English 9B Periods 5 and 6 (Period 5, 6) Assignments
- Instructor
- Ms. Marisa Crabtree
- Term
- 2012-2013 School Year
- Department
- English
- Location
- 646
- Description
-
We're a 9th Grade English class reading, writing, and speaking to improve learning and critical thinking.
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Past Assignments
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Assignment
Spring Semester 2013 Vocabulary
Click here for words 91-101.
Click here for words 81-90.
Click here for 61-70.
Click here for words 91-101.
Click here for words 81-90.
Click here for 61-70.
Due:
Assignment
Click below for free online text versions of Romeo and Juliet
http://www.shakespeare-online.com/plays/romeoscenes.html
http://shakespeare.about.com/od/Romeo-And-Juliet-Text/Romeo-And-Juliet-The-Complete-Text-Online.htm
http://www.shakespeare-online.com/plays/romeoscenes.html
http://shakespeare.about.com/od/Romeo-And-Juliet-Text/Romeo-And-Juliet-The-Complete-Text-Online.htm
Due:
Assignment
Subject-Verb Agreement 1
A verb must agree in number (singular or plural) with its subject. Study the examples below. Check out pages 526.1-527.3 for more information.
Examples:
A student sings the national anthem. (Student and sings are both singular).
Students sing the national anthem. (Students and sing are both plural).
Directions: Study the sentences below. Write the subject and the correct verbs for each sentence.
Example: 1. Cynthia Moss (study, studies) and (protect, protects) elephants. Answer: Cynthia Moss, studies, protects
2. Her research (have, has) been done in Kenya's Amboseli National Park.
3. Moss (is, are) tracking more than 1,000 elephants.
4. Wild African elephants (leads, lead) extraordinary social lives.
5. Elephant families, made up of adult females and their young, (is, are) led by the oldest female of the group.
6. Each family (rely, relies) on this leader and her memory.
7. Life and death (depend, depends) on her skills during droughts when both food and water (is, are) scarce.
8. Katy Payne, who (record, records) songs of humpback whales, (is, are) helping Moss record elephant sounds.
9. Payne and Moss (is, are) learning what elephants (says, say) to each other.
10. Moss, who also (protect, protects) the elephants from poachers, (say, says) 85 percent of the world's wild elephants (was, were) killed between 1979 and 1989.
11. Tribal people, the Masai, (helps, help) her protect the elephants.
Examples:
A student sings the national anthem. (Student and sings are both singular).
Students sing the national anthem. (Students and sing are both plural).
Directions: Study the sentences below. Write the subject and the correct verbs for each sentence.
Example: 1. Cynthia Moss (study, studies) and (protect, protects) elephants. Answer: Cynthia Moss, studies, protects
2. Her research (have, has) been done in Kenya's Amboseli National Park.
3. Moss (is, are) tracking more than 1,000 elephants.
4. Wild African elephants (leads, lead) extraordinary social lives.
5. Elephant families, made up of adult females and their young, (is, are) led by the oldest female of the group.
6. Each family (rely, relies) on this leader and her memory.
7. Life and death (depend, depends) on her skills during droughts when both food and water (is, are) scarce.
8. Katy Payne, who (record, records) songs of humpback whales, (is, are) helping Moss record elephant sounds.
9. Payne and Moss (is, are) learning what elephants (says, say) to each other.
10. Moss, who also (protect, protects) the elephants from poachers, (say, says) 85 percent of the world's wild elephants (was, were) killed between 1979 and 1989.
11. Tribal people, the Masai, (helps, help) her protect the elephants.
Due:
Assignment
Pretest: Subject-Verb Agreement
Write the verb that agrees in number with its subject.
Write the verb that agrees in number with its subject.
NOTE: This is a pretest- a tool to see what we need to review. Please try your best!
1. Neither he nor she (is. are) strong enough to lift the barbell.
2. The teacher as well as the students (is, are) required to attend the assembly.
3. Mathematics (has, have) always been my favorite subject.
4. Most of the picture (was, were) covered in blue and red paint.
5. There (is, are) disagreements among the committee members.
6. There (is, are) agreements among the committee members.
7. Neither one of them (is, are) qualified to make that decision.
8. All of the collie's fur (was, were) knotted with burrs.
9. Honesty and integrity (was, were) just two of Abraham Lincoln's most famous characteristics.
10. Jack and the Beanstalk (is, are) the first graders' favorite story.
11. There (is, are) more to their stories than either witness (is, are) willing to say.
12. The cleaners promised that his trousers (was, were) going to be cleaned, pressed, and delivered in time for the award ceremony.
13. The paper plates, napkins, and coleslaw (was, were) brought to the picnic by the Garza family.
14. It (was, were) the Hernandez family that (was, were) supposed to bring the ice and chicken.
15. None of the 3-D movies (is, are) much fun without the special glasses.
2. The teacher as well as the students (is, are) required to attend the assembly.
3. Mathematics (has, have) always been my favorite subject.
4. Most of the picture (was, were) covered in blue and red paint.
5. There (is, are) disagreements among the committee members.
6. There (is, are) agreements among the committee members.
7. Neither one of them (is, are) qualified to make that decision.
8. All of the collie's fur (was, were) knotted with burrs.
9. Honesty and integrity (was, were) just two of Abraham Lincoln's most famous characteristics.
10. Jack and the Beanstalk (is, are) the first graders' favorite story.
11. There (is, are) more to their stories than either witness (is, are) willing to say.
12. The cleaners promised that his trousers (was, were) going to be cleaned, pressed, and delivered in time for the award ceremony.
13. The paper plates, napkins, and coleslaw (was, were) brought to the picnic by the Garza family.
14. It (was, were) the Hernandez family that (was, were) supposed to bring the ice and chicken.
15. None of the 3-D movies (is, are) much fun without the special glasses.
Due:
Assignment
Irregular Verbs Part 3
Page 99
The principal parts of irregular verbs don't fit a simple pattern, so you need to memorize them. See page 509 for a list of some irregular verbs and their parts.
Correct the mistakes below by writing the underlined word, then the proper, corrected verb in your NB. Refer to the chart on page 509 for more help.
Example:
1. Tornadoes, also known as twisters or cyclones, have took many lives. (correct: taken)
2. Tornadoes have tore towns apart and left paths of destruction 50 miles wide.
3. A tornado creates high pressure that can cause buildings to explode as the tornado's effect is feel.
4. Tornadoes can dragged objects for miles.
5. When a tornado warning is issued, people went to basements for safety.
6. A tornado hanged in the air.
7. Later the huge funnel sinked to the ground, and we run to the basement..
8. One shocked man just sitted and watched the funnel cloud approach.
9. Another man lied in a ditch, covering his head.
10. Dad watched as the tornado dived toward the ground.
11. After the tornado, it was clear that many trees had fell.
12. The neighbor's fence had been threw down the street.
13. The tornado had blew away one building, while leaving another building a few feet away untouched.
14. People come from far away to help the victims of the tornado.
15. A tornado's tremendous destruction has often gave many people a feeling of despair.
Page 99
The principal parts of irregular verbs don't fit a simple pattern, so you need to memorize them. See page 509 for a list of some irregular verbs and their parts.
Correct the mistakes below by writing the underlined word, then the proper, corrected verb in your NB. Refer to the chart on page 509 for more help.
Example:
1. Tornadoes, also known as twisters or cyclones, have took many lives. (correct: taken)
2. Tornadoes have tore towns apart and left paths of destruction 50 miles wide.
3. A tornado creates high pressure that can cause buildings to explode as the tornado's effect is feel.
4. Tornadoes can dragged objects for miles.
5. When a tornado warning is issued, people went to basements for safety.
6. A tornado hanged in the air.
7. Later the huge funnel sinked to the ground, and we run to the basement..
8. One shocked man just sitted and watched the funnel cloud approach.
9. Another man lied in a ditch, covering his head.
10. Dad watched as the tornado dived toward the ground.
11. After the tornado, it was clear that many trees had fell.
12. The neighbor's fence had been threw down the street.
13. The tornado had blew away one building, while leaving another building a few feet away untouched.
14. People come from far away to help the victims of the tornado.
15. A tornado's tremendous destruction has often gave many people a feeling of despair.
Due:
Assignment
Irregular Verbs 1
Page 97
It's easy to form the past tense and past participle of regular verbs. You simply add d or ed to the present tense: walk, walked, (have) walked. Irregular verbs don't follow these simple rules: begin, began, (have) begun. You need to memorize the forms of irregular verbs. See the chart "Common Irregular Verbs and Their Principle Parts" on page 509.
Directions: Write the correct form of the irregular verbs in your NB. (the original verb form of each verb appears in parentheses).
Example:
1. Ernest Hemingway, one of the most influential writers of the early twentieth century, is admired by many writers today. (am)
2. In 1917 Hemingway ________________ a career in journalism instead of attending college. (choose)
3. Hemingway's poor eyesight ________________ him from joining the armed forces. (keep)
4. However, Hemingway ___________________ a volunteer ambulance driver in World War I. (am)
5. He _____________ his famous novel The Sun Also Rises in 1926. (write)
6. This book ___________________ him fame. (bring)
7. Hemingway _______________ to Europe and AFrica, where he gathered material for his novels. (go)
8. After the United States entered World War II, Hemingway _______________ German submarines in the Caribbean with an armed cabin cruiser. (fight)
9. In 1944, when the Germans _________________, Hemingway followed as a war correspondent. (flee)
10. Hemingway was ________________ the Pulitzer Prize for fiction in 1953, and he received the Nobel Prize for literature in 1954. (give)
Page 97
It's easy to form the past tense and past participle of regular verbs. You simply add d or ed to the present tense: walk, walked, (have) walked. Irregular verbs don't follow these simple rules: begin, began, (have) begun. You need to memorize the forms of irregular verbs. See the chart "Common Irregular Verbs and Their Principle Parts" on page 509.
Directions: Write the correct form of the irregular verbs in your NB. (the original verb form of each verb appears in parentheses).
Example:
1. Ernest Hemingway, one of the most influential writers of the early twentieth century, is admired by many writers today. (am)
2. In 1917 Hemingway ________________ a career in journalism instead of attending college. (choose)
3. Hemingway's poor eyesight ________________ him from joining the armed forces. (keep)
4. However, Hemingway ___________________ a volunteer ambulance driver in World War I. (am)
5. He _____________ his famous novel The Sun Also Rises in 1926. (write)
6. This book ___________________ him fame. (bring)
7. Hemingway _______________ to Europe and AFrica, where he gathered material for his novels. (go)
8. After the United States entered World War II, Hemingway _______________ German submarines in the Caribbean with an armed cabin cruiser. (fight)
9. In 1944, when the Germans _________________, Hemingway followed as a war correspondent. (flee)
10. Hemingway was ________________ the Pulitzer Prize for fiction in 1953, and he received the Nobel Prize for literature in 1954. (give)
Due:
Assignment
Irregular Verbs, Part 2
Page 98
Regular verbs form their past and past participle by adding a d or an ed to the present tense: talk, talked, (have) talked. Irregular verbs form their past and past participle in some way other than the regular way: sing, sang, (have) sung. It is necessary to memorize the forms of irregular verbs. Look at the chart on page 509 for more hints.
Write the correct verb forms in your grammar NB.
Example:
1. Have you (seen, see, saw) the sunrise? Answer: seen
2. We often (seen, see, saw) the sunrise and hear the rooster crow.
3. I (seen, see, saw) the sunrise yesterday.
4. I have (saw, seen) the sunrise many times.
5. Mother asked me to (sit, set) the table.
6. I (sit, sat) and rested.
7. He (throwed, threw, thrown) the letter in the garbage.
8. Brighton will (shake, shook, shaken, shakes) with fear during storms.
9. Our dog (shaked, shook, shaken, shakes) with fear during the storm last night.
10. Bridget and Cleo have (weave, wove, woven) rugs for the craft fair next Friday.
11. The kindergarten class (draw, drew, drawn) pictures yesterday.
12. All the fruit salad has been (eat, ate, eaten).
13. The full moon (shine, shone, shined) on the lake as Margaret (shined, shone) her new shoes.
14. Have you (drunken, drank, drunk) the lake water?
15. We (fleed, fled) before the water rose.
16. Both of them (come, came) whenever I call.
17. Both of them (come, came) whenever I called.
Page 98
Regular verbs form their past and past participle by adding a d or an ed to the present tense: talk, talked, (have) talked. Irregular verbs form their past and past participle in some way other than the regular way: sing, sang, (have) sung. It is necessary to memorize the forms of irregular verbs. Look at the chart on page 509 for more hints.
Write the correct verb forms in your grammar NB.
Example:
1. Have you (seen, see, saw) the sunrise? Answer: seen
2. We often (seen, see, saw) the sunrise and hear the rooster crow.
3. I (seen, see, saw) the sunrise yesterday.
4. I have (saw, seen) the sunrise many times.
5. Mother asked me to (sit, set) the table.
6. I (sit, sat) and rested.
7. He (throwed, threw, thrown) the letter in the garbage.
8. Brighton will (shake, shook, shaken, shakes) with fear during storms.
9. Our dog (shaked, shook, shaken, shakes) with fear during the storm last night.
10. Bridget and Cleo have (weave, wove, woven) rugs for the craft fair next Friday.
11. The kindergarten class (draw, drew, drawn) pictures yesterday.
12. All the fruit salad has been (eat, ate, eaten).
13. The full moon (shine, shone, shined) on the lake as Margaret (shined, shone) her new shoes.
14. Have you (drunken, drank, drunk) the lake water?
15. We (fleed, fled) before the water rose.
16. Both of them (come, came) whenever I call.
17. Both of them (come, came) whenever I called.
Due:
Assignment
Gerunds, Infinitives, and Participles- page 96
Verbals (gerunds, infinitives, and participles) can strengthen your writing. Use them to clarify and describe your ideas. Look at 508.2-509.2 in Writers INC for examples.
A chart to help you:
Types of Verbals Noun Adjective Adverb
Gerund X
Infinitive X X X
Participle X
Record and label the verbals in the sentences below. Use G for gerunds, I for infinitives, and P for participles.
1. (Example) Riding the roller coaster is the biggest thrill at the amusement park. Answer: Riding- G
2. The first roller coaster to thrill Americans was built in 1884.
3. Built by popular demand, the roler coaster has become a familiar attraction; today you'll find about 2,000 of them in the United States alone.
4. Standing in line is part of the roller coaster experience.
5. All that waiting can be difficult!
6. Once secured safely in their cars, the riders have no escape.
7. To be hurtled straight into the air at more than 70 mph challenges the bravest passengers.
8. The clang of wheels on the rail builds tension in passengers anticipating the first dizzying drop.
9. Some people raise their hands to enhance the thrusting force of the ride.
10. Stay away from too much cotton candy to avoid roller-coaster sickness.
11. After the thrilling ride is over, why not get back in line?
12. Riding the roller coaster ends a perfect day at the amusement park.
Verbals (gerunds, infinitives, and participles) can strengthen your writing. Use them to clarify and describe your ideas. Look at 508.2-509.2 in Writers INC for examples.
A chart to help you:
Types of Verbals Noun Adjective Adverb
Gerund X
Infinitive X X X
Participle X
Record and label the verbals in the sentences below. Use G for gerunds, I for infinitives, and P for participles.
1. (Example) Riding the roller coaster is the biggest thrill at the amusement park. Answer: Riding- G
2. The first roller coaster to thrill Americans was built in 1884.
3. Built by popular demand, the roler coaster has become a familiar attraction; today you'll find about 2,000 of them in the United States alone.
4. Standing in line is part of the roller coaster experience.
5. All that waiting can be difficult!
6. Once secured safely in their cars, the riders have no escape.
7. To be hurtled straight into the air at more than 70 mph challenges the bravest passengers.
8. The clang of wheels on the rail builds tension in passengers anticipating the first dizzying drop.
9. Some people raise their hands to enhance the thrusting force of the ride.
10. Stay away from too much cotton candy to avoid roller-coaster sickness.
11. After the thrilling ride is over, why not get back in line?
12. Riding the roller coaster ends a perfect day at the amusement park.
Due:
Assignment
Page 96, Extend: Imagine riding a roller coaster or another amusement-park ride. Or, remember a time when you visited Six Flags or Knott's and rode an exhilarating coaster like Superman or Boomerang. In a paragraph, describe the sensations, using verbals to enhance your description. If you find it difficult to think of words, you can make a list of possible verbals (to scream, screaming, screamed, etc.). You could then create sentences using the verbals in your list. Your paragraph needs to be at least 150 words long.
Record your paragraph in your grammar notebook.
Record your paragraph in your grammar notebook.
Due:
Assignment
Review of verbs, Part 1
Write the verbs in the following sentences. Identify auxiliary (Helping) verbs with an "A" and linking verbs with an "L." Note you can review past exercises and pages for help with this exercise, if needed.
1. My favorite meal is meatloaf and mashed potatoes.
2. Chris's younger brother and sister are twins.
3. Yolanda and Eric are always reading Ann Lander's advice column.
4. Grandpa has been forgetting where he puts his eyeglasses.
5. We were studying Emily Dickinson's poems last week.
6. My best friend and I attend the meetings for Young Diplomats.
7. Do you intend to run for re-election in the next presidential race?
8. Her motto is "Everyday is an adventure."
9. Would you please wipe your shoes on the mat before coming in?
10. The pies, cakes, and cookies were good.
11. Everyone was sorrowful when Mrs. Greene announced her retirment.
12. We used the Internet to make our plans for our vacation to Florida.
13. The choir gave a concert, and then they began their singing tour.
Now, write a sentence using a present, past, or future tense verb.
14.
Rewrite your sentence using a perfect tense verb.
15.
Write the verbs in the following sentences. Identify auxiliary (Helping) verbs with an "A" and linking verbs with an "L." Note you can review past exercises and pages for help with this exercise, if needed.
1. My favorite meal is meatloaf and mashed potatoes.
2. Chris's younger brother and sister are twins.
3. Yolanda and Eric are always reading Ann Lander's advice column.
4. Grandpa has been forgetting where he puts his eyeglasses.
5. We were studying Emily Dickinson's poems last week.
6. My best friend and I attend the meetings for Young Diplomats.
7. Do you intend to run for re-election in the next presidential race?
8. Her motto is "Everyday is an adventure."
9. Would you please wipe your shoes on the mat before coming in?
10. The pies, cakes, and cookies were good.
11. Everyone was sorrowful when Mrs. Greene announced her retirment.
12. We used the Internet to make our plans for our vacation to Florida.
13. The choir gave a concert, and then they began their singing tour.
Now, write a sentence using a present, past, or future tense verb.
14.
Rewrite your sentence using a perfect tense verb.
15.
Due:
Assignment
Page 93- Active and Passive Voice
A verb is said to be in the active voice when the subject is doing something. A verb is in the passive voice when the subject of the verb is being acted upon. For example: "I can do lots of things on the internet." is an example of Active Voice. "Lots of things can be done on the internet." is an example of Passive Voice. The sentences mean approximately the same things, but they say it using different voices. Turn to 510.3 and 508.1 in the Writers INC for examples and more information.
Write the verbs in the following sentences in your notebook, then write whether the voice is active or passive. Some sentences contain more than once verb.
passive 1. Lots of things can be done on the internet.
_______ 2. some people send more e-mail than paper mail.
_______ 3. Web sites include official government postings, information, and forms.
_______ 4. Free on-line editions have been offered by many newspaper.
_______ 5. Radio stations and record clubs are playing music on the Internet.
_______ 6. You can probably find a Web site for your favorite band, movie, or television show.
_______ 7. Chess and card games are played across the Net by people who live on opposite sides of the world.
_______ 8. Books, videotapes, and CD’s can be brought on the Net and delivered to your home.
_______ 9. Certain Web sites allow you to control robots and other machines.
_______ 10. Many companies have Web sites with information about their products, and some will send you free samples.
_______ 11. In some geographical areas, pizza can be ordered on-line
_______ 12. In the future, you will be able to watch movies and live television via the Net.
A verb is said to be in the active voice when the subject is doing something. A verb is in the passive voice when the subject of the verb is being acted upon. For example: "I can do lots of things on the internet." is an example of Active Voice. "Lots of things can be done on the internet." is an example of Passive Voice. The sentences mean approximately the same things, but they say it using different voices. Turn to 510.3 and 508.1 in the Writers INC for examples and more information.
Write the verbs in the following sentences in your notebook, then write whether the voice is active or passive. Some sentences contain more than once verb.
passive 1. Lots of things can be done on the internet.
_______ 2. some people send more e-mail than paper mail.
_______ 3. Web sites include official government postings, information, and forms.
_______ 4. Free on-line editions have been offered by many newspaper.
_______ 5. Radio stations and record clubs are playing music on the Internet.
_______ 6. You can probably find a Web site for your favorite band, movie, or television show.
_______ 7. Chess and card games are played across the Net by people who live on opposite sides of the world.
_______ 8. Books, videotapes, and CD’s can be brought on the Net and delivered to your home.
_______ 9. Certain Web sites allow you to control robots and other machines.
_______ 10. Many companies have Web sites with information about their products, and some will send you free samples.
_______ 11. In some geographical areas, pizza can be ordered on-line
_______ 12. In the future, you will be able to watch movies and live television via the Net.
Due:
Assignment
PERFECT TENSE VERBS
It may take some practice, but you can understand verb tenses perfectly. Like simple tenses, perfect tenses deal with time. To learn about perfect tenses, turn to 511.1 in writers INC. Turn to page 509 to find the past participles for irregular verbs. Again, if you need help with the explanation for this exercise, click here for help with perfect tenses, and click here for help with past participles for irregular verbs (hint: all the verbs in the exercise below are irregular!).
Write the past particle for each of the present tense verbs listed below. Then, write the verb in the perfect tense indicated in the parentheses.
Present tense Past particle Perfect tense of verb
1. Be been has been or have been
2. Fly
3. Show
4. Take
5. Ride
6. Run
7. Drag
8. Lay
9. Swim
10. Choose
11. Go
12. See
13. Shine
14. Freeze
15. Give
Due:
Assignment
Rewrite the paragraph below in the future tense. See page 511 if you need help remembering what future tenses look like. This paragraph was chosen in honor of Women's History Month- Happy March!
On March 3, 1913, 5,000 women marched up Pennsylvania Avenue demanding the right to vote. Their “national procession,” staged the day before Woodrow Wilson’s presidential inauguration, was the first civil rights parade to use the nation’s capital as a backdrop, underscoring the national importance of their cause and women’s identity as American citizens. The event brought women from around the country to Washington in a show of strength and determination to obtain the ballot. The extravagant parade–and the near riot that almost destroyed it–kept woman suffrage in the newspapers for weeks.
On March 3, 1913, 5,000 women marched up Pennsylvania Avenue demanding the right to vote. Their “national procession,” staged the day before Woodrow Wilson’s presidential inauguration, was the first civil rights parade to use the nation’s capital as a backdrop, underscoring the national importance of their cause and women’s identity as American citizens. The event brought women from around the country to Washington in a show of strength and determination to obtain the ballot. The extravagant parade–and the near riot that almost destroyed it–kept woman suffrage in the newspapers for weeks.
Due:
Assignment
PRESENT,PAST, & FUTURE TENSE VERBS
Writers use verb tenses to indicate time. The present tense of a verb states an action that is happening now or that happens regularly. The past tense of a verb states an action that happened at a specific time in the past. The future of a verb states an action that will take place in the future. Click here for more help with tenses, and for a list of examples of verb tenses.
REWRITE the sentence in each group below using the tenses indicated. Keep the meaning of the sentences as close as possible to that of the original. If you need help figuring out past, present, or future tenses, click here for a list of verbs and tenses.
Example:
1. Present: Making a movie involves many people.
Past: Making a movie involved many people.
Future: Making a movie will involve many people.Exercises:
2. Present:
Past: First, a screen writer wrote a script.
Future:
3. Present:
Past:
Future: Next, the casting director will pick the actors.
4. Present: Then the crew builds the sets.
Past:
Future:
5. Present:
Past:
Future: The director and editors will assemble the final film.
6. Present:
Past: Finally, you watched the movie while you ate your popcorn.
Future:
Due:
Assignment
Auxiliary (Helping) and Linking Verbs
LInking verbs describe a "state of being." They simply tell us how someone or something is (or tastes, feels, looks, etc.). Click here for a list of linking verbs. Auxiliary verbs are "helpers." They are added to main verbs to form the perfect tenses and the passive voice. Click here or review your notes for a list of auxiliary (helping) verbs.
For more information and practice examples, click here or download the picture attached to the page.
In your grammar notebook, complete the following exercises by writing the linking or auxiliary (helping) verb from the sentences below. Then, next to the verb, write whether it is linking (L) or helping/auxiliary (H).
1. Julius Caesar was born on July 12th or 13th in approximately 100 B.C.E.
2. Never before had Rome experienced an emperor of Caesar's military and political ability.
3. In his early life, Caesar was a military commander for part of the Roman empire.
4. Caesar was gaining political strength and popularity during this time.
5. He looked like a strong leader.
6. After Caesar had turned against Pompey- once his ally- he gained significant power.
7. He may have turned against Pompey for the good of Rome or for personal gain.
8. In 44 B.C., Caesar was crowned dictator for life.
9. But a number of prominent Romans were plotting against Caesar.
10. Brutus and other conspirators had plotted to kill Caesar on March 15, 44 B.C.
11. Brutus, once Caesar's friend, eventually became his worst enemy.
LInking verbs describe a "state of being." They simply tell us how someone or something is (or tastes, feels, looks, etc.). Click here for a list of linking verbs. Auxiliary verbs are "helpers." They are added to main verbs to form the perfect tenses and the passive voice. Click here or review your notes for a list of auxiliary (helping) verbs.
For more information and practice examples, click here or download the picture attached to the page.
In your grammar notebook, complete the following exercises by writing the linking or auxiliary (helping) verb from the sentences below. Then, next to the verb, write whether it is linking (L) or helping/auxiliary (H).
1. Julius Caesar was born on July 12th or 13th in approximately 100 B.C.E.
2. Never before had Rome experienced an emperor of Caesar's military and political ability.
3. In his early life, Caesar was a military commander for part of the Roman empire.
4. Caesar was gaining political strength and popularity during this time.
5. He looked like a strong leader.
6. After Caesar had turned against Pompey- once his ally- he gained significant power.
7. He may have turned against Pompey for the good of Rome or for personal gain.
8. In 44 B.C., Caesar was crowned dictator for life.
9. But a number of prominent Romans were plotting against Caesar.
10. Brutus and other conspirators had plotted to kill Caesar on March 15, 44 B.C.
11. Brutus, once Caesar's friend, eventually became his worst enemy.