Vocabulary A Royal Mystery and Type of Sentences

Vocabulary A Royal Mystery and Type of Sentences

Time Hunters Egyptian Course

Join Tom on an incredible treasure hunt through time and battle history’s mightiest warriors. The sixth book in a new time-travelling series – perfect for fans of Beast Quest.

When ten-year-old Tom accidentally smashes a statue in a museum he releases Isis, a young Egyptian mummy who has been imprisoned for thousands of years. To break an ancient curse, the duo must travel back in time to find six hidden amulets – battling Gladiators, Knights, Greeks, Vikings, Pirates and Egyptian Warriors!

On his sixth quest, Tom goes to Ancient Egypt. He must fight alongside King Tutankhamen in a ferocious battle. Can he protect the king and find the final amulet?

https://quizlet.com/65199005/ancient-egypt-flash-cards/

Elisa's Diary

Lesson 5

https://cpb-us-w2.wpmucdn.com/blogs.egusd.net/dist/9/20/files/2014/08/Elizas-Diary-pbj3r1.pdf

https://quizlet.com/101111555/elisas-diary-comprehension-flash-cards/

Lesson 4 Double Dutch

https://cpb-us-w2.wpmucdn.com/blogs.egusd.net/dist/9/20/files/2014/08/Double-Dutch-1yij27e.pdf


https://quizlet.com/13280378/journeys_az_5th-lesson-4-double-dutch-flash-cards/

Off On Running

Lesson 3

https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr5/ete_9780547977515_/volume1/launch.html?page=T174


https://quizlet.com/91139665/5th-grade-reading-off-and-running-comprehension-flash-cards/

Lesson 2 A Royal Mystery

https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr5/ete_9780547977515_/volume1/launch.html?page=T92


file:///C:/Users/cmattis/Desktop/Lesson_2.pdf



https://quizlet.com/24839849/a-royal-mystery-flash-cards/

Lesson 1 Story: A Package for Mrs Jewls


https://www-k6.thinkcentral.com/ePC/viewResources.do?method=retrieveResources&transactionType=view&nextGenTool=WB&isbn=9780547977515&toolType=0&buid=JY_NA14E_ETE_G05U01L01D1S20_0006


Complete the following story map with the elements of the story read


http://www.readingrockets.org/pdfs/storymap_complex.pdf


https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr5/teacher_gateway_9780547933443_/pdf/Weekly_Booklets/Lesson_1.pdf

https://quizlet.com/3029951/a-package-for-mrs-jewls-flash-cards/

Reflexive pronouns

Definition: We use the reflexive pronouns to indicate that the person who realizes the action of the verb is the same person who receives the action. Reflexive pronouns are identical in form to intensive pronouns.

	Subject	Reflexive
Singular	I You He She It	myself yourself himself herself itself
Plural	We You They	ourselves yourselves themselves

For example:

• I cut my hair myself.
  * In this example "I" does the action of cutting the hair and at the same time "I" gets the action of the hair being cut.


• We defended ourselves brilliantly. 
  * In this example the reflexive pronoun "ourselves" refers back to the subject of the sentence.


• John talks to himself when he is nervous.
  * In this example "Himself" refers to John.

Reflexive pronouns always act as objects not subjects, and they require an interaction between the subject and an object.

For example:

• Because she was not hungry when the cake was served, Ellen saved herself a piece.
  * In the independent clause, "Ellen" is the subject and "herself" is a reflexive pronoun acting as the indirect object. This sentence is grammatically correct.


• Jhon and myself are going to the movie.
  * In this sentence, "Jhon" and "myself" are the subjects. Reflexive pronouns cannot be subjects. This sentence is grammatically incorrect.

Care must be taken to identify whether the noun is singular or plural and choose the pronoun accordingly.

For example:

• Nor is she shy about giving herself credit for it.
• We gave ourselves a second chance to complete the course.
• Did they lock themselves out of the house again?
• Give yourselves a pat on the back for a job well done.

Note: The reflexive pronoun can also be used to give more emphasis to the subject or object (intensive pronoun).

For example: 

• I did it myself. 
  * I want to emphasise the fact that I did it.

Examples:

• He washed himself.
• She looked at herself in the mirror.
• Diabetics give themselves insulin shots several times a day.
• After the party, I asked myself why I had faxed invitations to everyone in my office building.
• Richard usually remembered to send a copy of his e-mail to himself.

http://www.englisch-hilfen.de/en/exercises/pronouns/reflexive_pronouns.htm

http://www.english-4u.de/refl_pronouns_ex1.htm

http://www.english-4u.de/refl_pronouns_ex2.htm

http://www.english-4u.de/refl_pronouns_ex3.htm

http://www.english-4u.de/refl_pronouns_ex4.htm

http://www.english-4u.de/refl_pronouns_ex5.htm

http://www.english-4u.de/refl_pronouns_ex6.htm

Principal parts of a verb

The principal parts of verbs are the present, present participle, past, and past participle

 

 

Complete the following sentences with the principal part indicated in parentheses.

1. Maps are both fascinating and useful, and people have been ____________ them for centuries. (present participle of read)

2. Over the centuries, maps have ____________ from being merely simple navigational tools to being complex instruments conveying varied information. (past participle of grow)

3. Mapmakers over the centuries often have ___________ that maps are as beautiful as many paintings.

(past participle of feel)

4. Some artists even ___________ to create maplike paintings as serious works of art. (past form of begin)

5. We often hear that the world has _____________ because it is so much easier to get from one place to another these days. (past participle of shrink)

6. New and more sophisticated maps certainly __________ a part in creating this impression. (past form of play)

7. In the beginning of travel by automobile, people ___________ without much help from maps. (past form of drive)

8. Good road maps later ___________ a sense of security and independence to automobile drivers. (past form of bring)

9. Detailed road maps have _____________ right along with the building of highways. (past participle of develop)

10. Maps have ___________ travel out of the dark ages and into the modern world of transportation. (past participle of take)

 

http://stpaulgiants.com/files/Language/PrincipalPartsVerbsShortAnswer.htm

http://www.cityu.edu.hk/elc/quiz/irrequiz.htm

http://www.classzone.com/books/lnetwork_gr09/page_build.cfm?id=quiz&ch=6

 

Present, Past and Future tenses

Use the Simple Present to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do.

Use the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.

Simple Future has two different forms in English: "will" and "be going to." Although the two forms can sometimes be used interchangeably, they often express two very different meanings. These different meanings might seem too abstract at first, but with time and practice, the differences will become clear. Both "will" and "be going to" refer to a specific time in the future.

http://www.englishpage.com/irregularverbs/irregularverbs.html

http://www.saberingles.com.ar/exercises/201.html


http://www.nonstopenglish.com/exercise.asp?exid=870


http://www.nonstopenglish.com/exercise.asp?exid=881


http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4253.php

Subject verb Agreement

Basic Rule

The basic rule states that a singular subject takes a singular verb, while a plural subject takes a plural verb.
NOTE: The trick is in knowing whether the subject is singular or plural. The next trick is recognizing a singular or plural verb.
Hint: Verbs do not form their plurals by adding an s as nouns do. In order to determine which verb is singular and which one is plural, think of which verb you would use with he or she and which verb you would use with they.
Example:
talks, talk
Which one is the singular form?
Which word would you use with he?
We say, "He talks." Therefore, talks is singular.
We say, "They talk." Therefore, talk is plural.


http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sv_agr_quiz.htm

http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/agreement_add1.htm

http://www.cityu.edu.hk/elc/quiz/subverb1.htm

http://www.towson.edu/ows/exercisesub-verb2.htm

http://xnet.rrc.mb.ca/leshanson/Hot_Potato/SV_Agreement_6.htm

http://www.wisc-online.com/Objects/ViewObject.aspx?ID=WCN3302

http://a4esl.org/q/h/vm/svagr.html

http://www.eslbee.com/sv.htm

Main and Helping Verbs

Main Verbs and Helping Verbs

A verb may be more than one word. The main verb is the most important verb. The helping verb comes before it.

Some Common Helping Verbs

am                       was                           has

is                        were                          have

are                       will                                had

The main verbs below are in bold print. Helping verbs are in italics.
Alfredo is training for the Olympics.
 
He has run five miles each day.
 
His coach will help him next week.

http://www.ucl.ac.uk/internet-grammar/verbs/ex4.htm

http://www.softschools.com/quizzes/grammar/helping_verbs/quiz520.html

Action and Linking Verbs

Action verbs

. An action verb is a verb that tells what action someone of something is

performing. Sometimes the action is something you can see; sometimes the verbs express

mental actions (for example: forget, believe, think).

-

Hank painted the tool shed.

-

The parakeet swings back and forth in its cage.

-

Jefferson thought about the problem.

Linking verbs

. A linking verb is a verb that connects its subject with a word at or near the end

of the sentence.

-

Victoria was Queen from 1837 to 1901.

-

The feverish child is miserable.

The most common linking verb is

be*. Other verbs that can act as linking verbs include

appear, become**, come, feel, grow, keep, look, remain, seem, smell, sound, stay, taste,

turn***http://www.phschool.com/atschool/writing_grammar_08/grade8/exercise_bank/chapter15/wag8_act_15-2b.cfm.

ttp://www.dowlingcentral.com/MrsD/quizzes/grammar/DeltaExer/actionlinking.htm

http://www.sadlier-oxford.com/grammar/extraexercises/GFW7_BLMs_1229_13.pdf

Singular and Plural Possessive nouns

A possessive noun tells us who (or what) owns or has something. Possessives answer the question "Whose?" Study the following rule and examples and then try the practice exercises.

Rule 1: to make a singular word possessive, just add 's

Tom => Tom's fault Kathy => Kathy's job the doctor => the doctor's coat the Jones => the Jones's house

Possessive nouns (plural)

Plural nouns follow slightly different rules for making them possessive. Study the following rules and then complete the practice exercises.

Rule 1: add ' to a regular plural noun which ends in s

dogs => dogs' leashes teachers => teachers' desks

Rule 2: if the plural noun does not end in s, add 's

geese => geese's pond children => children's rollerblades http://www.softschools.com/quizzes/grammar/possessive_nouns/quiz327.html http://www.theteachersguide.com/pages/printouts/grammar/possessivenouns2.pdf http://www.lovetolearnplace.com/Grammar/Plural%20Possessive.pdf http://www.spellingcity.com/word-match-vocabulary-game.html?listId=5706868 http://www.spellingcity.com/word-match-vocabulary-game.html?listId=5706798 http://www.myenglishlessons.net/quizzes/possessives.htm http://grammar.ccc.commnet.edu/grammar/cgi-shl/par_numberless_quiz.pl/plurals_quiz.htm

Regular and Irregular Plural Nouns

Most nouns in English have both singular and plural forms, and the
plural is usually formed by adding "-s" to the singular. Most nouns in
English have both singular and plural forms, and the plural is usually
formed by adding “-s” to the singular. This page explains the basic
ways of forming regular plurals in English. For information about
forming irregular plurals see IrrEgular Plurals of Nouns.

How to form the plural
Noun ending Forming the plural Example

s, x, ch or sh	Add -es	boss bosses tax taxes bush bushes
consonant + y	Change y to i then add -es	baby babies candy candies curry curries
most others	Add -s	cat cats face faces day days

Try this:

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/plural1.htm

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/plural2.htm

 

 

Although most nouns have plurals formed according to regular rules (see Regular Plurals of Nouns), some nouns have unusual, or irregular plurals. This page will introduce the most common ones, so that you can learn them.

Types of irregular plural


There are many types of irregular plural, but these are the most common:

<>Noun type Forming the plural Example

Ends with -fe	Change f to v then Add -s	knife knives life lives wife wives
Ends with -f	Change f to v then Add -es	half halves wolf wolves loaf loaves
Ends with -o	Add -es	potato potatoes tomato tomatoes volcano volcanoes
ends with -us	Change -us to -i	cactus cacti nucleus nuclei focus foci
ends with -is	Change -is to -es	analysis analyses crisis crises thesis theses
ends with -on	Change -on to -a	phenomenon phenomena criterion criteria
ALL KINDS	Change the vowel or Change the word or Add a different ending	man men foot feet child children person people tooth teeth mouse mice
Unchanging	Singular and plural are the same	sheep deer fish (sometimes)

Try This:

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/irrplu1.htm

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/irrplu2.htm

 

_________________

Compound Sentences

Do you want to make your writing more interesting?

You can do this by combining 2 or more shorter sentences into one longer, more interesting sentence.
A conjunction is a word you can use to combine the sentences.	Examples of conjunctions are: and, or, but, so

Suppose you wrote these sentences in your story... Melanie forgot her lunch. She called her mother.

You could combine these sentences with a conjunction. Melanie forgot her lunch, so she called her mother.

Another example might look like this... Pam bought 3 pencils. She lost 2 of them.

You could combine these sentences with a conjunction. Pam bought 3 pencils, but she lost 2 of them.

Maybe you wrote... Bobby has a football. He threw it across the yard.

You could combine these sentences with a conjunction. Bobby has a football, and he threw it across the yard.

Remember to always put a comma before the conjunction in every compound sentence.

,

You can even combine 3 short sentences to make your writing sound smoother.

For example:

For lunch I ate a sandwich. I ate potato chips. I ate a cookie.
Or You could write...	For lunch I ate a sandwich, potato chips, and a cookie.

Doesn't that sound better?

   Click on the flower to practice.

https://www.dlsweb.rmit.edu.au/lsu/content/4_WritingSkills/writing_tuts/sentences_LL/activity2.html

Common and Proper Nouns

Proper nouns are words that name a specific person, place, thing or idea. Proper nouns are capitalized so the reader can tell them apart from common nouns.

Common nouns do not name a specific person, place, thing or idea. Common nouns are not capitalized unless they are at the beginning of a sentence or part of a title.

http://www.mcwdn.org/grammar/nouncompropquiz/nouncompropquiz.html


http://www.softschools.com/quizzes/grammar/common_nouns/quiz342.html


http://www.softschools.com/quizzes/grammar/noun/quiz295.html

Independent and Dependent Clauses

Independent Clause
An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence.

Jim studied in the Sweet Shop for his chemistry quiz.

Dependent Clause
A dependent clause is a group of words that contains a subject and verb but does not express a complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked by a dependent marker word.

 

When Jim studied in the Sweet Shop for his chemistry quiz . . . (What happened when he studied? The thought is incomplete.)

Dependent Marker Word
A dependent marker word is a word added to the beginning of an independent clause that makes it into a dependent clause.

 

When Jim studied in the Sweet Shop for his chemistry quiz, it was very noisy.

Some common dependent markers are: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and while.

Try these two exercises,

http://depts.dyc.edu/learningcenter/owl/exercises/clauses_ex1.htm

Simple and complete subjects and predicates

Every sentence has two main parts: a simple subject and a simple predicate.

The simple subjectof a sentence is the main word in the complete subject. It is always a noun or a pronoun. Sometimes, the simple subjectis also the complete subject.

Example:Most birds | can fly.

Example:They | can fly because they have wings.

The simple predicate is the complete verb within the complete predicate. The simple predicate may be one or more words.

Example:Most birds | can fly.

Example:They | can fly because they have wings.

* Every sentence has two main parts: a complete subject and a complete predicate.

The complete subjectincludes all words that tell who or what the subject is.

Example:Most birds | can fly.

The complete predicate includes all words that state the action or condition of the subject.

Example:Most birds | can fly.

* An incomplete sentence is called a sentence fragment. A fragment lacks either a subject, a predicate, or does not communicate a complete thought. Here are some examples of sentence fragments:

Example:Saw that it was time to leave. à lacks a subject

Example:The king and all his men. à lacks a predicate

Example:Before we went to soccer practice. à does not communicate a complete thought

http://esl.fis.edu/grammar/satz/subpred.htm

http://www.towson.edu/ows/exercises/Simple_Subjects_and_Simple_Predicates_Ex2.aspx

http://www.ixl.com/ela/grade-4/identify-the-simple-subject-or-predicate-of-a-sentence

http://www.worksheetworks.com/pdf/170/0705c1e90ec1a/WorksheetWorks_Complete__Simple_Subjects_1.pdf

Point of View

What is Point of View?

The term “point of view” has many applications, from video game development to the interpretation of art.  This page will discuss point of view as it pertains to the study of reading and literature. When studying the perspective of the narrator, the reader is concerned with the relationship between the person telling the story (the narrator) and the agents referred to by the story teller (the characters).

Modes of Narration

There are three key terms used in the study of narrative view point: first-person, third-person limited, and third-person omniscient.  Each term refers to a specific mode of narration defined by two things: the distance of the narrator from the story (the pronoun case) and how much the narrator reveals about the thoughts and feelings of the characters (narrative access).  Let’s take a closer look at each term.

First-Person Narration

In this mode, the narrator is usually the protagonist or central character in the story.  But even if this character is not the protagonist, he or she is directly involved in the events of the story and is telling the tale “first hand.”  First-person narration is easy to identify, because the narrator will be telling the story from “I’s” perspective.  Readers should watch for the narrator’s use of first-person pronouns- “I, me, my, our, us, we, myself, and ourselves,” as these will usually indicate that the passage is narrated from first-person perspective.  Remember, with this skill readers are trying to identify the perspective of the narrator; therefore, one must ignore the dialogue of characters (indicated by “quotation marks”) and solely focus on narration, otherwise one is not analyzing the narrator’s point of view.

Third-Person Limited:

When a narrator uses third-person limited perspective, the narrator’s perspective is limited to the internal workings of one character.  In other words, the narrator reveals the thoughts and feelings of one character through explicit narration.

Third-Person Omniscient:

In this mode of narration, the narrator grants readers the most access to characters’ thoughts and feelings.  With third-person omniscient narration, the narration will reveal more than one characters’  internal workings. The base word omni means “all,” and scient means “knowing,” so omniscient roughly translates to “all knowing.”  In this case the etymology is accurate, because in omniscient narration, the narrator is all knowing.

Identifying Narrative Perspective

Directions: Read the following passages, write the narrator’s point of view, and explain your answer.

P.O.V.: First-Person, Third-person Limited, Third-Person Omniscient.

1. “Sunday was my only leisure time. I spent this in a sort of beast-like stupor, between sleep and wake, under some large tree. I sank down again, mourning over my wretched condition. I was sometimes prompted to take my life, and that of Covey, but was prevented by a combination of hope and fear.”

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. “Goldilocks was a proud and defiant little girl who’d been told many times by her mother to stay out of the woods, but she paid little attention to others, especially her elders, giving lots of attention instead to herself and her own desires. One day, just to show that she could, she wandered deep into the center of the forest, farther from home than ever before. In a clearing she noticed a small cottage, smoke issuing from the chimney. She thought it was quite an ugly little cottage, but she also thought it might be a place where she could get a little something to eat and drink.”

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

                                                                   

3. “A Child was standing on a street-corner. He leaned with one shoulder against a high board-fence and swayed the other to and fro, the while kicking carelessly at the gravel. Sunshine beat upon the cobbles, and a lazy summer wind raised yellow dust which trailed in clouds down the avenue. Clattering trucks moved with indistinctness through it. The child stood dreamily gazing.”

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

4.  “Mary Maloney was waiting for her husband to come him from work. Now and again she would glance up at the clock, but without anxiety, merely to please herself with the thought that each minute gone by made it nearer the time when he would come.  For her, this was always a blissful time of day. She knew he didn’t want to speak much until the first drink was finished, and she, on her side, was content to sit quietly, enjoying his company after the long hours alone in the house. She loved him for the way he sat loosely in a chair, for the way he came in a door, or moved slowly across the room with long strides.”

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

5. We were driving along the road from Treguier to Kervanda. We passed at a smart trot between the hedges topping an earth wall on each side of the road; then at the foot of the steep ascent before Ploumar the horse dropped into a walk, and the driver jumped down heavily from the box. He flicked his whip and climbed the incline, stepping clumsily uphill by the side of the carriage, one hand on the footboard, his eyes on the ground. After a while he lifted his head, pointed up the road with the end of the whip, and said: "The idiot!"  I was startled by his outburst.

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

6.  The bell rang furiously and, when Miss Parker went to the tube, a furious voice called out in a piercing North of Ireland accent:

"Send Farrington here!"

Miss Parker returned to her machine, saying to a man who was writing at a desk:

"Mr. Alleyne wants you upstairs."

The man muttered "Blast him!" under his breath and pushed back his chair to stand up. When he stood up he was tall and of great bulk. He had a hanging face, dark wine-coloured, with fair eyebrows and moustache: his eyes bulged forward slightly and the whites of them were dirty. He lifted up the counter and, passing by the clients, went out of the office with a heavy step.

Narrator’s Point of View: _______________________________________________________________

How do you know? ___________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________