Kate's Home School

Phonics

2008-12-11T04:57:00.000-08:00

Phonics
English.com is another web site to help your reader.
More Phonics
Letters and Sounds

Here are a few sites to help your young or struggling reader.
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Verbs

2008-11-04T11:12:00.000-08:00

Verbs are the most important words in a sentence. Verbs are the first of the eight parts of speech that we will be studying. Most verbs are action words, but a few verbs indicate state of being or existence. The first lessons will be about verbs, and how they are recognized and used.

Find the verbs in the following sentences. They are action verbs.

The wolf ran across the sand.

Sit down.

The dog barked at the man.

Answer:

The verbs in the sentences are ran, sit, and barked. All three verbs are action verbs since they show action. Action verbs are the most common verbs.
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Find the verbs in these sentences. These verbs will be state of being verbs.

My uncle is a pilot.

The pie looks good.

You seem upset.

Answer:

The verbs in the sentences are is, looks, and seem. These verbs are state of being or linking verbs. Some common linking verbs are is, am, are, was, were, be, being, been, seem, look, feel, and become. They do not show action. They just show that something exists.
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Pick out the verbs in these sentences and tell whether they are action verbs or linking verbs.

Suddenly someone sneezed loudly.

There are holes in my shirt.

He appears happy.

The image appeared in the mirror.

Answer:

The verbs are sneezed, are, appears, and appeared. Sneezed and appeared are action verbs. Are and appears are linking or state of being verbs. Some verbs like appear can be either action or linking verbs. It depends on whether it shows action or not. Appears above is like saying seems which shows no action while appeared above shows the action of the image.
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Sometimes a verb can be more than one word. When a verb is more than one word, it is called a verb phrase. Verb phrases can be two, three, or four words. Verb phrases are made by using auxiliary or helping verbs. What are the verb phrases in these sentences?

You are going to Seattle.

You have been resting too much.

We must be early.

I will be finished shortly.

Answer:

The verb phrases are are going, have been resting, must be, and will be finished. These sentences all have what are called auxiliary or helping verbs. I will refer to them as helping verbs. There are twenty-three (23) helping verbs that should be memorized since they are used so often. If you memorize them, it will make knowing and understanding verbs much easier. They are usually grouped in the following five groups:

Group 1: is, am, are, was, were, be, being, been

Group 2: has, have, had

Group 3: do, does, did

Group 4: shall, will, should, would

Group 5: may, might, must, can, could

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Some of the helping verbs can be used alone as the main verb. Is, am, are, was, and were can be used alone as linking or state of being verbs. Has, have, had, do, does, and did always show action when used alone. Be, being, and been can be used with other verbs either to show action or state of being. The other helping verbs cannot be used alone but only as helping verbs.

Find the verb or verb phrases in these sentences.

She has too many friends.

You do beautiful work.

I was in Canada last week.

You are being very stubborn.

Answer:

The verb and verb phrases were has, do, was, and are being. Has and do are action verbs, and was and are being are state of being verbs.
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List the verbs or verb phrases in the sentences, and tell whether they are action verbs or state of being verbs. For extra credit, find the helping verbs.

1. Jim plays basketball.

2. They will return on the airplane.

3. Badger is a funny dog.

4. I have been here a long time.

5. I should have been playing the drum.

6. Go home.

Answers:

1. plays - action

2. will return - action

3. is - linking or state of being

4. have been - state of being

5. should have been playing - action

6. go - action

The helping verbs are will, have, should, have, and been. The been in sentence 4 is not a helping verb because it is the main verb. The last verb in a verb phrase is always the main verb.
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Pick out the verb phrases in the following sentences. Watch for the helping verbs.

I can understand his concern.

She must have told you ten times.

We shall go tomorrow.

The wind was howling all night.

Answer:

Can understand, must have told, shall go, and was howling are the verb phrases.
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The use of helping verbs causes certain changes in verb phrases that we need to be able to recognize. One change is the use of contractions. List the contractions in the following sentences.

I've done it again.

You aren't going with us.

She's staying to tend the kids.

Answer:

I’ve, aren’t, and she’s are contractions.

As mentioned before, it’s a good idea to memorize the helping verbs. If you haven’t memorized them, take a few minutes to learn them.

Group 1: is, am, are, was, were, be, being, been

Group 2: has, have, had

Group 3: do, does, did

Group 4: shall, will, should, would

Group 5: may, might, must, can, could
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A helping verb may be connected with another word in a contracted form. The following sentences have verb phrases using contractions. Find the verb phrases in each sentence. Determine if the verb phases are action verbs or state of being verbs.

I've done it again.

You aren't going with us.

She's staying to tend the kids.

Answer:

The verb phrases are 've (have) done, are going, and 's (is) staying. Have and is are in contracted form. Are is connected to the contracted form of not. All three verb phrases are action verbs.
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In sentences that are questions, the verb phrase is often separated by another word. Find the verb phrases in these sentences. Be sure to watch for another word separating the helping verb from the main verb.

Have you been driving long?

Where was the car parked?

Can I be of assistance?

Answer:

The verb phrases in the sentences are have been driving, was parked, and can be. The words separating the verb phrases are nouns and pronouns. This is very common in sentences that are questions. The first two verbs are action verbs, and the last verb is a state of being verb.
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Sometimes verb phrases are separated by words called adverbs. We will learn more about adverbs in later lessons. They are used often with verbs; however, they are not considered part of the verb phrase. What are the verb phrases in the three sentences? Are the verbs action verbs or state of being verbs?

You have not helped your father today.

I will soon be home.

The child had suddenly choked on the food.

Answer:

The verb phrases are have helped, will be, and had choked. The first and third sentences are action verbs, and the second sentence a state of being verb.
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Quiz:

List the verb phrases in the following sentences.

1. My wife is reading in the hammock under the tree.

2. The message can't be altered.

3. Somewhere a party is being planned.

4. Shouldn't I be a clown for Halloween?

5. I've run out of time.

Now write down as many of the twenty-three helping verbs as you can.

Answer:

The verb phrases are is reading, can be altered, is being planned, should be, and 've (have) run.

The twenty-three helping verbs are is, am, are, was, were, be, being, been, have, has, had, do, does, did, shall, will, should, would, may, might, must, can, and could.
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Not and its contracted form n't are never part of the verb. Pick out the verb phrases in these sentences.

The game will not be finished for another hour.

The horse shouldn't have been worked so much.

Wouldn't you give me another chance?

Answer:

The verb phrases are will be finished, should have been worked, and would give. Not and n't are not part of the verb phrase. Verb phrases can have one, two or three helping verbs in them.
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Verb phrases with two or more helping verbs always keep a definite order. Most helping verbs can combine with other helping verbs but will not combine with all of them. Look at the examples below which are good combinations.

is being said, has been said, will be said, could have been said, may have said, had been said.

Now arrange the following helping verbs with the word in parentheses into a verb phrase. One of the helping verbs will not combine and must be left out.

Example: was, have, may (gone) = may have gone - was will not combine in this group.

1. am, will, being (fired)

2. been, could, does, have (learning)

3. might, do, have, been (sleeping)

4. must, were, be (discovered)

5. be, has, should (sold)

Answer:

1. am being fired

2. could have been learning

3. might have been sleeping

4. must be discovered

5. should be sold
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We can change the form of a verb. (These changes in form are used in conjugations. We will talk about conjugations in later lessons.) For example, a verb can have an s added to it as in eat, eats or run, runs. Other changes could be eating, ate, or eaten for the verb eat. Run could be changed to running, or ran. Irregular verbs which we will cover later have several confusing changes.

Find the verb or verb phrases in these sentences. Take note of the different verb forms for come and sent.

I am coming in the morning.

I came as soon as possible.

She comes by every day.

Send me the package in the mail.

The new part was sent to me.

I am sending Jeff with the neighbors.

Answer:

The answers are am coming, came, comes, send, was sent, and am sending.
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In this lesson pick out only the helping verbs used in the verb phrases.

1. He should have tried again.

2. The dog had suddenly come into the yard.

3. Has anyone taken out the trash?

4. Could they have been pointing at our car?

5. She's hoping for a call from her sister.

Answer:

1. should have

2. had

3. has

4. could have been

5. 's (is)
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Let's look at some sentences to review what we have learned. Remember that verbs either show action or state of being. Using helping verbs, we make verb phrases. Verb phrases may be separated by other words. Verb phrases follow a definite order and change form. Find the verb phrases and tell what kind of verbs they are.

I can understand your concern.

Is Mrs. Johanson going with you?

The rooms cannot be held any longer.

I haven't seen him for an hour.

Answer:

can understand - action

is going - action

can be held - action

have seen - action
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Answer each question true or false.

1. Verbs never change form.

2. A verb is never just one word.

3. Verb phrases keep a definite order.

4. There are twenty-three helping verbs.

5. Helping verbs cannot be the main verb.

6. Helping verbs can be action verbs.

7. Verb phrases can have three helping verbs.

8, Verbs can be in contracted form.

9. State of being verbs show action.

10. Verbs are the most important words in a sentence.

Answers:

1. false
2. false
3. true
4. true
5. false
6. true
7. true
8. true
9. false
10. true

Chemistry

2008-10-27T11:08:00.000-07:00

Chemistry

Chemical Changes

2008-10-27T10:40:00.000-07:00

Grade Level(s): 6, 7, 8

OVERVIEW: The students will compare different types of chemical changes.

PURPOSE: By doing the following demonstrations, students will gain an understanding of how chemical reactions produce new substances.

OBJECTIVE(s): STUDENTS WILL BE ABLE TO:

Tell what a chemical change is.
List some of the chemical properties of common materials.
Understand how chemical changes affect their lives.
Be aware of some of the dangers of chemical changes.
BACKGROUND INFORMATION:
Chemical changes occur all the time in our daily lives. Chemical change causes a new substance to be formed from two or more different elements or compounds. Students need to have some understanding of elements and compounds when you do these experiments.

RESOURCES/MATERIALS:
You will need the following materials:

iodine
alcohol
starch
iron nail
yeast
sugar
milk
vinegar
toast
toaster
hot plate
small sauce pan
I usually catch students interest by doing a demonstration that show how explosive chemical changes can be. I put one half of an alkaseltzer tablet in an old plastic 35 mm film container. Add a small amount of water and put the lid on.

PLEASE MAKE SURE ALL STUDENTS ARE STANDING AWAY FROM THIS DEMONSTRATION, ALSO DON'T PUT THE CONTAINER DIRECTLY UNDER A LIGHT FIXTURE.

The following reaction will create some discussion. This is where I discuss the dangers of chemicals and their reactions.

ACTIVITIES AND PROCEDURES: You may choose to do the following as a class demonstration or if you choose you could have each student do the reactions. I believe it would be important for students to record observation and make some conclusions from those observations when they are done.

IF YOU CHOOSE TO LET EACH STUDENT DO THESE EXPERIMENTS, BE SURE THEY HAVE REVIEWED BASIC LAB SAFETY RULES. Listed below are some examples of materials and chemical changes that can be demonstrated with them. Discuss chemical changes developed by you or the students during the experiments. Be sure to discuss with the students how these chemical reactions affect their lives during or right after the demonstrations and/or experiments.

Add the following materials to each other to create the desired chemical reaction:

Material Chemical Changes

iodine changes to brown in alcohol change to blue in starch
wood ashes make into potash, water released
toast burn until charcoal
iron rusting of iron with water
lime quick lime changes to slaked lime
yeast forming of carbon dioxide in water
sugar heat changes to caramel
milk add vinegar to curdle

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Astronomy

2008-10-24T15:12:00.000-07:00

constellations

The Constellations and their Stars

KidsAstronomy.com

Our Solar System

Kids space

Solar system kids

Science

2008-10-24T14:54:00.000-07:00

Here is some great websites to learn about the human body and the 5 senses. Good for grades k-8.

The Human Body

The senses

Pronouns

2008-10-24T10:02:00.000-07:00

Parts of Speech - Pronouns

A pronoun is a word that replaces a noun or a group of words used as a noun. Pronouns are classified in five (5) different categories. They are personal pronouns, relative pronouns, demonstrative pronouns, indefinite pronouns, and interrogative pronouns. Some pronouns can appear in more than one classification. How the pronoun is used in the sentence determines its classification. In the next two weeks we will study the five kinds of pronouns.

Personal pronouns refer to (1) the speaker or speakers, which is called first person, and include the following pronouns: I, my, mine, me, myself, we, our, ours, us, ourselves; (2) those spoken to, which is called second person, and include the following pronouns: you, your, yours, yourself, yourselves; or (3) those spoken about, which is called third person, and includes the following pronouns: he, his, him, himself, she, her, hers, herself, it, its, itself, they, their, theirs, them, themselves. Personal pronouns can be singular (one) or plural (two or more) just as verbs and nouns.

Find the personal pronouns in these sentences.

1. She hit him on his head.

2. I saw you at your store.

3. He himself will be our new friend.

4. It will be hard for me to see you.

5. They always get angry at her and me.

Answers

1. She, him, his

2. I, you, your

3. He, himself, our

4. It, me, you

5. They, her, me

Pronouns

The word for which the pronoun stands is called its antecedent. It may be in the same sentence, in a previous sentence, or not given at all. An example would be The boy threw the football. He threw it over the fence. Boy is the antecedent for he, and football is the antecedent for it. A pronoun can be an antecedent for another pronoun. He likes his new car. He is the antecedent for his. The antecedent always comes before the pronoun for which it is the antecedent.

Pick out the pronouns and their antecedents in these sentences.

1. He ran after his dad.

2. Jennie wanted her doll for bedtime.

3. The rabbit hopped into its hole.

4. They will help you with your work themselves.

5. The teacher gave us homework everyday, and she made our lives miserable.

Answers

1. He is the antecedent for his.

2. Jennie is the antecedent for her.

3. Rabbit is the antecedent for its.

4. They is the antecedent for themselves, and you is the antecedent for your.

5. Teacher is the antecedent for she, and us is the antecedent for our.

Pronouns

Some personal pronouns are called possessives because they show whose something is. They are the following pronouns: my, mine, your, yours, his, her, hers, its, our, ours, their, and theirs. An example would be The money is mine. Mine tells whose money it is.

Find the possessive pronouns in the following sentences.

1. The new car is his.

2. Yours will be here tomorrow.

3. I like theirs best.

4. Should we go for a ride in his or hers.

Answers

1. his

2. yours

3. theirs

4. his, hers

Pronouns

The personal pronouns myself, yourself, yourselves, himself, herself, itself, ourselves, and themselves are compound personal pronouns combining the personal pronoun with self or selves. They are used as reflexive pronouns . Carl hurt himself is an example of a reflexive pronoun.

Find the reflexive pronouns in these sentences.

1. I should understand myself better.

2. Ann bought herself two new hamsters.

3. They can't help themselves.

4. The boy cut himself on the broken glass.

Answers

1. myself

2. herself

3. themselves

4. himself

Pronouns

The personal pronouns myself, yourself, yourselves, himself, herself, itself, ourselves, and themselves can also be used as intensive pronouns. An example would be Carl himself won the race.

Find the intensive pronouns in these sentences.

1. We ourselves went to the movie.

2. The man himself wrestled the alligator.

3. Jeanne herself gave us the gift.

4. They themselves had played until dark.

Answers

1. ourselves

2. himself

3. herself

4. themselves

Quiz

Find the personal pronouns. Tell if they are intensive, reflexive or possessive, and if they have an antecedent, name it.

1. I want you yourself to come tomorrow.

2. The decision itself is yours to make.

3. She gave herself up to the police.

4. My brother gave me his pet snake.

5. You can tie your shoe by yourself.

Answers

1. I, you and yourself are pronouns. Yourself is intensive and you is its antecedent.

2. Itself and yours are pronouns. Itself is intensive, and yours is possessive. Decision is the antecedent for itself.

3. She and herself are pronouns. Herself is reflexive and has she as the antecedent.

4. My, me and his are pronouns. My and his are possessives, and brother is the antecedent of his.

5. You, your and yourself are pronouns. Yourself is a reflexive pronoun, and you is the antecedent for your and yourself. Your is possessive.

Pronouns

Relative pronouns join dependent clauses to independent clauses. They are who, whose, whom, which, and that. For example, He found his money that he had lost. That joins the two clauses together into one sentence. Clauses will be taught in detail later.

Find the relative pronouns in the sentences, and see how many other pronouns you can find as a bonus.

1. I want the house, which is brick.

2. Jack ordered the meal that we picked up.

3. Freddie is the girl who won the contest.

4. Jon is a man on whom I can rely.

5. The student whose answer was wrong turned bright red.

Answers

1. Which is the relative pronoun, and I is also a pronoun.

2. That is the relative pronoun, and we is also a pronoun.

3. Who is the relative pronoun.

4. Whom is the relative pronoun, and I is also a pronoun.

5. Whose is the relative pronoun.

Pronouns

Demonstrative pronouns are pronouns that point out. They are this, that, these, and those. That is my hat. I like these not those.

Find the demonstrative pronouns in these sentences.

1. That is a great idea.

2. I will take those.

3. How much money do you want for this?

4. These are the shoes I want.

Answers

1. that

2. those

3. this

4. these

Pronouns

Indefinite pronouns are pronouns that do not point out specifically. They point out generally. They include such words as another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, many, neither, nobody, none, no one, one, other, others, some, somebody, and someone.

Find the indefinite pronouns in the following sentences.

1. Everybody loves someone sometime.

2. Both of the students should hand in everything they have completed.

3. I didn't see anyone I knew.

4. If no one helps others, nothing gets done.

5. Somebody said that one should touch neither of them.

Answers

1. everybody, someone

2. both, everything

3. anyone

4. no one, others

5. somebody, one, neither

Pronouns

Interrogative pronouns ask questions. Who, whom, whose, which, and what are interrogative pronouns.

Find the interrogative pronouns in these sentences.

1. What is that?

2. Who is going with me?

3. Which is the right answer?

4. Whose was right?

5. To whom did you want to speak?

Answers

1. what

2. who

3. which

4. whose

5. whom

This lesson is a review of the five kinds of pronouns.

Find each pronoun and tell what kind it is. It is either personal, relative, demonstrative, indefinite, or interrogative.

1. From whom did you get that?

2. Neither of my brothers would read me the story.

3. You need someone who will be kind to others.

4. What does this have to do with me?

5. I liked the play that you hated.

Answers

1. whom - interrogative, you - personal, that - demonstrative

2. neither - indefinite, my - personal, me - personal

3. you - personal, someone - indefinite, who - relative, others - indefinite

4. what - interrogative, this - demonstrative, me - personal

5. I - personal, that - relative, you - personal

Quiz
Find each pronoun. Tell if it is personal, relative, demonstrative, indefinite or interrogative. List the antecedent if there is one. For each personal pronoun tell if it is possessive, intensive, or reflexive.

1. He himself had helped my mother do something.

2. Which is the right room for this?

3. These are mine. Whose are these?

4. This is the book that I would recommend to you.

5. Everyone has talents. Some have many. No one has none.

6. He found himself lost in his dream.

7. I myself heard him blame himself in front of everybody.

8. Neither of them has anyone who will help us.

9. Who would have guessed that that was wrong?

Answers

1. he - personal, himself - personal, intensive, my - personal, possessive. He is the antecedent for himself. (something is a noun)

2. Which - interrogative, this - demonstrative

3. These - demonstrative, mine - personal, possessive, Whose - interrogative, these - demonstrative

4. this - demonstrative, that - relative, I - personal, you - personal

5. everyone, some, many, no one, none - all are indefinite

6. he - personal, himself - personal, reflexive, his - personal. He is the antecedent for himself and his.

7. I - personal, myself - personal, intensive, him - personal, himself - personal, reflexive, everybody - indefinite. I is the antecedent for myself, and him is the antecedent for himself.

8. neither - indefinite, them - personal, anyone - indefinite, who - relative, us - personal

9. who - interrogative, that - relative, that - demonstrative

The Participle

2008-10-24T08:22:00.000-07:00

Study Sheet

Recognize a participle when you see one.
Participles come in two varieties: past and present. They are two of the five forms or principal parts that every verb has. Look at the charts below.

Regular Verbs:
Verb Simple Present Simple Past Past Participle Present Participle Infinitive
giggle giggle(s) giggled giggled giggling to giggle
help help(s) helped helped helping to help
jump jump(s) jumped jumped jumping to jump

Irregular Verbs:
Verb Simple Present Simple Past Past Participle Present Participle Infinitive
bring bring(s) brought brought bringing to bring
ring ring(s) rang rung ringing to ring
sing sing(s) sang sung singing to sing
swim swim(s) swam swum swimming to swim

Notice that each present participle ends in ing. This is the case 100 percent of the time.

On the other hand, you can see that past participles do not have a consistent ending. The past participles of all regular verbs end in ed; the past participles of irregular verbs, however, vary considerably. If you look at bring and sing, for example, you'll see that their past participles—brought and sung—do not follow the same pattern even though both verbs have ing as the last three letters.

Consult a dictionary whenever you are unsure of a verb's past participle form.

Know the functions of participles.
Participles have three functions in sentences. They can be components of multipart verbs, or they can function as adjectives or nouns.

Participles in Multipart Verbs
A verb can have as many as four parts. When you form multipart verbs, you use a combination of auxiliary verbs and participles. Look at the examples below:

Our pet alligator ate Mrs. Olsen's poodle.

Ate = simple past tense [no participle].

With a broom, Mrs. Olsen was beating our alligator over the head in an attempt to retrieve her poodle.

Was = auxiliary verb; beating = present participle.

Our pet alligator has been stalking neighborhood pets because my brother Billy forgets to feed the poor reptile.

Has = auxiliary verb; been = past participle; stalking = present participle.

Our pet alligator should have been eating Gator Chow, crunchy nuggets that Billy leaves for him in a bowl.

Should, have = auxiliary verbs; been = past participle; eating = present participle.

Participles as Adjectives
Past and present participles often function as adjectives that describe nouns. Here are some examples:

The crying baby drew a long breath and sucked in a spider crouching in the corner of the crib.

Which baby? The crying baby. Which spider? The one that was crouching in the corner.

The mangled pair of sunglasses, bruised face, broken arm, and bleeding knees meant Genette had taken another spill on her mountain bike.

Which pair of sunglasses? The mangled pair. Which face? The bruised one. Which arm? The broken one. Which knees? The bleeding ones.

Participles as Nouns
Present participles can function as nouns—the subjects, direct objects, indirect objects, objects of prepositions, and subject complements in sentences. Whenever a present participle functions as a noun, you call it a gerund.

Take a look at these examples:

Sneezing exhausts Steve, who requires eight tissues and twenty-seven Gesundheits before he is done.

Sneezing = the subject of the verb exhausts.

Valerie hates cooking because scraping burnt gook out of pans always undermines her enjoyment of the food.

Cooking = the direct object of the verb hates.

We gave bungee jumping a chance.

Bungee jumping = indirect object of the verb gave.

Joelle bit her tongue instead of criticizing her prom date's powder blue tuxedo.

Criticizing = object of the preposition instead of.

Omar's least favorite sport is water-skiing because a bad spill once caused him to lose his swim trunks.

Water-skiing = the subject complement of the verb is.

Work Sheets:

Verbals - Participles
A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)

Find the participles in these sentences and tell what word they modify.

1. The bike had a broken spoke.

2. Her smiling face made everyone happy.

3. The frightened child was crying loudly.

4. The people were frightened by the growling dog.

5. The squeaking wheel needs some grease.

Answers

1. broken modifying spoke

2. smiling modifying face

3. frightened modifying child

4. growling modifying dog

5. squeaking modifying wheel

Verbals - Participles

A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)

A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.

Find the participial phrases in these sentences and tell what word they modify.

1. Taking my time, I hit the basket.

2. Shouting angrily, the man chased the thief.

3. Exhausted from the hike, Jim dropped to the ground.

4. Grinning sheepishly, the boy asked for a date.

5. Trying to open the gate, I tore my coat.

Answers

1. Taking my time modifies the subject I

2. Shouting angrily modifies the subject man

3. Exhausted from the hike modifies the subject Jim

4. Grinning sheepishly modifies the subject boy

5. Trying to open the gate modifies the subject I

Verbals - Participles

A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)

A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.

Find the participial phrases in these sentences and tell what word they modify.

1. The man running slowly still finished the race.

2. The boy having been scolded finally did his work.

3. The teacher, having retired, could now travel widely.

4. The soldier, having saluted his superior, continued on his way.

5. The truck swerving and sliding hit the brick wall.

Answers

1. running slowly modifies man

2. having been scolded modifies boy

3. having retired modifies teacher

4. having saluted his superior modifies soldier

5. swerving and sliding modifies truck

Verbals - Adjective Infinitives

An infinitive is to plus a verb form. It can be used as an adjective. Examples: to be, to see, to be seen, to be eaten.

A infinitive phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A infinitive phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.

Find the infinitive phrases in these sentences and tell what word they modify.

1. Your idea to spend the day together sounds great.

2. Joe is the man to see about the job.

3. We have no reason to doubt your sincerity.

4. This must be the best route to take.

5. Your attitude is the best attitude to have.

Answers

1. to spend the day together modifies idea

2. to see about the job modifies man

3. to doubt your sincerity modifies reason

4. to take modifies route

5. to have modifies attitude

Verbals - Participles/Adjective Infinitives

A participle is used as an adjective and ends in various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)

A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.

An infinitive is to plus a verb form. It can be used as an adjective. Examples: to be, to see, to be seen, to be eaten.

A infinitive phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A infinitive phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.

Find the participles and the participial and infinitive phrases in these sentences and tell what word they modify.

1. The money lying on the dresser is yours.

2. The crying child awakened everyone.

3. The heavy package to be sent was quickly loaded.

4. Hearing the noise, the girl was suddenly afraid.

5. There are several things to be considered first.

Answers

1. lying on the dresser modifies money

2. crying modifies child

3. to be sent modifies package

4. Hearing the noise modifies girl

5. to be considered first modifies things

Quiz - Verbals - Participles/Adjective Infinitives

Find the infinitives, participles, and the participial and infinitive phrases in these sentences and tell what word they modify.

1. My attempts to comfort the lost boy were useless.

2. Having been left behind, the puppy gave a whining howl.

3. The exhausted men were given the signal to start the march.

4. The admired musician wants a person to study with him.

5. The screaming fans cheered their fighting team.

6. The droning lecture caused the students' heads to nod.

7. Having finished our work, we now had time to play.

Answers

1. to comfort the lost boy modifies attempts; lost modifies boy

2. Having been left behind modifies puppy; whining modifies howl

3. exhausted modifies men; to start the march modifies signal

4. admired modifies musician; to study with him modifies person

5. screaming modifies fans; fighting modifies team

6. droning modifies lecture; to nod modifies heads

7. Having finished our work modifies we; to play modifies time

Verbals - Participles/Adjective Infinitives

A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)

A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.

Participial phrases are useful in combining pairs of sentences.

Combine the following sentences using a participial phrase following the word it modifies.

1. The woman fed the pigeons. The woman was sitting on the park bench.

2. Jeanne finished the painting last month. The painting was hanging on the wall.

3. I really liked the blue sports car. The car was sitting in the showroom.

4. That man makes jewelry. He is getting into his car.

5. I carefully wrapped the package to be sure it was done correctly. The package was lying on the desk.

Answers

1. The woman sitting on the park bench fed the pigeons.

2. Last month Jeanne finished the painting hanging on the wall.

3. I really liked the blue sports car sitting in the showroom.

4. That man getting into his car makes jewelry.

5. I carefully wrapped the package lying on the desk to be sure it was done correctly.

Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)

A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.

Participial phrases are useful in combining pairs of sentences.

Combine the following sentences using a participial phrase at the beginning of the sentence.

1. The thief pried strenuously at the window. He was grasping the crowbar with both hands.

2. The doctor examined the new patient. The doctor was hoping to find the problem.

3. The comedian took a final bow. The comedian was waving at the audience.

4. Ann sang quietly to herself. She was taking a shower.

5. The horse pranced and whirled in circles. He was approaching the starting gate.

Answers

1. Grasping the crowbar with both hands, the thief pried strenuously at the window.

2. Hoping to find the problem, the doctor examined the new patient.

3. Waving at the audience, the comedian took a final bow.

4. Taking a shower, Ann sang quietly to herself.

5. Approaching the starting gate, the horse pranced and whirled in circles.

Verbals - Participles/Adjective Infinitives

A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)

A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.

Participial phrases are useful in combining pairs of sentences.

Combine the following sentences using a participial phrase at the beginning of the sentence.

1. The flag flapped against the pole. The flag was twisted by the wind.

2. The cat clawed wildly in self-defense. The cat was cornered by two dogs.

3. The food was completely destroyed. It had been covered by the flood for two weeks.

4. Dr. Doolittle commanded the bee to stop the noise. He was annoyed by the humming.

5. We had planned a party for our boss. We were pleased with our bonuses.

Answers

1. Twisted by the wind, the flag flapped against the pole.

2. Cornered by two dogs, the cat clawed wildly in self-defense.

3. Having been covered by the flood for two weeks, the food was completely destroyed.

4. Annoyed by the humming, Dr. Doolittle commanded the bee to stop the noise.

5. Pleased with our bonuses, we had planned a party for our boss.

- Verbals - Participles/Adjective Infinitives
A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)

A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.

Participial phrases are sometimes misplaced in a sentence causing confusion.

Rewrite the following sentences placing the participial phrases where they should be.

1. Carl served me a malt dressed in his new uniform.

2. We found our cat walking home from school.

3. I was stung by a bee pruning my trees.

4. They found an antique store looking for a place to eat.

5. The package was delivered by the mailman wrapped with red paper.

Answers

1. Dressed in his new uniform, Carl served me a malt.

2. Walking home from school, we found our cat.

3. Pruning my trees, I was stung by a bee.

4. Looking for a place to eat, they found an antique store.

5. The package, wrapped with red paper, was delivered by the mailman.

(There are several ways to combine the sentences.)

Verbals - Participles/Adjective Infinitives

A participle is used as an adjective and ends various ways. A present participle always ends with ing as does the gerund, but remember that it is an adjective. A past participle ends with ed, n, or irregularly. Examples: played, broken, brought, sung, seeing, having seen, being seen, seen, having been seen. Participles modify nouns and pronouns and can precede or follow the word modified. (Do not confuse participles that end in ing with gerunds. Participles are used as adjectives; gerunds are used as nouns.)

A participial phrase is made up of a participle and any complements (direct objects, predicate nominatives, predicate adjectives, or modifiers) like the gerund. A participial phrase that comes at the beginning of the sentence is always followed by a comma and modifies the subject of the sentence.

Participial phrases sometimes appear to modify a word that they cannot logically modify. The word it should modify does not appear in the sentence.

Rewrite the following sentences by rearranging the words or by adding a word or words to make them clear and logical.

1. Looking over the outlook, the canyon seemed magnificent.

2. Typing my research paper, the keys jammed.

3. Playing the piano, my dog started to howl.

4. Eating lunch, the doorbell rang.

5. Having walked several miles, my new shoes hurt.

Answers

1. Looking over the outlook, I saw a magnificent canyon.

2. Typing my research paper, I jammed the keys.

3. Playing the piano, I caused my dog to start to howl.

4. Eating lunch, she heard the doorbell ring.

5. Having walked several miles, I had sore feet from my new shoes.

(You must add a word to be the subject.)

Quiz - Participles

Combine these sentences using a participial phrase.

1. I strolled down the lane. I was enjoying the fragrant air.

2. My dog wanted his meal. He was begging at my feet.

3. The contestant crossed her fingers for luck. She hoped it was the right answer.

4. The paramedic leaned over the victim. He was checking for vital signs.

5. The man shouted for help. He was hanging on the side of the boat.

Rewrite these sentences so the participial phrase is used correctly.

6. Drinking in gulps, the pitcher was emptied.

7. Convinced of my honesty, I was allowed to leave.

8. Watching the sunset, the evening was beautiful.

9. Hanging in the closet, I found my new suit.

10. We saw several caves walking through the mountains.

Answers

1. Enjoying the fragrant air, I strolled down the lane.

2. Begging at my feet, my dog wanted his meal.

3. Hoping it was the right answer, the contestant crossed her fingers for luck.

4. Checking for vital signs, the paramedic leaned over the victim.

5. Hanging on the side of the boat, the man shouted for help.

6. Drinking in gulps, I emptied the pitcher.

7. Convinced of my honesty, the police allowed me to leave.

8. Watching the sunset, I found the evening beautiful.

9. I found my new suit hanging in the closet.

10. Walking through the mountains, we saw several caves.

Frankenstein

2008-10-22T14:57:00.000-07:00

Mary Shelley’s
Frankenstein

The Life and Work of Mary Wollstonecraft Shelley

Mary Shelley dedicated her first novel, Frankenstein or,
The Modern Prometheus, to her father, William Godwin. Godwin, a
respected writer himself, was the author of two well-known books,
Political Justice (1793) and Caleb Williams (1794). Godwin’s work
containedcontroversialphilosophicalideasandcritiquesofsociety.
His belief in the inherent decency of human beings influenced a
numberoftheRomanticpoetsofthetime.In1797,hemarriedMary
Wollstonecraft, a distinguished writer whose A Vindication of the
Rights of Women was published in 1792. They had been married
less than a year when Wollstonecraft died after giving birth to their
daughter, Mary, who was born on August 30, 1797.

After Godwin remarried, Mary was raised by her stepmother,
Mrs. Clairmont, a widow with two children of her own.
Although Godwin had hoped to provide a stable family for his
daughter, Mary had a difficult childhood, due in part to her contentious
relationship with Clairmont. When Mary was 15, she moved
into the home of the Baxters, who were friends of her father. It was
at the Baxter’s house, in May 1814, that she met Percy Bysshe Shelley,
a notable young poet who was there visiting Godwin. Although
Percy was already married, he and Mary fell in love. In June, they
left England together to travel through Europe. On February 22,
1815, Mary gave birth to a premature child, who died three weeks
later. Another child, William, was born in January 1816.

Five months later, Percy and Mary traveled to Switzerland
where they rented a cottage for the summer. Their neighbors
included their friend, Lord Byron, who had a home near Geneva.

During a rainy spell, when the evenings were cold and damp, Mary,
Percy, and Byron would gather in front of Byron’s fireplace and
entertain each other by reading German ghost stories. Inspired
by the tales, the three friends agreed to each write a story similar
to ones they had been reading. Although Percy and Byron never
completed theirs, Mary went on to write a story that would eventuallybecomethenovel
Frankenstein.Theeventfulyearconcludedin
tragedy after Shelley’s wife, Harriet, committed suicide, drowning
herself on December 10, 1816. Percy and Mary were legally married
three weeks later. Another son, Percy Florence, was born shortly
after the wedding.

Mary’s novel, Frankenstein, was published in 1818 and
its success brought Mary considerable recognition. Five months
after it was published, a friend wrote from England that the book
was “universally known and read.” But this success would soon
be overshadowed by tragedies in the author’s life. Two of her three
children became ill and died—Clara on September 24, 1818, and
William on June 7, 1819. Then, three years later on July 8, 1822,
Percy Shelley drowned with two companions when his boat was
caught in a heavy squall on the Bay of Spezia in Italy.

In spite of the unhappiness in her life, Mary Shelley continued
to write. Her second novel, Valperga, was a success after it
was published in 1823. Other works include The Last Man (1826),
The Fortunes of Perkin Warbeck, A Romance (1830), Lodore (1835),
and Falkner (1837). An account of her European travels in the
1840s was published in two volumes under the title Rambles in
Germany (1844). She is also the author of two dramas, Proserpine,
A Mythological Drama in Two Acts, and Midas, both written in the
late 1820s, as well as a number of short stories and poems.

Shelley’s only surviving child, Percy Florence, became
Lord Shelley in 1844. He married a few years later and Mary lived
comfortably with his family until her death, at the age of 54, on
February 1, 1851.

Historical Background

Published in 1818, Mary Wollstonecraft Shelley’s Frankenstein
or, The Modern Prometheus added to the growing body
of Romantic fiction published in the early 1800s. Shelley became

one of the most influential writers of both Romantic and Gothic
fiction, establishing, with Frankenstein, a new genre known today
as science fiction.

Gothic romance often deals with mysterious and supernatural
subjects. Gothic stories frequently take place in rugged,
natural settings, near ancient castles or monasteries. The plots
are suspenseful and usually deal with the forces of good and evil.
One of the earliest works of Gothic fiction is Horace Walpole’s The
Castle of Otranto (1764).

In his novel, Walpole challenged the realistic style of the
time by writing about the past and the subconscious. His Gothic
romance is one of the earliest examples of the emerging romantic
movement. Novels such as Ann Radcliffe’s Mysteries of Udolpho
(1794), Matthew Gregory Lewis’s The Monk (1796), and William
Godwin’s CalebWilliams areotherexamplesoftheGothicromance.
American writers such as Nathaniel Hawthorne and Edgar Allan
Poe also wrote in the Gothic style, which remained popular until
the 1820s.

Romanticism was a separate intellectual and artistic
movement that began in Europe in the middle of the eighteenth
century. Romantics, who promoted the uniqueness of individual
imagination and expression, believed in the interrelation of nature,
spirituality, and humankind. The movement, which began
in Germany, soon became popular in England as well. The lyrical
ballads of William Wordsworth and Samuel Taylor Coleridge are
generally considered to be the beginning of English romanticism.
Many other writers, including Lord Byron, William Blake, John
Keats, and Mary Shelley’s husband, Percy Bysshe Shelley, wrote in
the romantic style. Other notable fiction writers of the time include
Jane Austen, whose Pride and Prejudice (1813) remains popular
even today, and the poet Sir Walter Scott, who wrote his first novel,
Waverly, in 1814.

In addition to their philosophical and spiritual concerns,
the Romantic writers were also affected by the political events of
the time. Beginning in 1789, the French Revolution had created an
upheaval in Europe. Social reorganization lasted for the next 10
years as the rebellion continued to change the social structure and
government of France. While many of the Romanticists favored the

originalprinciplesoftherevolution,whicheffectivelyabolishedthe
French monarchy in favor of a more democratic system controlled
by the middle classes, they were opposed to the extreme violence
that helped bring about the changes. At the same time, England
was also experiencing a profound transformation. The Industrial
Revolution had made England a leading economic force in the
world as mechanical power helped boost the country’s production
in every area of industry and manufacture.

After the French Revolution, France, which had aided the
rebellious British colonies during the American Revolution, soon
found itself engaged in a war with England. In 1804, Napoleon
Bonaparte was crowned emperor of a revolutionary France still in
flux. Within seven years, Napoleon had conquered all of Europe,
fromSpaintotheRussianborderwithPrussia.TheBritish,however,
with the help of their powerful navy, remained unconquered. Then,
in 1812, after Napoleon invaded Russia, a severe Russian winter
cost France most of its army. A new European alliance, nurtured by
British money and diplomacy, sprang up and France was defeated
in Germany and Spain. Finally, in 1814, Napoleon surrendered
and Britain, Russia, Austria, and Prussia drafted a peace treaty
in Vienna. The following year, Napoleon returned from exile and
raised a new army, but allied forces commanded by the British
Duke of Wellington defeated Napoleon during a three-day battle
at Waterloo in June 1815.

Mary Shelley, who was experiencing turmoil in her own
family, was raised during this time of political unrest and violence.
Her relationship with Percy Shelley was scandalous at the time,
but she gained acceptance at an early age with the publication
of Frankenstein. The book was as controversial as her affair with
Shelley. Sir Walter Scott, writing in Blackwood’s magazine, praised
the novel as an “extraordinary tale” and Shelley as an author with
“uncommon powers of poetic imagination.” Edinburgh magazine
said Shelley demonstrated a “mastery in harsh and savage
delineations of passion,” adding, however, that “it is one of those
works…which we do not well see why it should have been written.”
The Quarterly Review praised the “highly terrific” language
of the novel, but said “our taste and our judgment alike revolt at
this kind of writing…it inculcates no lesson of conduct, manner,

or morality; it cannot mend, and will not even amuse its readers,
unless their taste have been deplorably vitiated.”

Inspiteofthemixedreviewsitreceived, Frankenstein wasa
bestseller and would remain popular for generations. Mary Shelley
became a respected author with numerous titles to her credit. It is
the remarkable power of her first novel, though, that continues to
inspire a host of horror stories and science fiction tales. Considering
the book’s lasting influence, it is hardly surprising that film
adaptations of Frankenstein are still being made today.

Master List of Characters

Robert Walton—An explorer who meets and cares for Victor Frankenstein
while traveling in the Arctic;Walton writes to his sister,
Margaret Saville, in England, relating Victor’s horrible tale.

The Creature—Victor Frankenstein’s “monster”.

Victor Frankenstein—A young man, born in Switzerland, whose
study of science and natural philosophy leads to his tragic
creation of the monster.

Alphonse Frankenstein—Victor’s father; a wealthy, influential man
with humanitarian concerns.

Beaufort—Alphonse Frankenstein’s friend and Caroline’s father.

Caroline Beaufort Frankenstein—Victor’s mother and Alphonse’s
wife; she dies shortly before Victor leaves for Ingolstadt.

Elizabeth Lavenza—A young woman who is adopted by the
Frankenstein family; she marries Victor and is killed by the
creature.

Henry Clerval—Victor’s best friend and closest confidant; he is also
killed by the creature.

Ernest Frankenstein—Victor’s younger brother.

William Frankenstein—Victor’s youngest brother; William is murdered
by Victor’s creature.

Justine Moritz—A young woman who lives with the Frankenstein
family; Justine is falsely accused of killing William. She is tried
and executed for the murder.

M. Krempe—Victor’s philosophy professor at the University of
Ingolstadt.
M. Waldman—Another professor who becomes Victor’s mentor at
Ingolstadt.
Felix De Lacey—A young peasant the creature observes living in a
small cottage in the forest.

Agatha De Lacey—Felix’s sister, who also lives in the cottage.

M. De Lacey—Felix’s and Agatha’s father; the creature tries to make
friends with him.
Safie—A young Turkish woman who is Felix’s fiancée.
Safie’s father—A Turkish man Felix helps escape from prison.
Mr. Kirwin—A judicial magistrate who is in charge of Victor’s case
in Ireland.
Daniel Nugent—A witness in the murder case in Ireland.
Nurse—A woman who cares for Victor in prison.
Magistrate—A criminaljudgeinGeneva wholistens toVictor’sstory
about the creature.

Summary of the Novel

Robert Walton, an explorer, describes his trip to the Arctic
in letters to his sister, Margaret Saville, who lives in England. After
discussing his preparations for the trip, one of Walton’s letters informs
Margaret that his ship is stuck and surrounded by ice. Walton
then relates a strange event: As they looked out on the enormous
ice field, Walton and his crew saw a gigantic man being pulled
by a dogsled. The following day they discovered another, smaller
man, desperately ill, adrift on a sheet of ice. Walton writes that he
brought the man onto his ship, allowed him to rest, and attempted
to nurse him back to health. After a week the man was able to talk
and told Walton an incredible story.

Theman’snameisVictorFrankenstein,ayoungscientistborn
inGeneva,Switzerland.Heisamemberofawealthyfamilyconcerned
with humanitarian issues. Victor goes on to relate his story to
Walton, who writes it down as Victor speaks, making a record

of Victor’s story, to be sent as a letter to Margaret Saville, Walton’s
sister.

Victor tells Walton that, as a boy, he was always fascinated
by science and alchemy and he eventually attended the University
of Ingolstadt to study natural science. At the university he focused
all his attention on experiments designed to create life. After
months of exhaustive study, Victor constructed a huge creature
from parts of human cadavers. He then discovered a method of
bringing it to life. However, when the creature opened its eyes, Victor
was horrified by his monstrous-looking creation. He ran from
his laboratory and became very ill and disoriented for almost two
years. During this time, he believed that the creature must have
perished.

Afterherecoveredfromhisillness,ashepreparedtoreturn
home to his family, Victor learned that William, his seven-year-old
brother, had been murdered. Justine Moritz, a young woman the
Frankenstein family had adopted, had been accused of the crime.
But Victor refused to believe that Justine committed the murder.
Instead, he suspected that his creature wasn’t really dead, and was
responsible for the horrible crime. However, after Victor returned
to Geneva, Justine was tried, found guilty, and hanged.

Victor explains to Walton that he felt responsible for William’s
murder and Justine’s execution. Guilt-ridden and desperate
to be alone, he climbed into the mountains, where he encountered
the creature. The creature told Victor that he had survived for the
past two years, hiding out in the woods and eating nuts and berries.
Lonely and miserable, he realized that he was repulsive to
other human beings. In the forest, though, the creature discovered
a gentle peasant family living in a cottage; by secretly observing
them, the creature learned to read and write. Then, in his jacket
pocket, the creature found Victor’s journal and read of the experiments
that led to his creation. Enraged, he concluded that it was
Victor Frankenstein who was responsible for his misery.

After relating his story, the creature demanded that Victor
re-create his experiment and construct another creature. The
creature explained he was desperate for a companion who would
not find him repulsive. If Victor does as he asks, he will go away
withthenewcreatureandneverbotherVictoragain.Althoughwary

of the proposal, Victor says he reluctantly agreed to the creature’s
request.

Victor tells Walton that he set up a new laboratory in Scotland
and began the work of creating a companion for the creature.
But he was haunted by the thought that this new monster might be
more evil than the original, and he was terrified at the idea of the
two creatures creating a new, horrible race of beings. So instead
of completing his task, Victor destroyed his work before giving life
to the new creation. But the original creature was watching Victor
in his laboratory. Furious, he swore revenge, vowing to torment
Victor for the rest of his life. Later that night the creature strangled
Victor’s best friend, Henry Clerval.

Severalweekslater,VictormarriedElizabethLavenza,agirl
who was adopted by his family, and with whom Victor had always
been in love. But after Victor and Elizabeth marry, the creature appeared
on their wedding night and strangled Elizabeth to death.
Grief-stricken over the death of Elizabeth, Alphonse Frankenstein,
Victor’s father, died a few months later. In utter despair, Victor
vowedtopursuethecreatureanddestroyit.Hechasedthemonster
for months, finally arriving in the Arctic where he met Walton and
his expedition.

Having finished his story, Victor Frankenstein dies on Walton’s
ship. Walton ends the tale in additional letters to his sister, telling
her that the night Victor died, the creature entered Victor’s room
and lamented his death. He then told Walton he planned to build a
huge fire and burn himself to death. Before Walton could respond,
the creature jumped from the ship and landed on a floating slab
of ice. Walton concludes his final letter, telling Margaret that the
creature was carried out to sea, where he disappeared into the
darkness.

Estimated Reading Time

The Pennyroyal edition of Frankenstein or, The Modern
Prometheus is 237 pages long with illustrations. While the novel is
of average length, some of the language is dated and the sentences
and paragraphs are rather long. The plot is complicated, and the
narrative is unusual—related as a series of stories within stories
andletters.Itmaybedifficultforsomereaderstofullycomprehend

the entire text during a first reading. The average reader might
want to divide his or her reading time into four or five sessions of
two to three hours each, completing three to five chapters in each
sitting.

SECTION TWO

Study Questions
&
Suggested Study Topics

Frankenstein
or, The Modern
Prometheus

Volume One: Letters One through Four

New Characters:

Robert Walton: an explorer who writes to his sister Margaret in
England; he encounters Victor Frankenstein on the Arctic ice
and later records his horrible story

The Creature: a huge figure Walton sees traveling in a dogsled on
the ice; later we learn that this is the “monster” created by Victor
Frankenstein

Victor Frankenstein: a young scientist, unidentified by Walton in
these letters, who is hunting for the monster he created

Study Questions

1.
What does Robert Walton hope to accomplish on his voyage?
2.
How did Walton prepare himself for the expedition?
3.
What did Walton read for the first 14 years of his life?
4.
How old is Robert Walton?
5.
Why did the ship’s master decide not to get married?
6.
How far is the ship from land when Walton sees the gigantic
figure in the dogsled?
7.
How does Walton describe his expedition when his new
passenger asks about the ship’s destination?
8.
How does Walton feel about the man he rescues?
9.
Why is the man Walton rescues traveling alone on the ice?

10.
How does Walton feel about hearing his new friend’s story?
Answers

1.
Walton wants to visit, and walk upon, a part of the world
that has never been seen before.
2.
Walton prepared by going without food and sleep. He also
endured cold temperatures. He worked on whaling ships
during the day, and then studied all night.
3.
As a child and as a young man, Walton read his uncle
Thomas’s books of voyages.
4.
Walton is 28 years old.
5.
The fiancée of the ship’s master loved another man. He let
her go because he wanted her to be happy.
6.
Walton believes he is hundreds of miles from land when he
sees the dogsled.
7.
Walton tells the man he is on a “voyage of discovery towards
the northern pole.”
8.
Walton says he loves him like a brother, and feels sympathy
and compassion for him.
9.
The man says, “To seek one who fled from me.”
10.
Walton is grateful that the man will tell his story, but he worries
that telling it will cause the man renewed grief.
Suggested Essay Topics

1.
Why do you think Robert Walton is so eager to visit such a
hostile environment?
2.
Discuss the similarities between Robert Walton and Victor
Frankenstein, the man he rescues. Why does Walton feel
such compassion for Victor, a total stranger?
3.
Why is Walton so impressed with the shipmaster’s actions
regarding his fiancée?
4.
What Romantic concepts do the characters of Victor and
Walton illustrate?

Volume One: Chapters One and Two

New Characters:

Alphonse Frankenstein: Victor’s father
Beaufort: Alphonse’s close friend and Caroline’s father
Caroline Beaufort Frankenstein: Alphonse’s wife and Victor’s

mother
Elizabeth Lavenza: Victor’s adopted sister
Henry Clerval: Victor’s closest friend
Ernest Frankenstein: Victor’s brother
William Frankenstein: Victor’s youngest brother

M. Krempe: an arrogant professor at the University of Ingolstadt
who ridicules Victor
M.Waldman: a friendly professor who advises Victor to study modern
science
Study Questions

1.
How did Victor’s father spend his “younger days”?
2.
While Victor was intrigued by science as a child, what were
Elizabeth’s chief interests?
3.
What did Henry Clerval write when he was nine years old?
4.
Where does Victor first come across the works of Agrippa?
5.
What does Victor witness during the thunderstorm?
6.
Why doesn’t Henry Clerval attend the university with Victor?
7.
What subject does Professor M. Krempe teach?
8.
How does M. Waldman react when he hears the names of
Agrippa and Paracelsus?
9.
Before he leaves for the university, what does Victor hope to
accomplish with his scientific studies?

10.
According to Professor Waldman, what have the “modern
masters” learned about blood and air?
Answers

1.
He was “perpetually occupied by the affairs of his country.”
2.
Elizabeth was concerned with the “aerial creations of the
poets.” Victor explains that while he sought to discover the
secrets of the world, Elizabeth thought of the world as a
“vacancy, which she sought to people with imaginations of
her own.”
3.
Henry wrote a fairy tale that delighted all his friends.
4.
Victor comes across the works of Agrtippa at an inn near the
baths of Thonon.
5.
Victor witnesses a bolt of lightning that strikes and destroys
a tree.
6.
Henry’s father wants him to join the family business.
7.
Krempe teaches natural philosophy.
8.
He smiles in a friendly way, without showing any contempt.
9.
Victor wants to learn how to “banish disease from the human
frame, and render man invulnerable to any but a violent
death.”
10.
Waldman says they have “discovered how the blood circulates,
and the nature of the air we breathe.”

Suggested Essay Topics

1.
Victor is deeply affected by Caroline’s death. Discuss Victor’s
reaction to his mother’s death and the influence it has on
his scientific studies.
2.
Discuss Victor’s friendship with Henry Clerval and compare
it to his father’s relationship with Beaufort.
3.
What is “modern science” as explained by M. Waldman, and
how does it differ from the theories of Agrippa and the other
scientists Victor studies?

Volume One: Chapters Three, Four, and Five

New Character:

Justine Moritz: a young woman living with the Frankenstein
family

Study Questions

1.
After he begins his study of natural philosophy, how does
Victor feel about M. Waldman?
2.
How tall does Victor plan to make his creature?
3.
How does Victor describe himself after his months of
study?
4.
In what month does Victor finally complete his experiment?
5.
What color is the creature’s hair and lips?
6.
After he brings the creature to life, who does Victor dream
about meeting in Ingolstadt?
7.
What does the creature do when he visits Victor in his bedroom?
8.
As he wanders the streets of Ingolstadt, what poem does
Victor quote?
9.
Afterherecoversfromhisillness,howdoesVictorreactwhen
he finally sees his laboratory instruments again?
10.
When Henry invents tales to amuse Victor, what kind of
writers does he imitate?
Answers

1.
Victor says he regards Waldman as “a true friend.”
2.
He plans to construct a figure that is eight feet tall.
3.
Victor says he is pale and emaciated after months of study.
4.
He brings the creature to life “on a dreary night of November.”

5.
Black. Victor describes the creature as having flowing hair
of “lustrous black” and “straight black lips.”
6.
Victor dreams about meeting Elizabeth in Ingolstadt.
7.
The creature grins and holds out his hand to Victor.
8.
He quotes lines from Coleridge’s “Rime of the Ancient Mariner,”
the same poem that was referred to earlier in Robert
Walton’s second letter to his sister.
9.
He becomes nervous and suffers from renewed anxiety at
the thought of his experiment.
10. Henry imitates the style of Persian and Arabic writers.
Suggested Essay Topics

1.
Why do you think Victor created such a horrible-looking
creature? Did he realize what he was doing? Explain your
answer.
2.
What are some of the characteristics of the Gothic novel,
and how does Mary Shelley use them in these chapters?
3.
Victor tells us that his friend Clerval’s imagination was “too
vivid for the minutiae of science.” What does he mean by
this?

Volume One: Chapters Six and Seven

Study Questions

1.
Who is Ernest Frankenstein?
2.
Why did William hide from Ernest in Plainpalais?
3.
Why did Elizabeth feel responsible for William’s murder?
4.
How long has Victor been away from home, studying at
Ingolstadt?
5.
When Victor sees the creature in the Alps, why doesn’t he
pursue it?
6.
How has Elizabeth changed in the six years since Victor has
seen her?
7.
How does Justine look and behave during her trial?
8.
How did Justine react when she was shown William’s
body?
9.
Whom does Victor consider to be the “true murderer” of
William?
10. How does Elizabeth feel after she visits Justine in prison?
Answers

1.
Ernest is Victor’s and William’s brother. He returned alone
after he and William went off to play.
2.
William and Ernest were playing hide-and-go-seek.
3.
Elizabeth had given William the locket. She assumed the
murderer killed William to get the locket, however, she believes
Justine is innocent.
4.
Victor has been away for six years.
5.
The creature would be impossible to catch. Victor has seen
it bound up Mount Saleve with tremendous speed and agility.

6.
Elizabethhasgrownupandbecomean“uncommonlylovely”
woman.
7.
Victor describes Justine as being calm and tranquil during
the trial, and “confident in innocence.”
8.
She became hysterical and was ill for several days.
9.
Victor thinks of himself as the “true murderer.”
10.
Although Justine has been condemned to death, Elizabeth
is relieved to learn that Justine is really innocent. If Justine
had been guilty, Elizabeth would have felt terrible anguish
at being deceived by someone she loved and trusted.
Suggested Essay Topics

1.
AfterJustineisaccusedofWilliam’smurder,whydoyouthink
Victor never tells anyone about the creature?
2.
Explain why Justine confesses to the crime, even though she
is innocent.
3.
Discuss Victor’s experience with lightning and Shelley’s use
of it when Victor sees the creature.

Volume Two: Chapters One and Two

Study Questions

1.
Where does the Frankenstein family move to after Justine is
executed?
2.
How does Victor spend his time at Belrive?
3.
When does Victor like to sail his boat?
4.
Besides sailing, what else does Victor consider doing at the
lake?
5.
How do Victor and his family travel to Chamonix?
6.
What is Victor looking at when the creature appears?
7.
What does Victor call the creature when he first sees him?
8.
What happens when Victor tries to attack the creature?
9.
Why does Victor agree to listen to the creature’s story?
10.
What is the creature’s mood when he enters the hut with
Victor?
Answers

1.
The family moves into their house in Belrive.
2.
Victor sails his sailboat aimlessly, letting the wind blow him
in any direction.
3.
He usually sails at night, after his family has gone to sleep.
4.
Victor thinks about committing suicide by drowning himself
in the lake.
5.
They travel first by carriage and later, as they enter the
mountains, by mule.
6.
Victor is looking at Mont Blanc and Montanvert, two mountains
in the Alps.
7.
Victor calls him “Devil!” and a “vile insect.”
8.
WhenVictorspringsatthecreature,thecreatureeasilyeludes
him.

9.
Victor is not only curious, but he is also moved by a strange
compassion for the creature, and he feels a sense of duty
because he is the monster’s creator.
10. Victor says the creature is exultant.
Suggested Essay Topics

1.
The creature tells Frankenstein: “misery made me a fiend.”
Do you think the creature’s unhappiness justifies his murderous
behavior? Explain your answer using examples from
the text.
2.
Victor contemplates suicide while sailing on the lake, and
again when climbing the mountain. Discuss the change in
Victor’s personality from his university days.

Volume Two: Chapters Three, Four, and Five

New Characters:

Felix De Lacey: a young peasant the creature observes living in a
small cottage in the forest

Agatha De Lacey: Felix’s sister who also lives in the cottage

M. De Lacey: Felix’s and Agatha’s father; the creature tries to make
friends with him
Safie: a young Turkish woman who is Felix’s fiancée

Study Questions

1.
What is the first food the creature eats when he goes into
the forest?
2.
What does the creature call the moon?
3.
What weapons do the villagers use to attack the creature?
4.
What does Agatha, the young girl, do after she finishes playing
her musical instrument?
5.
Why is the creature perplexed at first by the unhappiness of
the peasant family?
6.
Who is the saddest member of the peasant family?
7.
Do Felix, Agatha, and their father realize it is the creature
who is helping them?
8.
How does Felix change when Safie arrives?
9.
What pet name does Felix call his fiancée?
10. What book does Felix use to instruct Safie?
Answers

1.
The creature eats berries he finds growing on a tree.
2.
The creature calls the moon the “orb of night.”
3.
They use stones and “other kinds of missile weapons.”

4.
Agatha holds her brother and sobs.
5.
The family appears to have everything they need—food,
shelter, clothing—and the creature doesn’t understand that
they are actually living in poverty.
6.
The creature believes Felix must have suffered more than
the others because he appears to be the saddest person in
the cottage.
7.
They think it is a magical “good spirit” that is helping
them.
8.
Felix is delighted to see her, and “every trait of sorrow vanished
from his face.”
9.
Felix calls her his “sweet Arabian.”
10.
Felix reads Volney’s Ruins of Empires. By listening to Felix
read,thecreaturegainsaninsightintothe“manners,governments,
and religions of the different nations of the earth.”
After hearing about the wonderful and terrible deeds of
humankind, the creature wonders how humans could be
“at once so powerful, so virtuous, and magnificent, yet so
vicious and base.”
Suggested Essay Topics

1.
Describe the creature’s feelings towards Victor when he first
came to life. How do they differ from Victor’s first reaction
to his creation?
2.
Discussthecreature’sattitudetowardsknowledge.Whydoes
learning new things excite him and at the same time cause
him so much pain?
3.
Explain how the creature feels towards the peasant family.
Why do you think he is so moved by their gentleness and
kindness?

Volume Two: Chapters Six, Seven, Eight,
and Nine

New Character:

Safie’s father: a Turkish man Felix helps escape from prison

Study Questions

1.
What French city did the De Laceys live in?
2.
At the conclusion of his trial, what sentence does Safie’s
father receive?
3.
Why didn’t Safie’s father want her to marry Felix?
4.
What does Safie take with her when she leaves Turkey?
5.
What are the creature’s “chief delights” when he is living in
the shed?
6.
How does old De Lacey describe the hearts of men to the
creature?
7.
What does the De Lacey family do after their encounter with
the creature?
8.
What does the creature do to the De Laceys’ cottage?
9.
What happens when the creature sees the young girl fall into
the stream?
10.
Why does the creature think William will not be frightened
by his appearance?
Answers

1.
The De Laceys lived in Paris.
2.
Safie’s father is condemned to death.
3.
He loathed the idea that she would ever marry a Christian.
4.
Safie takes her jewels and a small sum of money.

5.
The creature enjoys nature, especially in the summer, delighting
in “the sight of the flowers, the birds, and all the gay
apparel.”
6.
He says the hearts of men, when unprejudiced by self-interest,
are “full of brotherly love and charity.”
7.
They move out of the cottage and the creature never sees
them again.
8.
The creature burns it to the ground.
9.
The creature saves her from drowning and pulls her back to
safety.
10.
When the creature meets William, whom he at first only
knows as an anonymous boy, he believes the boy is too
young to have formed any prejudices about “deformity.”
The creature mistakenly thinks the boy will accept the way
he looks.
Suggested Essay Topics

1.
Discuss the Romantic notion of good and evil. How does it
relate to the creature’s actions so far?
2.
Explain why the creature feels it is so important to come out
of hiding and talk to the elder De Lacey.
3.
DescribehowthecreaturefeelswhenhefindsVictor’sjournal
in his pocket.

Volume Three: Chapters One and Two

Study Questions

1.
Why does Victor want to go to England?
2.
Why does Alphonse want Victor to marry Elizabeth?
3.
How long does Victor plan to be away from Geneva?
4.
What does Victor take with him on his trip?
5.
What poem does Victor quote from as he describes the
beautiful scenery on his trip?
6.
In London, why does Clerval remind Victor of his “former
self”?
7.
Why does Victor agree to go to Scotland?
8.
How does Victor feel when he and Henry visit Hampden’s
tomb?
9.
While he is traveling in Scotland, what does Victor fear the
creature might do?
10. To what islands does Victor travel in Scotland?
Answers

1.
He wants to go to England to create a companion for the
creature; Victor must continue his studies and learn about
the new scientific discoveries that were made in England.
2.
Alphonse realizes that his son is depressed; he hopes the
marriage will make him happy.
3.
Victor plans to be away for two years.
4.
At the last minute, Victor remembers to pack his chemical
instruments.
5.
Victor quotes from Wordsworth’s “Tintern Abbey.”
6.
Victor says Clerval is “inquisitive, and anxious to gain experience
and instruction.” He reminds Victor of himself when
he was young and enthusiastic.

7.
Although he “abhorred society” and doesn’t want to visit any
new friends, Victor is anxious to see mountains and streams
again, and to be in a natural setting.
8.
For a moment, Victor forgets his troubles. He feels free, filled
with a “lofty spirit” as he recalls Hampden’s heroic deeds.
9.
Victor is afraid the creature will kill his family in Geneva,
although he also thinks the creature is following him.
10.
Victor goes to the Orkney Islands to begin working on the
companion for the creature.
Suggested Essay Topics

1.
Victor says of his father that “a more indulgent and less dictatorial
parent did not exist upon earth.” Discuss Alphonse’s
influence on Victor and Victor’s feelings towards his father.
2.
Give some examples of the Romantic concept in Shelley’s use
of physical locations. How does it help establish character
and mood in the novel?

Volume Three: Chapters Three and Four

New Characters:

Mr. Kirwin: a judicial magistrate who is in charge of Victor’s case
in Ireland

Daniel Nugent: a witness in the murder case in Ireland

Nurse: a woman who cares for Victor in prison

Study Questions

1.
Where does the creature go after Frankenstein destroys the
female creature?
2.
What do the fishermen deliver to Victor while he is sitting
on the beach?
3.
Does Victor ever reconsider his actions after he destroys the
female creature?
4.
Is Victor afraid when he is adrift at sea?
5.
What language does Victor use to address the Irish people?
6.
How does Victor describe Mr. Kirwin?
7.
What did the fishermen do when they found Clerval’s
body?
8.
While he is delirious, what does Victor say that implicates
him in the murder of Clerval?
9.
What does the prison nurse tell Victor about his father?
10. Does Victor care that he is in prison?
Answers

1.
The creature runs out of Frankenstein’s hut and rows out
to sea.
2.
The fishermen deliver a letter from Clerval suggesting that
they travel to France together.

3.
After he destroys the creature, Victor doubts himself, wondering
if he did the right thing. But he says, “I banished
from my mind every thought that could lead to a different
conclusion.”
4.
Even though he is miserable, Victor is grateful to be alive
when the sea becomes calm and he sees land in the distance.
5.
Victor speaks to them in English.
6.
Mr. Kirwin is an “old, benevolent man, with calm and mild
manners.”
7.
The fishermen brought the body to a nearby house and went
to town for a doctor.
8.
Victor blames himself for the deaths of Henry, William, and
Justine, raving that he is the murderer of all three.
9.
She tells him that his father has come to visit him.
10.
Because he is in such anguish, it makes no difference to him.
Victor tells us that “to me the walls of a dungeon or a palace
were alike hateful.”
Suggested Essay Topics

1.
DiscussVictor’sreluctancetocreatethesecondcreature.Why
do you think he destroys it in front of the other creature?
2.
What does the creature mean when he tells Victor, “I shall
be with you on your wedding night”?
3.
Compare Alphonse’s and Victor’s relationship to Victor’s
relationship with the creature.

Volume Three: Chapters Five and Six

New Characters:

Magistrate: a criminal judge in Geneva who listens to Victor’s story
about the creature

Study Questions

1.
After he is released from prison, does Victor tell his father
about the creature?
2.
Why do Victor and Alphonse go to Paris?
3.
Besides thinking that Victor may have found someone else,
why does Elizabeth believe that Victor may not really want
to marry her?
4.
Does Elizabeth love Victor?
5.
How does Victor behave in the days leading up to his wedding?
6.
What does Victor think the monster plans to do on Victor’s
wedding night?
7.
Where do Victor and Elizabeth intend to live after their wedding?
8.
How does Victor get back to Geneva from Evian?
9.
How does the magistrate react when Victor tells him his
story?
10. What is Victor’s response to the magistrate?
Answers

1.
Even though Alphonse wonders why his son keeps blaming
himself for the murders, Victor never tells him about the
creature.
2.
Alphonse has to attend to some business there.
3.
When Elizabeth saw Victor in Geneva, she assumed he was
depressed because of his obligation to marry her.

4.
She loves him, but she worries that he is not really interested
in marrying her.
5.
Victor pretends to be happy. He fools his father, but not
Elizabeth.
6.
Victor thinks the monster will try to kill him.
7.
Victor and Elizabeth plan to live in a house that was purchased
for them near Cologne.
8.
He can’t sail because of the storm, so he hires several men
to help him row back to Geneva.
9.
He is incredulous at first, but he soon grows more interested
and shudders with horror as Victor relates his tale.
10.
Victor becomes enraged when the magistrate, who doesn’t
believe him, tries to calm him down.
Suggested Essay Topics

1.
Compare the events that occur on Victor’s wedding night to
the night when Victor destroyed the second creature.
2.
Did it surprise you that the creature killed Elizabeth and not
Victor? Explain your answer.
3.
Why do you think Victor finally tells the magistrate about the
creature?

Volume Three: Chapter Seven

Study Questions

1.
As Victor pursues the creature, what is the one thing that
gives him pleasure?
2.
What clues does the creature leave for Victor?
3.
What does the creature steal from the villagers by the sea?
4.
Why is Victor stranded on the ice?
5.
How does Victor move his ice raft towards Walton’s ship?
6.
How is the creature’s soul described by Victor ?
7.
In his youth, what did Victor think he was destined to
achieve?
8.
Is Margaret Saville married?
9.
When Walton’s crew wants to return home, what does Victor
advise them?
10.
Although Frankenstein wanted to destroy the monster, in his
speech over Victor’s body, what does the creature say would
have been a more satisfying revenge?
Answers

1.
Victor finds pleasure only when he sleeps at night and dreams
of Elizabeth and Henry, alive and healthy.
2.
The creature leaves messages carved on rocks and trees.
3.
The creature takes their store of winter food and a dogsled
team.
4.
Victor followed the creature onto the ice and could see him
in the distance. But when he is within a mile of him, the
creature disappears and the ice breaks apart, leaving Victor
stranded.
5.
Victor breaks his sled apart and uses the wood to row towards
the ship.

6.
He says his soul is “as hellish as his form, full of treachery
and fiend-like malice.”
7.
Victor tells Walton that, as a young man, he felt he was
destined for “some great enterprise.” He believed that his
good judgment would enable him to accomplish “illustrious
achievements.”
8.
Yes. Walton mentions that she has a husband and children.
9.
Victor tells them not to give into fear and cowardice. They
should continue the expedition and return home as heroes.
10.
The creature says that Victor’s desire for revenge against
him would have been “better satiated in my life than in my
destruction.”
Suggested Essay Topics

1.
When Victor is chasing him, why does the creature keep
leaving clues to help Victor follow his trail?
2.
DoyouthinkVictorisrightwhenheurgesWaltontoabandon
his ambition? Explain your answer.
3.
Is Victor justified in blaming himself for the deaths of Henry,
Elizabeth, and his other family members? Explain your answer.
4.
Discussthecreature’sfinalspeechtoWalton.Howdoeshereally
feel about Victor? Is he sad or happy about his death?
5.
Why do you think the creature wants to eliminate any evidence
of his own existence?

SECTION ThrEE

Sample Analytical
Paper Topics

Topic #1

Discuss the true nature and personality of the creature in
Shelley’s Frankenstein.

Outline

I.
Thesis Statement: Althoughthecreaturebehavesviciouslyand
murders several people, he is not inherently evil or malicious.
II.
Creation of the creature
A. The creature as a product of Victor Frankenstein:
1.
Construction of creature from body parts
2.
Victor brings the creature to life
3.
Rejection of the creature by Frankenstein
4.
Confusion and pain of rejection
5.
Experience of physical senses
6.
Emotional response
B.
The creature as a lost innocent:
1.
Wanders in the woods, alone and confused
2.
Discovery of food and fire
3.
Seeking shelter from natural elements

III.
The creature in society
A.
Second rejection by humans:
1.
The peasant flees from the creature
2.
He is isolated from society
B. Creature understands he is repulsive to humans:
1.
Prefers to hide in the forest, away from people
2.
The creature realizes he is ugly
C.
The benevolent nature of the creature:
1.
Admiration of the De Lacey family
2.
Anonymous acts of kindness towards the family
3.
Appreciation of music and literature
4.
Attempt to communicate with M. De Lacey
a.
Seeks companionship from the father
b.
Experiences sadness instead of anger at Felix’s
attack
5. Burns down cottage after De Laceys move out
a.
First violent act in response to rejection
D.
The creature attempts to save the drowning girl:
1.
Attacked by girl’s father
2.
Further rejection by society
IV.
Creature’s relationship with Frankenstein
A.
Rejection and abandonment by “father”:
B.
Creature discovers identity of his creator:
1.
Creature experiences true rage
C.
Creature demands a mate from Frankenstein:
1.
Only wants to be left alone with a companion
2.
Promises not to harm anyone
D.
Creature’s last hope destroyed by his creator:
1.
Frankenstein tears apart the mate

2.
Creature vows revenge
3.
Kills Henry and Elizabeth
E. Frankenstein becomes as miserable as his creature:
1.
His loved ones are dead
2.
He feels responsible and guilty over their deaths
V.
The creature’s true nature and desires
A.
Love and acceptance by society
B.
Companionship
C.
An end to his lonely isolation
D.
Final desire: a fiery, anonymous death;
1.
Creature understands he can never find peace or
happiness in human society
E.
The creature as a product of society:
1.
Prejudice and behavior of humans
VI.
Conclusion
Topic #2

Illustrate Mary Shelley’s use of Romantic concepts in Frankenstein.

Outline

I.
Thesis Statement: Frankenstein isaclassicexampleofliterature
written in the Romantic tradition.
II.
Romanticism
A. History of romanticism in literature and the arts:
1.
Examples
B.
Characteristics of Romantic literature:
1.
Feelings and emotionalism vs. intellect
2.
Emotional response of characters
3.
Nonrealistic portrayal of characters

4. Dramatic settings
a. Mountain landscapes
b. Germany and the Rhine
c. Scotland
5. Bizarre stories and events
C. Major Romantic writers:
1. Mary Shelley
2. Percy Bysshe Shelley
3. Lord George Gordon Byron
4. William Wordsworth and Samuel Taylor Coleridge
5. Sir Walter Scott and Jane Austen
6. Edgar Allan Poe and the American movement
III. Romantic elements in Frankenstein
A. Bizarre story of monster and creation:
1. Unexplained events
2. Strange creature
B. Characters driven by emotional need:
1. Creature
a. Need for love and acceptance
b. Loneliness and desire for revenge
2. Victor Frankenstein
a. Love of friends and family
b. Despair and shock
c. Revenge against creature
3. Elizabeth Lavenza
a. Love of Victor and family
b. Belief in Justine’s innocence
c. Self-sacrifice for Victor

4. Robert Walton
a. Desire for close, loving friend
5. Henry Clerval
a. Close, loyal friend and companion
C. Romantic settings:
1. Switzerland and the Alps
2. Ingolstadt
3. Scotland and Orkney Islands
4. The Arctic
D. Emotional events:
1. Death of Caroline Beaufort
2. Adoption of children by Frankensteins
3. Death of William Frankenstein
4. Trial of Justine Moritz
5. Death of Henry Clerval
6. Marriage of Victor and Elizabeth
7. Murder of Elizabeth
8. Death of Victor Frankenstein
E. Creature as a natural man
1. Idea of the “Noble Savage”
IV. Conclusion
Topic #3

Victor’s driving, obsessive ambition ruined his life and led
to his own death and the murder of his loved ones. Illustrate how
ambition affects not only Victor and Robert Walton, but also the
creature in Frankenstein.

Outline

I. Thesis Statement: Ambition and the quest for knowledge is

a fatal flaw in the characters of Victor Frankenstein, Robert
Walton, and the creature.

II. Victor Frankenstein’s obsession
A. Curiosity and desire for knowledge:
1. As a boy, sees lightning strike tree
2. Study of Agrippa and Paracelsus
B. Attends University of Ingolstadt:
1. Influence of M. Waldman
2. Intensive study and experimentation
3. Loses contact with family and friends
C. Creation of a monster:
1. Ambition blinds him to reality of creation
a. Thinks creature will be beautiful
2. Confronted with living creature
3. Horrified at what he has created
D. Life destroyed by his creation:
1. Family and friends killed
2. No hope for future
3. Sinks into black hole of anger and revenge
III. The creature’s quest for knowledge
A. Creature as a blank innocent:
1. Is benevolent, but knows nothing
2. Wants to be accepted
B. Is exposed to world of knowledge:
1. Observation of De Lacey family
2. Books, music, and loving relationships
3. Learns to read and write
C. Desires knowledge and understanding of world:
1. Reads Paradise Lost and other works

2. Reads Victor’s journal
D. Acquires a terrible knowledge:
1. Understands who he is and how he was created
2. Realizes he is doomed to lifelong misery
E. Becomes obsessed with notion of revenge:
1. Murders innocent people
2. Devotes life to torment of Victor
3. Seeks release in fiery death
IV. Walton’s expedition
A. Walton’s obsessive quest:
1. Like Victor, spends years pursuing dream
B. Confronted with reality of hardship and pain:
1. Could destroy crew and himself
C. Learns from Victor and ultimately abandons quest
V. Conclusion

Free Worksheets.....

2008-10-14T11:39:00.000-07:00

And learning page for preschool and early elementary
BeginningReading.com

Handwritingforkids.com

abcteach.com

everything preschool

More to come soon.
Hope this helps someone!
Hope you have a blessed day!

The Crucible

2008-10-13T18:09:00.000-07:00

Arthur Miller’s
The
Crucible
Text by
Beth L. Tanis
(M.A., University of
North Carolina at Chapel Hill)
Dr. M. Fogiel
Chief Editor
Illustrations by Karen Pica

SECTION ONE

Introduction

The Life and Work of Arthur Miller

Arthur Miller has been named, along with Tennessee Williams and Eugene O’Neill, as one of America’s greatest playwrights.
He was born on October 17, 1915, in New York City. Miller’s father
was in the clothing business and was hit hard by the Depression.
In 1934 Miller entered the University of Michigan, Ann Arbor to
study journalism. His first play, Honors at Dawn, was produced in
1936 while he was a student there. The play received the first of a
string of awards, the Hopwood Award for Drama in 1937.

After graduating from the University of Michigan, Miller
began working with the Federal Theatre Project. He married Mary
Grace Slattery in 1940. After writing several plays and a novel,
he won the New York Drama Critics’ Circle Award in 1947 for
All My Sons. This success was followed two years later by Death
of a Salesman, which won a Pulitzer Prize and the New York
Drama Critics’ Circle Award in 1949. This drama, which deals with
the unrealized dreams and hopes of an ordinary man, was the
most popularly successful of all Arthur Miller’s plays and set the
standard for all his subsequent work.

The Crucible was produced and published in 1953. Judged
against the standard of Salesman, the play was found wanting.
Critics wrote that it lacked the depth and intellectual insight of
the earlier play and that the characters did not seem fully human.
Still it was praised for commenting on the current political climate
of fervent anti-communism without heavy-handed preaching
and fingerpointing. The play fared better when it was revived
off Broadway some years later—after the political situation had

changed—and is today considered one of the finest plays written
in America.

In 1954, the State Department refused to issue Miller a
passport to attend the opening of The Crucible in Brussels. In 1956
he was called before the House Un-American Activities Committee
to answer charges that he held Communist sympathies. He admitted that he had attended a meeting of Communist writers, but
denied ever being a member of the Communist party. That same
year he also divorced Mary Slattery and married Marilyn Monroe.
The following year, he was convicted of contempt of Congress for
refusing to name other suspected Communists. The conviction
was reversed by the Supreme Court in 1958.

In 1958 Miller was also elected to the National Arts and
Letters Institute. In 1961 he divorced Marilyn Monroe and married
his third wife, Ingeborg Morath, the following year. The couple had
a daughter, Rebecca Augusta Miller, the same year. In 1965 Miller
was elected the International President of PEN, the highly prestigious Poets, Essayists, and Novelists association. He continued to
publish and produce plays until 1982.

Historical Background

Arthur Miller’s writing spans a large block of twentieth-
century American history. He was certainly influenced by the effects of the Great Depression, which uprooted his family when he
was in his early teens. Anyone who lived through the deprivation
and despair of the Depression could not help but be touched by
it. Much of that despair is evident in Death of a Salesman, as the
protagonist struggles to make ends meet.

Salesman was also highly influenced by the idea of the
“American Dream” that was so pervasive in the early 1950s. After
World War II there was a tremendous growth in the country’s
economy. Many Americans were able to pull themselves out of
relative poverty through hard work and determination. There was
a contagious optimism and a feeling that anything was possible.
Children were financially better off than their parents had been,
and there was no end in sight to the continuation of prosperity.
Still, there were those who were not so successful; those who did
not manage to grasp a piece of the American Dream. For them, the

failure was magnified by the success they saw around them.

Arguably, the historical context central to The Crucible is
the “Red Terror” of the 1950s. When China fell to the Communists,
many intellectuals in the United States began to ask questions.
The government could not afford challenges to its authority. A
fervent hunt for suspected Communist sympathizers ensued,
led by Senator Joseph McCarthy. McCarthy, a colorful and clever
speaker, claimed that Communists had infiltrated government offices and succeeded in driving many people out of their jobs. Even
those who were not found to be Communists were permanently
tainted in public opinion by McCarthy’s accusations. Many were
added to blacklists, which barred certain actors and writers from
working. Those who refused to testify could no longer find work,
while those who cooperated continued to work. As part of the hunt,
Clifford Odets was brought before McCarthy and confessed to being a Communist. He was persuaded to name names of others he
knew to be Communists, and he pointed to director Elia Kazan.
Kazan, in turn, confessed and named names, among which was
Arthur Miller.

“McCarthyism,” as it has come to be called, was a particularly shameful chapter of American history. Many citizens were
accusedwithlittleornoevidence,andtheirliveswerepermanently
disrupted by the stigma of having been involved. The country was
thrown into a mass hysteria similar to that of the witch trials at the
center of The Crucible. The effect is a clear and disturbing picture
of history repeating itself. Just as many innocent lives were taken in
the late 1600s in Salem, Massachusetts, so the reputations of many
innocent people were tarnished in the late 1950s in America. Miller
himself denies that his play was written as a direct response to the
political situation of his time. The parallel, however, is unmistakable. The real message, perhaps, is that such atrocities can occur
in any age. Man will never learn from his mistakes.

Salem and Puritanism

The government of Salem in 1692 was a Puritan theocracy.
In other words, the town was under the unbending authority of the
church. The leaders of the church, and especially the minister of
the church, were very powerful figures, comparable to our elected

officials. A person who was not a member in good standing of the
church was not allowed to live in the community. All citizens were
expected to conform to the teachings of the church at all times and
to know its catechism, which contained the written statements of
the church’s beliefs.

PuritantheologywaslargelybasedontheteachingsofJohn
Calvin. Calvin was one of a group of theologians who protested
againsttheRomanCatholicchurch’sdeparturefromtheBibleasthe
ultimate authority. Based on their reading of Saint Paul in the New
Testament, they particularly disagreed with the Roman Catholic
emphasis on earning your salvation through good deeds on earth.
These protesters, or Protestants, believed that salvation could not
be earned. The only way to get to heaven was to be chosen by God
and to have faith that He would save you from eternal damnation.
Some people were predestined, or chosen to be saved, while others
were not. While good works would not earn your salvation if you
had not been chosen, believers desired to do good works on earth
and thus follow the example set by Jesus Christ. Good works were
visible signs of your commitment to God.

At the time of the Reformation, most of Europe was ruled
by a theocracy of its own; that of the Roman Catholic church. The
Protestants were compelled by their beliefs to disregard many of
the practices of the Catholic church, including buying indulgences
and approaching God only through a priest. The church was not
pleased with this rebellion against its authority, and the Protestants
were greatly persecuted. Many of them left Europe and settled in
America to escape this persecution and practice their religion in
peace. This was the case with the colony at Salem.

Miller himself has asserted that the community created by
such a system was crucial to the survival of the colony against great
odds. The settlers of Salem had to deal with attacks from Indians,
harsh winters, unyielding soil, and many other hardships. Similar
colonies that were not bound by common ideology eventually
failed;theVirginiaColonyisagoodexample.Incontrast,thepeople
of Salem were united in the strong bonds of a persecuted minority.
Their religion required them to act honorably towards their fellow
men and to help each other. They were expected to meet regularly
at the Meeting House. A strong work ethic was also part of their

theology. All of these things contributed to their survival.

Despite the advantages of such a system, however, The
Crucible vividly shows it can lead to the loss of any sense of
proportion. The Puritans had taken Calvinist theology several
steps beyond what Calvin had in mind. While a man’s good deeds
could not earn him salvation, they were often used in Salem to
determine the quality of his religious life and thus his standings
in the community. While Calvin asserted that each man was responsible for his own salvation, the Puritans often took it upon
themselvestodeterminethestateofanotherman’ssoul.Therewas
a great emphasis on avoiding damnation, and public confession
and “coming back to God” after sin was actively encouraged. Given
the importance of good deeds and hard work, as well as the harsh
conditions of life in early America, there was little time for pleasure.
Many of the pleasures we take for granted, such as dancing, were
deemed frivolous and were not permitted. Every facet of life was
touched by the rigid teachings of the church, which were strictly
enforced. Failure to conform met with harsh penalties, the most
severe of which was death by hanging.

Just as the Catholic church had persecuted the Protestants
for failing to conform to their rules, so the Protestants persectued
those who did not conform to theirs. There was no room in Salem
for free speech. The Bible was the only authority that was recognized, and any teaching not found there was considered not only
false, but dangerous. Espousing views not taught by the Bible could
lead others away from God, and thus imperil many souls, not just
one. Witchcraft was especially dangerous, as its goal was to draw
people away from God and into conspiracy with the devil. It
was not, however, the only sin punishable by death in Salem.
Evidence shows that many who confessed to be Quakers were also
hanged. The Puritans would not tolerate even the discussion of
an idea contrary to their belief system. It was this atmosphere of
repression and fear of punishment that ultimately led to the mass
hysteria of the Salem Witch Trials. In short, the system became so
important as to completely overrule reason.

Master List of Characters

Reverend Samuel Parris—Minister of Salem, who is not popular

with everyone in town. He gave up a prosperous business in
Barbados to become a minister.

Betty Parris—Reverend Parris’ daughter and an accuser in the
court

Tituba—slave of Reverend Parris brought back by him from
Barbados

Abigail Williams—niece of Reverend Parris and former servant of
the Proctors. Parris took her in after her parents were murdered
by Indians in a raid.

Susanna Walcott—an accuser in the court

Ann Putnam—a town busybody who spreads the rumors of

witchcraft

Thomas Putnam—husband of Ann and a prosperous landowner

Mercy Lewis—servant of the Putnam’s and an accuser in the

court

Mary Warren—servant of the Proctor’s and an accuser in the
court

John Proctor—husband of Elizabeth and a prominent Salem

farmer

Rebecca Nurse—wife of Francis, accused of being a witch

Giles Corey—a landowner of Salem who tries to save his wife, who

is accused

Reverend John Hale—a minister from the Boston area who is summoned to determine if there is witchcraft in Salem.

Elizabeth Proctor—John’s wife, accused by Abigail of being a
witch

Francis Nurse—husband of Rebecca, who tries to save her after she
is accused of murder

Ezekiel Cheever—an employee of the court who serves arrest

warrants

Marshal Herrick—a marshal of the court

Judge Hathorne—a judge of the court

Deputy Governor Danforth—head of the court investigation of

those accused of witchcraft
Sarah Good—a beggar woman accused of witchcraft
Hopkins—a prison guard

Summary of the Play

A group of teenage girls from Salem, Massachusetts, is
discovered dancing naked in the woods by the town minister.
Knowing that the punishment for their behavior will be severe,
the girls claim that they were possessed by the spirits of members
of the community who are trying to initiate them into witchcraft.
Because of the gravity of the accusations (witchcraft is punishable
by hanging), a court is set up to determine the guilt or innocence
of those accused. Judges are sent to Salem from the Boston area
to hear the cases. As each case is heard, the girls scream and faint
to indicate whether the accused is afflicting them.

While at first only a handful of citizens are indicated, the
number soon grows to over a hundred. The children, quite suspiciously, have prior grievances against many of those accused, who
had in some way offended them or made their lives miserable.
Abigail Williams, the niece of Salem’s minister, accuses her previous employer, Elizabeth Proctor. Abigail was dismissed from her
duties as the Proctor’s servant when Elizabeth discovered that her
husband and Abigail were having an affair. As the town of Salem
is overtaken by mass hysteria, John Proctor knows from Abigail’s
own admission that the charges are false. He fights not only to save
his wife, but also for the truth and for reason.

Elizabeth Proctor is not sentenced to hang because it is
found that she is pregnant; however, John Proctor’s attempts to
uncover the truth bring dire consequences. Proctor brings to the
judges one of the original accusers, Mary Warren, who admits that
the entire group of girls is faking their “fits.” This, of course, threatens to undermine the entire court, and the girls are summoned
for questioning. The girls, led by Abigail, deny the charges. In a
desperate attempt to discredit Abigail as a witness, Proctor then
admits his adultery; however, when his wife is brought in to verify
the story, she tries to save his reputation by denying the affair.

Terrified of the other girls and of the punishment for lying to the
court, Mary Warren soon turns against Proctor. She accuses him
of being aligned with the devil and afflicting her.

Whilemanyofthosefoundguiltyofwitchcraftavoidhanging by confessing a connection to the devil, 19 others are hanged.
On the day that John Proctor and Rebecca Nurse, another innocent
victim with high standing in Salem, are to hang, many attempts
are made to coerce them to confess and save their lives. Proctor
knows that he has sinned in the past and feels unworthy to die
now as a saint or martyr. Thinking of his three children and of his
wife, he chooses to sign a confession; however, he immediately
regrets his decision and refuses to give up the paper. He cannot
bear the knowledge that his signature will be used to condemn
other innocent citizens. He tears up his confession, and the play
closes with Elizabeth Proctor’s reaction to deaths.

Estimated Reading Time

As a play, The Crucible was designed to be performed in
one sitting. Hence, it should take you no longer than three to four
hours to read it in its entirety. The play is broken up into four
acts, and some editions also include an appendix, which is meant
to follow Act Two. Arthur Miller himself, however, removed this
scene after the original production, and it is now rarely included
in performance. The appendix will not be discussed in these
notes. Also, each act has been broken down into “scenes” and
giventitlestofacilitatecomprehensionofthework.Thesedivisions
were incorporated into this MAxnotes and do not appear in the
actual play.

SECTION TWO

Study Questions
&
Suggested Study Topics

Act
I

(An Overture)

Scene I: Setting the Scene

New Characters:

Reverend Samuel Parris: minister of Salem who is not popular
with everyone in town. He gave up a prosperous business in
Barbados to become a minister.

Betty Parris: Reverend Parris’ daughter and an accuser in the
court

Tituba: slave of Reverend Parris. She is from Barbados and practices
island rituals.

Abigail Williams: niece of Reverend Parris. Parris took her in after

her parents were murdered by Indians in a raid.

Susanna Walcott: an accuser in the court

Ann Putnam: townswoman who spreads the rumors of witchcraft

Thomas Putnam: husband of Ann and a prosperous landowner

Mercy Lewis: servant of the Putnam’s and an accuser in the court

Mary Warren: an accuser in the court, and servant of the Proctors

Study Questions

1.
What do we learn in the opening narrative that is important
to the events that follow?
2.
What happened in the woods the night before Act One
begins?
3.
How did the events come to light, and what was the effect
on Betty and Ruth?
4.
Why is the town so stirred up by these events?
5.
What is Reverend Parris’ first reaction to the crisis?
6.
What reason does Ann Putnam have to be resentful?
7.
What reason does Thomas Putnam have to be resentful?
8.
Why do the girls argue about whether or not to tell the
truth?
9.
How does Abigail eventually get her way?
10. What is a crucible?
Answers

1.
We learn that Parris thinks everyone is out to get him and that
he has a need to be in control. We also learn that the citizens
of Salem mind each other’s business and are unforgiving.
2.
Several teenage girls of Salem were in the woods dancing,
some of them naked. Tituba was trying to contact the dead,
and Abigail was trying to put a curse on Elizabeth Proctor.
3.
The girls were caught by Reverend Parris, and the shock
caused Betty and Ruth to fall ill.
4.
The town is stirred up because the girls cannot be healed,
and they suspect witchcraft.
5.
Parris’ first reaction is to save his own name and reputation.
6.
Ann Putnam suspects someone has been killing her babies
in childbirth.
7.
Thomas Putnam resents the fact that his candidate for minister of Salem was not elected.

8.
To admit the truth means severe punishment for dancing and
conjuring; to be found guilty of witchcraft means hanging.
9.
Abigail forces the others not to tell the truth through intimidation and threats.
10.
A crucible is a container in which metals are burned at high
temperatures to burn off impurities; it is also defined as a
severe test or trial.
Suggested Essay Topics

1.
What does the opening narrative section add to the play?
How would your judgment of what is happening on stage
be different without this narrative section?
2.
Examine the reasons the girls have for not telling the whole
story of what happened in the woods. Base your discussion on
the reactions of the main characters introduced so far and what
you know of the society of Salem from the opening narrative.

Scene II: John Proctor’s Entrance

New Characters:
John Proctor: husband of Elizabeth, one of the few townspeople

who try to stop the court

Rebecca Nurse: wife of Francis, accused of being a witch

Giles Corey: landowner of Salem who tries to save his wife, who is

accused

Study Questions

1.
Why was Abigail dismissed from her job at the Proctor’s
house?
2.
What does Abby tell Proctor about the events in the
woods?
3.
How have Proctor’s feelings toward Abby changed?
4.
When does Betty cry out?
5.
How is this cry interpreted?
6.
How is Betty finally calmed?
7.
How does Rebecca explain the events in the woods?
8.
Why would anyone resent the Nurses?
9.
Why does Proctor dislike Parris?
10. Why does Parris dislike Proctor?
Answers

1.
Abigail was dismissed from her job when Elizabeth discovered her affair with John.
2.
Abby tells Proctor that they were merely dancing and that
there was no witchcraft involved.

3.
Proctor has put the affair behind him and no longer welcomes Abby’s advances.
4.
Betty cries out when she hears the name of the Lord sung
downstairs.
5.
The cry is interpreted as another sign of witchcraft. If Betty
is possessed by a demonic spirit, she cannot bear to hear
the name of the Lord.
6.
Rebecca Nurse seems to calm Betty merely by her presence.
7.
Rebecca feels the events in the woods were merely expressions of adolescent foolishness.
8.
The Nurses have been involved in a land war with their neighbors and were among those who kept Putnam’s candidate
for minister out of office in Salem.
9.
Proctor despises what he sees as Parris’ outrageous hypocrisy
and greed.
10.
Parris resents Proctor for arguing against paying him more
money.
Suggested Essay Topics

1.
How are Rebecca Nurse and John Proctor different from the
othercharactersinthissequence?Howdotheycompareand
contrast to each other?
2.
Why does Betty’s behavior appear to be witchcraft? How else
might it be explained?

Scene III: John Hale’s Entrance

New Character:

Reverend John Hale: minister from Boston, who is summoned to
determine if there is witchcraft in Salem

Study Questions

1.
Why is Hale invited to Salem from Boston?
2.
Has Hale ever found a witch?
3.
What is significant about the timing of Hale’s entrance?
4.
What do we learn about Rebecca Nurse from Hale?
5.
What does Giles mention to Hale about Proctor?
6.
What does Giles mention about his wife?
7.
What are Rebecca and John’s roles in the proceedings?
8.
What does Abigail do when questioned?
9.
How is Tituba treated when she finally concocts a conversation with the devil and names a Salem woman as a witch?
10. What does Abby do when she sees this reaction?
Answers

1.
Hale is a noted authority on witchcraft.
2.
Hale once thought he had found a witch, but thorough
investigation revealed that there was a natural explanation
for the questionable behavior.
3.
Hale enters immediately after the conversation that reveals
the conflicts among the residents of Salem.
4.
We learn that Rebecca’s good reputation is widely known.
5.
Giles tells Hale that Proctor does not believe in witches.

6.
Giles tells Hale that his wife reads books and that when she
is reading them, he cannot pray.
7.
Both Rebecca and John refuse to be involved in the witch-
hunt.
8.
Abigail pins the blame on Tituba.
9.
Tituba is greatly encouraged and treated like a hero.
10.
Abby seeks the same kind of attention and begins naming
names herself.
Suggested Essay Topics

1.
Explore the various ways Abby explains her behavior in the
woods to different characters in the play. What are the motives for each of her explanations?
2.
Discuss John Proctor as an individual at odds with authority
and with his community.

Act II

Scene I: John and Elizabeth Proctor

New Character:
Elizabeth Proctor: wife of John Proctor, accused of witchcraft

Study Questions

1.
What is the significance of John’s re-seasoning the soup?
2.
What is the relationship between John and Elizabeth like?
3.
What new position does Mary Warren now hold?
4.
Who is in charge of this court?
5.
What action has the court taken?
6.
What will happen if the accused do not confess?
7.
How has Mary’s personality changed since her involvement
in the court?
8.
What issue does Elizabeth continue to hound her husband
about?
9.
What does Elizabeth’s lack of mercy and understanding
foreshadow?
10.
Why does John hesitate to go to the court and reveal Abigail’s
fraud?

Answers

1.
The unseasoned soup is a symbol of the Proctors’ flavorless
marriage.
2.
The relationship between John and Elizabeth is tense and
strained.
3.
Mary is now an official in the newly formed court.
4.
The court consists of four judges sent from Boston.
5.
The court has accused 14 Salemites of witchcraft.
6.
If the accused do not confess, they will be hanged.
7.
Mary used to be timid and shy, but is now openly defiant of
her employer.
8.
Elizabeth cannot forgive John’s indiscretion with Abigail.
9.
Elizabeth’s behavior towards John foreshadows the later actions of the court.
10.
John hesitates because he does not like to be ordered by
Elizabeth and because he fears he will not be believed, since
there are no other witnesses to Abby’s confession.
Suggested Essay Topics

1.
Compare the character of Elizabeth Proctor to that of Mary
Warren. What value systems do each represent?
2.
Discuss Elizabeth’s reaction to John’s infidelity. Is she being
unreasonable?

Scene II: Mary Warren’s Entrance

Study Questions

1.
What does Mary Warren give Elizabeth?
2.
What is Elizabeth’s reaction to the gift?
3.
How many people have now been arrested?
4.
What will happen to those who do not confess?
5.
Who has confessed?
6.
What does this mean for the others?
7.
What would spare Sarah Good from hanging?
8.
What shocking news does Mary offer regarding Elizabeth?
9.
What cause does Elizabeth immediately suspect?
10.
Now that Elizabeth is accused, does John go quickly to the
court to clear her name?
Answers

1.
Mary gives Elizabeth a poppet, or doll, that she had sewn
that day in court.
2.
Elizabeth is surprised. A doll is an odd gift to give a grown
woman.
3.
A total of 39 people have now been arrested.
4.
Those who do not confess will be hanged.
5.
Sarah Good has confessed.
6.
Now that one person has confessed, the charges against the
others are more believable.
7.
Sarah is pregnant, and the court will spare her unborn
child.
8.
Mary reveals that Elizabeth has been accused of witchcraft.

9.
Elizabeth suspects the accusation was an attempt by Abigail
to eventually marry John.
10.
Even though Elizabeth has been accused, John hesitates to
go to the court. He agrees to go only after being coerced by
his wife.
Suggested Essay Topics

1.
Discuss how Mary Warren’s character has changed from Act
One to Act Two. What are the causes of these changes?
2.
Discuss the various “evidences” of witchcraft used to convict the witches. Why do these particular charges hold any
weight?

Scene III: John Hale’s Visit

New Character:
Francis Nurse: husband of Rebecca Nurse

Study Questions

1.
Why does Hale appear at the Proctor house?
2.
Why would John’s Christian character be in question?
3.
What reason does John first give for not going to church
regularly?
4.
What reason does John finally admit to for his behavior?
5.
Why is John’s not going to church significant to the play?
6.
What does Hale request the Proctors do to show their
faith?
7.
Are the Proctors successful in fulfilling this request?
8.
Why is this particular commandment significant?
9.
What news briefly shakes Hale’s belief in the court system?
10.
What is his ultimate conclusion about the system at the end
of this scene?
Answers

1.
Hale travels to the Proctor house to question them on their
Christian character.
2.
John’s faith is in question because he does not attend church
regularly and has not had his third son baptized.
3.
John explains that Elizabeth has been sick and he has stayed
home to care for her.
4.
John admits his animosity toward Reverend Parris.

5.
It shows his failure to conform to the rules of the society and
to participate in the community.
6.
The Proctors are asked to repeat the commandments.
7.
John can name nine commandments but forgets the commandment against adultery.
8.
John’s adultery with Abigail makes this particular commandment significant.
9.
Hale’s belief in the system is briefly shaken by the accusation
of Rebecca Nurse.
10.
Hale still believes that the innocent will be pardoned and
justice will prevail.
Suggested Essay Topics

1.
What signs does Hale look for in testing the Proctors’
Christian character? What does it mean to be a good
Puritan?
2.
What information has been revealed to Hale at this point
that should lead him to question the witch hunt? What
keeps him from seeing it?

Scene IV: Cheever and Herrick’s Entrance

New Characters:

Ezekiel Cheever: clerk of the court, responsible for serving warrants
to the accused

Marshal Herrick: an officer of the court, charged with chaining the
accused to bring them to the prison

Study Questions

1.
What orders do Cheever and Herrick have at the Proctor
house?
2.
What has happened to Abigail?
3.
Why is this related to the poppet?
4.
Did Elizabeth keep poppets in her house?
5.
What is found in the poppet?
6.
How did the needle get there?
7.
Do the authorities believe Mary’s admission?
8.
What does John do with the warrant for Elizabeth’s arrest?
9.
What does Proctor believe is motivating the court at this
point?
10.
What does Mary warn will happen if Proctor attempts to
interfere with the court?
Answers

1.
Cheever and Herrick are to search the Proctor’s house for
poppets and to arrest Elizabeth.
2.
Abigail’s belly has been pierced deeply with a long needle.

3.
The poppet was found with a needle sticking out of its belly.
It was commonly believed that dolls were kept by witches
and manipulated in order to torture people.
4.
Elizabeth never had poppets in the house until that day,
when Mary gave her one.
5.
A long needle is found in the poppet in the same place Abigail
had been stabbed.
6.
Mary Warren admits that she may have left it there when she
made it.
7.
The authorities pay no attention to Mary’s admission.
8.
John tears up the warrant for Elizabeth’s arrest.
9.
Proctor believes the court is now motivated entirely by vengeance.
10.
Mary tells Proctor that Abigail will accuse him of lechery if
he attempts to interfere.
Suggested Essay Topics

1.
What is it that finally motivates Proctor to get involved?
2.
How are the “little crazy children jangling the keys of the
kingdom”?

Act III

Scene I: Charges of Fraud

New Characters:
Judge Hathorne: one of the judges in the witch trials
Deputy Governor Danforth: the chief judge of the witch trials

Study Questions

1.
What is the significance of lighting described in the stage
directions?
2.
Who is being charged as Act Three begins?
3.
What possible motive does Giles Corey offer for the accusations against his wife and others?
4.
How are these charges received?
5.
Why does Giles feel guilty?
6.
What do Proctor and Mary Warren bring with them as
evidence?
7.
How does Judge Danforth measure his worth?
8.
What does Parris do when Proctor attempts to make his
case?
9.
What is happening to Hale at this point?
10.
How is Mary’s statement that the accusations are mere pretense received?

Answers

1.
The shafts of light entering the room are symbolic of goodness.
2.
Martha Corey is being charged as the act begins.
3.
GilesCoreyaccusesThomasPutnamofattemptingtoacquire
more land.
4.
Giles Corey is thrown out of the courtroom and threatened
with arrest for contempt.
5.
Giles believes he has jeopardized his wife by mentioning
that she reads books.
6.
They bring a deposition signed by Mary that the trials are a
fraud.
7.
Judge Danforth measures his worth by the number of people
he has jailed and sentenced to hang.
8.
Parris attempts to call his Christian character into question.
9.
Hale has started to believe that the truth is not being
served.
10.
The judges believe that the whole group is attempting to
undermine the authority of the court by making charges of
fraud.
Suggested Essay Topics

1.
How do the stage directions add to the understanding of the
themes of the play?
2.
Some critics have called Judge Danforth a “cardboard villain,”
too unrelentingly evil to be believed. Is this a fair assessment
of the character?

Scene II: Mary Warren’s Deposition

Study Questions

1.
What news does Danforth give John Proctor about his
wife?
2.
Why did the court not believe this assertion at first?
3.
What does Proctor tell Danforth about his doubts?
4.
What offer is made to Proctor by Danforth?
5.
What happens to the people who signed the deposition
upholding the three women?
6.
What does Giles Corey charge in his deposition against
Thomas Putnam?
7.
How does Putnam answer, and who is believed?
8.
What does Mary Warren’s deposition claim?
9.
What does Hale suggest after the deposition is read?
10. Why does Danforth not allow Proctor to obtain a lawyer?
Answers

1.
Proctor is told that his wife claims she is pregnant.
2.
The court first assumed that Elizabeth was lying about
pregnancy to avoid hanging.
3.
Proctor tells Danforth that Elizabeth is incapable of telling
a lie.
4.
Danforth offers to Elizabeth one year to bear her child,
hoping that this will allow him to drop his charges against
the court.
5.
All 91 signers are ordered arrested for questioning.
6.
Corey charges Putnam with attempting to kill his neighbors
in order to buy their land.

7.
Putnam claims the accusation is a lie, and since the charge
cannot be proved, Putnam is believed.
8.
Mary’s deposition claims she never dealt with Satan and that
her friends are lying.
9.
Hale advises Proctor to return to the court with a lawyer to
present such serious evidence.
10.
Danforth claims that the evidence against those accused is
invisible and that a lawyer would only call extraneous witnesses.
Suggested Essay Topics

1.
What is Giles Corey’s role in the play?
2.
Examine Elizabeth Proctor as a symbol of truth. How has
her husband “paid for” this truthfulness?

Scene III: Abigail’s Rebuttal

Study Questions

1.
What does Abigail do when confronted with Mary’s accusation of pretense?
2.
What behavior of Abby’s does Proctor bring to the judges’
attention?
3.
Why does he choose to reveal these things?
4.
What is Reverend Parris’ reaction to these charges against
his niece?
5.
How is Mary asked to prove that the girls were lying?
6.
How does Abigail respond to Mary’s assertions that the girls
were all lying?
7.
What does Proctor finally call Abigail?
8.
Who is brought in to back up this accusation, and what does
she do?
9.
How does Mary finally respond to Abby’s behavior?
10. What happens to Proctor at the end of the act?
Answers

1.
Abby denies the proceedings are mere pretense.
2.
Abby has laughed at prayer and danced naked in the
woods.
3.
Proctor attempts to show flaws in Abby’s Christian character
that might prove that she is lying.
4.
Parris reacts to the charges against Abby as if they were
personal insults against himself.
5.
Mary is asked to fake fainting to show how the girls were
faking in the court.

6.
Abigail turns against Mary, claiming that Mary has sent her
spirit out to afflict her.
7.
In desperation, Proctor calls Abigail a whore, confessing his
lechery.
8.
Elizabeth is brought in to back up her husband’s testimony,
and she lies.
9.
Mary is terrified, and rather than risk being hanged as a
witch, she once again sides with the other girls and accuses
Proctor of being a witch.
10. Proctor is arrested and jailed as a witch.
Suggested Essay Topics

1.
What motivates Elizabeth to lie? Is a good name more important than the truth?
2.
How is Mary Warren used by both sides? Does she have an
individual identity?

Act IV

Scene I: Reverend Parris’ Doubts

New Characters:
Sarah Good: an old beggar woman of Salem accused of witchcraft
Hopkins: a prison guard

Study Questions

1.
What are Tituba and Sarah Good discussing as the act
opens?
2.
How does Tituba describe the devil in Barbados?
3.
What has happened that has made Parris so anxious?
4.
What happened in Andover?
5.
Why is Parris afraid to hang John Proctor and Rebecca Nurse
the next morning?
6.
Why is Parris more frightened to hang Proctor and Nurse
than anyone else?
7.
Why does Parris request a postponement of the hangings?
8.
What does Hale request instead of postponement?
9.
Why does Danforth refuse Hale’s request?
10. What has Hale been advising those condemned to do?

Answers

1.
The two women are speaking of the devil coming to take
them back to Barbados.
2.
Tituba says the devil is a “pleasureman” in Barbados, a joyful
figure.
3.
Abigail and Mercy Lewis have run off with all of the minister’s
money.
4.
A court examining witches in Andover was overturned and
rejected by the town.
5.
Parris fears a rebellion in Salem similar to the one in Andover.
6.
Proctor and Nurse are well respected in Salem and have
far better reputations than any of those previously put to
death.
7.
Parris hopes that more of those condemned can be brought
to confess and save their lives.
8.
Because none of the prisoners can be brought to confess,
Hale requests a pardon.
9.
Danforth refuses to pardon anyone on the grounds that he
will appear to be wavering in his judgment and that it is not
fair to the 12 who have already hung.
10. Hale advises the prisoners to lie and save their lives.
Suggested Essay Topics

1.
Has Parris experienced moral development or is he merely
attempting to stay on the right side of public opinion?
2.
How is Tituba’s understanding of the devil different from
that of most citizens of Salem?

Scene II: Elizabeth and John
Contemplate Confession

Study Questions

1.
What does Hale plead with Elizabeth to do?
2.
Why does Hale believe a lie would not be a sin in this
case?
3.
Why is Hale so adamant in his attempts to convince
Elizabeth?
4.
Have any of the other prisoners confessed?
5.
What reason does John give for not confessing?
6.
What further reason keeps John from confessing?
7.
What has John decided to do before he sees Elizabeth?
8.
What does Elizabeth advise him to do?
9.
How has Elizabeth changed?
10.
What reason does John have for not telling the truth and
going to his death?
Answers

1.
Hale pleads with Elizabeth to convince John to lie.
2.
Hale believes that no principle can justify the taking of a
life.
3.
Hale feels he will be responsible for John’s death.
4.
Elizabeth tells John that a hundred or more people have
confessed and gone free.
5.
John states that he does not want to give a lie to dogs.
6.
To confess is to go along with the majority and give up his
individual identity.

7.
John has decided to confess when he meets with Elizabeth.
8.
Elizabeth will not advise him either way. She knows he must
decide for himself.
9.
Elizabeth has realized that she, too, is at fault and that she
cannot be John’s judge.
10.
John feels unworthy to die the death of a martyr since he
has not lived up to his own moral standard.
Suggested Essay Topics

1.
How is the conversation between husband and wife in this
scene different from the opening scene of Act Two?
2.
Elizabeth will not give her advice to John, but how does she
influence him?

Scene III: John Proctor’s Decision

Study Questions

1.
Why is Rebecca Nurse brought in to witness Proctor’s confession?
2.
Why does Proctor refuse to name the names of other witches?
3.
Why does Proctor refuse to give Danforth the paper with his
signature on it?
4.
What is the climax of the play?
5.
What does Proctor do with the signed confession?
6.
How has Proctor earned his death?
7.
How does Elizabeth react to his choice of death?
8.
When does Proctor claim his good name?
9.
What reaction does Rebecca Nurse have to John Proctor’s
confession?
10. Does Rebecca Nurse confess?
Answers

1.
It is hoped that Proctor’s confession will lead Rebecca to
confess as well.
2.
While Proctor has made his own decision, he refuses to ruin
anyone else’s good name.
3.
He does not want it used to force others to confess or be
seen as an example of submission.
4.
The climax of the play is Proctor’s assertion that his confession was a lie.
5.
Proctor tears and crumples the signed confession in front
of the judges.

6.
Proctor has earned his death by asserting his individuality
against the authority of the court.
7.
Elizabeth is proud that John has found his goodness and
refuses to dissuade him.
8.
Proctor finds his good name when he asserts his individuality
and tears up his confession.
9.
Rebecca is shocked by Proctor’s confession.
10.
Rebecca refuses to belie herself by making a false confession.
Suggested Essay Topics

1.
How would Proctor be saving his good name no matter which
choice he made? Why does he choose as he does?
2.
Some critics find it hard to believe Proctor’s choice of death.
Discuss his decision based on his relationships with other
characters throughout the play.

SECTION THREE

Sample Analytical
Paper Topics

The following paper topics are based on the entire play.
Following each topic is a thesis and sample outline. Use these as
a starting point for your paper.

Topic #1

One of the most prominent themes in The Crucible is the
importance of a good name. Analyze what a good name means
to several of the characters, using specific examples to support
your conclusions.

Outline

Thesis Statement: One central motif of The Crucible is the
importance of a good name. The meaning of a good name to
John Proctor at the end of the play, however, is vastly different
from the good name that Reverend Parris seeks.

II. A good name as pride and reputation
A. Reverend Parris
B. Judge Danforth
III. A good name as goodness
A. Rebecca Nurse
B. Elizabeth Proctor

IV.
A good name as individuality and moral integrity
A.
John Proctor
B.
Reverend Hale
V.
The naming of names
Topic #2

The Crucible is vitally concerned with the presentation
of truth. Show how truth is portrayed in the play and how various
characters show their true natures.

Outline

I.
Thesis Statement: The judges of Salem are not concerned with
seeking the truth and justice, but with maintaining their authority and reputations. This goal leads them to consistently
reject truth, against all logic and evidence of their senses.
II.
Symbols of truth
A.
Elizabeth Proctor
B.
Rebecca Nurse
C.
John Proctor
III.
Symbols of falsehood
A.
Reverend Parris
B.
Abigail
IV.
Hale’s reaction to the truth
A.
On first arriving in Salem
B.
At the end of the play
V.
Danforth’s reaction to the truth
A.
Giles Corey’s evidence
B.
Mary Warren’s confession
C.
John Proctor’s reason

Topic #3

There are many examples of authority in The Crucible. It
is tempting for a contemporary reader to accept John Proctor’s
choice of following only the authority of his conscience, but
whose response does The Crucible support as the true model of
authority?

Outline

I.
Thesis Statement: While authority stems from many different sources and is responded to in many ways, The Crucible
supports the response of Rebecca Nurse as the true model.
II.
The authority of the written word
A.
The Bible
B.
Hale’s books on witchcraft
III.
The authority of the church leaders
A.
Reverend Parris
B.
Reverend Hale
IV.
The authority of the court
A.
Judge Danforth
B.
Judge Hathorne
V.
The authority of individual conscience
A.
John Proctor
VI.
Rebecca Nurse’s response
A.
Respect for outward authority
B.
True to her conscience

Misspelled words

2008-09-30T19:57:00.000-07:00

Misspelled words list has 507 words. Click here to find these words, then click on each word for the definition.

A
absence abundance accessible accidentally acclaim accommodate accomplish accordion accumulate achievement acquaintance acquire acquitted across address advertisement advice advise affect alleged amateur analysis analyze annual apartment apparatus apparent appearance arctic argument ascend atheist athletic attendance auxiliary

B
balloon barbecue bargain basically beggar beginning belief believe beneficial benefit biscuit boundaries business

C
calendar camouflage candidate Caribbean category cemetery challenge changeable changing characteristic chief choose chose cigarette climbed clothes clothing cloth collectible colonel column coming commission committee commitment comparative competent completely concede conceivable conceive condemn condescend conscience conscientious conscious consistent continuous controlled controversial controversy convenient correlate correspondence counselor courteous courtesy criticize criticism

D
deceive defendant deferred definitely definition dependent descend describe description desirable despair desperate develop dictionary difference dilemma dining disappearance disappoint disastrous discipline disease dispensable dissatisfied dominant drunkenness

E
easily ecstasy effect efficiency eighth either eligible eliminate embarrass emperor encouragement enemy encouraging entirely environment equipped equivalent especially exaggerate exceed excellence exhaust existence existent expense experience experiment explanation extremely exuberance

F
facsimile fallacious fallacy familiar fascinating feasible February fictitious fiery finally financially fluorescent forcibly foreign forfeit formerly foresee forty fourth fuelling fulfill fundamentally

G
gauge generally genius government governor grammar grievous guarantee guardian guerrilla guidance

H
handkerchief happily harass height heinous hemorrhage heroes hesitancy hindrance hoarse hoping humorous hygiene hypocrisy hypocrite

I
ideally idiosyncrasy ignorance imaginary immediately implement incidentally incredible independence independent indicted indispensable inevitable influential information inoculate insurance intelligence interference interrupt introduce irrelevant irresistible island

J
jealousy judicial

K
knowledge

L
laboratory laid later latter legitimate leisure length license lieutenant lightning likelihood likely loneliness loose lose losing lovely luxury

M
magazine maintain maintenance manageable maneuver manufacture marriage mathematics medicine millennium millionaire miniature minuscule minutes miscellaneous mischievous missile misspelled mortgage mosquito mosquitoes murmur muscle mysterious

N
narrative naturally necessary necessity neighbor neutron ninety ninth noticeable nowadays nuisance

O
obedience obstacle occasion occasionally occurred occurrence official omission omit omitted opinion opponent opportunity oppression optimism optimistic orchestra ordinarily origin outrageous overrun

P
pamphlets parallel particular pavilion peaceable peculiar penetrate perceive performance performance permanent permissible permissible permitted perseverance persistence personal personnel perspiration physical physician piece pilgrimage pitiful planning pleasant portray possess possession possessive potato potatoes possibility possible practically prairie precede precedence preceding preference preferred prejudice preparation prescription prevalent primitive principal principle privilege probably procedure proceed profession professor prominent pronounce pronunciation propaganda psychology publicly pursue

Q
quantity quarantine questionnaire quizzes

R
realistically realize really recede receipt receive recognize recommend reference referring relevant relieving religious remembrance reminiscence repetition representative resemblance reservoir resistance restaurant rheumatism rhythm rhythmical ridiculous roommate

S
sacrilegious sacrifice safety salary satellite scary scenery schedule secede secretary seize sense sentence separate separation sergeant several severely shepherd shining siege similar simile simply simultaneous sincerely skiing sophomore souvenir specifically specimen sponsor spontaneous statistics stopped strategy strength strenuous stubbornness studying subordinate subtle succeed success succession sufficient supersede suppress surprise surround susceptible suspicious syllable symmetrical synonymous

T
tangible technical technique temperamental temperature tendency themselves theories therefore thorough though through tomorrow tournament towards tragedy transferring tries truly twelfth tyranny

U
unanimous undoubtedly unforgettable unique unnecessary until usable usage usually utilization

V
vacuum valuable vengeance vigilant village villain violence visible vision virtue volume

W
warrant warriors weather Wednesday weird wherever whether which wholly withdrawal woman women worthwhile writing

Y
yacht yield young

More spelling help:
Aacceptable
Several words made the list because of the suffix pronounced -êbl but sometimes spelled -ible, sometimes -able. Just remember to accept any table offered to you and you will spell this word OK.
accidentally
It is no accident that the test for adverbs on -ly is whether they come from an adjective on -al ("accidental" in this case). If so, the -al has to be in the spelling. No publical, then publicly.
accommodate
Remember, this word is large enough to accommodate both a double "c" AND a double "m".
acquire
Try to acquire the knowledge that this word and the next began with the prefix ad- but the [d] converts to [c] before [q].
acquit
See the previous discussion.
a lot
Two words! Hopefully, you won't have to allot a lot of time to this problem.
amateur
Amateurs need not be mature: this word ends on the French suffix -eur (the equivalent of English -er).
apparent
A parent need not be apparent but "apparent" must pay the rent, so remember this word always has the rent.
argument
Let's not argue about the loss of this verb's silent [e] before the suffix -ment.
atheist
Lord help you remember that this word comprises the prefix a- "not" + the "god" (also in the-ology) + -ist "one who believes."
Bbelieve
You must believe that [i] usually comes before [e] except after [c] or when it is pronounced like "a" as "neighbor" and "weigh" or "e" as in "their" and "heir." Also take a look at "foreign" below. (The "i-before-e" rule has more exceptions than words it applies to.)
bellwether
Often misspelled "bellweather." A wether is a gelded ram, chosen to lead the herd (thus his bell) due to the greater likelihood that he will remain at all times ahead of the ewes.
Ccalendar
This word has an [e] between two [a]s. The last vowel is [a].
category
This word is not in a category with "catastrophe" even if it sounds like it: the middle letter is [e].
cemetery
Don't let this one bury you: it ends on -erynary an -ary in it. You already know it starts on [c], of course.
changeable
The verb "change" keeps its [e] here to indicate that the [g] is soft, not hard. (That is also why "judgement" is the correct spelling of this word, no matter what anyone says.)
collectible
Another -ible word. You just have to remember.
column
Silent final [e] is commonplace in English but a silent final [n] is not uncommon, especially after [m].
committed
If you are committed to correct spelling, you will remember that this word doubles its final [t] from "commit" to "committed."
conscience
Don't let misspelling this word weigh on your conscience: [ch] spelled "sc" is unusual but legitimate.
conscientious
Work on your spelling conscientiously and remember this word with [ch] spelled two different ways: "sc" and "ti". English spelling!
conscious
Try to be conscious of the "sc" [ch] sound and all the vowels in this word's ending and i-o-u a note of congratulations.
consensus
The census does not require a consensus, since they are not related.
Ddaiquiri
Don't make yourself another daiquiri until you learn how to spell this funny word-the name of a Cuban village.
definite (ly)
This word definitely sounds as though it ends only on -it, but it carries a silent "e" everywhere it goes.
discipline
A little discipline, spelled with the [s] and the [c] will get you to the correct spelling of this one.
drunkenness
You would be surprised how many sober people omit one of the [n]s in this one.
dumbbell
Even smart people forget one of the [b]s in this one. (So be careful who you call one when you write.)
Eembarrass (ment)
This one won't embarrass you if you remember it is large enough for a double [r] AND a double [s].
equipment
This word is misspelled "equiptment" 22,932 times on the web right now.
exhilarate
Remembering that [h] when you spell this word will lift your spirits and if you remember both [a]s, it will be exhilarating!
exceed
Remember that this one is -ceed, not -cede. (To exceed all expectations, master the spellings of this word, "precede" and "supersede" below.)
existence
No word like this one spelled with an [a] is in existence. This word is a menage a quatre of one [i] with three [e]s.
experience
Don't experience the same problem many have with "existence" above in this word: -ence!
Ffiery
The silent "e" on "fire" is also cowardly: it retreats inside the word rather than face the suffix -y.
foreign
Here is one of several words that violate the i-before-e rule. (See "believe" above.)
Ggauge
You must learn to gauge the positioning of the [a] and [u] in this word. Remember, they are in alphabetical order (though not the [e]).
grateful
You should be grateful to know that keeping "great" out of "grateful" is great.
guarantee
I guarantee you that this word is not spelled like "warranty" even though they are synonyms.
Hharass
This word is too small for two double letters but don't let it harass you, just keep the [r]s down to one.
height
English reaches the height (not heighth!) of absurdity when it spells "height" and "width" so differently.
hierarchy
The i-before-e rule works here, so what is the problem?
humorous
Humor us and spell this word "humorous": the [r] is so weak, it needs an [o] on both sides to hold it up.
Iignorance
Don't show your ignorance by spelling this word -ence!
immediate
The immediate thing to remember is that this word has a prefix, in- "not" which becomes [m] before [m] (or [b] or [p]). "Not mediate" means direct which is why "immediately" means "directly."
independent
Please be independent but not in your spelling of this word. It ends on -ent.
indispensable
Knowing that this word ends on -able is indispensable to good writing.
inoculate
This one sounds like a shot in the eye. One [n] the eye is enough.
intelligence
Using two [l]s in this word and ending it on -ence rather than -ance are marks of . . . you guessed it.
its/it's
The apostrophe marks a contraction of "it is." Something that belongs to it is "its."
Jjewelry
Sure, sure, it is made by a jeweler but the last [e] in this case flees the scene like a jewel thief. However, if you prefer British spelling, remember to double the [l]: "jeweller," "jewellery." (See also pronunciation.)
judgment
Traditionally, the word has been spelled judgment in all forms of the English language. However, the spelling judgement (with e added) largely replaced judgment in the United Kingdom in a non-legal context. In the context of the law, however, judgment is preferred. This spelling change contrasts with other similar spelling changes made in American English, which were rejected in the UK. In the US at least, judgment is still preferred and judgement is considered incorrect by many American style guides.
Kkernel (colonel)
There is more than a kernel of truth in the claim that all the vowels in this word are [e]s. So why is the military rank (colonel) pronounced identically? English spelling can be chaotic.
Lleisure
Yet another violator of the i-before-e rule. You can be sure of the spelling of the last syllable but not of the pronunciation.
liaison
Another French word throwing us an orthographical curve: a spare [i], just in case. That's an [s], too, that sounds like a [z].
library
It may be as enjoyable as a berry patch but that isn't the way it is spelled. That first [r] should be pronounced, too.
license
Where does English get the license to use both its letters for the sound [s] in one word?
lightning
Learning how to omit the [e] in this word should lighten the load of English orthography a little bit.
Mmaintenance
The main tenants of this word are "main" and "tenance" even though it comes from the verb "maintain." English orthography at its most spiteful.
maneuver
Man, the price you pay for borrowing from French is high. This one goes back to French main + oeuvre "hand-work," a spelling better retained in the British spelling, "manoeuvre."
medieval
The medieval orthography of English even lays traps for you: everything about the MIDdle Ages is MEDieval or, as the British would write, mediaeval.
memento
Why would something to remind of you of a moment be spelled "memento?" Well, it is.
millennium
Here is another big word, large enough to hold two double consonants, double [l] and double [n].
miniature
Since that [a] is seldom pronounced, it is seldom included in the spelling. This one is a "mini ature;" remember that.
minuscule
Since something minuscule is smaller than a miniature, shouldn't they be spelled similarly? Less than cool, or "minus cule."
mischievous
This mischievous word holds two traps: [i] before [e] and [o] before [u]. Four of the five vowels in English reside here.
misspell
What is more embarrassing than to misspell the name of the problem? Just remember that it is mis + spell and that will spell you the worry about spelling "spell."
Nneighbor
The word "neighbor" breaks the i-before-e rule and invokes the silent "gh". This is fraught with error potential. If you use British spelling, it will cost you another [u]: "neighbour."
noticeable
The [e] is noticeably retained in this word to indicate the [c] is "soft," pronounced like [s]. Without the [e], it would be pronounced "hard," like [k], as in "applicable."
Ooccasionally
Writers occasionally tire of doubling so many consonants and omit one, usually one of the [l]s. Don't you ever do it.
occurrence
Remember not only the occurrence of double double consonants in this word, but that the suffix is -ence, not -ance. No reason, just the English language keeping us on our toes.
Ppastime
Since a pastime is something you do to pass the time, you would expect a double [s] here. Well, there is only one. The second [s] was slipped through the cracks in English orthography long ago.
perseverance
All it takes is perseverance and you, too, can be a (near-)perfect speller. The suffix is -ance for no reason at all.
personnel
Funny Story (passed along by Bill Rudersdorf): The assistant Vice-President of Personnel notices that his superior, the VP himself, upon arriving at his desk in the morning opens a small, locked box, smiles, and locks it back again. Some years later when he advanced to that position (inheriting the key), he came to work early one morning to be assured of privacy. Expectantly, he opened the box. In it was a single piece of paper which said: "Two Ns, one L."
playwright
Those who play right are right-players, not playwrights. Well, since they write plays, they should be "play-writes," wright right? Rong Wrong. Remember that a play writer in Old English was called a "play worker" and "wright" is from an old form of "work" (wrought iron, etc.)
possession
Possession possesses more [s]s than a snake.
precede
What follows, succeeds, so what goes before should, what? No, no, no, you are using logic. Nothing confuses English spelling more than common sense. "Succeed" but "precede." (Wait until you see "supersede.")
principal/principle
The spelling principle to remember here is that the school principal is a prince and a pal (despite appearances)--and the same applies to anything of foremost importance, such as a principal principle. A "principle" is a rule. (Thank you, Meghan Cope, for help on this one.)
privilege
According to the pronunciation (not "pronounciation"!) of this word, that middle vowel could be anything. Remember: two [i]s + two [e]s in that order.
pronunciation
Nouns often differ from the verbs they are derived from. This is one of those. In this case, the pronunciation is different, too, an important clue.
publicly
Let me publicly declare the rule (again): if the adverb comes from an adjective ending on -al, you include that ending in the adverb; if not, as here, you don't.
Qquestionnaire
The French doing it to us again. Double up on the [n]s in this word and don't forget the silent [e]. Maybe someday we will spell it the English way.
Rreceive/receipt
I hope you have received the message by now: [i] before [e] except after . . . .
recommend
I would recommend you think of this word as the equivalent of commending all over again: re+commend. That would be recommendable.
referred
Final consonants are often doubled before suffixes (remit: remitted, remitting). However, this rule applies only to accented syllables ending on [l] and [r], e.g. "rebelled," "referred" but "traveled," "buffered" and not containing a diphthong, e.g. "prevailed," "coiled."
reference
Refer to the last mentioned word and also remember to add -ence to the end for the noun.
relevant
The relevant factor here is that the word is not "revelant," "revelent," or even "relevent." [l] before [v] and the suffix -ant.
restaurant
'Ey, you! Remember, these two words when you spell "restaurant." They are in the middle of it.
rhyme
Actually, "rime" was the correct spelling until 1650. After that, egg-heads began spelling it like "rhythm." Why? No rhyme nor reason other than to make it look like "rhythm."
rhythm
This one was borrowed from Greek (and conveniently never returned) so it is spelled the way we spell words borrowed from Greek and conveniently never returned.
Sschedule
If perfecting your spelling is on your schedule, remember the [sk] is spelled as in "school." (If you use British or Canadian pronunciation, why do you pronounce this word [shedyul] but "school," [skul]? That has always puzzled me.)
separate
How do you separate the [e]s from the [a]s in this word? Simple: the [e]s surround the [a]s.
sergeant
The [a] needed in both syllables of this word has been pushed to the back of the line. Remember that, and the fact that [e] is used in both syllables, and you can write your sergeant without fear of misspelling his rank.
supersede
This word supersedes all others in perversity. As if we don't have enough to worry about, keeping words on -ceed and -cede ("succeed," "precede," etc.) straight in our minds, this one has to be different from all the rest. The good news is: this is the only English word based on this stem spelled -sede.
T their/they're/there
They're all pronounced the same but spelled differently. Possessive is "their" and the contraction of "they are" is "they're." Everywhere else, it is "there."
threshold
This one can push you over the threshold. It looks like a compound "thresh + hold" but it isn't. Two [h]s are enough.
twelfth
Even if you omit the [f] in your pronunciation of this word (which you shouldn't do), it is retained in the spelling.
tyranny
If you are still resisting the tyranny of English orthography at this point, you must face the problem of [y] inside this word, where it shouldn't be. The guy is a "tyrant" and his problem is "tyranny." (Don't forget to double up on the [n]s, too.)
U until
I will never stop harping on this until this word is spelled with an extra [l] for the last time!
V vacuum
If your head is not a vacuum, remember that the silent [e] on this one married the [u] and joined him inside the word where they are living happily ever since. Well, the evidence is suggestive but not conclusive. Anyway, spell this word with two [u]s and not like "volume."
WXYZweather
Whether you like the weather or not, you have to write the [a] after the [e] when you spell it.
weird
It is weird having to repeat this rule so many times: [i] before [e] except after...? (It isn't [w]!)

Parts of speech

2008-09-23T09:09:00.000-07:00

A noun is a person, place, or thing. If the noun is the name of a person or place it is called a proper noun. A proper noun is always capitalized.

Look at the words. Decide if they are a person, place, or thing. Put them in the correct space in the chart below.

ball
Peter
kitchen
Africa
bike
clock
park
school
teacher
doctor
computer
desk
grass
England
mother
foot
squirrel
king
palace
bridge

Person ********Place ******** Thing ********
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

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A pronoun is a word that takes the place of a noun.

For example: Linda is a pretty girl. She is a pretty girl. The pronoun "she" takes the place of the noun "Linda".

Look at the pronouns in the box.

anybody, everybody, he, her, herself, him, himself, his,
I, it, its, itself, me, my, oneself, our, ourselves, she,
somebody, their, theirs, they, us, we, you, yourself.

Read the sentences below. Circle the noun and replace it by writing a pronoun above the word.

1. Mrs. Owens wrote on the chalkboard.

__________________________________________________________

2. Mr. Owens is a principal.

__________________________________________________________

3. Sandy likes to draw pictures.

__________________________________________________________

4. Let's go to Mike's house.

__________________________________________________________

5. Children like to play outside when it is warm.

_________________________________________________________

Write some sentences of your own using pronouns. Circle the pronoun.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

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Verbs may be divided into three types:

A.Action verbs - show an action -- either physical or mental
Examples:
Smith catches the ball. (catches shows a physical action)

Smith imagines great things. (imagines shows a mental action)

Smith is wearing good clothes. (is wearing shows a physical action)

B.Verbs of being (forms of be) - show a state of existence
Examples:
Am, is, are, were, was,
be, being, been
have, has, had
do, does, did
may, might, must
can - could
shall - should
will- would

Smith is strange. (is shows a state of existence)

Smith will always be my friend. (will be shows a state of existence)

Smith has been here for a week. (has been shows a state of existence)

Smith was away last week. (was shows a state of existence)

C.Linking verbs: A linking verb links the subject to some other word in the sentence.
1. Forms of be: am, is, are, was, were, be, being, been
2. verbs of seeming and becoming
3. verbs of sensing: taste, feel, smell, sound, look, appear.
Examples:
1. That compost smells good.

The linking verb is “smells.” It connects “compost” to “good,” the predicate adjective.

2. After the compost was devoured, the raccoon felt nauseated.

The linking verb is “felt,” connecting the “raccoon” to the predicate adjective, “nauseated.”

3. He became deathly ill.
The linking verb is “became.” It connects “he” to the predicate adjective, “deathly ill.”

NOTE: Most linking verbs can also be used as action verbs.

Look at the words below. Circle the words that are action
verbs. Underline the words that show state of being.

were -----run ----- will be ------jump
shine----- skip ----- sing ------- is
could ----- has ----- drive ------ draw
listen ----- write ---- was ------- cut
wash -------- comb ----- have been ----- slide

Use the words above to write sentences. Underline
the verb you use in each sentence.

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

6. _____________________________________________

7.______________________________________________

8.______________________________________________

9.______________________________________________

10._____________________________________________

11._____________________________________________

12.______________________________________________

13._____________________________________________

14._____________________________________________

15._____________________________________________

16._____________________________________________

17._____________________________________________

18._____________________________________________

19._____________________________________________

20._____________________________________________

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An adjective is a word that describes a noun. For example: The hungry tiger. The word "hungry" describes the noun "tiger."

Adjectives answer these questions:
What kind?
Which one?
How many?
How much?

Look at the sentences below. Circle the adjectives. Some sentences have more than one adjective. For example: The soft green caterpillar crawled up my arm. The adjectives soft and green describe the caterpillar.

1. The hot sun was heating the earth.

2. The cute girl wore a yellow dress.

3. The mean king wouldn't share his riches.

4. The bright red coat could be seen from blocks away.

5. The furry brown gorilla was hungry.

Brainstorm some adjectives. Write them in the box below.

Adjectives --------------------------------------------

-------------------------------------------------------
Write some sentences using your adjectives. Circle the adjectives.

1. ___________________________________________________

2.____________________________________________________

3.____________________________________________________

4.____________________________________________________

5.____________________________________________________

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Adverbs are words used to describe or modify verbs,
adjective, or another adverb.

Adverbs answer the questions...
Where?, When?, How?, How Often?, To what extent?

Use adverbs to make your writing more interesting.

Adverb Worksheet
Adverbs describe verbs. They tell how, when, and where things happen.

Direction: Circle the adverb in each sentence and does the adverb tell how, when, or where.

1. The mail carrier finally arrived. __________

2. We ran out to meet her.__________

3. Maggie clapped her hands excitedly. _________

4. I quickly opened the gold envelope. __________

5. Then Maggie read the letter.__________

6. "We won the contest!" she shouted proudly.__________

7. He keeps his collection upstairs. _________

8. He works on it often. __________

9. Sometimes friends send Butch new stamps. _______

10. He buys unusual stamps downtown. _________

Adverbs are words that modify (1) verbs, (2) adjectives, and (3) other adverbs. They tell how (manner), when (time), where (place), how much (degree), and why (cause). Why is a common one-word adverb that tells why. Adverbs that tell us how, when, where, and why always modify the verb. Adverbs that tell us how much modify adjectives or other adverbs. These adverbs are also called qualifiers because they strengthen or weaken the words they modify.

Examples: He kicked the ball solidly. (how); He kicked the ball immediately. (when); He kicked the ball forward. (where); He kicked the ball too hard. (how much).

Find the adverbs in the following sentences and what they tell us.

1. Paul answered the question quickly.

2. The answer was given too softly.

3. I soon understood what he said yesterday.

4. Becky and Pam wanted to know then and there.

5. Why do we misunderstand others so often?

Answers

1. quickly (how)

2. too (how much), softly (how)

3. soon (when), yesterday (when)

4. then (when), there (where)

5. why (why), so (how much), often (when)

Most adverbs are formed from adjectives. Many adverbs are formed by adding ly to the adjective.

Example: slow - slowly

Change the following adjectives to adverbs.

1. fierce

2. quick

3. large

4. useful

5. equal

Answers

1. fiercely

2. quickly

3. largely

4. usefully

5. equally

Adverbs like adjectives can be compared. They have the same three degrees (1) positive - one thing or person, (2) comparative - two things or persons, and (3) superlative - more than two things or persons. Most adverbs formed from adjectives use more or most to express comparisons.
Example: slowly, more slowly, most slowly

Write the comparative and superlative forms of the following adverbs.

1. softly

2. lazily

3. heavily

4. comfortably

5. quietly

Answers

1. softly, more softly, most softly

2. lazily, more lazily, most lazily

3. heavily, more heavily, most heavily

4. comfortably, more comfortably, most comfortably

5. quietly, more quietly, most quietly

Since there has been some confusion about adverbs, I think we need a few more lessons about adverbs. We need to memorize what adverbs tell us and what they modify. We must always remember this basic information to handle them correctly.

Adverbs are words that modify (1) verbs, (2) adjectives, and (3) other adverbs. They tell how (manner), when (time), where (place), how much (degree), and why (cause). Why is a common one-word adverb that tells why. Adverbs that tell us how, when, where, and why always modify the verb. Adverbs that tell us how much modify adjectives or other adverbs. These adverbs are also called qualifiers because they strengthen or weaken the words they modify.
Examples: He kicked the ball solidly. (how); He kicked the ball immediately. (when); He kicked the ball forward. (where); He kicked the ball too hard. (how much).

The following sentences have adverbs that tell us how, and they modify the verb. Find the adverbs in these sentences and tell what they modify.

1. Joe was frantically mumbling to the 911 operator.

2. The message was secretly hidden in the cushion.

3. The room was decorated beautifully for the wedding.

4. The spy readily accepted the new assignment.

5. He was carefully disguised but captured quickly by police.

Answers

1. frantically modifying the verb was mumbling

2. secretly modifying the verb was hidden

3. beautifully modifying the verb was decorated

4. readily modifying the verb accepted

5. carefully modifying the verb was disguised and quickly modifying the verb was captured (was is a helping verb to both main verbs)

Often people confuse the use of some adverbs and some adjectives. The next few lessons will cover some of the common mistakes. Remember that adjectives modify nouns or pronouns. Adverbs modify verbs, adjectives or other adverbs.

This lesson will be about the use of the adjective sure and the adverbs surely, certainly, and really. Use sure only when one of these three adverbs does not make sense.
Examples: Jim is sure he is right. Surely he is right.

Choose the correct form for each of these sentences.

1. You seem very (surely, sure) of yourself.

2. Ila (surely, sure) is tired from work.

3. The milk (surely, sure) tastes sour.

4. Are you (surely, sure) this is the right road?

5. This story (surely, sure) is exciting.

Answers

1. sure

2. surely

3. surely

4. sure

5. surely

(Each answer in which you used surely could be substituted with the other adverbs really and certainly and still make sense.)
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A preposition is a word that begins a prepositional phrase and shows the relationship between its object and another word in the sentence. A preposition must always have an object. A prepositional phrase starts with a preposition, ends with an object, and may have modifiers between the proposition and object of the preposition.
Here is a list of common words that can be used as prepositions: about, above, across, after, against, along, among, around, at, before, behind, below, beneath, beside, besides, between, beyond, but (when it means except), by, concerning, down, during, except, for, from, in, inside, into, like, near, of, off, on, out, outside, over, past, since, through, to, toward, under, until, up, upon, with, within, and without.
These words can be used as other parts of speech. What part of speech it is depends on how it is used in that sentence. Many of the common words used as prepositions can be used as adverbs. Words are prepositions if they have an object to complete them. To decide which it is say the preposition followed by whom or what. If a noun or a pronoun answers the question, the word is a preposition.

Example: The boy stood up and ran down the street. Up what? There is no object; therefore up is not a preposition. Down what? Street answers the question; therefore, down is a preposition. Down the street is the prepositional phrase starting with the preposition down and ending with the object street with a modifier the in between.
Find the prepositional phrases in the following sentences.

1. Jim painted a picture on the wall of the house.

2. I like to lie in the shade of the apricot tree and think of the jobs for the day.

3. The dog jumped over the mound behind the barn and ran into the street.

4. Everyone but you will need a note from home with parental permission.

5. Around the yard for miles, you could see nothing except junk.

Answers

1. on the wall, of the house

2. in the shade, of the apricot tree, of the jobs, for the day

3. over the mound, behind the barn, into the street.

4. but you, from home, with parental permission

5. around the yard, for miles, except junk

Find the prepositions in these sentences. Remember that a preposition must have an object to complete it.

1. I like the color of the curtain on the window.

2. Jane walked along in the rain during the shower.

3. Hang the picture up or set it down behind the couch.

4. Eric was shining his light around in the car beside us.

5. The bird swooped down, picked up the mouse, and landed on the fence.

Answers

1. of, on - because they have objects

2. in, during

3. behind

4. in, beside

5. on - (up appears to have an object, but really it is telling how or where the bird picked the mouse. You are really saying "The bird picked the mouse up.")

Combine the two sentences into one sentence using a prepositional phrase. Example: The ice melted. The ice was in the glass. Combined: The ice in the glass melted.

1. My dog is named Badger. He is in the garden area.

2. The sunset was beautiful. The sunset was in the west.

3. The grass is dead. The grass is near the road.

4. That girl is my best friend. She lives across the street.

5. I talked to that man. He is in my club.

Answers

1. My dog in the garden area is named Badger

2. The sunset in the west was beautiful.

3. The grass near the road is dead.

4. That girl across the street is my best friend.

5. I talked to that man in my club.

Combine the sentences into one sentence using prepositional phrases. Example: The band marched. They marched across the football field. The band marched across the football field.

1. The runner jogged. He jogged around the park.

2. I found my money. It was under the mattress.

3. She looked around. She was in the store.

4. The students performed well. The performance was for the school play.

5. The man walked home. He was walking from work.

Answers

1. The runner jogged around the park. or Around the park the runner jogged.

2. I found my money under the mattress. or Under the mattress I found my money.

3. She looked around in the store. or In the store she looked around.

4. The students performed well for the school play. or For the school play the students performed well.

5. The man walked home from work. or The man walked from work home. or From work the man walked home.

Tell which of the italicized words are prepositions. Remember that prepositions must have an object.

1. Come in and sit down with me.

2. He climbed up on the ladder and through the window.

3. Mrs. Jones came by at suppertime but not since.

4. The firefighter crawled along with the child who was near death.

5. Since no noise came from the building, he walked away.

Answers

1. with

2. on, through

3. at

4. with, near

5. from

Find the prepositional phrases in these sentences. Remember the object must be a noun or a pronoun.

1. Joe came out in a real hurry.

2. The wind arrived before the storm.

3. The tiger leaped over the wall and into the bushes.

4. The boy with the skateboard hurried down the street and into the building.

5. I took a trip to Canada and Mexico.

6. My wife traveled to the glaciers of the Grand Tetons.

7. By the light of the silvery moon, the man on his knees begged for forgiveness.

8. Under the shade of the apple tree, I read my book in peace.

9. She had lost the name of the book about airplanes.

10. The sentences in this lesson are difficult for me to write.

Answers

1. in a real hurry

2. before the storm

3. over the wall, into the bushes

4. with the skateboard, down the street, into the building

5. to Canada and Mexico

6. to the glaciers, of the Grand Tetons

7. by the light, of the silvery moon, on his knees, for forgiveness

8. under the shade, of the apple tree, in peace

9. of the book, about airplanes

10. in this lesson, for me
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A conjunction is a word that joins other words, phrases (groups of words), or clauses (groups of words with a subject and verb). Co-ordinate conjunctions join words, phrases, or clauses of equal rank. There are two kinds: simple and correlative. Subordinate conjunctions join dependent clauses to independent clauses. I will refer to them simply as co-ordinate, correlative, and subordinate.

The co-ordinate conjunctions are the following: and, but, or, nor, for, and yet. (For and yet can only join clauses.)

The correlative conjunctions are always in pairs. They are either-or, neither-nor, both-and, not only-but also, and whether-or.

Some common subordinate conjunctions are after, although, as, as if, because, before, if, since, so that, than, unless, until, when, where, while.

The co-ordinate and correlative conjunctions should be memorized since they are common and few in number.

Find the co-ordinate conjunctions which are joining words in the following sentences and the words that are joined.

1. Jeff and I mowed all the lawns.

2. Grandpa is a slow but strong person.

3. Our guest will be Jeanne or Barbara.

4. I did not like nor appreciate your actions.

5. You or I must do the dishes.

Answers

1. and - joining Jeff/I

2. but - joining slow/strong

3. or - joining Jeanne/Barbara

4. nor - joining like/appreciate

5. or - joining You/I

A conjunction is a word that joins other words, phrases (groups of words), or clauses (groups of words with a subject and verb). Co-ordinate conjunctions join words, phrases, or clauses of equal rank.
The co-ordinate conjunctions are the following: and, but, or, nor, for, and yet. (For and yet can only join clauses.)

Find the co-ordinate conjunctions which are joining phrases in these sentences and the phrases that are joined.

1. The girls ran up the path and over the hill.

2. I became ill by eating the food and stuffing myself.

3. Meet me by the fountain or near the train station.

4. He should have arrived or will be arriving soon.

5. Joe had promised to come but did not keep his promise.

Answers

1. and - joining up the path/over the hill

2. and - joining eating the food/stuffing myself

3. or - joining by the fountain/near the train station

4. or - joining should have arrived/will be arriving

5. but - joining had promised/did keep

A conjunction is a word that joins other words, phrases (groups of words), or clauses (groups of words with a subject and verb). Co-ordinate conjunctions join words, phrases, or clauses of equal rank.
The co-ordinate conjunctions are the following: and, but, or, nor, for, and yet. (For and yet can only join clauses.)
Find the co-ordinate conjunctions which are joining clauses in these sentences.

1. I do not like the idea, yet I will help.

2. The trip was a delight for us, for we had a great time.

3. The mail has not arrived, nor will it come today.

4. I will speak the truth, or I will not work for you.

5. Mom likes Christmas, but Dad likes Halloween.

6. Ann washes the walls, and Pam vacuums the carpet.

Answers

1. yet

2. for

3. nor

4. or

5. but

6. and

A conjunction is a word that joins other words, phrases (groups of words), or clauses (groups of words with a subject and verb). Co-ordinate conjunctions join words, phrases, or clauses of equal rank.
The co-ordinate conjunctions are the following: and, but, or, nor, for, and yet. (For and yet can only join clauses.)

Find the co-ordinate conjunctions in these sentences and tell if they are joining words, phrases, or clauses.

1. Will and I went to the game, but Jeff and Jim went swimming.

2. I will go, but I will stay in the hotel or in the waiting room.

3. The men work through the day and into the night.

4. The message will be sent tomorrow or the next day and will arrive in time for the event.

5. He would not help, nor would he allow me to help.

Answers

1. and (words), but (clauses), and (words)

2. but (clauses), or (phrases)

3. and (phrases)

4. or (words), and (phrases)

5. nor (clauses)

A conjunction is a word that joins other words, phrases (groups of words), or clauses (groups of words with a subject and verb). Correlative conjunctions join words, phrases, or clauses of equal rank.
The correlative conjunctions are always in pairs. They are either-or, neither-nor, both-and, not only-but also, and whether-or.

Find the correlative conjunctions joining words in the following sentences.

1. Either you or I will have to move.

2. I like neither writing nor reading.

3. Your work is both neat and accurate.

4. The meal is not only delicious but also nutritious.

5. The little boy didn't know whether to cry or not.

Answers

1. either-or

2. neither-nor

3. both-and

4. not only-but also

5. whether-or

A conjunction is a word that joins other words, phrases, or clauses. Co-ordinate conjunctions join words, phrases, or clauses of equal rank.
The co-ordinate conjunctions are the following: and, but, or, nor, for, and yet. (For and yet can only join clauses.)
The correlative conjunctions are always in pairs. They are either-or, neither-nor, both-and, not only-but also, and whether-or.

Find the co-ordinate and correlative conjunctions in these sentences.

1. The boys and the girls not only like but also adore both the puppies and the kittens.

2. My mother or my father will come to see you either today or tomorrow.

3. Neither the plane nor the train would arrive on time.

4. Both the man and his friend came down the hall and went into the room.

5. The cook didn't know whether to bake or to mash the potatoes for supper.

6. I didn't win the race, but I didn't care.

7. The trip will take us through the hills and across the valleys.

8. Canada is both beautiful and cold, but I like to visit there.

9. Jeff and Jim are brothers, yet they are not alike.

10. Carl likes to eat and sleep but not work.

Answers

1. and, not only-but also, both-and

2. or, either-or

3. neither-nor

4. both-and, and

5. whether-or

6. but

7. and

8. both-and, but

9. and, yet

10. and, but
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An interjection is a word added to a sentence to convey emotion. It is not grammatically related to any other part of the sentence.

You usually follow an interjection with an exclamation mark. Interjections are uncommon in formal academic prose, except in direct quotations.

The highlighted words in the following sentences are interjections:

Ouch, that hurt!
Oh no, I forgot that the exam was today.
Hey! Put that down!
I heard one guy say to another guy, "He has a new car, eh?"
I don't know about you but, good lord, I think taxes are too high!

Please circle the interjections in the following sentences. What emotion do you think is expressed?

1. Oh! The baby walked!

2. Sh! Mark is taking a math test.

3. Bravo! Your paper is perfect!

4. Whew! I am worn out.

5. Darn! I can't find the picture.

Please supply an interjection and the proper punctuation.

1. _____________________ How did you skin your knee?

2. _____________________ The Last Supper by Leonardo da Vinci is breathtaking.

3. _____________________ That step is loose.

4. _____________________ I'm finally finished.

5. _____________________ It's snowing!

Review: Parts of speech

Please define:

Noun --

_____________________________________________________________

_____________________________________________________________

Pronoun --

_____________________________________________________________

_____________________________________________________________

Verb --

_____________________________________________________________

_____________________________________________________________

Adjective --

_____________________________________________________________

_____________________________________________________________

Adverb --

_____________________________________________________________

_____________________________________________________________

Preposition --

_____________________________________________________________

_____________________________________________________________

Conjunction --

_____________________________________________________________

_____________________________________________________________

Interjection --

_____________________________________________________________

_____________________________________________________________

Please identify parts of speech for each word in the sentences below. Write the correct letter(s) neatly above each word.
N-Noun
P-Pronoun
V-Verb
Adj-Adjective
Adv-Adverb
P-Preposition
C-Conjunction
I-Interjection

1. The little dog ran.

2. Oh! You scared me!

3. The snow fell softly.

4. God made us.

5. Pat and Joe quickly raked the leaves.

6. With great joy, Mom and Dad welcomed the new baby.

7. The boys fished in the gurgling stream.

8. Mary finished her reading assignment.

9. The earth travels around the sun.

10. I like humorous stories.

11. Math or English is my favorite subject.

Answers

Noun--name of any person, place or thing

Pronoun--a word used in place of a noun

Verb--a word that tell what someone or something does (An older students should know "A verb is an action word or word of being.")

Adjective--a word used to describe a noun

Adverb--a word that modifies a verb (An older child-- "An adverb modifies a verb, an adjective or another adverb.")

Preposition--a preposition is a word placed before a noun or pronoun to show its relationship to some other word in the sentence

Conjunction--a word used to connect other words (Older child--"A conjunction is a word used to connect words*, phrases or clauses in a sentence.")

Interjection--an interjection is a word that expresses strong or sudden emotion

N-Noun
P-Pronoun
V-Verb
Adj-Adjective
Adv-Adverb
P-Preposition
C-Conjunction
I-Interjection

1. The--Adj
little--Adj
dog--N
ran--V

2. Oh!--I
You--P
scared--V
me!--P

3. The--Adj
snow--N
fell--V
softly--Adv

4. God--N
made--V
us--P

5. Pat--N
and--C
Joe--N
quickly--Adv
raked--V
the--Adj
leaves--N

6. With--P
great--Adj
joy--N
Mom--N
and--C
Dad--N
welcomed--V
the--Adj
new--Adj
baby--N

7. The--Adj
boys--N
fished--V
in--P
the--Adj
gurgling--Adj
stream--N

8. Mary--N
finished--V
the--Adj
reading--Adj
assignment--N

9. The--Adj
earth--N
travels--V
around--P
the--Adj
sun--N

10. I--P
like--V
humorous--Adj
stories--N

11. Math--N
or--C
English--N
is--V
my--Adj
favorite--Adj
subject--N

Compound Sentences

2008-09-21T21:00:00.000-07:00

A compound sentence forms when two
sentences join with the use of a conjunction.

The two sentences are called clauses, and they
should be about similar but separate ideas. In a
compound sentence, each clause can stand alone
as its own sentence.

To form the compound sentence:

• write the first clause and follow it with
a comma
• choose a coordinating conjunction: and, but,
for, nor, or, so, yet
• write the second clause

Example: I did not understand the homework.

I asked my teacher for help.

I did not understand the homework, so I asked
my teacher for help.

Teach the Skill

10 minutes

¦
Pose the following question: What is
something you like to do? Are you good at it?
Select a volunteer to answer both questions
and write his/her response on the board or
chart paper. (For example, Sarah likes to draw.
She is good at it.)

¦
Post the list of conjunctions for students to
use as a reference. Explain that two sentences
about a similar idea can be joined by a
conjunction, creating a compound sentence.
Model how to create a compound sentence
from the two sentences on the board. (Sarah
likes to draw, and she is good at it.)
¦
Explain to students that fluent writers vary
the types of sentences they use, which makes
their writing more interesting to read.
¦
Make a 3-column chart on the board or
chart paper. Ask a volunteer to tell something
he/she enjoys doing. Write the response
in the first column. Ask the student to tell a
detail about the activity. Write this sentence in
the second column. (For example, Kevin loves
to play the drums. He needs more practice.)
¦
Review the list of conjunctions with
students. Discuss with students possible ways
that would make sense to join the sentences.
Write the new compound sentence in the
third column. Use a different color chalk
or marker to highlight the comma and the
conjunction. (For example, Kevin loves to play
the drums, but (yet) he needs more practice.)
Practice the Skill

10–15 minutes

¦
Distribute two short sentence strips and
one longer strip to each student. Explain that
they will write two sentences using topic
ideas from the board or chart paper. Then
they will use a conjunction to make a
compound sentence.
¦
Prepare and discuss with students a list
of possible topics for their first sentence.
Possibilities might include: What is your
favorite holiday? Which is your least favorite
day of the week? Where would you like to go on
vacation? Who do you most like to spend time
with? Tell students that the second sentence
they write should tell something more about
the first sentence, as in the opening activity.
Direct them to write these first two sentences
on the shorter sentence strips.
¦
Have students join the sentences to create
a compound sentence and write it on their
longer sentence strip. Have them circle the
comma and the conjunction in the new
sentence. When all students have completed
their sentence strips, have them take turns
reading their sentences.

Apply the Skill

INSTRUCTIONS: Read each pair of sentences. Choose a conjunction and combine the sentences to make
a compound sentence. Write the sentence on the line, circling the comma and coordinating conjunction in the
sentence.

Conjunctions: and, but, for, nor, or, so, yet

1.The pizza is ready. It is too hot to eat.
_____________________________________________________________________________________

_____________________________________________________________________________________

2. My sister is sick. My mom will call the doctor.
_____________________________________________________________________________________

_____________________________________________________________________________________

3. Rob is my best friend. He lives next door.
_____________________________________________________________________________________

_____________________________________________________________________________________

4. I might go to the beach. I might go to the amusement park.
_____________________________________________________________________________________

_____________________________________________________________________________________

5. I don’t like to feel cold. I like to go skiing.
_____________________________________________________________________________________

_____________________________________________________________________________________

For futher practice you can make your own sentences.

Complex Sentences

2008-09-21T20:49:00.000-07:00

A complex sentence contains one independent
clause and at least one dependent clause.

• An independent clause is the part of the
sentence that can stand alone.
• The dependent clause cannot stand by itself.
• A subordinating conjunction begins the
dependent clause.
Common subordinating conjunctions: after,
although, as, because, before, for, if, once, since,
than, that, though, unless, until, when, whenever,
where, wherever, whether, while.
(subordinating conjunction)

Example: Because I did not study, I failed the test.

dependent clause independent clause

Teach the Skill

5 minutes

¦
Post the list of subordinating conjunctions
for students to use as a reference.
¦
Write the following phrase on the board or
chart paper: After he washed his hands. Have
students share questions they might ask after
reading this phrase. (For example, What did he
do after he washed his hands?)
¦
Write the following sentence on the board:
After he washed his hands, Danny baked
cupcakes. Discuss how the phrase Danny baked
cupcakes must be included for the first part of
the sentence to make sense. Explain that the
phrase Danny baked cupcakes is called the
independent clause because it makes sense
on its own. Explain that the phrase After he
washed his hands is called the dependent clause
because it needs the independent clause to
be completely understood by readers.

¦
Identify for students the subordinating
conjunction from the posted list that was
used to join the sentences (after). Point out
that when the dependent clause appears first
in a sentence, a comma is used to separate
the two clauses.
¦
Ask students to tell the sentences created
by placing the independent clause first.
(Danny baked cupcakes after he washed his
hands.) Point out that since the independent
clause appeared first in this sentence, a
comma was not used to separate the
two clauses.
¦
Explain to students that fluent writers use
complex sentences to make their writing
more interesting to read.
¦
Write the following sentences on the
board: I make my bed. My chores will be
finished. Ask students to use a subordinating
conjunction to create a complex sentence.
Invite students to share their sentence aloud.
Write each sentence on the board. Ask
volunteers to identify the dependent clause,
the subordinating conjunction, and the
independent clause.
Practice the Skill

10–15 minutes

¦
Write the following clauses on the board
or chart paper out of order: I turn 21 years old.
I can vote. I go shopping. I need milk. Divide
students into pairs. Give three blank sentence
strips to each pair. Have them create two
complex sentences from the clauses listed.
Then have students create one complex
sentence of their own. When students are
finished, invite them to share their sentences.
Write each sentence on the board or chart
paper. Have volunteers draw one line under
the subordinate clause, two lines under
the independent clause, and circle the
subordinate conjunction in the sentences.

Apply the Skill

INSTRUCTIONS: Choose a subordinating conjunction and join the sentences to create a complex sentence.
Write the new sentence on the lines, underlining the dependent clause once and the independent clause twice.

after, although, as, because, before, for, if, once, since, than,
that, though, unless, until, when, whenever, where, wherever,
whether, while

1. I say please. I can have a cookie.

2. I go to the party. I need to buy a birthday gift.

3. He opened his presents. He wrote thank-you cards.

4. I will ride the bus to work. I fix my car.

5. I don’t like to feel cold. I like to go skiing.

For more practice you can make up your own sentences.

Combined Sentences

2008-09-21T20:31:00.000-07:00

When two sentences with a similar subject or
predicate are joined, it is called a combined
sentence.

Two sentences may be combined when:
• the subject of the sentences is the same.
• the predicate of the sentences is the same.

Examples:
Anna jumped. Anna ran.

Anna jumped and ran.

Bear is my dog. He loves to play.

Bear, my dog, loves to play.

Anna jumped. Sam jumped.

Anna and Sam jumped.

Teach the Skill

10 minutes

¦
Write the subject The cat twice on the
board or chart paper. Ask volunteers to write
a predicate for each subject. Have students
tell which part of the sentence is the same.
Point out that the two sentences are about
a similar idea: the cat and what it did.
¦
Ask them to suggest a way the two
sentences could be combined. Write the new
sentence on the board. (For example: The cat
jumped down from the tree and ran into the
house.) Point out how the predicates of each
sentence were combined into one sentence
with a similar subject.
¦
Explain that combining sentences with
similar ideas helps to eliminate short, choppy
sentences, making the writing more fluent.
¦
Write the following sentences on the
board: Claire is my sister. She plays the piano.
Have students identify to whom the word
She refers (Claire). Ask them to identify which
idea is similar in both sentences (Claire, the
sister). Write the following combined sentence
on the board: Claire, my sister, plays the piano.
Point out that since the first sentence explains
who Claire is, this information is included in
the combined sentence.
¦
Write the following predicate twice on
the board or on chart paper: played at the park.
Ask volunteers to write a subject to create
complete sentences. Have students tell the
idea that is similar in each sentence: someone/
something played at the park. Ask them to
suggest a way the two sentences could be
combined. Write the new sentence on the
board. (For example: The child and dog played
at the park.)
Practice the Skill

10–15 minutes

¦
Write each following pair of sentences on
sentence strips: [Bucky is a dog. Bucky barks
loudly.] [Nick’s scooter is rolling down the hill.
Nick’s skateboard is rolling down the hill.] [The
team played well. They won the game.] [Tom is
in my class. Sara is in my class.] [The ball is red.
The bat is red.] [A Mustang is a kind of car.
A Fire-bird is a kind of car.]
¦
Place each pair of sentences around the
room. Divide students into groups. Give
each group six sentence strips. Have students
rotate to each pair of sentences, combine the
two sentences, and write the new sentence
on a blank sentence strip.
¦
After students have rotated to each pair
of sentences, have them share the combined
sentences they wrote on their sentence strips.
Discuss the subject, predicate, and subject-
verb agreement of each new sentence.

Apply the Skill

INSTRUCTIONS: Have students combine each pair of sentences to make a new sentence and write it on the line.
Ask them to underline the subject and circle the predicate in each sentence. Then have students write their own
combined sentence on the back of this worksheet.

1. The cup is blue. The cup is tall.

2. England is a country in Europe. Spain is a country in Europe.

3. Your grandmother is friendly. Your grandfather is friendly.

4. Tom is my brother. He is in college.

5. The band marched in the parade. The band played in the parade.

For more practice you can make up your sentences.

Compound words

2008-09-20T21:18:00.000-07:00

Here is a trick for reading some longer words. Look for small words within big compound words.

hilltop = hill + top
w * w
backpack = back + pack
w * w
Put w and w under the 2 small words in each compound word. Then draw a line
between the 2 small words. Read them.
up/hill
w w

upset

sunset

catnip

hotdog

cannot

suntan

tomcat

backpack

hatbox

boxtop

catnap

bobcat

cobweb

duckbill

tenpin

setback

potluck

inlet

inset

cobweb

Draw a line from the bold word in sentence to the bold word on the out side make a compound word and complete the sentence. (For extra, write the correct sentence on the lines below.)

1.A boy cat is a tom ---- pot

2.Get a bun for the hot ---- nap

3.Put the hat in the hat ---- pack

4.If you can’t do it, you can ----- cat

5.When you sleep for a bit, you have a cat --- set

6.The girl won the jack ---- not

7.A bag you put on your back is a back ---- dog

8.We are up on the hill ---- cat

9.If a man is mad, he is up ---- nip

10.The cat likes the cat ---- tan

11.The wild animal is a bob ---- top

12.The woman got a sun ---- box

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

6. ___________________________________________________________________

7. ___________________________________________________________________

8. ___________________________________________________________________

9. ____________________________________________________________________

10. __________________________________________________________________

11. ___________________________________________________________________

12. ___________________________________________________________________

Connect the words to make compound words. Write the compound words on the lines below.

back ----- sand
rattle ----- stack
cup ----- snake
kick ----- bone
quick ----- cake
smoke ----- ball

1. ______________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

6. ______________________

Write the compound word in the blank.

1. rain + coat = ___________________

2. sail + boat = ___________________

3. snow + flake = _________________

4. air + plane = __________________

5. bed + room = __________________

6. up + stairs = _________________

7. down + stairs = ________________

8. foot + ball = __________________

9. cow + boy = ____________________

10. out + side = ___________________

11. moon + light = _________________

12. bath + tub = __________________

Put a line through the compound word to show each of the small words, then write each small word on the lines.

(Example) horse/back horse back

pancake _______________ _______________

playmate _______________ _______________

sailboat _______________ _______________

Sunday _______________ _______________

outside _______________ _______________

sometimes _______________ _______________

moonlight _______________ _______________

driveway _______________ _______________

snowball _______________ _______________

peanut _______________ _______________

playground_______________ _______________

tonight _______________ _______________

yourself _______________ _______________

forgive _______________ _______________

washtub _______________ _______________

lookout _______________ _______________

bluebird _______________ _______________

snowflake _______________ _______________

Fun Science Projects

2008-09-19T11:53:00.000-07:00

Design and test a parachute

What you'll need:
A plastic bag or light material
Scissors
String
A small object to act as the weight, a little action figure would be perfect

Instructions:
Cut out a large square from your plastic bag or material.
Trim the edges so it looks like an octagon (an eight sided shape).
Cut a small whole near the edge of each side.
Attach 8 pieces of string of the same length to each of the holes.
Tie the pieces of string to the object you are using as a weight.
Use a chair or find a high spot to drop your parachute and test how well it worked, remember that you want it to drop as slow as possible.

What's happening?
Hopefully your parachute will descend slowly to the ground, giving your weight a comfortable landing. When you release the parachute the weight pulls down on the strings and opens up a large surface area of material that uses air resistance to slow it down. The larger the surface area the more air resistance and the slower the parachute will drop.
Cutting a small hole in the middle of the parachute will allow air to slowly pass through it rather than spilling out over one side, this should help the parachute fall straighter.

Warm air needs more room

What you'll need:
Empty bottle
Balloon
Pot of hot water (not boiling)

Instructions:
Stretch the balloon over the mouth of the empty bottle.
Put the bottle in the pot of hot water, let it stand for a few minutes and watch what happens.

What's happening?
As the air inside the balloon heats up it starts to expand. The molecules begin to move faster and further apart from each other. This is what makes the balloon stretch. There is still the same amount of air inside the balloon and bottle, it has just expanded as it heats up.
Warm air therefore takes up more space than the same amount of cold air, it also weighs less than cold air occupying the same space. You might have seen this principle in action if you've flown in or watched a hot air balloon.

Make an egg float in salt water

What you'll need:
One egg
Water
Salt
A tall drinking glass

Instructions:
Pour water into the glass until it is about half full.
Stir in lots of salt (about 6 tablespoons).
Carefully pour in plain water until the glass is nearly full (be careful to not disturb or mix the salty water with the plain water).
Gently lower the egg into the water and watch what happens.

What's happening?
Salt water is denser than ordinary tap water, the denser the liquid the easier it is for an object to float in it. When you lower the egg into the liquid it drops through the normal tap water until it reaches the salty water, at this point the water is dense enough for the egg to float. If you were careful when you added the tap water to the salt water, they will not have mixed, enabling the egg to amazingly float in the middle of the glass.

Diet Coke eruptions with Mentos

What you'll need:
Large bottle of Diet Coke
About half a pack of Mentos
Geyser tube (optional but makes things much easier)

Instructions:
Make sure you are doing this experiment in a place where you won't get in trouble for getting Diet Coke everywhere. Outside on some grass is perfect, please don't try this one in your family lounge!!
Stand the Diet Coke upright and unscrew the lid. Put some sort of funnel or tube on top of it so you can drop the Mentos in at the same time (about half the pack is a good amount). Doing this part can be tricky if you don't have a specially designed geyser tube, I recommend buying one from a local store such as Natures Discoveries (NZ) or online.
Time for the fun part, drop the Mentos into the Diet Coke and run like mad! If you've done it properly a huge geyser of Diet Coke should come flying out of the bottle, it's a very impressive sight. The record is about 9 metres (29 feet) high!

What's happening?

Although there are a few different theories around about how this experiment works, the most favoured reason is because of the combination of carbon dioxide in the Diet Coke and the little dimples found on Mentos candy pieces.

The thing that makes soda drinks bubbly is the carbon dioxide that is pumped in when they bottle the drink at the factory. It doesn't get released from the liquid until you pour it into a glass and drink it, some also gets released when you open the lid (more if you shake it up beforehand). This means that there is a whole lot of carbon dioxide gas just waiting to escape the liquid in the form of bubbles.
Dropping something into the Diet Coke speeds up this process by both breaking the surface tension of the liquid and also allowing bubbles to form on the surface area of the Mentos. Mentos candy pieces are covered in tiny dimples (a bit like a golf ball), which dramatically increases the surface area and allows a huge amount of bubbles to form.

The experiment works better with Diet Coke than other sodas due to its slightly different ingredients and the fact that it isn't so sticky. I also found that Diet Coke that had been bottled more recently worked better than older bottles that might have lost some of their fizz sitting on shop shelves for too long, just check the bottle for the date.

Make a ping pong ball float

What you'll need:

At least 1 ping pong ball (2 or 3 would be great)
A hair dryer
Instructions:

Plug in the hair dryer and turn it on.
Put it on the highest setting and point it straight up.
Place your ping pong ball above the hair dryer and watch what happens.
What's happening?

Your ping pong ball floats gently above the hair dryer without shifting sideways or flying across the other side of the room. The airflow from the hair dryer pushes the ping pong ball upwards until its upward force equals the force of gravity pushing down on it. When it reaches this point it gently bounces around, floating where the upward and downward forces are equal.

The reason the ping pong ball stays nicely inside the column of air produced by the hair dryer without shifting sideways is due to air pressure. The fast moving air from the hair dryer creates a column of lower air pressure, the surrounding higher air pressure forces the ping pong ball to stay inside this column, making it easy to move the hair dryer around without losing control of the ping pong ball.

See if you can float 2 or even 3 ping pong balls as an extra challenge.

Invisible Ink with Lemon Juice

What you'll need:

Half a lemon
Water
Spoon
Bowl
Cotton bud
White paper
Lamp or other light bulb
Instructions:

Squeeze some lemon juice into the bowl and add a few drops of water.
Mix the water and lemon juice with the spoon.
Dip the cotton bud into the mixture and write a message onto the white paper.
Wait for the juice to dry so it becomes completely invisible.
When you are ready to read your secret message or show it to someone else, heat the paper by holding it close to a light bulb.
What's happening?

Lemon juice is an organic substance that oxidizes and turns brown when heated. Diluting the lemon juice in water makes it very hard to notice when you apply it the paper, no one will be aware of its presence until it is heated and the secret message is revealed. Other substances which work in the same way include orange juice, honey, milk, onion juice, vinegar and wine. Invisible ink can also be made using chemical reactions or by viewing certain liquids under ultraviolet (UV) light.

Blowing Up Balloons With CO2

What you'll need:

Balloon
About 40 ml of water (a cup is about 250 ml so you don't need much)
Soft drink bottle
Drinking straw
Juice from a lemon
1 teaspoon of baking soda
Instructions:

Before you begin, make sure that you stretch out the balloon to make it as easy as possible to inflate.
Pour the 40 ml of water into the soft drink bottle.
Add the teaspoon of baking soda and stir it around with the straw until it has dissolved.
Pour the lemon juice in and quickly put the stretched balloon over the mouth of the bottle.
What's happening?

If all goes well then your balloon should inflate! Adding the lemon juice to the baking soda creates a chemical reaction. The baking soda is a base, while the lemon juice is an acid, when the two combine they create carbon dioxide (CO2). The gas rises up and escapes through the soft drink bottle, it doesn't however escape the balloon, pushing it outwards and blowing it up. If you don't have any lemons then you can substitute the lemon juice for vinegar.

Experience Gravity Free Water

What you'll need:

A glass filled right to the top with water
A piece of cardboard
Instructions:

Put the cardboard over the mouth of the glass, making sure that no air bubbles enter the glass as you hold onto the cardboard.
Turn the glass upside down (over a sink or outside until you get good).
Take away your hand holding the cardboard.
What's happening?

If all goes to plan then the cardboard and water should stay put. Even though the cup of water is upside down the water stays in place, defying gravity! So why is this happening? With no air inside the glass, the air pressure from outside the glass is greater than the pressure of the water inside the glass. The extra air pressure manages to hold the cardboard in place, keeping you dry and your water where it should be, inside the glass.

Making Music with Glasses of Water

What you'll need:

5 or more drinking glasses or glass bottles
Water
Wooden stick such as a pencil
Instructions:

Line the glasses up next to each other and fill them with different amounts of water. The first should have just a little water while the last should almost full, the ones in between should have slightly more than the last.
Hit the glass with the least amount of water and observe the sound, then hit the glass with the most water, which makes the higher sound?
Hit the other glasses and see what noise they make, see if you can get a tune going by hitting the glasses in a certain order.
What's happening?

Each of the glasses will have a different tone when hit with the pencil, the glass with the most water will have the lowest tone while the glass with the least water will have the highest. Small vibrations are made when you hit the glass, this creates sound waves which travel through the water. More water means slower vibrations and a deeper tone.

Mixing Oil & Water

What you'll need:

Small soft drink bottle
Water
Food colouring
2 tablespoons of cooking oil
Instructions:

Add a few drops of food colouring to the water.
Pour about 2 tablespoons of the coloured water along with the 2 tablespoons of cooking oil into the small soft drink bottle.
Screw the lid on tight and shake the bottle as hard as you can.
Put the bottle back down and have a look, it may have seemed as though the liquids were mixing together but the oil will float back to the top.
What's happening?

While water often mixes with other liquids to form solutions, oil and water does not. Water molecules are strongly attracted to each other, this is the same for oil, because they are more attracted to their own molecules they just don't mix together. They separate and the oil floats above the water because it has a lower density.

If you really think oil and water belong together then try adding some dish washing liquid or detergent. Detergent is attracted to both water and oil helping them all join together and form something called an emulsion. This is extra handy when washing those greasy dishes, the detergent takes the oil and grime off the plates and into the water, yay!

Crazy Putty

What you'll need:

2 containers (1 smaller than the other, preferably a film canister)
Water
Food colouring
PVA glue
Borax solution (ratio of about 1 Tbsp of borax to a cup of water)
Instructions:

Fill the bottom of the larger container with PVA glue.
Add a few squirts of water and stir.
Add 2 or 3 drops of food colouring and stir.
Add a squirt of borax (possibly a bit more depending on how much PVA glue you used).
Stir the mixture up and put it into the smaller container. By now the mixture should be joining together, acting like putty, crazy putty!
What's happening?

The PVA glue you use is a type of polymer called polyvinyl acetate (PVA for short), while the borax is made of a chemical called sodium borate. When you combine the two in a water solution, the borax reacts with the glue molecules, joining them together into one giant molecule. This new compound is able to absorb large amounts of water, producing a putty like substance which you can squish in your hands or even bounce.

Bend A Straw With Your Eyes

What you'll need:

A glass half filled with water
A straw
2 eyes (preferably yours)
Instructions:

Look at the straw from the top and bottom of the glass.
Look at the straw from the side of the glass, focus on the point where the straw enters the water, what is strange about what you see?
What's happening?

Our eyes are using light to see various objects all the time, but when this light travels through different mediums (such as water & air) it changes direction slightly. Light refracts (or bends) when it passes from water to air. The straw looks bent because you are seeing the bottom part through the water and air but the top part through the air only. Air has a refractive index of around 1.0003 while water has a refractive index of about 1.33.

Water on the move

What you'll need:

A glass of water
An empty glass
Some paper towels
Instructions:

Twist a couple of pieces of paper towel together until it forms something that looks a little like a piece of rope, this will be the 'wick' that will absorb and transfer the water (a bit like the wick on a candle transferring the wax to the flame).
Place one end of the paper towels into the glass filled with water and the other into the empty glass.
Watch what happens (this experiment takes a little bit of patience).
What's happening?

Your paper towel rope (or wick) starts getting wet, after a few minutes you will notice that the empty glass is starting to fill with water, it keeps filling until there is an even amount of water in each glass, how does this happen?

This process is called 'capillary action', the water uses this process to move along the tiny gaps in the fibre of the paper towels. It occurs due to the adhesive force between the water and the paper towel being stronger than the cohesive forces inside the water itself. This process can also be seen in plants where moisture travels from the roots to the rest of the plant.

Is this egg hard boiled or raw?

What you'll need:

Two eggs, one hard boiled and one raw. Make sure the hard boiled egg has been in the fridge long enough to be the same temperature as the raw egg.
Instructions:

Spin the eggs and watch what happens, one egg should spin while the other wobbles.
You can also lightly touch each of the eggs while they are spinning, one should stop quickly while the other keeps moving after you have touched it.
What's happening?

The raw egg's centre of gravity changes as the white and yolk move around inside the shell, causing the wobbling motion. Even after you touch the shell it continues moving. This is because of inertia, the same type of force you feel when you change direction or stop suddenly in a car, your body wants to move one way while the car wants to do something different. Inertia causes the raw egg to spin even after you have stopped it, this contrasts with the solid white and yolk of the hard boiled egg, it responds much quicker if you touch it.

This is a good experiment to test a friend or someone in your family with, see if they can figure out how to tell the difference between the eggs (without smashing them of course) before showing them your nifty trick.

What absorbs more heat?

What you'll need:

2 identical drinking glasses or jars
Water
Thermometer
2 elastic bands or some sellotape
White paper
Black paper
Instructions:

Wrap the white paper around one of the glasses using an elastic band or sellotape to hold it on.
Do the same with the black paper and the other glass.
Fill the glasses with the exact same amount of water.
Leave the glasses out in the sun for a couple of hours before returning to measure the temperature of the water in each.
What's happening?

Dark surfaces such as the black paper absorb more light and heat than the lighter ones such as the white paper. After measuring the temperatures of the water, the glass with the black paper around it should be hotter than the other. Lighter surfaces reflect more light, that's why people where lighter colored clothes in the summer, it keeps them cooler.

Use a balloon to amplify sound

What you'll need:

Balloon
Instructions:

Blow up the balloon.
Hold the balloon close to your ear while you tap lightly on the other side.
What's happening?

Despite you only tapping lightly on the balloon your ears can hear the noise loudly. When you blew up the balloon you forced the air molecules inside the balloon closer to each other. Because the air molecules inside the balloon are closer together, they become a better conductor of sound waves than the ordinary air around you.

Energy transfer through balls

What you'll need:

A large, heavy ball such as a basketball or soccer ball
A smaller, light ball such as a tennis ball or inflatable rubber ball
Instructions:

Make sure you're outside with plenty of room.
Carefully put the tennis ball on top of the basketball, holding one hand under the basketball and the other on top of the tennis ball.
Let go of both the balls at exactly the same time and observe what happens.
What's happening?

If you dropped the balls at the same time, the tennis ball should bounce off the basketball and fly high into the air. The two balls hit each other just after they hit the ground, a lot of the kinetic energy in the larger basketball is transferred through to the smaller tennis ball, sending it high into the air.

While you held the balls in the air before dropping them they had another type of energy called 'potential energy', the balls gained this through the effort it took you to lift the balls up, it is interesting to note that energy is never lost, only transferred into other kinds of energy.

Making Lemonade Fizzy Drink

What you'll need:

Lemon
Drinking glass
Water
1 teaspoon of baking soda
Some sugar to make it sweet
Instructions:

Squeeze as much of the juice from the lemon as you can into the glass.
Pour in an equal amount of water as lemon juice.
Stir in the teaspoon of baking soda.
Give the mixture a taste and add in some sugar if you think it needs to be sweeter.
What's happening?

The mixture you created should go bubbly and taste like a lemonade, soda, fizzy or soft drink, if you added some sugar it might even taste like a lemon flavoured soft drink you've bought at a store. The bubbles that form when you add the baking soda to the lemon mixture are carbon dioxide (CO2), these are the same bubbles you'll find in proper fizzy drinks. Of course they add a few other flavored sweeteners but it's not much different to what you made. If you are wondering how the carbon dioxide bubbles formed, it was because you created a chemical reaction when you added the lemon (an acid) to the baking soda (a base).

Dissolving sugar at different heats

What you'll need:

Sugar cubes
Cold water in a clear glass
Hot water in a clear glass (be careful with the hot water)
Spoon for stirring
Instructions:

Make sure the glasses have an equal amount of water.
Put a sugar cube into the cold water and stir with the spoon until the sugar disappears. Repeat this process (remembering to count the amount of sugar cubes you put into the water) until the sugar stops dissolving, you are at this point when sugar starts to gather on the bottom of the glass rather than dissolving.
Write down how many sugar cubes you could dissolve in the cold water.
Repeat the same process for the hot water, compare the number of sugar cubes dissolved in each liquid, which dissolved more?
What's happening?

The cold water isn't able to dissolve as much sugar as the hot water, but why? Another name for the liquids inside the cups is a 'solution', when this solution can no longer dissolve sugar it becomes a 'saturated solution', this means that sugar starts forming on the bottom of the cup.

The reason the hot water dissolves more is because it has faster moving molecules which are spread further apart than the molecules in the cold water. With bigger gaps between the molecules in the hot water, more sugar molecules can fit in between

Syllable Division

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Learn Accent Patterns
Practice accent patterns for 2-, 3- and 4-syllable words :

Accented Syllable—An accented syllable is pronounced as if it were a one-syllable word with a clear vowel sound according to its syllabic type (ac´ tive, com plete´, er´ vant, loy´ al).

Unaccented Syllable—An unaccented syllable is pronounced with a schwa /´/ or short-i /i/ vowel sound regardless of its syllabic type (rib´ bon,op´ po site,in de pen´ dent).

Accent Patterns—The dark lines and accent marks are accent patterns ( ). Each ´ line stands for one syllable. The accent mark shows which syllable is accented. Leaming to place the accent on the proper syllable will help you recognize most multisyllabic words. The accent patterns below will help you determine which syllable in a word is accented.

Primary Accent—A strong stress on a syllable in a multisyllabic word.

Secondary Accent—A weaker stress on a syllable in a multisyllabic word.

General Guideline—In two- and three-syllable words, accent the first syllable. Then pronounce the first vowel as if it were a short, long, r-controlled, or double-vowel sound in a one-syllable word. If that doesn’t make a recognizable word, accent the second syllable, and pronounce the second vowel according to its syllabic type.

Accent Patterns for Two-Syllable Words

1. Accent on the first syllable (__ ´__ )
The accent is usually on the first syllable in two-syllable words (stan´ dard, sis´ ter, dol´ lar).

2. Accent on the second syllable (__ __ ´)

Two-syllable words that have a prefix in the first syllable and a root in the second syllable are usually accented on the second syllable (ex tend´, con fuse´).

3. Accent on either the first or second syllable (__ ´ __ or __ __ ')

If a word can function as both noun and verb, the noun is accented on the prefix (con´ duct) and the verb is accented on the root (con duct´)

Accent Patterns for Three-Syllable Words

1. Accent on the first syllable (__'__ __)

The accent is usually on the first syllable in three-syllable words. The unaccented middle syllable has a schwa sound (vis´ i tor, char´ ac ter).

2. Accent on the second syllable (__ __' __)
The accent is usually on the second syllable (the root) in words that contain a prefix, root, and suffix (de stroy´ er, in ven´ tor)

Accent Patterns for Four-Syllable Words (__ __' __ __)
1. The accent is usually on the second syllable in four-syllable words (in tel´ li gence, sig nif ´ i cant).

Most two - syllable words are accented on the first syllable (fi´ nal, stu´ dent, hop´ ping)

However, the accent pattern changes in two-syllable words that have a prefix in the first syllable and a root in the second syllable. We usually accent the root (con fuse´, ex tend´, pre fer´).

Draw a box around the accented root in the following words and mark the accented vowel. Cross out silent letters. Then pronounce and combine the syllables.
expand

promote

unknown

inspect

propel

preside

explode

subsist

exempt

inflate

refuse

subscribe

demand

respect

express

decrease

reject

intend

perhaps

demote

exact

sublet

pervade

predict

subtract

persist

depend

insane

excuse

proceed

prepay

perplex

insult

In a few words, the prefix is accented. Draw a box around the accented prefix in the following words and mark the accented vowel. Notice that the prefix pro-can be pronounced two ways: /pro¤* (short o/ and /pro/, depending on the syllabication. The first syllable of prospect is pros; thus, the vowel is short. The first syllable of program is pro; thus, the vowel is long.

pros/pect (short o)

pro/gram (long o)

product

income

project

profit

profile

intake

promise

prosper

produce

inboard

subway

substance

subsoil

pro-says (pro)(long o)/in:

__________________

__________________

__________________

pro¤-says /pro* (short o)/ in:

_________________

_________________

_________________

_________________

_________________

_________________

Some words can be used both as nouns (naming words) and as verbs (action words). When the word is a noun, accent the prefix (sub´ject). When the word is a verb, accent the root (sub ject´).
Draw a box around the accented syllable and mark the accented vowel. Then pronounce and combine the syllables.
Nouns --- Verbs ---

recess ---recess

insult --- insult

record*--- record

present*--- present

produce--- produce

permit --- permit

project*--- project

reject --- reject

progress*--- progress

Read these sentences aloud. If the italicized word is a noun, draw a box around the prefix to show that it is accented. If it is a verb, draw a box around the root to show that it is accented.

1. The farmer had fresh recess produce for sale.

2.The school will produce a play.

3. I gave Judith a birthday present.

4. Ms. Trabin will not permit smoking in her house.

5. Martha completed her science project.

6. Peter insulted his partner.

7. What is your best subject in school?

8. We progress in learning, step by step.

9. Janis bought another record at the music store.

10. Present your report to the class.

11. You must get a driver’s permit.

12. Project your voice so that we can hear you more clearly.

13. Do not add insult to injury.

14. Rome subjected all of Greece to her rule.

15. Donald made good progress in reading.

16. Record your progress on the Proficiency Graph.

*Syllabication differs in some words, depending on whether the word is a noun or a verb.

Unscramble these three-syllable words. If you circle the -it,-et,-ite, or -ate ending, you will know which syllable is last.

fa ite vor ________________________
pos it de ________________________
o choc late ________________________
po op site ________________________
it in hab ________________________
per ate des ________________________
i nite def ________________________
lus il trate ________________________

Find and circle the eighteen words above in the puzzle below. The words can be found in a straight line
across or up and down.

D E L I B E R A T E C E R T I F I C A T E I E C H M O P R E R E Q U I S I T E A N G E L F T H M P E F I C O N F E D E R A T E N A L I L Y A P P R O X I M A T E T O I B E F O I N R E CO N G R A T U L A T E D E P O S I T I L L U S T R A T E A D D I N G A N E N D E T I N L I F A V O R I T E G B E G I N N I R E N G A T I N H A B I T D E S P E R A T E A W I T T E H C H O C O L A T E A V O W E L T I N D E F I N I T E A F F E C T I O N A T E

Grammar Flashcards (Make your own)

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These flashcards can be cut out and laminated, or copied onto cardstock (double-sided).
I like to color-code flashcards for my children: Each child has a set of flashcards for grammar and a set for spelling (we use Spell to Read and Write). I punch a hole in the top right corner and use O-rings to keep the cards that my student has already learned together. It’s easy to sort the cards into the ones that need more work, the ones we are currently learning, and the ones that are mastered and only need occasional review.
Flashcards are an excellent way to promote mastery learning of grammar terms. We find them to be a very convenient and expedient way to complete our memory work for grammar.
Adjective
Linking Verb
Adverb
Preposition
Linking Verb
A Linking Verb links the subject to some other word in the sentence.
1. Forms of be: am, is, are, was, were, be, being, been
2. verbs of seeming and becoming
3. verbs of sensing: taste, feel, smell, sound, look, appear
Preposition
A Preposition is a word that relates a noun or a pronoun to another word in the sentence.
Adjective
An Adjective is a word used to modify or describe a noun or a pronoun.
Adjectives answer the questions: what kind? how much? which one? how much? how many?
Adverb
An Adverb is a word that modifi es a verb, an adjective, or another adverb.
Adverbs answer the questions
where? how often?
when? to what extent?
how?
Common
Interjection
Prepositions
Conjunction
Interjection
An Interjection is a word that expresses surprise or emotion.
Interjections usually, but not always, require an exclamation point (!) after them.
Common Prepositions
aboard among between from over underneath about around beyond in past until above at but into since unto across before by like through up after behind down near throughout upon against below during of to with along beneath except off toward within amid beside for on under without
Conjunction
A Conjunction is a word that connects or joins words, phrases, or clauses.
The most common conjunctions are: and, but, and or.
Some other words that may be used as conjunctions: for, yet, nor, so, if, after, until, therefore, however
Declarative
Sentence
Sentence
Imperative
Interrogative
Sentence
Sentence
Declarative Sentence A Declarative Sentence is a statement of fact. It ends with a period.
Interrogative Sentence An Interrogative Sentence asks a question. It ends with a question mark. (?)

Sentence
Three Ways to Identify a Sentence:
1. It begins with a capital letter and ends with end punctuation.
2. It expresses a complete thought.
3. It has both a subject that tells who or what the sentence is about, and a predicate that tells what the subject is or does.
Imperative Sentence
An Imperative Sentence tells or commands someone to do something.
It ends with an exclamation point (!) or period.
Exclamatory
Capitalization
Sentence
Rules
Direct Quote
Indirect Quote
Capitalization Rules
Capitalize:
1. The fi rst word of every sentence
2. Names of people and places
3. Titles
4. I
5. O!
6. Dates and days of the week
Indirect Quote
An Indirect Quote is when the narrator tells what the speaker says without using the actual words of the speaker.
Exclamatory Sentence
An Exclamatory Sentence is a sentence that expresses sudden or strong feelings.
It ends with an exclamation point (!)
Direct Quote
A Direct Quote repeats the actual words of the speaker and requires quotation marks.
Parts of Speech
Noun
Common Noun
Pronoun
Proper Noun
Noun
A Noun is a name for a person, place, thing, or idea
Pronoun
A Pronoun is a word that stands in for a noun.
Parts of Speech
1. Noun
2. Pronoun
3. Verb
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
9. Participle
Common Noun Proper Noun
A Common Noun is a name common to a group of persons, places, things, or ideas.
A Proper Noun names a particular person, place, thing, or idea.
Subject
Verb
Helping
Predicate
Verbs

Verb
A Verb is a word that shows action, being, or state.
Helping Verbs
Forms of be: am, is, are, were, was, be, being, been 3 H.s: have, has, had 3 D.s: do, does, did 3 M.s: may, might, must 3 doubles: can-could shall-should will-would
Subject
The subject is the noun or pronoun that tells who or what the sentence is about.
Predicate
The Predicate is the verb or verb phrase that tells what the subject is or does.

Contractions

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Read the definition of a contraction with your teacher and learn it.
A contraction is one word made from two words. One or more letters are taken out. They are replaced with an apostrophe (’).
Read the contractions with your teacher. Copy the contractions and learn them.
he’s = he is ____________________
she’s = she is ____________________
I’m = I am ____________________
I’ll = I will ____________________
it’s = it is ____________________
isn’t = is not ____________________
don’t = do not ____________________
didn’t = did not ____________________
doesn’t = does not ____________________
can’t = cannot ____________________
won’t = will not ____________________

For example,
I’ve = I have it’s = it is, it has can’t = can not we’ll = we will let’s = let us
The apostrophe (’) takes the place of the missing letters.
. Write the two words that each underlined contraction stands for:
It’s time to go to the dentist.
I’ll meet you on the front steps.
What’s taking you so long?
I’ve been waiting for ages.
You’ll make us late.
Don’t stop to put on your coat.
I can’t wait any longer. We’re going to be late.
I’m mad, and the dentist will be, too.
She’s a good dentist.
Let’s go!

Read the contractions with your teacher. Copy the contractions and learn
them.
wasn’t = was not ____________________
aren’t = are not ____________________
hasn’t = has not ____________________
haven’t = have not ____________________
hadn’t = had not ____________________
I’ve = I have ____________________
there’s = there is ____________________
they’re = they are ____________________
couldn’t = could not ____________________
here’s = here is ____________________
that’s = that is ____________________
let’s = let us ____________________
who’s = who is ____________________
you’re = you are ____________________

Draw a line from the words to the matching contraction. Read the contraction.

you would ---------- they'ed
she would ---------- you'd
they would ---------- we'd
we would ---------- she'd
would not ---------- he'd
could not ---------- couldn't
should not ---------- wouldn't
he would ---------- shouldn’t
will not ---------- don't
do not ---------- hasn't
has not ---------- hadn't
had not ---------- won’t
I would ---------- I'd
I will ---------- it's
I have ---------- I'll
it is ---------- I’ve

Diphthongs

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Teaching Tip Help students recognize diphthongs by using this multi-sensory activity. Spray a small amount of shaving cream on each students desk. The shaving cream can be spread out and used as a simulated chalk board. Dictate a word aloud and have students spell the word in the shaving cream. Students should then underline the diphthong and give its sound. (Visual, Tactile, Auditory)
www.LessonLogic.com
Read these sounds with your teacher. Read and memorize each sound and its key word(s). Check each group as you learn it.
The first sound given is the more common sound.
__ 1. ay says /a¯ / as in play at the end of a word.
__ 2. ai says /a¯/ as in aid and sail at the beginning or in the middle of a word.
__ 3. ow says /o¯ / as in snow. ow says /ou/ as in plow. __
4. ou says /ou/ as in out. ou says /o¯¯¯o/ as in soup. __
5. oo says /o¯¯¯o/ as in food. oo says /ooo/ as in book.
__ 6. oy says /oi/ as in toy at the end of a word. oi says /oi/ as in oil and boil at the beginning or in the middle of a word.
__ 7. oa says /o¯ / as in boat. __
8. oe says /o¯ / as in toe. __
9. ee says /e¯/ as in feed. __
10. igh says /i¯/ as in light. __
11. aw says /oˆ / as in saw. __
12. au says /oˆ / as in August. __
13. ie says /e¯/ as in chief.
ie says /i¯/ as in pie.
__14. ea says /e¯/ as in eat. ea says /e./ as in bread. ea says /a¯ / as in steak.
__15. eigh says /a¯ / as in eight. __
16. ew says /u¯ / as in few. ew says /o¯¯¯o/ as in grew. __
17. ey says /e¯ / as in valley. ey says /a¯ / as in they. __
18. ue says /u¯ / as in rescue. ue says /o¯¯¯o/ as in true. __
19. ei says /e¯ / as in ceiling.
ei says /a¯ / as in vein. __
20. eu says /u¯ / as in feud. __
21. er says /er/ as in her. __
22. ir says /er/ as in bird. __
23. ur says /er/ as in burn. __
24. ear says /er/ as in learn. __
25. or says /or/ as in hornet.
or says /er/ as in doctor. or after the letter w usually says /er/ as in word.
__ 26. ar says /a¨r/ as in car. ar says /er/ as in beggar.

If ow in the words below sounds like /o¯/ as in snow, write an . on the line. If ow in the words below sounds like /ou/ as in plow, write a on the line.
______ show ______ how ______ grow ______ own ______ clown ______ crow ______ brown ______ howl ______ crowd ______ low ______ thrown ______ town ______ power ______ blown ______ cow ______ drown ______ shown ______ arrow ______ glow ______ follow ______ gown ______ grown ______ flow ______ crown ______ window ______ tower ______ vowel ______ shower ______ fellow ______ flower ______ towel ______ throw ______ shadow ______ narrow ______ scowl ______ tomorrow

Sounds of oo
If oo in the words below sounds like /o¯¯o/ as in food, write an . on the line. If oo in the words below sounds like /oo/ as in book, write a on the line.
______ moon ______ look ______ broom ______ good ______ droop ______ hood ______ smooth ______ stood ______ wood ______ stoop ______ proof ______ cook ______ hook ______ shook ______ pool ______ fool ______ book ______ boot ______ spool ______ spook ______ spoon ______ swoon ______ noodle ______ noose ______ doom ______ brook ______ cool ______ room ______ crook ______ loose ______ nook ______ boost ______ wool ______ shoot ______ foot ______ soot

Pick the best word to complete each sentence. Write it in the blank.
1. The green sprouts __________________ into a large plant. (drew, grew, brew)
2. The robin __________________ to her nest in the tree. (few, feud, flew)
3. Lewis put more oysters into the __________________. (stew, newt, slew)
4. From the top of the tower, the ranger had a good __________________ of the forest. (yew, view, vow)
5. A sudden gust of wind __________________ my hat off. (bloom, brow, blew)
6. The ball game lasted a __________________ hours. (ewe, few, feud)
7. My aunt __________________ how to draw dinosaurs. (knew, hew, mew)
8. The princess __________________ the jewel into the pond. (shrew, threw, chew)
9. Mr. Hewett helped us __________________ for the test. (review, outgrew, withdrew)
10. At dawn, the ground was wet frow the __________________. (pew, allow, dew)

High School, Study Guides

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http://www.rea.com/tests/act/test.cfm

http://www.cliffsnotes.com/WileyCDA/Section/id-305001.html

http://www.sparknotes.com/sparknotes/

Spelling Rules

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Spelling Rules
words that end in silent -e
• when adding an ending (suffix) that begins with a vowel (-ing), drop the silent -e make—making explore—exploring
• when the ending (suffix) begins with a consonant (-s), keep the -e make—makes explore—explores

Spelling Rules
“i” before “e”“i” before “e”
• write i before e, except after c or when sounded like –ay as in neighbor or weigh believe achieve

Spelling Rules
letter qletter q
· in English words, the letter q is always followed by u quack queen quick

Spelling Rules
letter vletter v
· English words do not end with the letter v live gave dove

Spelling Rules
one-syllable word endingsone-syllable word endings
• when a one-syllable word ends with a short vowel and has a single consonant, you double the final consonant before adding the suffix run-running hit-hitting

Spelling Rules
two-syllable word endingstwo-syllable word endings
• in a two-syllable word, you double the final consonant if the word is accented on the last syllable ópen-opening begín-beginning

Spelling Rules
words that end with a consonant and –ywords that end with a consonant and –y
• change the -y to an “i” then add the ending (suffix) merry-merrily Ø if the suffix begins with “i”, keep the –y hurry-hurrying

Spelling Rules
words that end with a vowel and –ywords that end with a vowel and –y
• if a word that ends with a vowel and –y, do not change the –y to an “i” say-saying

The Y Rule

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Read, copy, and learn.
1. If the letter before a final y is a vowel, the y doesn’t change when you add a suffix.
play played playing playful
2.If the letter before a final y is a consonant, the y changes to i when you add a suffix, except when the suffix begins with an i.
carry carried carrier carrying

Read, copy, and learn some exceptions to the Y Rule.
day + ly = daily _________
lay + ed = laid _________
gay + ly = gaily _________
mislay + ed = mislaid _________
pay + ed = paid _________
slay becomes slain _________
say + ed = said _________

Read, copy, and learn some more exceptions to the Y Rule.
shy + ly = shyly ________
shy + ness = shyness ________
dry + ly = dryly ________
dry + ness = dryness ________
sly + ly = slyly ________
sly + ness = slyness ________
spry + ly = spryly ________
spry + ness = spryness ________

Base Word Suffix New Word (Practice)
carry + ed = __________________
busy + er = __________________
carry + er = __________________
busy + ness = __________________
carry + ing = __________________
beauty + ful = __________________
hurry + ed = __________________
fly + ing = __________________
rely + ing = __________________
fly + es = __________________
rely + ed = __________________
rely + able = __________________
study + ous = __________________
copy + ist = __________________
lovely + ness = __________________
happy + ness = __________________
greedy + er = __________________
merry + est = __________________
joy + ful = __________________
duty + ful = __________________
delay + ing = __________________
day + ly = __________________
lay + ed = __________________

Algebra 2

2008-09-18T04:31:00.001-07:00

Algebra II study guide:

Math Quiz

Here is the answers and explanations after you take quiz to help you understand what you miss.

Huckleberry Finn

2008-09-18T04:31:00.000-07:00

The Adventures of Huckleberry Finn, Clemens (Twain)
Study guide of Huckleberry Finn and quiz.
Read on line book 1st then start going over study quides and then take quiz.