Shurley English: Level 2 Teacher's Manual

1 CHAPTER 4 STUDENT OBJECTIVESL esson 1 Students will read and discuss new vocabulary words. practice Jingles 3 4. read and discuss declarative sentence, end markflow, and skill check. classify Introductory Sentences. discuss the parts of speech. do Classroom Practice 1 1. grammar editingLesson 2 Students will review vocabulary words. practice Jingles 5 6. read and discuss the complete subject and thecomplete predicate. identify an adverb modifying another adverb. classify Introductory Sentences. review the parts of speech. do Classroom Practice 12. grammar editingLesson 3 Students will 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.

2 Do Classroom Practice 13. grammar editing write in their 4 Students will practice Jingles 5 7. classify Practice Sentences. do a skill builder for a noun check. review the parts of speech. do Chapter Checkup 14. grammar editing write in their 5 Students will 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 Advto writea Practice Sentence. do Classroom Practice 15: practice 6 Students will practice Jingles 5 7. classify Practice Sentences. respond to oral review questions. take Chapter 4 Test. grammar editing skills vocabularyLesson 7 Students will practice Jingles 3 7. write a creative writing piece for WA s ManualLevel 7/29/08 9:31 AM Page 83 Sample CopySTART LESSON 184 Level 2 Teacher s ManualChapter 4 CHAPTER 4In Lesson 1 Jingles:Practice Jingles 3 :Introduce four partsof :Introduce newvocabulary words.

3 Introduce declarative sen-tence, End Mark Flow,and Skill Classroom Practice items available:Sentence Transparency 10 Student Workbook p. 25 Teacher s Key p. 13CD ROMLISTENING AND SPEAKING:Teaching ScriptSB 73 FOR NEW VOCABULARYTurn 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 INSTRUCTIONS1. Introducing the new vocabulary word and the new synonyms and antonymsshould be done orally as group 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 Adding a pat, tap, or clap helps you reach the visual, auditory, and kinestheticlearning styles of Jingles 3 4 in the Jingle Section on page 565.

4 TM 629 Chapter 4 VocabularyReference 28 Word: audience( 'd - ns)Definition:group attending an eventSynonym:viewersAntonym:performersSe ntence:The audiencelistened to the beautiful 4 Vocabulary Card:Record the vocabulary information. Then, write your ownsentence, using the new 4 synonym and Antonym Cards:Record each pair of synonyms and , write your own synonym and antonym INSTRUCTIONSM aking 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 pretend, imaginary2. under, beneath3. weak, strong4. noisy, quietMore Synonyms (similar meanings)More Antonyms (opposite meanings)Student Reference 11 inChapter 2 on page 23 ifyou need a review on howto make vocabulary cards. Tracks 3 7/29/08 9:32 AM Page 84 Sample CopyLesson 185 Teacher s ManualLevel 2 Chapter 4 Teaching ScriptSB 74 75 FOR DECLARATIVE SENTENCE, END MARK FLOW, AND SKILL CHECKT oday, you will learn several new skills that will be added to the Question and Answer Flow.

5 Look at Reference 29 on page 74. Follow along as I read theinformation about the declarative sentence, the End Mark Flow, and the Skill Put the sentences from the box below on the board or on an overhead Classify these sentences with your students to reinforce the concepts your students are 743. For the greatest benefit, students must participate orally with the 4: Lesson 1 Introductory Sentences1. _____ The ten new cars raced quickly _____ A funny circus clown waved _____ Four pretty candles burned Declarative Sentence, the End Mark Flow,and the Skill CheckReference 291. A declarativesentence makes a The End Mark Flow identifies a declarative sentence: (Period, statement, declarative sentence)3. A declarative sentence is labeled with a a sentence has been classified and the pattern identified, a Skill Checkis added to the Questionand Answer Flow.

6 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 Adj Adj SN V Adv AdvThe three huge elephants walked slowly :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 Flow1. What walked slowly away? elephants - SN2. What is being said about elephants? elephants walked - V3. Walked how? slowly - Adv4. Walked where? away - Adv5. What kind of elephants?

7 Huge - Adj6. How many elephants? three - Adj7. The - A8. SN V P19. Skill Check10. Period, statement, declarative sentence (Write Dat the end of the sentence.)Track 7/29/08 9:33 AM Page 85 Sample CopyLesson 186 Level 2 Teacher s ManualChapter 4 TEACHER INSTRUCTIONSMake sure students are reciting each part of the Question and Answer Flow with 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 questionsandthe you classify Sentence 1 with me, I will show you howand whento say the newparts. We will now include the Skill Check in the Question and Answer Flow everytime we classify a sentence. 1 The ten new cars raced quickly What raced quickly away?

8 Cars - SN2. What is being said about cars? cars raced - V3. Raced how? quickly - Adv4. Raced where? away - Adv5. What kind of cars? new Adj6. How many cars? ten - Adj7. The - A8. SN V P19. Skill Check10. 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 2A funny circus clown waved Who waved merrily? clown - SN2. What is being said about clown? clown waved - V3. Waved how? merrily - Adv4. What kind of clown? circus - Adj5. What kind of clown? funny - Adj6. A - A7. SN V P18. Skill Check9. Period, statement, declarative sentenceA Adj Adj SN V AdvA funny circus clown waved merrily. DSN V P1 Sentence 3 Four pretty candles burned What burned slowly? candles - SN2.

9 What is being said about candles? candles burned - V3. Burned how? slowly - Adv4. What kind of candles? pretty - Adj5. How many candles? four - Adj6. SN V P17. Skill Check8. Period, statement, declarative sentenceAdj Adj SN V AdvFour pretty candles burned V 7/29/08 9:33 AM Page 86 Sample CopyLesson 187 Teacher s ManualLevel 2 Chapter 4 Modification1. Kinesthetic learners and first-year Shurleystudents should recite the Question and AnswerFlows for the firstandsecondsentences 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 thirdsentence on a piece of paper to givethem practice writing the ScriptSB 75 FORTHE PARTS OF SPEECHDo you know that all words in the English language have been put into eight groupscalled the Parts of Speech?

10 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 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 students look at Classroom Practice 1 76Go over the and discuss the practice together after students have finished.