Sentence Diagramming

1. Sentence Diagramming Luehrs Style

2. Day 1: Sit in your Color Groups • SWBAT: understand the basics of sentence structure through diagramming simple sentences. • Notes • Simple subjects/simple predicate practice • HW work time • Reflection prompt: How will diagramming help me with my understanding of sentences and paragraphs?

3. Lesson 1: Simple sentences—the Basics • Diagramming sentences provides a way of picturing the structure of a sentence • By placing the various parts of a sentence in relation to the basic subject-verb relationship, we can see how the parts fit together and how the meaning of a sentence branches out, just as the branches of a plant ramify from the stem in space and time

4. Most students who work at diagramming sentences derive a clearer understanding of how sentences work—as well as satisfaction in the pictorial rendering of sentence structure

5. Diagrams allow us to see a sentence spatially • Diagramming sentences is like building a jigsaw puzzle • Each word has its appropriate place

6. What do diagrams look like? • The graduation party is today. party is the graduation today

7. Let’s start diagramming • Every diagram begins with a baseline • The simple subject and the verb are placed on the baseline • Next, the simple subject and the verb are split in two with a vertical line • Example: The football team ran onto the field. team ran Simple subject verb

8. More examples of diagrams Suh tackled • The lineman tackled the running back. • Memorial Stadium is amazing. • The quarterback made a touchdown. Simp. sub verb Memorial Stadium is quarterback made

9. Your First Diagrams: on the Left Side Diagram the following sentences: • The cat chased the mouse down the sidewalk. • The dog ate the steak off the countertop. • I forgot to do the dishes last night. • Susy missed her curfew by ten minutes. • Sam snickered at the snapchat from Henry. • The sunshine melted the snow from the driveway. • The sleepy student drooled onto the desk. • Apples are a good source of fiber.

10. Day 2: Sit with your Number Groups • SWBAT: demonstrate their understanding of simple subjects/predicates and expand their knowledge of verbs and verb phrases. • Go over homework • Verbs/verb phrases • Reflection prompt: What is the importance of breaking down grammar this way? Do you find it easier or more difficult than a worksheet?

11. Here we go………..(and yes, you should write these in your notebook too.)

12. Lesson 2: Verb and Verb Phrases • Verbs can be simple (one word) or complex (verb phrases) • Examples: Verb phrases One word Was laughing Should have bought Is running Am studying Laughed Was Cooked donate

13. Verbs and sentence diagrams • Does this change diagramming? • No; verbs always go on the baseline, immediately to the right of the vertical line • Verb phrases always stay together at the baseline • Let’s see how our knowledge of verb phrases changes the way we diagram • First, a review:

14. Fill in the blank…. • Every diagram begins with a ____________. • The ____________ and the ________ are placed on the baseline. • Next, the simple subject and the verb are split in two with a __________________. baseline simple subject verb vertical line

15. More diagrams: With Verb Phrases! • The sentences below have verb phrases: • Example: Coach Olsen was yelling at the referee. • The receiver should have caught the ball. was yelling Coach Olsen Simple sub Verb phrase receiver should have caught Simple sub Verb phrase

16. Homework: Diagram the following sentences • A. Rod hit a grand slam. • Bush Stadium is very old. • The pitcher threw a strike. • The White Sox are beating the Angels. • The Cardinals defeated the Astros. • The umpire was not watching the game. • The game was postponed on account of the rain. • I am working on it. • John is eager to please • Sam was in a hurry to finish.

17. Here we go………..(and yes, you should write these in your notebook too.)

18. Day 3: Sit with your Sticker Groups • SWBAT: understand the purpose of direct objects and transitive verbs, and diagram them correctly. • HW Review • Term review • Notes • Practice • HW • Reflection: What is your favorite/least favorite part about sentence diagramming?

19. HW Review

20. Lesson 3: Direct Objects and Transitive Verbs • Sentence Diagramming Review • Fill in the blanks: • Every sentence diagram begins by identifying the _______________ and the ___________ or _______________________. Subject Verb Verb Phrase

21. So what is a direct object? • A direct object is: • A noun or pronoun • That follows an action verb • Receives that action of a verb • Answers the question whom or what? • Examples • The Huskers won the game. • The Hawkeyes beatMizzou. Action verb Direct object Action verb Direct object

22. Diagramming direct objects • A direct object is a very important part of the sentence, so it goes on the baseline next to the verb. • A direct object is part of the predicate so it must go to the right of the dividing line • A direct object is separated from the verb by another vertical line. • Example: The soccer player kicked the ball. player ball kicked subject verb Direct object

23. More direct object examples • The Titans will win the State Soccer Championship. • The politician kissed the baby. • The vendor sold three hundred sodas. Titans will win championship subject verb Direct object kissed politician baby subject verb Direct object sodas vendor sold verb subject Direct object

24. Lets review: • A direct object is always a __________ or _______________. • A direct object always follows an ________ verb. • A direct object answers the question ________ or __________? noun pronoun action what who

25. Homework • They submitted the idea to the committee to be evaluated. • The secretary informed the chairman. • John left his books at school. • British soccer fans crowded the new stadium in London. • The teacher scolded her students for not completing their homework. • The celebrity used her credit card at Tiffany and Co. • The puppy ate the steak from the countertop. • Tammy heard the principal call her to the office. • The girl scout sold the cookies at Walmart last weekend.

26. Day 4: Sit with your Color Groups • SWBAT: understand linking verbs, predicate adjectives, and predicate nominatives. • HW review • Notes • Practice • HW • Reflection: In what ways do you see your understanding of grammar improving?

27. Here we go………..(and yes, you should write these in your notebook too.)

28. Lesson 4: Linking Verbs, Predicate Adjectives, and Predicate Nominatives • What is a Predicate Nominative? • A Predicate Nominative is: • A noun or pronoun • That follows a linking verb • That refers back to the subject of the sentence • Is sometimes called a predicate noun • Examples: • Zac Lee is the quarterback. • The Huskers are a football team. Linking verb Predicate nominative Linking verb Predicate nominative

29. Diagramming a Predicate Nominative • A predicate nominative (predicate noun) is just like a direct object except: • It follows a linking verb (verbs that rename the subject of the sentence or are a state of being) • It is diagrammed on the baseline with the subject and the verb • A diagonal line separates the verb and the predicate nominative • Alex Henery is the kicker. Alex Henery kicker is Predicate nominative subject Linking verb

30. More Predicate Nominative Practice • Jared Crick is a defensive tackle. • The Huskers are the winners. • The offense was an embarrassment.

31. What is a predicate adjective? • A predicate adjective is: • An adjective (describing word) • That follows a linking verb, and • Describes the subject of the sentence. • Example: • The referee is terrible. Sub l.v. Pred. adj

32. More predicate adjective practice • The crowd was fanatical. • This game is exciting! • The new facility will be awesome! fanatical Crowd was subject Predicate adjective Linking verb game exciting is Predicate adjective subject Linking verb facility Will be awesome Predicate adjective subject Linking verb

33. PA and PN vs. Direct Objects???? • Predicate Nominatives (PN) and Predicate Adjectives (PA) are similar to direct objects (DO), except: • They follow a linking verb • They refer back to the subject (DO does not) • They are diagrammed with a diagonal line • When determining a PA, PN or DO, always: • Look at the VERB • Linking verb=PA or PN • Action verb= DO

34. PA, PN & DO practice: coordinator flabbergasted • The offensive coordinator was flabbergasted! • The Nebraska Cornhuskers scored two touchdowns in the second quarter. • Cody Green should have been the quarterback. was subject Linking verb Predicate Adj Cornhuskers touchdowns scored Action verb subject Direct object Should have been Cody Green quarterback Predicate Nominative subject Linking verb (verb phrase)

35. Homework…diagram the following sentences. Be sure to label the subject, verb/verbphrase (and type) and DO, PA, PN • He is always late for work. • She is very professional at her job in the bank. • The weather seems normal for this time of year. • This is silly. • Sue was the first one to eat lunch today. • Joe jumped the fence. • Sharon sang the song on the radio. • Andy is the oldest in his grade. • The puppies were satisfied with their chew toys. • We enjoyed the movie last night.

36. Day 5: Sit with your Number Groups • SWBAT: understand how to incorporate adjectives into their diagrams. • HW review • Notes • Practice • HW • Reflection prompt: on a scale of 1-10 (10 being the best), how confident are you with sentence diagramming?

37. Here we go………..(and yes, you should write these in your notebook too.)

38. Lesson 5: Adjectives • What is an Adjective? • Adjectives come in two types: • Common are always lowercase and generic • Ex: red, huge, hot, boring, awesome, amazing, twenty • Proper are always capitalized and specific • Ex: British, Canadian, American, Japanese • Describe a noun or pronoun • Answer: What kind? How many?

39. Diagramming Adjectives: • Adjectives are diagrammed below the baseline, directly under the noun or pronoun that they are describing. • Red busses are famous in London. busses are famous red

40. More Adjective Reminders: • Adjectives only modify nouns or pronouns. That includes: • Subjects • Predicate Nominatives (predicate nouns) • A, an, and the are adjectives • They are often called articles • Ex: The supersonic Concorde was a European airplane. airplane Concorde was the supersonic European a

41. More Adjective Practice: • Old, red, telephone boxes are awesome! • British soccer fans crowded the new stadium in London. awesome boxes are telephone old red fans crowded stadium the soccer new British

42. Adjective Homework… • Copy the following sentences. • Diagram them in your notebook • Be sure you pay attention to only diagram adjectives below the main line.

43. The bright, shiny, green car hit the telephone pole. • The grouchy teacher was eating a sour apple. • The active children saw a beautiful princess. • Talented artists paint realistic pictures. • Energetic hamsters eat sunflower seeds. • Poor Sylvester is a frustrated predator. • The pre-teen boy smells rancid. • The melting Islandic glacier is dangerous. • Josiah Budnick is a brilliant professor.

44. Day 6: Sit with your Sticker Groups • SWBAT: understand adverbs and their importance in a sentence. • HW Review • Notes • Practice • HW • Reflection prompt: What is the most difficult and least difficult part about grammar?

45. Lesson 6: Adverbs • What is an adverb? • An adverb is a word that describes: • Verb • Adjective • Adverb • Hint: Almost any word that ends in –ly is an adverb • Examples: quickly, unusually, extremely, surprisingly, considerably

46. What do Adverbs do? • Adverbs answer the following questions: • Where • When • How • How often • To what extent • It is cold outside (Where is it cold?) • We should go to London tomorrow (When should we go? • We should buy a ticket quickly. (How should we buy a ticket?) • Sometimes Paris is better than London. (How often is it better?) • London is really cool! (To what extent is it cool?)

47. Diagramming Adverbs: • Like adjectives, adverbs are diagrammed below the baseline, directly under the verb, adjective or adverb that they describe. • The passengers quickly boarded the plane. passengers boarded plane

48. Diagramming Adverbs: • Our flight landed early. (adverb describing a verb) • The plane ticked was not very expensive. (adv describing an adj)

49. More diagramming practice: • The customs officer stamped our passport relatively quickly. (adv describing another adv) • My passport is almost full!

50. Adverb Homework • Diagram them in your notebook • Be sure you pay attention to diagram adjectives and adverbs below the main line.