksheets:  
     -- Pronouns and Antecedents
     -- Grammatical Persons
-- Prepare for Presentations
-- Be ready for Final Test for My Antonia

Links for This Week
Class Notes

Se ya' on Thursday,
Mrs. Prichard

Giants in the Earth

Book 1

THE LAND-TAKING

Toward the Sunset

I

Bright, clear sky over a plain so wide that the rim of the heavens cut down on it around the entire horizon. . . . Bright, clear sky, to-day, to-morrow, and for all time to come.
. . . And sun! And still more sun! It set the heavens afire every morning; it grew with the day to quivering golden light--then softened into all the shades of red and purple as evening fell. . . . Pure colour everywhere. A gust of wind, sweeping across the plain, threw into life waves of yellow and blue and green. Now and then a dead black wave would race over the scene . . . a cloud's gliding shadow . . . now and then. . . .
It was late afternoon. A small caravan was pushing its way through the tall grass. The track that it left behind was like the wake of a boat--except that instead of widening out astern it closed in again.
"Tish-ah!" said the grass. . . . "Tish-ah, tish-ah!" . . . Never had it said anything else--never would it say anything else. It bent resiliently under the trampling feet; it did not break, but it complained aloud every time--for nothing like this had ever happened to it before. . . . "Tish-ah, tish-ah!" it cried, and rose up in surprise to look at this rough, hard thing that had crushed it to the ground so rudely, and then moved on.
A stocky, broad-shouldered man walked at the head of the caravan. He seemed shorter than he really was, because of the tall grass around him and the broad-brimmed hat of coarse straw which he wore. A few steps behind him followed a boy of about nine years of age. The boy's blond hair was clearly marked against his brown, sunburnt neck; but the man's hair and neck were of exactly the same shade of brown. From the looks of these two, and still more from their gait, it was easy to guess that here walked father and son.
Behind them a team of oxen jogged along; the oxen were drawing a vehicle which once upon a time might have been a wagon, but which now, on account of its many and grave infirmities, ought long since to have been consigned to the scrap heap--exactly the place, in point of fact, where the man had picked it up. Over the wagon box long willow saplings had been bent, in the form of arches in a church chancel--six of them in all. On these arches, and tied down to the body on each side, were spread first of all two handwoven blankets, that might well have adorned the walls of some manor house in the olden times; on top of the blankets were thrown two sheepskin robes, with the wool side down, which were used for bed-coverings at night. The rear of the wagon was stowed full of numberless articles, all the way up to the top. A large immigrant chest at the bottom of the pile, very long and high, devoured a big share of the space; around and above it were piled household utensils, tools, implements, and all their clothing.
Hitched to this wagon and trailing behind was another vehicle, homemade and very curious-looking, so solidly and quaintly constructed that it might easily have won a place in any museum. Indeed, it appeared strong enough to stand all the jolting from the Atlantic to the Pacific. . . . It, too, was a wagon, after a fashion; at least, it had been intended for such. The wheels were made from pieces of plank fitting roughly together; the box, considerably wider than that of the first wagon, was also loaded full of provisions and household gear, covered over with canvas and lashed down securely. Both wagons creaked and groaned loudly every time they bounced over a tussock or hove out of a hollow. . . . "Squeak, squeak!" said the one. . . . "Squeak, squeak!" answered the other. . . . The strident sound broke the silence of centuries.
A short distance behind the wagons followed a brindle cow. The caravan moved so slowly that she occasionally had time to stop and snatch a few mouthfuls, though there was never a chance for many at a time. But what little she got in this way she sorely needed. She had been jogging along all day, swinging and switching her tail, the rudder of the caravan. Soon it would be night, and then her part of the work would come--to furnish milk for the evening porridge, for all the company up ahead.
Across the front end of the box of the first wagon lay a rough piece of plank. On the right side of this plank sat a woman with a white kerchief over her head, driving the oxen. Against her thigh rested the blond head of a little girl, who was stretched out on the plank and sleeping sweetly. Now and then the hand of the mother moved across the child's face to chase away the mosquitoes, which had begun to gather as the sun lowered. On the left side of the plank, beyond the girl, sat a boy about seven years old--a well-grown lad, his skin deeply tanned, a certain clever, watchful gleam in his eyes. With hands folded over one knee, he looked straight ahead.
This was the caravan of Per Hansa, who with his family and all his earthly possessions was moving west from Fillmore County, Minnesota, to Dakota Territory. There he intended to take up land and build himself a home; he was going to do something remarkable out there, which should become known far and wide. No lack of opportunity in that country, he had been told! . . . Per Hansa himself strode ahead and laid out the course; the boy Ole, or Olamand, followed closely after, and explored it. Beret, the wife, drove the oxen and took care of little Anna Marie, pet-named And-Ongen (which means "The Duckling"), who was usually bubbling over with happiness. Hans Kristian, whose everyday name was Store-Hans (meaning "Big Hans," to distinguish him from his godfather, who was also named Hans, but who, of course, was three times his size), sat there on the wagon, and saw to it that everyone attended to business. . . . The cow Rosie trailed behind, swinging and switching her tail, following the caravan farther and farther yet into the endless vista of the plain.
"Tish-ah, tish-ah!" cried the grass. . . . "Tish-ah, tish-ah!" . . .

II

The caravan seemed a miserably frail and Lilliputian thing as it crept over the boundless prairie toward the sky line. Of road or trail there lay not a trace ahead; as soon as the grass had straightened up again behind, no one could have told the direction from which it had come or whither it was bound. The whole train--Per Hansa with his wife and children, the oxen, the wagons, the cow, and all--might just as well have dropped down out of the sky. Nor was it at all impossible to imagine that they were trying to get back there again; their course was always the same--straight toward the west, straight toward the sky line. . . .
Poverty-stricken, unspeakably forlorn, the caravan creaked along, advancing at a snail's pace, deeper and deeper into a bluish-green infinity--on and on, and always farther on. . . . It steered for Sunset Land! . . .
For more than three weeks now, and well into the fourth, this caravan had been crawling across the plain. . . . Early in the journey it had passed through Blue Earth; it had left Chain Lakes behind; and one fine day it had crept into Jackson, on the Des Moines River. But that seemed ages ago. . . . From Jackson, after a short lay-up, it had pushed on westward--always westward--to Worthington, then to Rock River. . . . A little west of Rock River, Per Hansa had lost the trail completely. Since then he had not been able to find it again; at this moment he literally did not know where he was, nor how to get to the place he had to reach. But Split Rock Creek must lie out there somewhere in the sun; if he could only find that landmark, he could pick his way still farther without much trouble. . . . Strange that he hadn't reached Split Rock Creek before this time! According to his directions, he should have been there two or three days ago; but he hadn't seen anything that even looked like the place. . . . Oh, my God! If something didn't turn up soon! . . . My God! . . .
The wagons creaked and groaned. Per Hansa's eyes wandered over the plain. His bearded face swung constantly from side to side as he examined every inch of ground from the northeast to the southwest. At times he gave his whole attention to that part of the plain lying between him and the western sky line; with head bent forward and eyes fixed and searching, he would sniff the air, like an animal trying to find the scent. Every now and then he glanced at an old silver watch which he carried in his left hand; but his gaze would quickly wander off again, to take up its fruitless search of the empty horizon.
It was now nearing six o'clock. Since three in the afternoon he had been certain of his course; at that time he had taken his bearings by means of his watch and the sun. . . . Out here one had to get one's cross-bearings from the very day itself--then trust to luck. . . .
For a long while the little company had been silent. Per Hansa turned halfway around, and without slackening his pace spoke to the boy walking behind.
"Go back and drive for a while now, Ola.1 . . . You must talk to mother, too, so that it won't be so lonesome for her. And be sure to keep as sharp a lookout as you can."
"I'm not tired yet!" said the boy, loath to leave the van.
"Go back, anyway! Maybe you're not, but I can feel it beginning to tell on me. We'll have to start cooking the porridge pretty soon. . . . You go back, and hold her on the sun for a while longer."
"Do you think we'll catch up with them to-night, Dad?" The boy was still undecided.
"Good Lord, no! They've got too long a start on us. . . . Look sharp, now! If you happen to see anything suspicious, sing out!" . . . Per Hansa glanced again at his watch, turned forward, and strode steadily onward.
Ole said no more; he stepped out of the track and stood there waiting till the train came up. Then Store-Hans jumped down nimbly, while the other climbed up and took his seat.
"Have you seen anything?" the mother asked in an anxious voice.
"Why, no . . . not yet," answered the boy, evasively.
"I wonder if we shall ever see them again," she said, as if speaking to herself, and looked down at the ground. "This seems to be taking us to the end of the world . . . beyond the end of the world!"
Store-Hans, who was still walking beside the wagon, heard what she said and looked up at her. The buoyancy of childhood shone in his brown face. . . . Too bad that mother should be so scared! . . .
"Yes, Mother, but when we're both steering for the sun, we'll both land in the same place, won't we? . . . The sun is a sure guide, you know!"
These were the very words which he had heard his father use the night before; now he repeated them. To Store-Hans the truth of them seemed as clear as the sun itself; in the first place, because dad had said it, and then because it sounded so reasonable.
He hurried up alongside his father and laid his hand in his--he always felt safer thus.
The two walked on side by side. Now and then the boy stole a glance at the face beside him, which was as stern and fixed as the prairie on which they were walking. He was anxious to talk, but couldn't find anything to say that sounded grown-up enough; and so he kept quiet. At last, however, the silence grew too heavy for him to bear. He tried to say indifferently, just like his father:
"When I'm a man and have horses, I'm going to make a road over these plains, and . . . and put up some posts for people to follow. Don't you think that'll be a good idea?"
A slight chuckle came from the bearded face set toward the sun.
"Sure thing, Store-Hans--you'll manage that all right. . . . I might find time to help you an hour or two, now and then."
The boy knew by his father's voice that he was in a talkative mood. This made him so glad, that he forgot himself and did something that his mother always objected to; he began to whistle, and tried to take just as long strides as his father. But he could only make the grass say: "Swish-sh, swish-sh!"
On and on they went, farther out toward Sunset Land--farther into the deep glow of the evening.
The mother had taken little Anna up in her lap and was now leaning backward as much as she could; it gave such relief to her tired muscles. The caresses of the child and her lively chatter made her forget for a moment care and anxiety, and that vague sense of the unknown which bore in on them so strongly from all directions. . . . Ole sat there and drove like a full-grown man; by some means or other he managed to get more speed out of the oxen than the mother had done--she noticed this herself. His eyes were searching the prairie far and near.
Out on the sky line the huge plain now began to swell and rise, almost as if an abscess were forming under the skin of the earth. Although this elevation lay somewhat out of his course, Per Hansa swung over and held straight toward the highest part of it.
The afternoon breeze lulled, and finally dropped off altogether. The sun, whose golden lustre had faded imperceptibly into a reddish hue, shone now with a dull light, yet strong and clear; in a short while, deeper tones of violet began to creep across the red. The great ball grew enormous; it retreated farther and farther into the empty reaches of the western sky; then it sank suddenly. . . . The spell of evening quickly crowded in and laid hold of them all; the oxen wagged their ears; Rosie lifted her voice in a long moo, which died out slowly in the great stillness. At the moment when the sun closed his eye, the vastness of the plain seemed to rise up on every hand--and suddenly the landscape had grown desolate; something bleak and cold had come into the silence, filling it with terror. . . . Behind them, along the way they had come, the plain lay dark green and lifeless, under the gathering shadow of the dim, purple sky.
Ole sat motionless at his mother's side. The falling of evening had made such a deep impression on him that his throat felt dry; he wanted to express some of the emotions that overwhelmed him, but only choked when he tried.

"Did you ever see anything so beautiful!" he whispered at last, and gave a heavy sigh. . . . Low down in the northwest, above the little hill, a few fleecy clouds hovered, betokening fair weather; now they were fringed with shining gold, which glowed with a mellow light. As if they had no weight, they floated lightly there. . . .

Thursday, October 12, 2017

Writing 2 Class Notes -- Week 8 (October 12)

Greetings!

Fall is here in full force.  Weather maps show that we are nearing peak colors, making this one of my most favorite weeks of year.

Our Quick Write came from a list of college application essay prompts that I had gathered over the years.   Many colleges use the Common Application and its prompts and don't have their own specific application essays.  For today, students could choose from these three:
1.  what can you do that no one else can do?
2.  List your topic 10 favorite places.
3.  Name a family tradition and explain why it is significant to you.

Our Words of the Day came from my book of foreign words and phrases:
chapeau -- fr. French chapeau, "hat" -- fr. Latin cappellum, "cap" -- a hat or cap
charade -- fr. French charra, "chatter" -- an absurd pretense intended to create a pleasant or respectable appearance.
charisma -- fr. Greek kharis, gift, favor, grace -- NOTE:  For extra credit, students are to bring a definition and a sentence using the word to show its meaning.

While students were writing their Quick Writes, I handed back their homework, which also included a missing homework report.  I intend to hand these out every few weeks so that students know what homework, if any, has not been turned in.  I don't want anyone to get too far behind and not feel that they can catch up. Our fall break is a great time to get caught up.  Please feel free to contact me if you have any questions.

I also handed back the final drafts of their Process Essays.  These were very enjoyable to read, and the students did very well.  I graded the papers in four areas:  the Focus, which includes the introduction, thesis, and conclusion, the Content, the Organization, and the Mechanics.  In our next essays we will work on these areas, especially the introductions and conclusions.  Our next writing assignment is an Extended Definition Essay or a Classification Essay, and the pre-write was to be done for this week. However, students don't hand in these this week but in two weeks when they hand in their rough drafts.  

The Proposals for the the class's final projects for our book My Antonia were due today.  They can still be handed in, and I want them to be working on their projects over the next couple of weeks.  We are nearing the end of the book, and we had a short conversation about which characters we would like to have lunch with and what questions we would ask.  After break, we will break into our Literature Circles again.  Students should come prepared to present themselves in their roles.

A few weeks ago, the students wrote short pieces titled "Penguins as Pets," which my students in Northfield used for editing practice.  Today my  Writing 2 students used some of the essays from my Northfield students for their own editing practice.  In small groups of 4, they worked sentence by sentence fixing mistakes.  I have found that learning to edit is an essential practice in becoming a strong writer.  I heard great discussions all around.  Their next short assignment is to write 1 - 2 paragraphs titled "Music & Me;" make sure it has at least 5 mistakes.

Our final moments in class focused on Subject/Verb Agreement.  We talked through some of the rules, and the students have some exercises to do as homework.

Note:  Please remind your students to come to class on time.  A number of students came in late today, and when this happens, the whole class either has to wait to start or has to re-start.  Possibly, adjustments need to be made to their lunch routines.    

.

Assignments for October 26:
-- Finish My Antonia -- Final chapters
-- 3 Reader Responses
-- 5 Vocabulary Words
-- Subject/Verb Agreement Worksheets
-- Work on Final Book Projects
-- Write 1 - 2 paragraphs titled "Music & Me;" including at least 5 errors
-- Write Extended Definition or Classification Rough Draft
-- Extra Credit Word of the Day definition

Links for This Week
Class Notes



Have a great weekend!  Enjoy your Fall Break!
Mrs. Prichard

Rules for Subject/Verb Agreement & Exercises


RULES FOR SUBJECT-VERB AGREEMENT

RULE 1 – A verb agrees with its subject in number.   Singular subjects take singular verbs:

·         The car stays in the garage.
·         The flower smells good.
·         There is an old saying: “Opposites attract.”

The rule for singular and plural verbs is just the opposite of the rule for singular and plural nouns. Remember this when you match subjects and verbs. You might guess that stays and smells are plural verbs because they end in s. They aren’t. Both stays and smells are singular verbs.

RULE 2 – The number of the subject (singular or plural) is not changed by words that come between the subject and the verb.

·         One of the eggs is broken.

Of the eggs is a prepositional phrase. The subject one and the verb is are both singular. Mentally omit the prepositional phrase to make the subject verb-agreement easier to make.


SUBJECT-VERB AGREEMENT EXERCISE #1
Direction: Circle the correct verb in each of the sentences below.
1. Your friend (talk-talks) too much.
2. The man with the roses (look-looks) like your brother.
3. The women in the pool (swim-swims) well.
4. Bill (drive-drives) a cab.
5. The football players (run-runs) five miles every day.


RULE 3 – Some subjects always take a singular verb even though the meaning may seem plural.
These subjects always take singular verbs:



Each
Someone
Either
Anyone
Neither
Nobody
One
Somebody
No one
Anybody
Everyone
Everybody



·         Someone in the game was (not were) hurt.
·         Neither of the men is (not are) working.

RULE 4 – The following words may be singular or plural, depending upon their use in a sentence.


Some
Any
All
Most



·         Most of the news is good. (singular)
·         Most of the flowers were yellow. (plural)
·         All of the pizza was gone. (singular) All of the children were late. (plural)

SUBJECT-VERB AGREEMENT EXERCISE #2
Directions: Circle the correct verb in the sentences below.
1. Each of the girls (look-looks) good on skis.
2. Everybody (was-were) asked to remain quiet.
3. Neither of the men (is-are) here yet.
4. (Is-Are) each of the girls ready to leave?
5. Several of the sheep (is-are) sick.


RULE 5 – Subjects joined by and are plural. Subjects joined by or or nor take a verb that agrees with the last subject.
·         Bob and George are leaving.
·         Neither Bob nor George is leaving.
·         Neither Bob nor his friends are leaving.



RULE 6 – There and here are never subjects. In sentences that begin with these words, the subject is usually found later on in the sentence.
·         There were five books on the shelf. (were, agrees with the subject book)
·         Here is the report you wanted. (Is agrees with subject report)



RULE 7 – Collective nouns may be singular or plural, depending on their use in the sentence.
A collective noun is a noun used to name a whole group. Following are some common examples:


Army
Crowd
Orchestra
Audience
Flock
Public
Class
Group
Swarm
Club
Herd
Team
Committee
Jury
Troop
United States



·         The orchestra is playing a hit song. (Orchestra is considered as one unit—singular.)
·         The orchestra were asked to give their musical backgrounds. (Orchestra is considered as separate individuals—plural)





SUBJECT-VERB EXERCISE #3
Directions: Circle the correct verb in each of the sentences below
1. Margo and her parents (visit-visits) each other often.
2. Either the cups or the glasses (are-is) in the dishwasher.
3. Vern and Fred (need-needs) a ride to work.
4. There (is-are) a dog, a cat, and a bird in the garage.
5. Neither Matt nor his brothers (was-were) at the party.
6. Here into the main ring of the circus (come-comes) the trained elephants.
7. Either the workers or the boss (deliver-delivers) the merchandise.
8. The committee (work-works) hard for better schools.


RULE 8 – Expressions of time, money, measurement, and weight are usually singular when the amount is considered one unit.
·         Five dollars is (not are) too much to ask.
·         Ten days is (not are) not nearly enough time.

On occasion, however these terms are used in the plural sense:
·         There were thirty minutes to countdown.


RULE 9 – Some nouns, while plural in form, are actually singular in meaning.
·         Mathematics is (not are) an easy subject for some people.
·         Physics is (not are) taught by Prof, Baldwin.

Examples:


mumps
home economics
social studies
economics
measles
calisthenics
statistics
civics
physics
gymnastics
phonics
news
acrobatics
aesthetics
thesis
mathematics






RULE 10 – Don’t and Doesn’t must agree with the subject. Use doesn’t after he, she, it.
·         Doesn’t he (not don’t) know how to sail?
·         They don’t (not doesn’t) make movies like that anymore.



SUBJECT-VERB EXERCISE IV
Directions: Circle the correct verb in each of the sentences below.
1. Mumps (is-are) one of the most uncomfortable diseases.
2. One hundred dollars (is-are) not a lot of money to some people.
3. She (doesn’t-don’t) look very well today.
4. Twenty minutes (is-are) the amount of time it takes me to get home from work.
5. It (doesn’t-don’t) seem so cold today.