BELL WORK

August 18-22
 BELL WORK MONDAY
 Write each sentence, underlining the
complete subject once and the complete
predicate twice:
 Example: The first gymnast completed the
routine without a mistake.

 1. Each of the boys on the team played his

best.
 2. Charles was the quarterback.

 3. The horse, lean and muscular, galloped

across the field.
Repetition for Effect
 SFT #2
 Writers often repeat specially chosen words
or phrases to make a point, to stress certain
ideas for the reader.
Repetition for Effect Examples
 “Everybody else on the estate was
concentrating on her – how lovely her hair
looked, how lovely her dress fit, and how
lovely her gold broach looked with the pearls
she had had to buy for herself” (Haifley,
Erin).
 My dentist always asks the same questions:
how old are WE now, how are WE doing in
school, and how have WE been treating our
little friends.
KSL #2
 I will respect myself and others at all times. I
will not bully or gossip.

 Create some super heroes (or evil villains):

Bully Boy and Gossip Girl
 Good guys or bad guys?

 Costumes?

 What do they do to rescue or destroy?

 Tell the story of one or both . . .

BELL WORK TUESDAY
 Copy the following compound sentences.
Underline the complete subject in each
independent clause once. Underline the
complete predicate in each independent
clause twice. Circle the coordinating
conjunction that joins the two clauses.
 Example: The tall, friendly boy smiled, and
he waved at me.
 1. All of us knew the answers, but we didn’t
earn any points.
 2. It was his first test, so he studied carefully.
MANU VOCABULARY ACTIVITY
 Draw an outline of your hand on the back of
your handout.
 1. Give your hand a manicure.

 2. Manufacture a ring and place it on your

hand.
 3. Show what excessive pencil manipulation
has done to your fingers.
 4. Draw an ant maneuvering on your thumb.
MANU VOCABULARY ACTIVITY (P. 2)
 5. Draw a butterfly that you have just
emancipated.
 6. Draw a manacle around your wrist.

 7. You have just written a manuscript of an

office manager’s manual. Draw a miniature
copy of the manuscript and give it a mandate
for a title.
GRAMMAR WORKBOOKS!!
 1. Write your name on the outside of your
workbook with a permanent marker.
 2. Write 8C under your name.

 3. Write only in pencil in your workbook.

 4. Keep your workbook in your binder after

your vocabulary section.
 5. Do not tear pages out of your workbook.
WORKBOOK ASSIGNMENT
 Listen to the directions and follow along.
 Complete pages 1-3.

 Mrs. J will team up groups of four.

 Each team will number off. 1 – 2 – 3 – 4

 For ten minutes numbers 1 and 2 work

together, and numbers 3 and 4 work
together.
 For the next ten minutes odd numbers work
together and even numbers work together.
 Whatever you do not finish is homework.
WEDNESDAY BELL WORK
 Read each sentence. Write the simple
subject and simple predicate from each
independent clause. Underline subjects once
and predicates twice. Write the coordinating
conjunction and circle it. Example: Karen ran
into the house, for Carl was chasing her with
a snake.
 Karen ran for Carl was chasing

 1. The students did their work, so they were

rewarded.
 2. The lunch menu includes pizza every
week, and the students are glad about that.
SPECIFIC DETAILS FOR EFFECT
 Instead of general, vague descriptions,
specific sensory details help the reader
visualize the person, place, thing, or idea
that you are describing.
 Sensory details are details that describe how
the noun looks, sounds, smells, feels, and/or
tastes.
SPECIFIC DETAILS FOR EFFECT
 Example:
 I was hoping to find a new bus, but my
wishes never come true because here came
bus 33, the bus with torn seats that clawed
at your clothes, a coughing, hacking engine,
and holes so deep in the aisle we could see
the road beneath us.
SPECIFIC DETAILS FOR EFFECT
 Example #2
 Chapter 9 from Roll of Thunder, Hear My Cry
FIVE SENSES
 Sight

 Sound

 Smell

 Feel

 Taste
THE LUNCHROOM
 Nouns  Verbs
BELL WORK THURSDAY
 Clauses are groups of words containing
subjects and verbs. Some clauses form
complete sentences; others are fragments
because they do not express a complete
thought.
 Write the simple subjects and predicates in
the following clauses; then write S for
sentence or F for fragment.
 1. As the orange sun rose high in the sky.

 2. He carefully chose his words.

 3. After she read the book.

KSL #3
 Uh, oh . . .you forgot to do your homework.
Instead of taking responsibility for your
actions, you decide to make up an excuse.
This is excuse is so bizarre, so wild and crazy,
so amazing that you’ll get off the hook!!!!
So, go ahead, what is your WILDEST EXCUSE
EVER????

 Remember:
 Skip lines
 Heading in the top, right corner
 Title on the top line
 Minimum of front and back
BELL WORK FRIDAY
If two sentences are not combined correctly to
form one sentence, the result is a run-on or
comma splice.
Example: John brought the pizza, Harry
brought the drinks. Correction: John brought
the pizza, and Harry brought the drinks.
Compound sentences must have a comma
and a conjunction.
For, And, Nor, But, Or, Yet, So = FANBOYS
Write these run-on sentences correctly:
5. Kevin loves to skateboard, Mary prefers
surfing.
6. Jeff ate the pasta, he doesn’t like chicken.
GRAMMAR WORKBOOKS
 Complete pages 28 – 30 after you turn in
your vocabulary test.
 You must work independently, following the
directions exactly.
 If you finish before class is over, you may
work on any of your drafts in your binder OR
you may read.