Grammar Before Writing: Subject-Verb
Agreement, Fragments, and Run-on
Sentences
Ms. Woodhouse & Mr. Simmons
SOL Objectives:
9.6
Students will be able to develop expository and literary writings to inform, explain,
analyze, or entertain.
•
9.6d
•
SWBAT write clear and varied sentences.
10.6
SWBAT develop a variety of writing to persuade, interpret, analyze and evaluate
with an emphasis on expository writing.
•
10.6 d
evidence.
SWBAT write clear and varied sentences clarifying ideas with precise and relevant
•
11.6
SWBAT write a variety of forms with emphasis on persuasion.
•
11.6b
SWBAT produce arguments in writing developing a thesis that demonstrates
knowledgeable
judgments, addresses counter claims, and provides an effective conclusion.
•
12.8
•
12.8a
SWBAT use technology as a tool to research, organize, evaluate, and communicate
information.
•
12.8h
SWBAT define the meaning and consequences of plagiarism and follow ethical legal
information.
•
12.8e
SWBAT cite sources for both quoted and paraphrased ideas using a standard method of
documentation such as that of Modern Language Association (MLA) or the American
SWBAT write a documented research paper.
Class Objectives:
Given the Smart Board, computers, power point,
and online games: Students will be able to judge
how subject-verb agreement, fragment and runon sentence corrections make for healthy
sentences by correcting sentences and
completing two quizzes with 80% accuracy.
Warm UP: 100 Word Essay
Write on the following saying: “A fool is quick tempered, but a wise person
stays calm when insulted.”
1. Define “fool.”
2. What does it mean to be quick tempered?
3. Compare and contrast being “calm” to having a “quick temper.”
4. How can a person stay calm after being insulted?
5. What is this adage or quote trying to say?
5. Are you quick tempered or calm? Explain your answer by giving a
personal example.
Anticipatory Set:
(Copy In Your Notebook)
Correct the following sentences:
1. Mary went.
2. To a car wash.
3. I be going to the store.
Anticipatory Set: Continued
Connector: Today, we are going to analyze
subject-verb agreement in a sentence, fragment
and run-on sentences.
Relevancy: You will become better writers when
you practice grammar skills.
Essential Questions:
How do you know when a sentence is a run-on
sentence?
What helps a writer to know when a sentence is
complete?
When a subject and verb agree, what
components do they possess?
Subject/Verb
Agreement
Subject-Verb agreement
pre-test
Pre-test: Take this quiz to see how well you do on
subject-verb agreement. Show your teacher your
score after you have finished. Click on the link
below.
http://webinstituteforteachers.org/97/jlyman/default/quiz/subverbagquiz.html
Copy Notes: Subject-Verb Agreement
1
Subject verb agreement refers to the fact that the
subject and verb in a sentence must agree in
number.
In other words, they both must be singular or they
both must be plural.
Singular means “one.”
Plural means “more than one.”
Singular and plural subjects, or nouns, are
usually pretty easy. In most cases the plural form
of a noun has an “s” at the end. Like this:
• Car – singular
• Cars – plural
Copy Notes: Subject-Verb Agreement
2
The subject of a sentence is who or what the
sentence is referring to. The subject does the
action in a sentence. For example:
A. Robert drives a red sports car. (Robert is the
subject.)
Copy Notes: Subject-Verb Agreement
3
The verb is the word that shows what action is
being taken. For example:
B. Robert drives a red sports car. (The word
“drives” is the verb.)
Here are some more guidelines for subject verb agreement.
•
1. When two singular subjects are joined by the words or or nor a singular verb is in order.
•
My sister or my brother is meeting you at the airport.
•
2. Two singular subjects joined by either/or or neither/nor also need a singular verb.
•
Neither Carla nor Jeff is available to meet you at the airport.
•
Either Angie or Jeff is meeting at the airport.
•
3. When the word and connects two or more nouns or pronouns, use a plural verb.
•
She and her family are at Disney World.
•
4. When a compound subject contains both a singular and a plural noun or pronoun joined by or or
nor, the verb should agree with the part of the subject that is nearer the verb.
Now It’s Your Turn!
Assignment 1: (To Bee or Not To Bee) Complete both level 1 and 2. Each
time you complete one, raise your hand and show me your score. Click
the link to start. http://www.funbrain.com/verb/index.html
Assignment 2: (Spaced Out Subject Verb Agreement) Show me your
score when you have won the game.
http://www.gotkidsgames.com/sv/sv.html
Assignment 3: (Chomp Chomp) Show me your score after you have
completed the assignment.
http://www.chompchomp.com/hotpotatoes/sva01.htm
Assignment 4: (Battle Ship S/V Agreement) Show me your score after you
have completed the mission.
http://www.quia.com/ba/144044.html?AP_rand=2147018403
Assignment 5: (VerbViper) Play to level 4:
http://www.arcademicskillbuilders.com/games/viper/viper.html
Subject-Verb Agreement Quiz
Now its time to test what you have learned. Take
the subject/verb agreement quiz. This quiz will be
handed to you by Ms. Woodhouse or Mr.
Simmons.
Fragment Sentences
(Incomplete Sentences)
Fragment: Copy Notes
Fragments are phrases or part of a sentence
that do not have a subject or a verb. For
example:
No Subject
Waiting in line at the computer center.
No Verb
Many students.
What is a complete sentence?
Copy this in your notebook:
“Subject + Predicate=Complete Sentence”
Before you click on the link below, listen to the
speaker and follow along. Once you understand
what makes a complete sentence, then complete
the “Pencil Link” practice. (Assignment 6)
http://www.studyzone.org/testprep/ela4/g/complsentpartsl.cfm
Other Assignments
Assignment 7: (Raise your hand when you finish this assignment.)
Grammar Sentence or Fragment Game:
http://www.quia.com/pop/13222.html
Assignment 8: Complete exercises 1 and 2. Show me your score when
you have finished both.
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex1.htm
Assignment 9&10: Pick up the “Subject and Predicate” worksheets from
your teacher.
Assignment 11: Quiz: (Once you have finished, email your results to
dwoodhouse@nps.k12.va.us) http://webquiz.ilrn.com/ilrn/quizpublic;jsessionid=B5174F596834EBD298730BAB6AEF3A86?name=scde
07q%2Fscde07q_chp03A&cookieTest=1
Run-On
Sentences
Copy: Run -On Sentence
A run-on-sentence is similar to any other standard sentence
except just goes on and on and on indefinitely without actually
telling you anything important beyond the first clause because a
run-on-sentence is actually an ongoing series of clauses that
should really be separated out into their own distinct sentences
but aren't due to carelessness or hyperactivity observed most
frequently in high school students finishing last-minute essays or
by those who have consumed far beyond the daily
recommended dose of snickers bars.
That long sentence was the definition and example of a run-on
sentence.
Complete
Assignment 12: Play Brainpop: Raise your hand
when you have finished.
http://www.brainpop.com/english/grammar/runonsentences/preview.weml
Assignment 13: OWL: http://depts.dyc.edu/learningcenter/owl/exercises/runons_ex1.htm
Assignment 14: Ask teacher for worksheet.
Closure: Notes
How do you know when a sentence is a run-on
sentence?
What helps a writer to know when a sentence is
complete?
When a subject and verb agree, what
components do they possess?