Interactive Grammar Notebooks

Table of Contents
*LICENSE INFORMATION*
This product is intended for use in a single classroom only. Copying for other teachers and sharing
without purchasing additional licenses is not permitted.

Table of Contents 2-5

Teacher’s Guide: Getting Started FAQ 6-9
Lesson 0.5: Parts of Speech Overview Completed Notebook Page 10
Lesson 0.5: Parts of Speech Overview Teacher’s Instructions & Notes 11-13
Lesson 0.5: Parts of Speech Overview Student Pages 14-15
Unit 1: Introduction & Teacher’s Instructions for Hard & Fast Rules Sheets 16
Unit 1: Hard & Fast Rules for Grammar

Lesson 1.-1: Hard & Fast Rules for Capitalization 17-19

Lesson 1-1 Student Practice and Answer Keys 20-21
Lesson 1-2: Hard & Fast Rules for Using Commas 22-24
Lesson 1-2: Student Practice and Answer Keys 25-26
Lesson 1-3: Hard & Fast Rules for Using Apostrophes 27-29
Lesson 1-3: Student Practice and Answer Keys 30-31
Lesson 1-4: Hard & Fast Rules for Using Quotation Marks 32-34
Lesson 1-4: Student Practice and Answer Keys 35-36
Lesson 1-5: Hard & Fast Rules for Using Numbers 37-39
Lesson 1-5: Student Practice and Answer Keys 40-41
Lesson 1-6: Hard & Fast Rules for Plurals 42-44
Lesson 1-6: Student Practice and Answer Keys 45-46
Lesson 1-7: Hard & Fast Rules for Using Commonly Confused Words 47-49
Lesson 1-7: Student Practice & Answer Keys 50-51
Unit 2: Sentences

Lesson 2-1: Four Types of Sentences – Activities 1-2 Completed Notebook Pages 52-53
Lesson 2-1: Four Types of Sentences Teacher’s Instructions & Notes 54-55
Lesson 2-1: Four Types of Sentences Student Pages 56-58
Lesson 2-2: Subjects & Predicates – Activities 1-2 Completed Notebook Pages 59-61
Lesson 2-2: Subjects & Predicates Teacher’s Instructions & Notes 62-65
Lesson 2-2: Subjects & Predicates Student Pages 66-70

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 Interactive Grammar Notebooks
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Lesson 2-3: Compound Subjects & Predicates Completed Notebook Page 71

Lesson 2-3: Compound Subjects & Predicates Teacher’s Instructions & Notes 72-73
Lesson 2-3: Compound Subjects & Predicates Student Pages 74-75
Lesson 2-4: Simple & Compound Sentences Completed Notebook Page 76
Unit 2: Sentences

Lesson 2-4: Simple & Compound Sentences Teacher’s Instructions & Notes 77
Lesson 2-4: Simple & Compound Sentences Student Pages 78-81
Lesson 2-5: Independent & Dependent Clauses Act. 1-2 Completed Notebook Page 82-83
Lesson 2-5: Independent & Dependent Clauses Teacher’s Instructions & Notes 84-85
Lesson 2-5: Independent & Dependent Clauses Student Page, Activity 1 86
Lesson 2-5: Independent & Dependent Clauses Notes Page, Activity 1 87
Lesson 2-5: Independent & Dependent Clauses Student Pages, Activity 2 88-89
Lesson 2-6: Sentences, Fragments, & Run-Ons Completed Notebook Page 90
Lesson 2-6: Sentences, Fragments, & Run-Ons Teacher’s Instructions & Notes 91
Lesson 2-6: Sentences, Fragments, & Run-Ons Student Page 92
Lesson 3-1: Common & Proper Nouns Completed Notebook Page 93
Lesson 3-1: Common & Proper Nouns Teacher’s Instructions & Notes 94-95
Lesson 3-1: Common & Proper Nouns Student Pages 96-97
Lesson 3-2: Concrete & Abstract Nouns Completed Notebook Page 98
Unit 3: Nouns

Lesson 3-2: Concrete & Abstract Nouns Teacher’s Instructions & Notes 99
Lesson 3-2: Concrete & Abstract Nouns Student Pages 100-102
Lesson 3-3: Plural Nouns Completed Notebook Page 103
Lesson 3-3: Plural Nouns Teacher’s Instructions & Notes, Activities 1-2 104-105
Lesson 3-3: Plural Nouns Student Pages, Activities 1-2 106-108
Lesson 3-4: Possessive Nouns Completed Notebook Page 109
Lesson 3-4: Possessive Nouns Teacher’s Instructions & Notes 110-111
Lesson 3-4: Possessive Nouns Student Page 112

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Table of Contents

Lesson 4-1: Action, Linking, & Helping Verbs Completed Student Pages 113-114
Lesson 4-1: Action, Linking, & Helping Verbs Teacher’s Instructions & Notes 115-116
Lesson 4-1: Action, Linking, & Helping Verbs Student Pages 117-119
Lesson 4-2: Predicate Nominatives & Predicate Adjectives Completed Student Page 120
Lesson 4-2: Predicate Nominatives & Predicate Adjectives Teacher’s Instructions 121-122
Lesson 4-2: Predicate Nominatives & Predicate Adjectives Student Page 123
Unit 4: Verbs

Lesson 4-3: The Perfect Tense Fence Completed Student Page 124
Lesson 4-3: The Perfect Tense Fence Teacher’s Instructions & Notes 125
Lesson 4-3: The Perfect Tense Fence Student Pages 126-129
Lesson 4-4: Infinitives & Participles (Principal Parts) Completed Student Pages 130-131
Lesson 4-4: Infinitives & Participles (Principal Parts) Teacher’s Instructions & Notes 132-133
Lesson 4-4: Infinitives & Participles (Principal Parts) Student Pages 134-135
Lesson 4-4: Infinitives & Participles (Principal Parts) BONUS: Irregular Verb Charts 136-139
Lesson 4-5: Direct & Indirect Objects Completed Student Page 140
Lesson 4-5: Direct & Indirect Objects Teacher’s Instructions & Notes 141-142
Lesson 4-5: Direct & Indirect Objects Student Page 143
Lesson 5-1: Prepositions Completed Student Pages 144-145
Lesson 5-1: Prepositions Teacher’s Instructions & Notes 146-147
Unit 5: Prepositions

Lesson 5-1: Prepositions Student Pages 148-150

Lesson 5-2: Prepositional Phrases Completed Student Page 151
Lesson 5-2: Prepositional Phrases Teacher’s Instructions & Notes 152
Lesson 5-2: Prepositional Phrases Student Page 153
Lesson 5-3: Adverb & Adjective Phrases Completed Student Page 154
Lesson 5-3: Adverb & Adjective Phrases Teacher’s Instructions & Notes 155
Lesson 5-3: Adverb & Adjective Phrases Student Page 156

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 Interactive Grammar Notebooks
Table of Contents

Lesson 6-1: Pronouns Completed Student Page 157

Unit 7: Adjectives Pronouns
Unit 6:

Lesson 6-2: Identifying Pronouns Completed Student Page 158

Lessons 6-1 & 6-2: Pronouns Teacher’s Instructions & Notes 159-160
Lessons 6-1 & 6-2: Pronouns Student Pages 161-162
Lesson 7-1: Kinds of Adjectives Completed Student Page 163
Lesson 7-1: Kinds of Adjectives Teacher’s Instructions & Notes 164
Lesson 7-1: Kinds of Adjectives Student Pages 165
Lesson 7-2: Degrees of Comparison Completed Student Page 166
Lesson 7-2: Degrees of Comparison Teacher’s Notes & Instructions 167
Lesson 7-2: Degrees of Comparison Student Pages 168-169
Lesson 8-1: Adverbs Completed Student Pages 170-171
Lesson 8-1: Adverbs Teacher’s Instructions & Notes 172
Unit 8: Adverbs

Lesson 8-1: Adverbs Student Pages 173-176

Lesson 8-2: More Adverb Phrases Completed Student Page 177
Lesson 8-2: More Adverb Phrases Teacher’s Instructions & Notes 178
Lesson 8-2: More Adverb Phrases Student Page 179
Lesson 8-3: Double Negatives Completed Student Page 180
Lesson 8-3: Double Negatives Teacher’s Instructions & Notes 181
Lesson 8-3: Double Negatives Student Page 182
Lessons 9-1 & 9-2: Coordinating and Correlative Conjunctions Completed Student P 183
Unit 9: Conjunctions
& Interjections

Lessons 9-1 & 9-2: Coordinating and Correlative Conjunctions Teacher’s Notes 184-185
Lessons 9-1 & 9-2: Coordinating and Correlative Conjunctions Student Pages 186-189
Lesson 9.3: Interjections Completed Student Page 190
Lesson 9.3: Interjections Teacher’s Instructions & Notes 191
Lesson 9.3: Interjections Student Pages 192-193
Common Core Alignment for Grades 4-8 194-195
Credits 196

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 Interactive Grammar Notebooks
FAQ/Getting Started Guide for Interactive Notebooks

Why should I use interactive notebooks when I’m already struggling to fit everything into my day?

Interactive notebooks should not be another thing added to your day on top of what you are
already doing. Instead, change what you are already doing to accommodate interactive notebooks.
As a middle school teacher, I was already having my students take notes into their notebooks
anytime I taught new content (such as what is included in this packet). Interactive notebooking
took the place of my giving notes. I consider the time it takes my students to construct their
interactive notes as part of my explicit instruction time. And it is so much more meaningful than
a lecture!

When students construct these 3D graphic organizers and then put the information they are
learning into them, they are making connections and organizing these topics in their brains in a
different and more meaningful way than they would be if I were simply lecturing this material or
if they were simply taking notes. Furthermore, most of my interactive notes are organized in a
way that students can study them like flashcards without having to go through the trouble of
writing out flashcards.

Do I have to use composition notebooks?

Although teachers have successfully used spiral notebooks for interactive notebooking, composition
books are truly better. They are more durable, less likely to fall apart, and the pages are far less
likely to get torn out.

I first decided to use interactive notebooks after a summer workshop when school supplies had
already been ordered. Since I have about 150 students, my school (mandates that students
purchase pre-packaged supplies) had already purchased 150 Five Star spiral 3-subject notebooks
for me. No way was I getting composition notebooks on top of that! So I waited for them to go on
sale at Wal-Mart and Target for $0.50 each and slowly purchased 150 of them, about 40 at a
time. Some were also purchased (in limited quantities) at Big Lots and Walgreens for as low as
$0.20.

Now, you can still implement interactive 3d graphic organizers without ever putting them into a
notebook if this works better for you. One teacher I met makes lapbooks for each of her social
studies units. After she grades them and shows students their grades, she collects the unit
lapbooks and files them. Then, she hands them all back before state testing so that students can
study. If you’re interested in compiling these into lapbooks, here’s a great tutorial on constructing
lapbooks:

http://www.youtube.com/watch?v=t1inXbba3cg

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 Interactive Grammar Notebooks
FAQ/Getting Started Guide for Interactive Notebooks

Does the type of glue really matter?

Absolutely! You definitely need to use Elmer’s school glue when gluing items into your interactive
notebooks. Many students may purchase and use the glue sticks, but these are definitely not
recommended for interactive notebooking. Yes, they’re more convenient and less messy, but they
will not bond the paper permanently. I always tell my students that we use liquid glue because it will
stick “forever.”

Not only does the type of glue matter, but the method of gluing matters also. Here’s a tip I
learned at a workshop: NO TOASTER STRUDELING! You know what I’m talking about, and your
kids will LOVE this analogy. I even begin by putting an image of a yummy cream cheese toaster
strudel up on my SmartBoard and asking my students if they’ve ever eaten one. Most of them
have. Do you like putting on the icing? Most students will say it’s their favorite part! Well, you will
NOT be toaster strudeling in my classroom! This analogy really works for reminding students of
the correct method of gluing items into interactive notebooks. Toaster strudeling will result in
wavy pages and huge, sticky messes. So what’s the proper way to glue? Use small dots (I call them
baby dots) spread about 1 inch apart. That’s it! The phrases I use with my students are “just a
dot, not a lot” and “baby dots” and of course “NO toaster strudeling!”

How should I organize my interactive notebooks?

Before interactive notebooks, my students’ literature notebooks were a nightmare! Now, instead
of students having a hodge-podge spiral notebook that contains many random things (and notes
here and there), they have an organized reference book of everything I’ve taught them that
makes it easy to study now and easy to save for future reference. During finals last year, I asked
one 8th grade girl, “Where is your literature notebook? I told you to make sure it was in class
today!” She responded “I left it at home. My brother is in 10th grade and he was borrowing it to
study for his English final.” Needless to say, the girl did not receive the usual 1 point off for not
having her materials. It is my hope that the interactive notebooks my students take away from
my class can serve as a valuable reference source for them in the high school years ahead (and
beyond!).

When you begin using your interactive notebooks, be sure to leave about 3 blank pages at the
beginning for your table of contents. Every time you make another entry, log it in your table of
contents. What a great real-world lesson on this text feature! Here is an example of what one
page of the table of contents looked like for my 7th grade notebook.

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 Interactive Grammar Notebooks
FAQ/Getting Started Guide for Interactive Notebooks

In what order should I teach the concepts

in the Interactive Poetry Notebooks
packet?

I have included many lessons and skills that I

teach to my 6th, 7th, and 8th grade
literature students. The order I presented
them in this packet is close to the order in
which I teach these skills. Still, they can be
taught in any order or sequence that fits
your classroom and the skills that you
teach! You can skip some skills, dig into
others more deeply, and mix and match
them as you see fit. Take what works for
you and modify it to fit your own classroom
needs.

Furthermore, if you look closely at the

table of contents, you will see that not
everything in my students’ interactive
notebook is content. I also have students
glue in their AR goals, records, and even
instructions that I don’t want them to lose,
such as how to access my Quizlet site.

You recommend many Youtube video clips, but my school blocks Youtube on our network.

There are a couple of ways around that. First, you can create SafeShare.tv links from home by
visiting http://safeshare.tv and entering in the Youtube video link I have provided. This will
produce an ad-free (and comment-free!) video page that many schools allow on their network.

The second option and the option I use is http://www.savetube.com. You might be required to
update your java, but after that you will be able to enter a Youtube video link and then download
a .mp4 file (Mac) or a .wmv file (Windows) that you can bring to school on a flash drive, network
drive, or stash in your Google drive. I like using this method because I can keep the video clips
saved for next year, but it does require a level of technical proficiency and some users struggle
with it.

*IMPORTANT* Links in a PDF do not always work correctly. If you receive an error when
clicking a link, try copying and pasting the link instead of clicking it.

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 Interactive Grammar Notebooks
FAQ/Getting Started Guide for Interactive Notebooks

Do I need separate composition notebooks for poetry, reading literature, reading informational
text, grammar, and/or writing?

NO! My students keep all of their ELA interactive activities in ONE notebook. I can imagine that
using multiple notebooks would create a nightmare of having the right notebook at the right time
and gluing the wrong template into the wrong notebook. I have come a little close, but I have
never filled an entire composition notebook. If we happened to fill one, I guess we’d just get new
notebooks and start over, keeping the old ones around for reference! As long as we‘re logging
what we’re doing in the Table of Contents, it will be easy enough to find what we need, even if it
IS all in one notebook.

What about Bell Ringers and/or daily writing entries? Do you put those into the interactive
notebook?

NO WAY! I never have my students “stick” random things into their precious interactive
notebooks. These notebooks are sacred and no kind of daily work or jargon goes in there.
Everything we put into our notebooks is useful in some way. I put things into the notebook that
we will need to refer back to at some point, to help recall information, and as a record of the
concepts, skills, and strategies we’ve learned. Don’t junk up that notebook! I have another place
for daily activities and free-write stuff.

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Interactive Grammar Notebooks
Lesson 0.5: Parts of Speech

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 Interactive Grammar Notebooks
Lesson 0.5: Parts of Speech
Purpose: Identify and define the seven main parts of speech and give examples of each.

Technology/Resources:
Rhythm Rhyme Results Parts of Speech RAP:
Purchase from RRR website, including worksheets, lyrics, and multiple versions of
song for $3.99: http://www.educationalrap.com/song/parts-of-speech/
View Youtube Video: https://www.youtube.com/watch?v=UNFPzUyHVOw
Alternate Download Link: https://bit.ly/3WpnWiD
Alternate Download Link: http://goo.gl/pMXvHO
Procedures:
1. I love using RRR rap songs. They are *so* well done and my students love them SO
much! I recommend buying the songs at the website above. You’ll get some
worksheets that go with the song, multiple versions, and the best part of all – a copy
of the lyrics! I have my students glue the copy of the lyrics on the left side of this
interactive notebook page. We match the colors with the ones on the Main Parts of
Speech template and highlight each part. Here is a photo of what that looks like. If
you’re interested in the lyrics and other goodies, it’s well worth your $3.99!

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 Interactive Grammar Notebooks
Lesson 0.5: Parts of Speech
2. Just so you know, I’m in no way affiliated with RRR Educational Rap Company. I’m
just a huge fan and long-time customer! I’ve blogged about them before, and their
Figurative Language Rap is unbelievably awesome.
3. Back to this template – start by coloring (you know I’m a color-coder!) and cutting
out the pieces as shown below. It’s important to cut out the little notches between
each tab so that it functions right when it’s put together. Look closely at the photo
below to make sure you cut it out on the proper lines.

4. Now comes the tricky part. Fold each tab over so that
just the colored part shows. It should look like the
photos on either side below.
5. In the center photo, notice how to put the glue dots on
the back side sections only when gluing into the
notebook.

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 Interactive Grammar Notebooks
Lesson 0.5: Parts of Speech
6. Glue in both sections, placing them close as if they were all one piece.
7. Notice that nouns and adjectives are on the right, verbs and adverbs on the left. This
is to emphasize their connection, as one modifies the other, and to make the template
“different” from other tab templates.
8. Under each tab, write the definition for each part of speech. I use definitions that are
at the most basic level – see mine below.
9. You can also write examples on the left side under the tab.
Notes for Writing Inside Templates

nouns – words that name people, places,

things, and ideas
ex. man, museum, leash, love
verbs – words that express an action or
state of being
ex. jump, hide, seem, is, are
adjectives – describing words; words
that modify nouns or pronouns
ex. pretty, brown, lazy, awesome
adverbs – words that modify verbs,
adjectives, or other adverbs
ex. softly, always, very, too
prepositions – words that show a
relationship between a noun or pronoun
and another word in the sentence
ex. about, at, before, in, under
conjunctions – words that join other
words or groups of words
ex. and, but, or, so, yet
interjections – words used to express
emotion
ex. Wow! Ouch! Hooray!

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Interactive Grammar Notebooks
Lesson 0.5: Parts of Speech

adj ectives
nouns

adverbs
verbs

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Interactive Grammar Notebooks
Lesson 0.5: Parts of Speech

conjunctions

interj ections
prepositions

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 Interactive Grammar Notebooks
Unit 1 – Teacher’s Instructions

This unit includes rule sheets for

the topics listed on the right. I spend the Hard & Fast Rules for Using
first week and a half on these lessons,
gluing one into the notebook each day Capitalization
and completing the short practice. Commas
Students are not meant to master all
concepts here, but should learn how to Apostrophes
use the rule sheets through doing the Quotation Marks
practices that follow. We’ll be touching Numbers
on most of the rules, or topics, later in
the year, and we’ll come back here and
Plural Nouns
list the page number where the lesson Commonly Confused Words
for that particular rule can be found.  
The reason I start the year with these is so that my students can begin using their
interactive notebooks for reference when completing activities like DOL or other
activities where they are correcting passages or sentences and in their day-to-day
writing assignments.
I included 3 versions of each rule sheet. The first is completely filled out so that
you can easily see the notes. I don’t recommend giving these to students as-is. The
second includes the rules only and the students write the examples in the space
provided. This is the version that I use for my students so that the rule is there and they
write in the examples, and later the page numbers, only. I also included a blank option
in case you wanted to have students write all notes, including definitions and
examples. You might also want to use the blank form to alter my wording, definitions,
order, or another aspect of these sheets. I’ve left a blank space at the bottom in case you
want to add a rule.
I use the practice sheets to give students a quick practice applying the sheets, but
not so that students master all rules. That would be impossible in the first week of
school, but I want them to practice using the rule sheets as a reference. I like to glue in
the reference sheet on the right hand side and the practice sheet on the left, but only
after we have gone over all answers so that students are gluing accurate information
into their notebooks.  

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 Interactive Grammar Notebooks
Lesson 1-1

Hard & Fast Rules for

*Capitalization*
Rule Examples INB Page #
1. Do capitalize the first letter George Washington; Canada;
of a proper noun, a name for a Dr. Pepper; the Rocky Mountains;
person, place, thing, or event. the Lincoln Tunnel; World War II
2. Do capitalize all significant A Tale of Two Cities
words in titles of books, The Scarlett Letter
magazines, stories, movies, and The New York Times
other media. Always capitalize A Bug's Life
the first and last words. The Star-Spangled Banner
Do NOT capitalize articles (a, The Complete Idiot’s Guide to Sewing
an, the), prepositions (as, at, of Of Mice and Men
on, for, in), or conjunctions
(and, but, or) that contain four
letters or fewer.
3. Do capitalize the first letter of My mother said, “Your father will
a sentence, even in a quotation. be home shortly."
4. Do capitalize names of Aunt Karen gives great presents.
relatives that indicate family Please ask Grandmother to answer her
relationship when used with telephone.
the person’s name or alone as Dad gets home early on Fridays, but Mom
the name you call that person. usually works late.
5. Do capitalize a title that I wrote a letter to Governor Jindal.
precedes a name, but do not
capitalize a title that follows a I also wrote to Bobby Brown, a senator
name or is used as a general from Louisiana.
word.
Do capitalize titles when Thank you for your response, Governor.
addressing someone directly. Do I need to come in today, Doctor?
6. Do capitalize countries,
nationalities, and languages. England, English, American, Spain, Spanish

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 Interactive Grammar Notebooks
Lesson 1-1

Hard & Fast Rules for

*Capitalization*
Rule   Examples   INB Page #  
1. Do capitalize the first letter
of a proper noun, a name for a
person, place, thing, or event.
2. Do capitalize all significant
words in titles of books,
magazines, stories, movies, and
other media. Always capitalize
the first and last words.
Do NOT capitalize articles (a,
an, the), prepositions (as, at, of
on, for, in), or conjunctions
(and, but, or) that contain four
letters or fewer.
3. Do capitalize the first letter of
a sentence, even in a quotation.
4. Do capitalize names of
relatives that indicate family
relationship when used with
the person’s name or alone as
the name you call that person.
5. Do capitalize a title that
precedes a name, but do not
capitalize a title that follows a
name or is used as a general
word.
Do capitalize titles when
addressing someone directly.
6. Do capitalize countries,
nationalities, and languages.

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 Interactive Grammar Notebooks
Lesson 1-1

Hard & Fast Rules for

*Capitalization*
Rule   Examples   INB Page #  

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 Interactive Grammar Notebooks
Lesson 1-1

Hard & Fast Rules Practice *Capitalization*

Each sentence below contains mistakes. Use your “Hard & Fast Rules” sheet to identify the mistakes
and correct them in the space below. Then, identify which rule(s) apply to the sentence.

1. On the way to visit my Aunt in california, we crossed the

golden gate bridge.

2. From the backseat I heard dad shout, “wake up, kids, and
take in this view!”

3. Grandma florence, whose other son is a Senator, started

talking way too fast in french.

4. Then, I realized that this was the same bridge from the Theme
Song to the television show full house.

5. My brother never looked up from the book he was reading,

the Hunger Games.

6. my mother said, “what a beautiful sight!” and then she

hugged dad.

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 Interactive Grammar Notebooks
Lesson 1-1

Hard & Fast Rules Practice *Capitalization*

Each sentence below contains mistakes. Use your “Hard & Fast Rules” sheet to identify the mistakes
and correct them in the space below. Then, identify which rule(s) apply to the sentence.

1. On the way to visit my Aunt in california, we crossed the

golden gate bridge.
On the way to visit my aunt in California, we crossed the Golden
Gate Bridge. Rules 1,4
2. From the backseat I heard dad shout, “wake up, kids, and
take in this view!”
From the backseat I heard Dad shout, “Wake up, kids, and take in
this view!” Rules 3, 4
3. Grandma florence, whose other son is a Senator, started
talking way too fast in french.
Grandma Florence, whose other son is a senator, started talking
way too fast in French. Rules 4, 5, 6
4. Then, I realized that this was the same bridge from the Theme
Song to the television show full house.
Then, I realized that this was the same bridge from the theme
song to the television show Full House. Rule 2
5. My brother never looked up from the book he was reading,
the Hunger Games.
My brother never looked up from the book he was reading, The
Hunger Games. Rule 2
6. my mother said, “what a beautiful sight!” and then she
hugged dad.
My mother said, “What a beautiful sight!” and then she hugged Dad.
Rules 3-4

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 Interactive Grammar Notebooks
Lesson 1-2

Hard & Fast Rules for

*Commas*
Rule   Examples   INB Page #  
1. Do use a comma to separate I ate pork, potatoes, and bread.
three or more items or elements She ran out the door, jumped in the
in a series. car, and sped off down the road.
2. Do use a comma between two Jason is a handsome, charming boy.
adjectives only when the word (You could say he is a handsome and
and could be inserted in its place. charming boy.)
3. Do use a comma before and George, my oldest brother, has red hair.
after a word or phrase that Albany, New York’s capital, is a big
renames the noun (appositives). city.
4. Do use a comma when a Yes, you can stay up an extra hour.
sentence begins with an However, you must still wake up on
introductory word or phrase time.
such as well, yes, therefore, for On the other hand, you could simply
example, or on the other hand. go to bed now.
5. Do use a comma before and The dog, however, still needs to be
after a word used as an taken outside.
interrupter, such as however.
6. Do use a comma between a I was born in Lake Charles,
city and state and after the Louisiana, over 30 years ago.
state if the sentence continues.
7. Do use a comma to separate We moved to Texas on February 29,
the day of the month from the 2000, and have lived here since.
year and after the year.
8. Do use a comma when a Under the bridge, the fog made it
sentence begins with a difficult to see.
prepositional phrase, adverbial Because the bridge was iced over,
clause, or dependent clause. the state police closed the road.
9. Do use a comma to interrupt “Why,” I asked, “must you leave?”
direct quotations or before or “Because I have to work in the
after a direct quotation. morning,” replied Sam.
I laughed and said, “Right. I forgot.”

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 Interactive Grammar Notebooks
Lesson 1-2

Hard & Fast Rules for

*Commas*
Rule   Examples   INB Page #  
1. Do use a comma to separate
three or more items or elements
in a series.
2. Do use a comma between two
adjectives only when the word
and could be inserted in its place.
3. Do use a comma before and
after a word or phrase that
renames the noun (appositives).
4. Do use a comma when a
sentence begins with an
introductory word or phrase
such as well, yes, therefore, for
example, or on the other hand.
5. Do use a comma before and
after a word used as an
interrupter, such as however.
6. Do use a comma between a
city and state and after the
state if the sentence continues.
7. Do use a comma to separate
the day of the month from the
year and after the year.
8. Do use a comma when a
sentence begins with a
prepositional phrase, adverbial
clause, or dependent clause.
9. Do use a comma to interrupt
direct quotations or before or
after a direct quotation.

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 Interactive Grammar Notebooks
Lesson 1-2

Hard & Fast Rules for

*Commas*
Rule   Examples   INB Page #  

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 Interactive Grammar Notebooks
Lesson 1-2

Hard & Fast Rules Practice *Commas*

Each sentence below contains mistakes. Use your “Hard & Fast Rules” sheet to identify the mistakes
and correct them in the space below. Then, identify which rule(s) apply to the sentence.

1. During World War II the U.S. and allies fought against

Germany Italy and Japan.

2. Adolf Hitler the leader of Nazi Germany was one of Europe’s

greatest enemies.

3. On the morning of December 7 1941 the Japanese attacked a

naval base in Pearl Harbor Hawaii.

4. President Franklin D. Roosevelt said “The only thing we have

to fear is fear itself.”

5. World War II would become a treacherous bloody battle.

6. However peace was restored in Europe and in the Pacific.

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 Interactive Grammar Notebooks
Lesson 1-2

Hard & Fast Rules Practice *Commas*

Each sentence below contains mistakes. Use your “Hard & Fast Rules” sheet to identify the mistakes
and correct them in the space below. Then, identify which rule(s) apply to the sentence.

1. During World War II, the U.S. and allies fought against
Germany Italy and Japan.
During World War II, the U.S. and allies fought against Germany,
Italy, and Japan. Rule 1
2. Adolf Hitler the leader of Nazi Germany was one of Europe’s
greatest enemies.
Adolf Hitler, the leader of Nazi Germany, was one of Europe’s
greatest enemies. Rule 3
3. On the morning of December 7 1941 the Japanese attacked a
naval base in Pearl Harbor Hawaii.
On the morning of December 7, 1941, the Japanese attacked a
naval base in Pearl Harbor, Hawaii. Rules 6, 7, and 8
4. President Franklin D. Roosevelt said “The only thing we have
to fear is fear itself.”
President Franklin D. Roosevelt said, “The only thing we have to
fear is fear itself.” Rule 9
5. World War II would become a treacherous bloody battle.

World War II would become a treacherous, bloody battle. Rule 2

6. However peace was restored in Europe and in the Pacific.

However, peace was restored in Europe and the Pacific. Rule 4

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 Interactive Grammar Notebooks
Lesson 1-3

Hard & Fast Rules for Using

*Apostrophes*
Rule   Examples   INB Page #  
1. Do NOT use for numbers that I grew up in the 1990s. (not 1990’s)
are plural nouns.

2. Do NOT use for capital letters We learned our ABCs. (not ABC’s)
that are plural nouns or Jim sells R.V.s (not R.V.’s)
abbreviations.

3. DO use for contractions in you’re (you are)

the place of missing letters. don’t (do not)

4. DO use ‘s to show possession the hat’s feather

when something belongs to one Jenny’s bike
person or thing. the child’s mother

5. DO use after the plural s to the girls’ room

show possession when the children’s father
something belongs to more the dogs’ toys
than one person or thing. Make
the noun plural first, then add
the apostrophe.

6. DO use ‘s to show possession Mr. Jones’s files

of a name that ends in s. Texas’s weather

7. Its and it’s are special cases. The dog wagged its tail.
its = something belongs to it It’s going to be warm today!
it’s = contraction for it is or It’s been a long time.
it has

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 Interactive Grammar Notebooks
Lesson 1-3

Hard & Fast Rules for Using

*Apostrophes*
Rule   Examples   INB Page #  
1. Do NOT use for numbers that
are plural nouns.

2. Do NOT use for capital letters

that are plural nouns or
abbreviations.

3. DO use for contractions in

the place of missing letters.

4. DO use ‘s to show possession

when something belongs to one
person or thing.

5. DO use after the plural s to

show possession when
something belongs to more
than one person or thing. Make
the noun plural first, then add
the apostrophe.

6. DO use ‘s to show possession

of a name that ends in s.

7. Its and it’s are special cases.

its = something belongs to it
it’s = contraction for it is or
it has

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 Interactive Grammar Notebooks
Lesson 1-3

Hard & Fast Rules for Using

*Apostrophes*
Rule   Examples   INB Page #  

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 Interactive Grammar Notebooks
Lesson 1-3

Hard & Fast Rules Practice *Apostrophes*

Each sentence below contains mistakes. Use your “Hard & Fast Rules” sheet to identify the mistakes
and correct them in the space below. Then, identify which rule(s) apply to the sentence.

1. Jeremys brand new fishing pole is already broken.

2. Dont overuse the apostrophe!

3. The American Civil War was fought between the North and
the South in the 1860’s.

4. Its a good idea to avoid the lions habitat.

5. My cousins and I went to see James’ new lab puppies.

6. There are several old VCR’s just sitting in the attic.

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 Interactive Grammar Notebooks
Lesson 1-3

Hard & Fast Rules Practice *Apostrophes*

Each sentence below contains mistakes. Use your “Hard & Fast Rules” sheet to identify the mistakes
and correct them in the space below. Then, identify which rule(s) apply to the sentence.

1. Jeremys brand new fishing pole is already broken.

Jeremy’s brand new fishing pole is already broken. Rule 4

2. Dont overuse the apostrophe!

Don’t overuse the apostrophe! Rule 3

3. The American Civil War was fought between the North and
the South in the 1860’s.
The American Civil War was fought between the North and the
South in the 1860s. Rule 1
4. Its a good idea to avoid the lions habitat.

It’s a good idea to avoid the lions’ habitat. Rules 5, 7

5. My cousins and I went to see James’ new lab puppies.

My cousins and I went to see James’s new lab puppies. Rule 6

6. There are several old VCR’s just sitting in the attic.

There are several old VCRs just sitting in the attic. Rule 2

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 Interactive Grammar Notebooks
Lesson 1-4

Hard & Fast Rules for Using

*Quotation Marks*
Rule   Examples   INB Page #  
1. Quotation marks should only Direct: “Close the door,” shouted Dad.
be used for direct quotes, not Indirect: Dad told me to close the
indirect quotes. door.
2. Use a comma before and Jared said, “It’s the third house on
after the direct quotation in a the right,” and then hung up the
sentence. Commas always go phone.
inside quotation marks.
3. Use a comma to interrupt “Why,” I asked, “must you leave?”
direct quotations or before or “Because I have to work in the
after a direct quotation. morning,” replied Sam.
I laughed and said, “Right. I forgot.”
4. When a question is asked inside “When are you coming?” asked Jo.
quotations, use a question mark “I’ll be there on Friday,” I said.
instead of a comma. In the case
of a statement, always use a
comma in place of the period.
5. Use quotation marks for quotation marks: stories, songs,
titles of publications that are poems, articles, television episodes
parts of bigger publications. underline: books, albums, magazines,
The bigger publication is periodicals, television shows
underlined or written in italics.
6. When a question ends with a Wrong: Do you like the song, “Let It
title in quotations, place the Go?”
question mark outside of the Correct: Do you like the song, “Let It
quotation marks. This is the only Go”?
time that punctuation is placed
outside of the quotation marks.

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 Interactive Grammar Notebooks
Lesson 1-4

Hard & Fast Rules for Using

*Quotation Marks*
Rule   Examples   INB Page #  
1. Quotation marks should only
be used for direct quotes, not
indirect quotes.
2. Use a comma before and
after the direct quotation in a
sentence. Commas always go
inside quotation marks.
3. Use a comma to interrupt
direct quotations or before or
after a direct quotation.

4. When a question is asked inside

quotations, use a question mark
instead of a comma. In the case
of a statement, always use a
comma in place of the period.
5. Use quotation marks for
titles of publications that are
parts of bigger publications.
The bigger publication is
underlined or written in italics.
6. When a question ends with a
title in quotations, place the
question mark outside of the
quotation marks. This is the only
time that punctuation is placed
outside of the quotation marks.

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 Interactive Grammar Notebooks
Lesson 1-4

Hard & Fast Rules for Using

*Quotation Marks*
Rule   Examples   INB Page #  

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 Interactive Grammar Notebooks
Lesson 1-4

Hard & Fast Rules Practice *Quotation Marks*

Each sentence below contains mistakes. Use your “Hard & Fast Rules” sheet to identify the mistakes
and correct them in the space below. Then, identify which rule(s) apply to the sentence.

1. My teacher said that “it’s important to follow grammar rules.”

2. Have you read the poem, Annabel Lee?

3. Mark shouted, Call 911, before running back outside!

4. Thursday is fine, Mom said, for the birthday party.

5. In class we are reading “The Crucible.”

6. Do we start school on Wednesday, asked Cara?

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 Interactive Grammar Notebooks
Lesson 1-4

Hard & Fast Rules Practice *Quotation Marks*

Each sentence below contains mistakes. Use your “Hard & Fast Rules” sheet to identify the mistakes
and correct them in the space below. Then, identify which rule(s) apply to the sentence.

1. My teacher said that “it’s important to follow grammar rules.”

My teacher said that its important to follow grammar rules. Rule 1

2. Have you read the poem, Annabel Lee?

Have you read the poem “Annabel Lee”? Rule 6

3. Mark shouted, Call 911, before running back outside!

Mark shouted, “Call 911!” before running back outside. Rule 2

4. Thursday is fine, Mom said, for the birthday party.

“Thursday is fine,” Mom said, “for the birthday party.” Rule 3

5. In class we are reading “The Crucible.”

In class we are reading The Crucible. Rule 5

6. Do we start school on Wednesday, asked Cara?

“Do we start school on Wednesday?” asked Cara.

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 Interactive Grammar Notebooks
Lesson 1-5

Hard & Fast Rules for Using

*Numbers*
Rule   Examples   INB Page #  
1. Spell out numbers that spell out nine, thirteen, twenty, and
require only one word. Use fifty
numerals for numbers use numerals for 24, 51, and 100
requiring more than one word.
The same rule also applies to my first kiss; the fifth house;
ordinal numbers. the 22nd state
2. Do not begin a sentence with Wrong: 681 people were injured.
a numeral. To avoid, do not spell Wrong: Six hundred eighty-one people
out a long number. Instead, were injured.
reword the sentence. Correct: The number of people injured
is 681.
3. Spell out centuries and decades. twentieth century (not 20th century)
Use numerals for years. the nineties (not the 90s)
1987 (not nineteen eighty-seven)
4. Do not abbreviate units of four inches; 22 inches
measurement. Write out the fifteen percent; 85 percent
word percent.
5. When two numbers are next I babysat 3 two-year-olds.
to each other, write out the The store has 25 thirty-two inch
word with fewer letters. Or, televisions.
write out the first number.
6. Be consistent within the Wrong: I have 23 volleyballs and only
same sentence with the same six basketballs.
types of numbers, even if you Correct: I have 23 volleyballs and
must break rule #1. only 6 basketballs.

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 Interactive Grammar Notebooks
Lesson 1-5

Hard & Fast Rules for Using

*Numbers*
Rule   Examples   INB Page #  
1. Spell out numbers that
require only one word. Use
numerals for numbers
requiring more than one word.
The same rule also applies to
ordinal numbers.

2. Do not begin a sentence with

a numeral. To avoid, do not spell
out a long number. Instead,
reword the sentence.

3. Spell out centuries and decades.

Use numerals for years.

4. Do not abbreviate units of

measurement. Write out the
word percent.
5. When two numbers are next
to each other, write out the
word with fewer letters. Or,
write out the first number.
6. Be consistent within the
same sentence with the same
types of numbers, even if you
must break rule #1.

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 Interactive Grammar Notebooks
Lesson 1-5

Hard & Fast Rules for Using

*Numbers*
Rule   Examples   INB Page #  

The same rule also applies to

ordinal numbers.

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 Interactive Grammar Notebooks
Lesson 1-5

Hard & Fast Rules Practice *Numbers*

Each sentence below contains mistakes. Use your “Hard & Fast Rules” sheet to identify the mistakes
and correct them in the space below. Then, identify which rule(s) apply to the sentence.

1. Many wars took place during the 20th century.

2. Last year, 8% of students were more than 6 ft. tall.

3. 102 girls signed up for cheer camp.

4. Only ten students passed the test while 41 students failed it.

5. There are 30 20-in. monitors in the computer lab.

6. I counted to see that I was the fifty-eighth person on the list.

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 Interactive Grammar Notebooks
Lesson 1-5

Hard & Fast Rules Practice *Numbers*

Each sentence below contains mistakes. Use your “Hard & Fast Rules” sheet to identify the mistakes
and correct them in the space below. Then, identify which rule(s) apply to the sentence.

1. Many wars took place during the 20th century.

Many wars took place during the twentieth century. Rule 3

2. Last year, 8% of students were more than 6 ft. tall.

Last year, eight percent of students were more than six feet tall.
Rules 1, 4
3. 102 girls signed up for cheer camp.

The number of girls who signed up for cheer camp is 102. Rule 2

4. Only ten students passed the test while 41 students failed it.

Only ten students passed the test while forty-one students failed it.
Rule 6
5. There are 30 20-in. monitors in the computer lab.

There are thirty 20-inch monitors in the computer lab. Rules 4, 5

6. I counted to see that I was the fifty-eighth person on the list.

I counted to see that I was the 58th person on the list. Rule 1

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 Interactive Grammar Notebooks
Lesson 1-6

Hard & Fast Rules for Making

*Plural Nouns*
If a noun
ends w ith- Then- E xamples
1) buses gases
s ch add -es crashes dishes
sh x churches watches
z boxes buzzes
2)
consonant +y change y to i babies batteries
duties histories
add -es families memories
3) joys essays
vowel+ y add -s monkeys keys
4)
f or fe add –s or giraffes cliffs
knives wolves
change f to v elves wives
add -es shelves lives
5) add -es zeroes tomatoes
consonant +o
6)
us change us alumni fungi
cacti nuclei
(Latin origin) to i
Some Common Irregular Plurals: Some Nouns Do Not Change:
men teeth people fish aircraft shrimp
women geese mice deer offspring salmon
children feet oxen moose buffalo species

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 Interactive Grammar Notebooks
Lesson 1-6

Hard & Fast Rules for Making

*Plural Nouns*
If a noun
ends w ith- Then- E xamples
1) s ch add -es
sh x
z
2)
consonant +y change y to i
add -es
3)
vowel+ y add -s
4)
f or fe add –s or
change f to v
add -es
5) add -es
consonant +o
6)
us change us
(Latin origin) to i
Some Common Irregular Plurals: Some Nouns Do Not Change:

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 Interactive Grammar Notebooks
Lesson 1-6

Hard & Fast Rules for Making

*Plural Nouns*
If a noun
ends w ith- Then- E xamples
1)

2)

3)

4)

5)

6)

Some Common Irregular Plurals: Some Nouns Do Not Change:

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 Interactive Grammar Notebooks
Lesson 1-6

Hard & Fast Rules Practice *Plural Nouns*

For each noun on the left, write its plural form on the right. Then, list the rule number that you used.

kiss

toy

thesaurus

library

hoof

embargo

ash

scarf

convoy

syllabus

veto

study

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 Interactive Grammar Notebooks
Lesson 1-6

Hard & Fast Rules Practice *Plural Nouns*

For each noun on the left, write its plural form on the right. Then, list the rule number that you used.

kiss kisses, Rule 1

toy toys, Rule 3

thesaurus thesauri, Rule 6

library libraries, Rule 2

hoof hooves, Rule 4

embargo embargoes, Rule 5

ash ashes, Rule 1

scarf scarves, Rule 4

convoy convoys, Rule 3

syllabus syllabi, Rule 6

veto vetoes, Rule 5

study studies, Rule 2

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 Interactive Grammar Notebooks
Lesson 1-7

Hard & Fast Rules for Using

*Commonly Confused Words*
Words & Meanings   Examples  
accept – to receive I was so happy to accept her gift.
except – with the exclusion of I don’t like any candy except chocolate.
affect– to influence or change (verb) My vote will affect the outcome.
effect– result (noun) What was the effect of my decision?
beside – close to or next to Is there a table beside the bed?
besides – except for; in addition Who is coming besides you and me?
capital – major city or primary Albany is the capital of New York.
capitol – a government building I sat on the steps of the capitol.
its – the possessive form of it The dog chased its tail.
it’s – contraction for it is or it has It’s so funny to watch!
principal – administrator of a school Our school has a new principal.
principle – moral conviction or basic truth Theft is a matter of principle.
sense – perception or understanding The odor assaulted my sense of smell.
since – indication of past time; because It’s been stinky ever since gym class.
than – compared to Chloe is faster than Hailey.
then – at that time; next I went to the store and then the bank.
their – possessive form of they The couple wanted their yard mowed.
there – in that place The yard man was there at noon.
they’re – contraction form of they are They’re thrilled with the job he did.
whose – possessive for of who Whose jacket is on the chair?
who’s – contraction for who is Who’s going to find out?
your – possessive for you Get your shoes off of the table!
you’re – contraction for you are You’re going to have to clean it now.

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 Interactive Grammar Notebooks
Lesson 1-7

Hard & Fast Rules for Using

*Commonly Confused Words*
Words & Meanings   Examples  
accept – to receive
except – with the exclusion of
affect– to influence or change (verb)
effect– result (noun)
beside – close to or next to
besides – except for; in addition
capital – major city or primary
capitol – a government building
its – the possessive form of it
it’s – contraction for it is or it has
principal – administrator of a school
principle – moral conviction or basic truth
sense – perception or understanding
since – indication of past time; because
than – compared to
then – at that time; next
their – possessive form of they
there – in that place
they’re – contraction form of they are
whose – possessive for of who
who’s – contraction for who is
your – possessive for you
you’re – contraction for you are

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 Interactive Grammar Notebooks
Lesson 1-7

Hard & Fast Rules for Using

*Commonly Confused Words*
Words & Meanings   Examples  

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 Interactive Grammar Notebooks
Lesson 1-7

Hard & Fast Rules Practice *Confused Words*

Read each sentence below. Decide which one of the commonly confused words following the
sentence belongs. Rewrite the sentences with the correct words.

1. The accident did not _____________ Sarah’s decision to

___________ the scholarship. affect/effect, accept/except

2. Ever ________ gym class, _________ shoes have been

emanating an awful odor! sense/since, your/you’re

3. The ___________ asked, “_________ skipping class?” principal/

principle, who’s/whose

4. I put my glasses down ____________ the book and now

__________ gone! beside/besides, their/there/they’re

5. We toured the legislative offices at the state ___________

building. capital/capitol

6. _______ more important to study ________ it is to party. It’s/

Its, than/then

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 Interactive Grammar Notebooks
Lesson 1-7

Hard & Fast Rules Practice *Confused Words*

Read each sentence below. Decide which one of the commonly confused words following the
sentence belongs. Rewrite the sentences with the correct words.

1. The accident did not _____________ Sarah’s decision to

___________ the scholarship. affect/effect, accept/except
The accident did not affect Sarah’s decision to accept the
scholarship.
2. Ever ________ gym class, _________ shoes have been
emanating an awful odor! sense/since, your/you’re
Ever since gym class, your shoes have been emanating an awful
odor!
3. The ___________ asked, “_________ skipping class?” principal/
principle, who’s/whose
The principal asked, “Who’s skipping class?”

4. I put my glasses down ____________ the book and now

__________ gone! beside/besides, their/there/they’re
I put my glasses down beside the book and now they’re gone!

5. We toured the legislative offices at the state ___________

building. capital/capitol
We toured the legislative offices at the state capitol building.

6. _______ more important to study ________ it is to party. It’s/

Its, than/then
It’s more important to study than it is to party.

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 Interactive Grammar Notebooks
Lesson 2-1 Four Types of Sentences (Activity 1)

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 Interactive Grammar Notebooks
Lesson 2-1 Four Types of Sentences (Activity 2)

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 Interactive Grammar Notebooks
Lesson 2-1 Four Types of Sentences
Purpose: Identify the four types of sentences (declarative, imperative, interrogatory,
exclamatory) and the type of punctuation to use with each.

Technology/Resources:
Grammarheads Sentence Song:
Youtube: https://www.youtube.com/watch?v=vqdBZZToCpw
Alternate Download Link: http://goo.gl/QGBZcS

Procedures for Activity 1:

1. Introduce the lesson with the song link above. It’s pretty cheesy, but it does change
things up a little.
2. Label and outline the keys on the interactive notebook template. Write each type of
sentence on the proper key. I like to use both forms of the type, so for imperative
sentence, I also put (command) in parenthesis. If you want to assign each type of
sentence a color, do that now.
3. Cut out the five pieces of the template. The “types of sentences” title at the top is all
one piece.
4. Glue down the title at the top of the page.
5. Turn each of the punctuation mark keys into a tab by folding down about a ½ inch
tab from the top.
6. Glue by placing glue dots on the back of the ½ in tab you folded only. Glue each tab
down into the notebook as shown.
7. See the notes below for what I write under the tabs.

Declarative Sentences Exclamatory Sentences

•make a statement •expresses great emotion or excitement
•punctuated by a period •ends in an exclamation mark
•Ex: We always take spelling tests on Friday. •Ex: I forgot to study last night!
Imperative Sentences Interrogative Sentences
•makes a command or polite request •asks a question
•ends with a period or exclamation mark •ends in a question mark
•Ex: Write your name at the top of the paper. •Ex: Will I be punished if I fail this test?
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 Interactive Grammar Notebooks
Lesson 2-1 Four Types of Sentences
Procedures for Activity 2:
1. This short paragraph is meant to provide students with a few examples. I do it along
with my students rather than as independent practice.
2. Assign each type of sentence a color. Have students color code the sentences using
the key and the colors you chose. They will also add the correct punctuation mark.
3. Go over and check them for accuracy before cutting out and gluing into the
notebook. I like to glue these examples on the left side of the page opposite the
templates from Activity 1. See photo below.

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 Interactive Grammar Notebooks
Lesson 2-1 Four Types of Sentences (Activity 1)

!   .   .   ?  

! ?

.   .  
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 Interactive Grammar Notebooks
Lesson 2-1: Four Types of Sentences (Activity 1)

!   .   .   ?  

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 Interactive Grammar Notebooks
Lesson 2-1: Four Types of Sentences
Activity 2

Are you coming to my

Back to School Party __ It’s
going to be a blast __ The party
starts at 6:00pm on Friday
night __ Don’t forget to bring a
friend with you __ Please bring
a party snack as well __ My
cousin, Charlie, is bringing
several of his church friends
__ They are all boys, and they
are all cute __ Do you like guys
with blonde hair or brown hair
better __ I don’t care, as long
as they have brown eyes __ I
better see you there __

Key  
Declarative (3)  
Imperative (2)  
Interrogative (2)  
Exclamatory (3)  

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 Interactive Grammar Notebooks
Lesson 2-2: Subject & Predicate (Activity 1)

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 Interactive Grammar Notebooks
Lesson 2-2: Subject & Predicate (Activity 2)

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 Interactive Grammar Notebooks
Lesson 2-2: Subject & Predicate (Activity 2)

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 Interactive Grammar Notebooks
Lesson 2-2: Subject & Predicate (Activity 1)
Purpose: Identify the simple subject and simple predicate of a sentence. Identify the
complete subject and complete predicate of a sentence.

Technology/Resources:
Schoolhouse Rock – Mr. Morton
Youtube: https://www.youtube.com/watch?v=fdUXxdmhIsw
Backup Download Link: http://goo.gl/sbEZx2

Procedures for Activity 1:

1. For this lesson, I like to complete the interactive template from Activity 1 before
watching the music video.
2. This is a simple matchbook fold. After cutting out all of the pieces (there should be
only 3), fold the top of the matchbook fold down to right above the sentence.
3. Glue the subject and predicate graphics onto the correct sides on the top of the flaps.
I like to keep consistency here and use red for nouns or subjects and purple for
predicates or verbs.
4. Notice that one of the templates included already has the notes written on it. I have
my students write these notes in themselves. If you are using the blank form, use the
notes in the other template to guide what to write.
5. Notice that I underline the complete subject and box in the simple subject. I did the
same with the predicate. This will be continued throughout this lesson. See photos
below.

*The notes for this lesson are written on the completed template page.  

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 Interactive Grammar Notebooks
Lesson 2-2: Subject & Predicate (Activity 2)
Purpose: Identify the simple subject and simple predicate of a sentence. Identify the
complete subject and complete predicate of a sentence.

Technology/Resources:
Schoolhouse Rock – Mr. Morton
Youtube: https://www.youtube.com/watch?v=fdUXxdmhIsw
Backup Download Link: http://goo.gl/sbEZx2

Procedures for Activity 2:

1. For this lesson, students will separate subjects and predicates in sentences, pull out
the simple subject and complete predicate, and then make new sentences with the
same simple subjects and simple predicates. But first, they’ll take down some more
in-depth notes on the topic.
2. Use the full-page photo for Activity 2 (see photo 1 below) for the notes students will
write. They’ll use the tabs from the top of the second and third pages of the
templates for Activity 2. Do this on a LEFT SIDE notebook page with nothing on the
right.
3. Complete the right side template. Look at the 6 sentences.
Underline the complete subject in red and the complete
predicate in purple.
4. Box the simple subject in red and the simple predicate in
purple. (first photo below)
5. Cut out and glue the bottom template (containing the sentences)
on the right side page next to the notes you just took down on
the left. Color and cut out the blank 2 templates (left side red,
right side purple) as shown in the bottom right photo.

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 Interactive Grammar Notebooks
Lesson 2-2: Subject & Predicate (Activity 2)
6. Put glue dots onto the sides of the sentences templates as shown below in the first
photo. Use small dots and glue in the indicated section ONLY.
7. Next, get the blank template with the polka dots. Glue it on top of the sentences
template so that only the sides are glued down and the middle is free, as shown in
the second photo below.

8. Put glue dots onto the sides of the sentences templates as shown below in the first
photo. Use small dots and glue in the indicated section ONLY.
9. Next, get the blank template with the polka dots. Glue it on top of the sentences
template so that only the sides are glued down and the middle is free, as shown in
the second photo below.
10. Now, snip the vertical center line between the red and purple boxes (first photo
below).
11. On the left side, write each complete subject, and do the same for the complete
predicates on the right. Then, snip each horizontal line.

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 Interactive Grammar Notebooks
Lesson 2-2: Subject & Predicate (Activity 2)
12. Now, do the same thing with the top (zigzag accented) layer and write only the
simple subject and simple predicate.

13. Last, I have students take a post-it sticky (long, with lines) and make up new
sentences for the same simple subjects and predicates. I stick it under the flaps
when it’s finished.
14. Consider reinforcing this page with a paperclip, or putting a lift-up tab under the
activity so that the many tabs don’t become messed up in the notebook.

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 Interactive Grammar Notebooks
Lesson 2-2: Subject & Predicate

The big black dog licked the coffee mug.

Subject Predicate

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 Interactive Grammar Notebooks
Lesson 2-2: Subject & Predicate

person action verb (does)

place linking verb (is)
thing
idea
event

Who or what the What the subject

sentence is about is or does

The big black dog licked the coffee mug.

Subject Predicate

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 Interactive Grammar Notebooks
Lesson 2-2: Subject & Predicate
Activity 2
------------------------ (glue this section only) ---------------------------

------------------------ (glue this section only) ---------------------------

My hard-working dad pushed the lawn mower.

The art museum opens on Monday.

The cherry popsicle drips down onto my shirt.

The mall is a fun place to meet friends.

Our trip to Disney World was a blast!

Ella’s little sister will swim in the race today.

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 ------------------------ (glue this section only) ---------------------------

complete subject

69
 
Activity 2

 ©2014 erin cobb

Interactive Grammar Notebooks
Lesson 2-2: Subject and Predicate

complete predicate

imlovinlit.com
------------------------ (glue this section only) ---------------------------
 Interactive Grammar Notebooks
Lesson 2-2: Subject and Predicate
Activity 2

simple subject simple predicate

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 Interactive Grammar Notebooks
Lesson 2-3: Compound Subjects & Compound Predicates

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 Interactive Grammar Notebooks
Lesson 2-3: Compound Subjects & Compound Predicates
Purpose: Recognize and identify sentences with compound subjects and compound
predicates. Add subjects/predicates to sentences to make compound subjects and
compound predicates.

Technology/Resources:
none

Procedures:
1. Now that students can identify subjects and predicates, they’ll practice making them
compound in this activity.
2. First, outline the subject pieces in red and the predicate pieces in purple. On the
model sentence, box in the word Tori in red, box in reads in purple, and underline
reads nightly. Cut out all of the pieces as shown below. You’ll use a notebook page
landscape for this activity. Glue the title and model sentence in as shown below.

3. You’re going to stack each of these pieces to make 2 flap booklets. Glue the largest
piece down. Then, glue the next 3 pieces on top by putting glue on the tab only. See
photos.

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 Interactive Grammar Notebooks
Lesson 2-3: Compound Subjects & Compound Predicates

4. Write the definition on the top tab as shown below. Then, build the model sentence
by adding the subjects/predicates indicated. See the Notes section below.

Notes for Writing Inside Templates

Top tab: Compound subject – contains two or more simple subjects with the same
predicate
2nd tab: Tori and Jen read nightly.
3rd tab: Tori, Jen, and Randy read nightly.
4th tab: Tori, Jen, Randy, and Brad read nightly.

Top tab: Compound predicate – contains two or more simple predicates that have the
same subject
2nd tab: Tori reads and studies nightly.
3rd tab: Tori reads, studies, and practices nightly.
4th tab: Tori reads, studies, practices, and exercises nightly.  

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 Interactive Grammar Notebooks
Lesson 2-3: Compound Subjects & Compound Predicates

Compound Subjects

S + S + P  

S + S + S + S + P   S + S + S + P  

Compound Subjects & Compound Predicates

Tori reads nightly.
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 Interactive Grammar Notebooks
Lesson 2-3: Compound Subjects & Compound Predicates

Compound Predicates

S + P + P  

S + P + P + P + P   S + P + P + P  

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 Interactive Grammar Notebooks
Lesson 2-4: Simple and Compound Sentences

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 Interactive Grammar Notebooks
Lesson 2-4: Simple and Compound Sentences
Purpose: Distinguish between simple sentences and compound sentences. Join two
simple sentences with a comma and conjunction OR a semicolon.

Technology/Resources:
Justin Bieber “Baby” Lyrics & Compound Sentences Video
Youtube: https://www.youtube.com/watch?v=6pDSjOcFM3U
Backup Download Link: http://goo.gl/0bYqqv

Procedures:
1. Check out the video above. I know that the song has passed its prime, and your
students will feign disgust (maybe), but they are going to love this lesson when you
put this song into it. The video is so, so, SO well done and relevant!
2. For this lesson, you’ll be building double doozie cookies to show how two sentences
can be stuck together with conjunctions (icing). You might want to reference the unit
on conjunctions later in this notebook.
3. Simply cut out all of the pieces. Write the word conjunction at the bottom of the icing
jar. Then, write the 7 conjunctions around the icing jar: and, but, for, nor, or, so, yet.
4. Put all of the cookie pieces together to build double doozies. In the middle – icing-
section, write a conjunction or use a semicolon to build the sentences.
5. Bring this lesson to life for your students by bringing in chocolate chip cookies and
white icing and letting your students build and eat double doozie cookies. They’ll
never forget that a compound sentence is two simple sentences (cookies) joined
together with a conjunction (icing)!

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 Interactive Grammar Notebooks
Lesson 2-4: Simple & Compound Sentences

Simple Sentence 2

comma + conjunction OR semicolon

Simple Sentence 1

Amy read a book about outer space The moon is drifting away from Earth

Mars has two moons

A spacesuit costs about $11 million

Saturn has over sixty moons

it only drifts about four centimeters per year

over half of the cost is for the backpack

it wasn’t very interesting

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 Interactive Grammar Notebooks
Lesson 2-4: Simple & Compound Sentences

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 Interactive Grammar Notebooks
Lesson 2-4: Simple & Compound Sentences

Simple Sentence 2

comma + conjunction OR semicolon

Simple Sentence 1

Amy read a book about outer space

it wasn’t very interesting

Mars has two moons

Saturn has over sixty moons

A spacesuit costs about $11 million The moon is drifting away from Earth

over half of the cost is for the backpack it only drifts about four centimeters per year

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 Interactive Grammar Notebooks
Lesson 2-4: Simple & Compound Sentences

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 Interactive Grammar Notebooks
Lesson 2-5: Independent & Dependent Clauses, Activity 1

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 Interactive Grammar Notebooks
Lesson 2-5: Independent & Dependent Clauses, Activity 2

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 Interactive Grammar Notebooks
Lesson 2-5: Independent & Dependent Clauses
Purpose: Distinguish between independent and dependent clauses. Identify
subordinating conjunctions used to add dependent clauses to independent clauses.
Practice adding relevant dependent clauses to independent clauses.

Technology/Resources:
BrainPop Video on Clauses (requires subscription, free trials available)
http://www.brainpop.com/english/writing/clauses/
(Just the first half – save the second half for adjective and adverb clauses)
The accompanying Activity, Graphic Organizer, and Vocabulary sheets are also very
relevant.

Procedures for Activity 1:

1. If available, show the Brain Pop video above to introduce clauses. You’ll want to stop
it when he starts talking about adjective and adverb clauses, as that’s a lesson for
another day.
2. Distribute the first template shown on the right.
You’ll fold this and write notes inside it. See the
second page shown on the right for the notes to
write inside the template.
3. Begin by cutting out the template and folding it as
shown in the first photo below. Note that the
subordinating conjunction tab is folded inward
under the dependent clauses tab.  
4. Flip it over so that you have what’s shown in the second photo below.
5. Begin copying notes from the completed note diagram (above to your right). Note
that you’re writing notes on top of these tabs, between the tabs, and under the tabs.

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 Interactive Grammar Notebooks
Lesson 2-5: Independent & Dependent Clauses
6. Continue writing notes in the template. See the photos below for additional clarity.

Procedures for Activity 2:

1. I like to glue in this activity on the left hand page opposite the right page that
contains Activity 1.
2. Each of these is an independent clause, so outline the clauses already written in blue.
3. Write a dependent clause to go with each independent clause. Use the list of
subordinating conjunctions to help you. Then, outline the ones you wrote in pink
since they are all dependent clauses.
4. Cut the table out and fold it inward on the dotted line. Glue the left side down so
that the right side swings open to the right.
5. I like to circle the coordinating conjunctions in purple.

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 Interactive Grammar Notebooks
Lesson 2-5: Independent & Dependent Clauses
Conjunction
Dependent Clauses Subordinate

Independent Clauses

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 Interactive Grammar Notebooks
Lesson 2-5: Independent & Dependent Clauses

(under side
Independent clause – part of a sentence (separated (back) of
with a comma) that makes a complete sentence on its independent
own clauses flap)  

If I am late for school again, (underneath

independent
I will have to go to detention. Independent clauses flap)  
clause  

Open and showing,

Clauses not hidden by
flaps  
groups of words that contain a subject and a predicate

Dependent clause – part of a sentence (separated (underneath

dependent clauses
with a comma) that contains a subject and a predicate flap)  
but does not make a complete sentence on its own
subordinate
conjunction flap
(open)  

dependent after, as, because, before,

clause   even if, if, once, since, so
If I am late for school again, that, than, that, though,
I will have to go to detention. unless, until, when, where,
whereas, whether, while, why  

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 Interactive Grammar Notebooks
Lesson 2-5: Independent & Dependent Clauses
Activity 2

I am not doing the dishes tonight  

Matthew was late for choir  

I ran drills at football practice  

Elsa stood mesmerized on the stage  

You may play outside  

You need to go back to the store.  

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 Interactive Grammar Notebooks
Lesson 2-5: Independent & Dependent Clauses
Activity 2

I am not doing the dishes tonight  

unless someone helps me.

Because he was talking to Matthew was late for choir  

a girl,

I ran drills at football practice  

until I could barely stand
anymore.

After the curtains opened, Elsa stood mesmerized on the stage  

You may play outside   if a friend comes over.

When Julie calls you, You need to go back to the store.  

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 Interactive Grammar Notebooks
Lesson 2-6: Sentences, Fragments, & Run-Ons

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 Interactive Grammar Notebooks
Lesson 2-6: Sentences, Fragments, & Run-Ons
Purpose: Identify sentences, fragments, and run-ons. Correct fragments and run-ons to
make complete sentences.

Technology/Resources:
n/a

Procedures for Activity 1:

1. This is a modification of a simple tab foldable. To begin, cut out the entire template
and fold it where the dotted line ends as shown below.
2. Next, write the notes for each word on top of the tab to the right of the word.
3. Glue down the left side of the template only – the back of the section with sentence,
fragment, and run-on – so that the right tabs swing open.
4. Snip the dotted lines between the right tabs.
5. Write an example of each under the tab.

Notes for writing on template:

sentence fragment run-on

(top of tab) (top of tab) (top of tab)
• has a subject and a • not a complete sentence • has two complete
predicate • may be missing subject or sentences (independent
• expresses a complete predicate clauses)
thought • may be a dependent clause • missing proper
• can stand alone • not a complete thought punctuation to join
(under tab) (under tab) sentences
Mary plays the guitar well.   Plays the guitar well. (under tab)
OR Mary plays the guitar well
Because Mary plays the guitar she won an award.  
well.  

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 Interactive Grammar Notebooks
Lesson 2-6: Sentences, Fragments, & Run-Ons

Sentence

Fragment

Run-On

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 Interactive Grammar Notebooks
Lesson 3-1: Common & Proper Nouns

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 Interactive Grammar Notebooks
Lesson 3-1: Common & Proper Nouns
Purpose: Distinguish between common and proper nouns. Change nouns from proper to
common and from common to proper.

Technology/Resources:
Schoolhouse Rock Nouns:
Youtube: https://www.youtube.com/watch?v=Qk4N5kkifGQ
Backup Download Link: http://goo.gl/ra2h71

Procedures:
1. If you need more of a review of what nouns are, in addition to Lesson 0.5, treat your
students to Schoolhouse Rock: Nouns.
2. For a visual to distinguish between common and proper nouns, I’ve removed the
faces from the students on the common nouns tab. This is to represent that it is any
boy or any girl, not a specific one. If we can see their faces, then we can name them
using proper nouns.
3. Start by cutting out all pieces of the template.
4. Fold back the tabs at the top and put glue on the backs of the tabs ONLY so that the
tabs swing open from the top.
5. Write the notes (see next page) for each type of noun under the tabs.
6. For the bottom activity, glue the left and right tabs only, leaving the portion with
words on it glue-free.
7. Allow it to dry for one minute. Then, cut up the vertical line in the middle of the
template.
8. Now, snip each horizontal line between the words so that each tab swings open
freely.
9. Finally, write the opposite type of noun under each tab. If the tab says “University
Boulevard,” that’s a proper noun, so write a common noun for that proper noun
under the tab, such as “street” or “boulevard.” Under the “waitress” tab you might
put “Susan” or “Ella Hanks” or even “Mrs. Brown.”
10. Remember that for a noun to be a proper noun, it must be a name that was given to
it by a person or people.

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 Interactive Grammar Notebooks
Lesson 3-1: Common & Proper Nouns
Notes for Writing Inside Template:

proper nouns – special names for nouns

-always begin with a capital letter
-a name that has been given to the person, place, or thing

common nouns – general names for non-specific nouns

-words that should be found in the dictionary
-do not begin with capital letters

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 Interactive Grammar Notebooks
Lesson 3-1: Common & Proper Nouns

Proper Nouns Common Nouns

University
waitress
Boulevard

mountains state

Applebees England

school store

soda Private Jones

Spanish Ford Motors

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 Interactive Grammar Notebooks
Lesson 3-1: Common & Proper Nouns

Proper Nouns Common Nouns

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 Interactive Grammar Notebooks
Lesson 3-2: Concrete & Abstract Nouns

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 Interactive Grammar Notebooks
Lesson 3-2: Concrete & Abstract Nouns
Purpose: Distinguish between concrete and abstract nouns. Identify a noun as being
concrete or abstract and explain why.

Technology/Resources:
Concrete Nouns vs. Abstract Nouns
Youtube: https://www.youtube.com/watch?v=HA76Wa7uUxw
Backup Download Link: http://goo.gl/s8dDrZ

Procedures:
1. The video linked above is one of my favorites in this whole notebook! It is really fun
and spunky and different and your students will love the catchy lyrics! Don’t skip it
– it’s a great way to introduce this topic.
2. This page is very similar to the previous lesson. Notice that I used a lot of red in both
lessons – since red is my color for subjects and nouns, I decided to stick with it for
both of these.
3. Start by cutting out all of the pieces. Just like in the previous lesson, fold back the top
tabs for the concrete nouns and abstract nouns pieces and glue just the tabs at the top
of the page.
4. Write the definition for each type of noun under the tab.
5. I recommend filling out the bottom chart before gluing it under the tabs and
definitions. I provided a chart filled with sample answers.

Notes for Writing Inside Template:

concrete nouns – “regular” nouns, the kind you learned about in first grade
-can be experienced with the five senses (touch, see, taste, smell, hear)

abstract nouns – ideas or concepts

-cannot be detected or experienced with the five senses

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 Interactive Grammar Notebooks
Lesson 3-2: Concrete & Abstract Nouns

Concrete Nouns Abstract Nouns

Noun Concrete or Abstract? Prove It

I can smell, taste, see,
pizza concrete and feel pizza.

freedom

puppy

luck

October

Mrs. Gilbert

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 Interactive Grammar Notebooks
Lesson 3-2: Concrete & Abstract Nouns

Concrete Nouns Abstract Nouns

Noun Concrete or Abstract? Prove It

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 Interactive Grammar Notebooks
Lesson 3-2: Concrete & Abstract Nouns

Concrete Nouns Abstract Nouns

Noun Concrete or Abstract? Prove It

I can smell, taste, see,
pizza concrete and feel pizza.
I can’t see, touch, feel,
freedom abstract smell, or hear freedom.
I can see, touch, smell, and
puppy concrete hear a puppy.
I can’t see, touch, feel,
luck abstract smell, or hear luck.
I can’t see, touch, feel,
October abstract smell, or hear October.
I can see, touch, smell, and
Mrs. Gilbert concrete hear Mrs. Gilbert.

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Interactive Grammar Notebooks
Lesson 3-3: Plural Nouns

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 Interactive Grammar Notebooks
Lesson 3-3: Plural Nouns
Purpose: Distinguish between singular and plural nouns. Identify specific rules for
making singular words plural. Make singular nouns plural by following rules.

Technology/Resources:
n/a

Procedures for Activity 1:

1. This lesson is a more visual and simple version of the “Hard & Fast Rules for Making
Plural Nouns” in Unit 1 of this notebook. They can be used interchangeably, or you
might choose to only use one or the other.
2. Start by coloring each section a different color. Cut out the entire S. Then, cut apart
the S by cutting on the dotted lines.
3. Fold up each tab. As usual, you are going to glue the back of the tab only.
4. Glue down the backs of each tab so that together they make the S.
5. Write the rules for each condition under each tab.
Note that images are from alternate version.

Notes for Writing Inside Template:

1. When a word ends with S, ch, sh, x, or z:
add –es, like in buses
2. When a word ends with f or fe:
change f to v and add –es, like in knives
3. When a word ends with consonant + o:
add -s (photos) or -es (volcanoes) - check dictionary
4. When a word ends with consonant + y:
change y to i and add –es, as in babies
5. ALTERNATE (see end of document page 198)
When a word ends with us (Latin origin):
change us to i, as in alumni
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 Interactive Grammar Notebooks
Lesson 3-3: Plural Nouns
Procedures for Activity 2:
1. Activity 2 is simply a chart to be completed to practice using these rules. You can use
Activity 2 along with the S template or with the “Hard and Fast Rules” lesson if you
prefer. I’ve included answer keys for both sets of rules.
2. To complete this activity, students simply make each noun in the left column plural.
Then, indicate which rule was used. I like to force my students to provide the rule
number to make sure that my good spellers aren’t just going with their instincts.
3. I glue this page on the left hand side of the S template. Or, glue it with the “Hard and
Fast Rules” if you used those instead.

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 Interactive Grammar Notebooks
Lesson 3-3: Plural Nouns, Activity 1

Plural Nouns:
When –s won’t cut it!

When a word ends with:

s ch sh x z

When a word
ends with:
f fe

When a word
ends with:
consonant + o

When a word ends with:

consonant + y

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 Interactive Grammar Notebooks
Lesson 3-3: Plural Nouns, Activity 2

Singular Plural Rule #

dish
hero
country
goddess
shelf
life
watch
tragedy
echo
society
glass

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 Interactive Grammar Notebooks
Lesson 3-3: Plural Nouns, Activity 2

For this answer key, I’ve provided 2 possible answers for the rules. The
first number applies if using the S template (Lesson 2-3) and the second
number applies if using the Hard and Fast Rules handout.

Singular Plural Rule #

dish dishes 1/1
hero heroes 3/5
country countries 4/2
goddess goddesses 1/1
shelf shelves 2/4
life lives 2/4
watch watches 1/1
tragedy tragedies 4/2
echo echoes 3/5
society societies 4/2
glass glasses 1/1

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Interactive Grammar Notebooks
Lesson 3-4: Possessive Nouns

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 Interactive Grammar Notebooks
Lesson 3-4: Possessive Nouns
Purpose: Identify possessive nouns. Follow standard rules to make nouns possessive.

Technology/Resources:
BrainPop Possessives: http://www.brainpop.com/english/grammar/possessives/
BrainPop Jr. Possessives:
http://www.brainpopjr.com/readingandwriting/word/possessivenouns/
Possessive Noun Games:
http://www.aasd.k12.wi.us/staff/boldtkatherine/ReadingFun3-6/
ReadingFun_PossessiveNouns.htm
(The interactive game “Possessive Nouns” from Wisc-Online is great for whole-class
interactive board practice. Well, they all are, really!)

Procedures:
1. If Brain Pop is available, I prefer the regular video to the Jr. video, but if your
students need to start with something more basic, the Jr. video is good, too. Check
out the activities and worksheets as well! Free trials are available if your school
doesn’t subscribe.
2. In the case of making Arkansas (or another similar noun with a silent s at the end)
possessive, I have my students add ‘s, even though just an apostrophe is correct as
well, for the sake of consistency. I do let them know that both are correct, though.
3. To make the template, start by cutting out the entire thing.
4. Then, snip the lines under “most nouns” and “two nouns share” to make those two
tabs.
5. Now, snip the lines above the three conditions for plural nouns to make those 3 tabs
as well.
6. Fold each of the tabs up so that you can put glue only in the middle (behind
Possessive Nouns) and the top (behind Singular) and bottom (behind Plural).

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 Interactive Grammar Notebooks
Lesson 3-4: Possessive Nouns
7. Now that you’ve glued down the part shown in red, write the directions for each
condition under each tab.
Notes for Writing Inside Template:

singular
most nouns – add ‘s, even if the singular
noun ends with an s, such as in Arkansas
or James
two nouns share – add an ‘s after the
second noun only if they share one thing

plural
most nouns – add an ‘ after the existing s to
make boys’, trucks’, etc.
plurals that don’t end in –s – add ‘s
two nouns that do not share – add ‘s after
each noun

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 Interactive Grammar Notebooks
Lesson 3-4: Possessive Nouns

Singular

girl car street kitten Laura

Mindy and Tom’s car

boys trucks hats animals boxes

Plural

women children geese aircraft

Mindy’s and Tom’s cars

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 Interactive Grammar Notebooks
Lesson 4-1: Action, Linking, & Helping Verbs

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 Interactive Grammar Notebooks
Lesson 4-1: Action, Linking, & Helping Verbs

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 Interactive Grammar Notebooks
Lesson 4-1: Action, Linking, & Helping Verbs
Purpose: Identify, define, and provide examples for the three types of verbs: action verbs,
linking verbs, and helping verbs.

Technology/Resources:
Schoolhouse Rock: Verbs
Youtube: https://www.youtube.com/watch?v=US8mGU1MzYw
Alternate Download Link: http://goo.gl/7lJTtS

Procedures:
1. If your students need a review of verbs in addition to Lesson 0.5 (Parts of Speech),
the Schoolhouse Rock video is a great fun refresher. Note that it only includes action
verbs.
2. There are two versions of this template – one is a triangle shape, and the other is a
traditional tab template. Choose the one you prefer. You do not need to do them
both, as they contain the same information.
3. Color and/or cut out the templates. For the triangle template, you’ll flip it to the
back and fold the tabs towards the middle as shown below.
4. Then, write a description for each
verb type under the appropriate tab.
Include the examples as well.
5. Either glue the provided lists of
helping and linking verbs on the left
page opposite this activity, or have
students write the lists out there
themselves. Note that some are both
helping and linking verbs; discuss
why this is.  

Notes for Writing Inside Template:

action verbs – words that express action
Ex: Joey runs in the race.
linking verbs – words that show a state of being
Ex: Joey is the fastest runner.
helping verbs – words that help the main verb
express an action or state of being; helping verbs
are part of a verb phrase that includes the
helping verb and an action or linking verb
Ex: Joey might win the race.

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 Interactive Grammar Notebooks
Lesson 4-1: Action, Linking, & Helping Verbs

Sample Two-Page Spread  

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 Interactive Grammar Notebooks
Lesson 4-1: Action, Linking, & Helping Verbs

Helping Verbs

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 Interactive Grammar Notebooks
Lesson 4-1: Action, Linking, & Helping Verbs

Action Verbs

Linking Verbs

Helping Verbs

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 Interactive Grammar Notebooks
Lesson 4-1: Action, Linking, & Helping Verbs

Common Common
Linking Verbs Helping Verbs

am appear am have may

are become are has might
is feel is had must
was grow was can shall
were sound were could should
be seem be do will
being look being does would
been taste been did

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 Interactive Grammar Notebooks
Lesson 4-2: Predicate Nominatives & Predicate Adjectives

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 Interactive Grammar Notebooks
Lesson 4-2: Predicate Nominatives & Predicate Adjectives
Purpose: Identify and distinguish between predicate nominatives and predicate
adjectives. Describe the function of each.

Technology/Resources:
n/a

Procedures:
1. I like to start this lesson by telling my students that predicate nominatives and
predicate adjectives sound very complicated, but they are SO simple! Be sure to
connect this lesson with the previous lesson, specifically linking verbs.
2. Go ahead and cut out the two pieces. For the predicate nominative, write the
sentence “Sam is a doctor.” inside the links as shown below. Then, in the predicate
adjective piece, write “I was tired.”
3. Glue down the tabs for each piece. Then, snip the vertical lines between the links.
4. Write the definitions for predicate nominatives and predicate adjectives above each
tab-template, as shown below.
5. Read the sorting sentences. Decide which
sentences have predicate nominatives and
which have predicate adjectives. Then, divide
up the sentences and write them under the
correct tabs. The photo to the right shows
what it looks like under the predicate
nominative tabs.
6. Notes for writing in the templates and on the
page are on the following page.

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 Interactive Grammar Notebooks
Lesson 4-2: Predicate Nominatives & Predicate Adjectives
Notes for Writing Inside Templates and on Page:

definitions (write on page above each tab)

predicate nominative – a noun or pronoun that follows the linking verb and identifies or
explains the subject
predicate adjective – an adjective that follows the linking verb and describes the subject

Sorting Sentences
1. My headache // became // worse. (adjective)
2. Charlie // seems // upset about his grades. (adjective)
3. Baton Rouge // is // the capital of Louisiana. (nominative)
4. The platypus // is // a mammal. (nominative)
5. This job // seems // difficult. (adjective)
6. John // is // the president of Student Council.

*Notice that I did not include the prepositional phrases under the tabs, as they are
extra information and there isn’t room for them in the template – only the basic
subject-predicate structures that are being emphasized here.  

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 Interactive Grammar Notebooks
Lesson 4-2: Predicate Nominatives & Predicate Adjectives

Predicate Nominative
Subject Linking Verb Noun

Predicate Adjective
Subject Linking Verb Adjective

Sorting Sentences
1. My headache became worse.
2. Charlie seems upset about his grades.
3. Baton Rouge is the capital of Louisiana.
4. The platypus is a mammal.
5. This job seems difficult.
6. John is the president of Student Council.

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 Interactive Grammar Notebooks
Lesson 4-3: The Perfect Tense Fence

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 Interactive Grammar Notebooks
Lesson 4-3: The Tense Fence
Purpose: Identify and distinguish between these tenses: past, present, future, past perfect,
present perfect, future perfect. Classify sentences according to their tense.

Technology/Resources:
n/a

Procedures:
1. I think it’s important to give students the blank fence templates and walk them
through writing the information on the fences as the backbone of your lesson.
2. Then, color the fences (no certain color) and cut them out as rectangles – do not try to
cut right around each fence. Check the photo below.
3. Glue the fences onto a two-page spread in the notebook. ***These fences are making
pockets! Be careful that you glue them down the correct way!*** Put glue dots on the
sides and bottoms ONLY so that the middle and top parts of the fences are open as
pockets and ready to accept the sentences inside them. Make sure that the glue dots
are placed close together so that the sentence strips will not fall out the bottom. Also,
make sure that the top fences are not so close to the top of the notebook that the
sentences will stick out the top of the notebook. Mine pictured are just barely low
enough, but I’d definitely recommend that you try to make yours a little lower.

4. The notes for each fence are included on the completed template. Additionally, there
is an answer key sheet for the sorting sentences.

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 Interactive Grammar Notebooks
Lesson 4-3: The Tense Fence

Tense Fences
Present Tense Present Perfect Tense

Past Tense Past Perfect Tense

Future Tense Future Perfect Tense

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 Interactive Grammar Notebooks
Lesson 4-3: The Tense Fence

Tense Fences
Present Tense Present Perfect Tense
began in the past and may still
happening now   be going on  
singular subject: add –s formed with helping verb
plural subject: do not add -s   has or have  

He walks.   He has walked today.  

Past Tense Past Perfect Tense

has already happened   happened before another past
action or state of being  

formed by adding -ed   formed with helping verb

had  

He walked yesterday.   He had walked before school.  

Future Tense Future Perfect Tense

will have ended before a specific
will happen   time or event in the future  
formed with helping verb will formed with helping verbs
or shall   will have or shall have  

He will walk tomorrow.   He will have walked tonight.  

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 Interactive Grammar Notebooks
Lesson 4-3: The Tense Fence

Tense Fences
Mandy will go to the dentist on Friday.   By the end of this month, the baby will have been
born.  

Betty went to the museum when she was five.   Erin had left early when she got stuck in traffic.  

Jessie will have eaten dinner before the play.   Grandfather wanted to get ice cream.  

Jennifer is a straight A student.   The baby birds will eat when their mother returns.  

I have dreams of becoming an astronaut.   Jeremy had finished his algebra homework.  

Dr. Jones had assigned the take home test before We learned how to crochet at camp last week.  
Christmas break.  

The shoes will have gotten dirty at the rodeo.   Martin hikes through the forest to the pond.  

The girls swim in the river.   Marcia shall buy two shirts and one pair of shorts.  

Julie has slept every night this week.   Barbara and Carrie have borrowed from me before.  

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 Interactive Grammar Notebooks
Lesson 4-3: The Tense Fence

Tense Fences
Mandy will go to the dentist on Friday.   By the end of this month, the baby will have been
future   born.   future perfect  

Betty went to the museum when she was five.   Erin had left early when she got stuck in traffic.  
past   past perfect  

Jessie will have eaten dinner before the play.   Grandfather wanted to get ice cream.  
future perfect   past  

Jennifer is a straight A student.   The baby birds will eat when their mother returns.  
present   future  

I have dreams of becoming an astronaut.   Jeremy had finished his algebra homework.  
present perfect   past perfect  

Dr. Jones had assigned the take home test before We learned how to crochet at camp last week.  
Christmas break.   past perfect   past  

The shoes will have gotten dirty at the rodeo.   Martin hikes through the forest to the pond.  
future perfect   present  

The girls swim in the river.   Marcia shall buy two shirts and one pair of shorts.  
future   future  

Julie has slept every night this week.   Barbara and Carrie have borrowed from me before.  
present perfect   present perfect  

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 Interactive Grammar Notebooks
Lesson 4-4: Infinitives & Participles (Principal Parts)
Activity 1

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 Interactive Grammar Notebooks
Lesson 4-4: Infinitives & Participles (Principal Parts)
Activity 2

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 Interactive Grammar Notebooks
Lesson 4-4: Infinitives & Participles (Principal Parts)
Activity 1
Purpose: Identify and distinguish between the four principal parts of verbs: infinitive,
present participle, past, and past participle.

Technology/Resources:
n/a
Procedures for Activity 1:
1. Begin with the popsicle template. Color if desired (no
special color-coding here, but you might have your own)
and cut out.
2. This will be done just like the other tab templates we’ve
put together. Crease the right side up towards the left.
Open the foldable and glue down the left side only, behind
the popsicle.
3. Snip each horizontal line. Write the definition for each part
under the appropriate tab. See notes below!
4. Students will have a chance to apply this skill in Activities
2 and 3.

Notes for Writing Inside Templates

infinitive – the base form of the verb; present tense
present participle – used to form continuous tense; made by adding the helping verb “is”
before the verb and –ing to the end of the base form of the verb
past – used to express a previous action or a state that previously existed; add –ed
past participle – used to show that something started in the past but still continues; made
by adding the helping verb “have” before the verb and –ed to the end of the base form of
the verb

Procedures for Activity 2:

1. This little sentence strip exercise will give students a
chance to interact with the 4 principal parts.
2. Begin by cutting out the 3 sentence strips as shown on the
right.
3. Fold down the top tab and write the present participle on
top (am cooking) to make a new sentence.
4. Fold to the right the past tab. Notice that you’ll need to
include the subject on this longer strip since it covers it, so
you’ll write “I cooked.”
5. Fold up the bottom past participle tab and write the past
participle on top of the tab (have cooked). See next page
for photos.
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 Interactive Grammar Notebooks
Lesson 4-4: Infinitives & Participles (Principal Parts)
Activity 1

Procedures for Activity 3:

1. I use these charts to serve two purposes:
1. Give students controlled practice in altering tenses. Some students benefit from
this type of drill, but others won’t.
2. Glue the charts into the notebook (completed and checked). Now, students
have a reference with many of those unusual verb phrases like “have drunk”
that they are always getting wrong!
2. Simply cut out the tables, complete, check, and glue into the notebook.

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 Interactive Grammar Notebooks
Lesson 4-4: Infinitives & Participles (Principal Parts)
Activity 1

Principal Parts of Verbs  

Infinitive
have jumped
have played
Participle
The four basic forms of a verb are
called the principal parts of the verb.

Past

Present
jumped
Past

played

Participle
Participle

is jumping
Present

is playing

Past
Infinitive

jump
play

Past
Participle

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 Interactive Grammar Notebooks
Lesson 4-4: Infinitives & Participles (Principal Parts)
Activity 2

(present
participle)

(past) I cook supper for my family.  

(past
participle)

(present
participle)

(past) Dad rakes the lawn every Sunday.  

(past
participle)

(present
participle)

(past) Mom drives me to practice.  

(past
participle)

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 Interactive Grammar Notebooks
Lesson 4-4: Infinitives & Participles (Principal Parts)
Activity 3

Common Irregular Verbs

infinitive present participle past past participle
begin
blow
break
bring
build
choose
come
draw
drink
drive
eat
fall
fly
freeze
give
go
grow
hear
hold
know

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 Interactive Grammar Notebooks
Lesson 4-4: Infinitives & Participles (Principal Parts)
Activity 3

Common Irregular Verbs

infinitive present participle past past participle
lead
lend
make
pay
ride
ring
run
see
shrink
sink
sing
speak
steal
swim
take
throw
wear
win
write

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 Interactive Grammar Notebooks
Lesson 4-4: Infinitives & Participles (Principal Parts)
Activity 3

Common Irregular Verbs

infinitive present participle past past participle
begin is beginning began have begun
blow is blowing blew have blown
break is breaking broke have broken
bring is bringing brought have brought
build is building built have built
choose is choosing chose have chosen
come is coming came have come
draw is drawing drew have drawn
drink is drinking drank have drunk
drive is driving drove have driven
eat is eating ate have eaten
fall is falling fell have fallen
fly is flying flew have flown
freeze is freezing froze have frozen
give is giving gave have given
go is going went have gone
grow is growing grew have grown
hear is hearing heard have heard
hold is holding held have held
know is knowing knew have known

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 Interactive Grammar Notebooks
Lesson 4-4: Infinitives & Participles (Principal Parts)
Activity 3

Common Irregular Verbs

infinitive present participle past past participle
lead is leading lead have lead
lend is lending lent have lent
make is making made have made
pay is paying paid have paid
ride is riding rode have ridden
ring is ringing rang have rung
run is running ran have run
see is seeing saw have seen
shrink is shrinking shrank have shrunk
sink is sinking sank have sunk
sing is singing sang have sung
speak is speaking spoke have spoken
steal is stealing stole have stolen
swim is swimming swam have swum
take is taking took have taken
throw is throwing threw have thrown
wear is wearing wore have worn
win is winning won have won
write is writing wrote have written

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 Interactive Grammar Notebooks
Lesson 4-5: Direct & Indirect Objects

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 Interactive Grammar Notebooks
Lesson 4-5: Direct & Indirect Objects

Purpose: Define and identify direct and indirect objects.

Technology/Resources:
Grammar Bytes Presents Indirect Objects:
Youtube: https://www.youtube.com/watch?v=MrqprPQQWkQ
Alternate Download Link: http://goo.gl/MAvKyE

Procedures:
1. The video linked above is a very simple yet very clear little
video for introducing direct AND indirect objects and
showing students how to ask questions of the sentence to
find them. Towards the end, I like to pause it and have my
students predict the answers.
2. Color the definition templates (if desired) and cut out the
three pieces as shown on the right.
3. I call these folds butterfly folds. Only the center area
(colored red in the photo) is glued down, and the sides
swing open from the middle. Crease each of the sides of
the red area, then glue down the red area. It should
resemble a butterfly on the page with the direct and
indirect object tabs being the wings.
4. Do the same for the sentence templates: crease around the
center tab, then glue down in the middle (behind the
sentences). Finally, you’ll snip the dotted vertical lines in
this template so that each side swings open freely.
5. Write the definitions under the direct objects and indirect
objects tabs.
6. For the sentence tabs, lift each question and write the
object asked for under the tab. You can also mark the
sentences like the video marks them for extra
reinforcement.

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 Interactive Grammar Notebooks
Lesson 4-5: Direct & Indirect Objects

Notes for Writing Inside Templates:

direct objects
-the receiver of the action
-answers who? or what?
indirect objects
-someone or something affected by the action of the v erb
-answers the question to whom? or for whom?

Mom sang me a lullaby. DO – lullaby; IO – me

Joey gave the package to the mailman. DO – package; IO – mailman
Mrs. Miller assigned us homework. DO – homework; IO – us
Mary bought her son a new car. DO – car; IO - son

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 Interactive Grammar Notebooks
Lesson 4-5: Direct & Indirect Objects

Direct & Indirect Objects

Direct Objects Indirect Objects

What is the What is the

direct object? direct object?

Mom sang me a lullaby. Joey gave the package to the

mailman.

What is the What is the

indirect object? indirect object?

What is the What is the

direct object? direct object?

Mrs. Miller assigned us homework. Mary bought her son a new car.

What is the What is the

indirect object? indirect object?

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Interactive Grammar Notebooks
Lesson 5-1: Prepositions

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Interactive Grammar Notebooks
Lesson 5-1: Prepositions

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 Interactive Grammar Notebooks
Lesson 5-1: Prepositions
Purpose: Identify prepositions and explain their purpose.

Technology/Resources:
Schoolhouse Rock Busy Ps Prepositions Video:
Youtube: https://www.youtube.com/watch?v=yfExXGMX2JM
Alternate Backup Download Link: http://goo.gl/pTc7yD
Preposition by The Bazillions:
Youtube: https://www.youtube.com/watch?v=byszemY8Pl8
Alternate Backup Download Link: http://goo.gl/lFGDJQ
Procedures:
1. Both of the videos/songs above are excellent. I like to show both and then have my
students vote on which one we should watch every day during Preposition Week. Be
careful, it will spark a heated debate!
2. The first page is simply a preposition chart I like to have my students glue into their
notebooks for future reference. The second template, the accordion fold, analyzes the
purposes of prepositions. As we are constructing the accordion template, I’m having
my students practice making prepositional phrases for each of these words to drill it
into them.
3. Cut out the accordion template into two pieces. I recommend giving students the
blank version (with the question words at the top) and having them write in the
prepositions for each purpose. Have them look at the Prepositions chart and see if
they can’t distinguish most of them themselves, but make sure they are writing
down accurate information since this will be a source of reference for them. Notice
that I color-coded these according to the action parts color codes in my writing
notebook.
4. After writing/coloring/cutting out the pieces, place glue on the top of the tab next to
the How section.
5. Glue the Where section on top of this tab to make a continuous chain. Then, crease
the template accordion or fan style as shown in the photos.
6. Glue down the tab next to the title section.

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 Interactive Grammar Notebooks
Lesson 5-1: Prepositions
7. Tuck the other slides under the title slide with the creases. Use a scrap triangle as
shown in the photos to keep it down. Be careful to only glue on the 3 points of the
triangle, and hold down the triangle while the glue dries. It takes about 1 minute.

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Interactive Grammar Notebooks
Lesson 5-1: Prepositions

Prepositions  
about beyond outside
above by over
across down past
after during since
against except through
along for to
among from toward
around in under
at inside underneath
before into until
behind near up
below of upon
beneath off with
beside on within
between out without

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 Interactive Grammar Notebooks
3.6  
3.6   Lesson 5-1: Prepositions

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 Interactive Grammar Notebooks
Lesson 5-1: Prepositions

after above by
around across down
at against from
before along in
3.6  

during among near

past at over
since behind through
until below toward
beneath under

with because
without because of
since
3.6  

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Interactive Grammar Notebooks
Lesson 5-2: Prepositional Phrases

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 Interactive Grammar Notebooks
Lesson 5-2: Prepositional Phrases
Purpose: Recognize prepositional phrases. Complete prepositional phrases by adding a
preposition or an object. Recognize the object of the preposition.

Technology/Resources:
n/a

Procedures:
1. This template includes two parts – a simple tab representation of the relationship
between prepositional phrases and the object of the preposition, and a short practice
completing prepositional phrases to help students distinguish between and
recognize the relationship between prepositions and their objects. Notice the
coloring, which is very important. The prepositional phrase piece is colored in blue,
while the object of the preposition is colored in green. Notice that the object (shelf in
this case) is colored half and half to represent that it is both part of the prepositional
phrase but the object of the preposition.
2. Color and cut out the pieces as shown below. Fold the tabs up (or down) and glue
the pieces as shown so that the tabs flip up and down.
3. Write the descriptions for each part under the appropriate tab.
4. Complete the short practice activity and glue it below the tab templates.

Notes for Writing Inside Template:

prepositional phrase – begins with a preposition and ends
with a noun (the object)
object of the preposition – the noun that follows the
preposition

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 Interactive Grammar Notebooks
Lesson 5-2: Prepositional Phrases

Prepositional Phrase

on the shelf
Object of the
Preposition

Prepositional Phrase: begins with a preposition and ends with a

noun (the object of the preposition)  
Object of the Preposition: the noun that follows the preposition  
Add a noun (object of the preposition) to each prepositional phrase.  
1. The mechanic’s shop is just around the ______________.
2. Please drop me off near the ______________.
3. I prefer to eat my cookies with ______________.
4. Marissa babysat her siblings during the ______________.
5. The crepe myrtle trees were planted next to the ______________.  

Add a preposition to each prepositional phrase.  

1. The teacher asked the student to sit ______________ the chair.
2. I bought some milk ______________ the grocery store.
3. The roses Natalie picked are ______________ her boyfriend.
4. John likes to play ______________ his toys.
5. Make sure you sneeze ______________ a tissue.  

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 Interactive Grammar Notebooks
Lesson 5-3: Adverb Phrases & Adjective Phrases

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 Interactive Grammar Notebooks
Lesson 5-3: Adverb Phrases & Adjective Phrases
Purpose: Identify the purposes of prepositional phrases and what they modify.
Distinguish between adverb phrases and adjective phrases.

Technology/Resources:
n/a

Procedures:
1. Color and cut out the template as one piece.
2. Crease the template where the horizontal and vertical words meet.
3. Glue down the side with the vertical writing, allowing the tabs on the right to swing
open. Snip each horizontal dotted line so that each part of speech opens freely.
4. Write an example sentence for each part of speech. Underline the phrase and draw
an arrow to the word it modifies.

Notes for Writing Inside Templates

noun – This is a book of poetry. (of poetry modifies book)
pronoun – The boss greeted everyone at the meeting. (at the meeting modifies everyone)
verb – Angela arrived in the morning. (in the morning modifies arrived)
adjective – Dad is happy with his new golf clubs. (with his new golf clubs modifies
happy)
adverb – Carla studies late at night. (at night modifies late)

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 Interactive Grammar Notebooks
Lesson 5-3: Adverb Phrases & Adjective Phrases

What kind? Which one?

How much? How many?
ADJECTIVE
PHRASE  

How often? To what extent?

How? When? Where?
PHRASE  
ADVERB

noun – this is a book of poetry

pronoun – the boss greeted everyone at the meeting
verb – She arrived in the morning.
adjective – Dad is happy with his new golf clubs.
adverb – Carla studies late at night.

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Interactive Grammar Notebooks
Lesson 6-1: Pronouns, Activity 1

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Interactive Grammar Notebooks
Lesson 6-1: Pronouns, Activity 2

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 Interactive Grammar Notebooks
Lesson 6-1: Pronouns
Purpose: Identify pronouns and explain their purpose. Distinguish between the six types
of pronouns: personal, possessive, indefinite, demonstrative, reflexive, interrogative

Technology/Resources:
Pronouns Schoolhouse Rock:
Youtube: https://www.youtube.com/watch?v=Eu1ciVFbecw
Alternate Backup Download Link: http://goo.gl/L5Vmjo
Grammaropolis Pronoun Song:
Youtube: https://www.youtube.com/watch?v=YJDIEs4wEdQ
Alternate Backup Download Link: http://goo.gl/shU8W4
Procedures for Activity 1:
1. The Schoolhouse Rock video above is an excellent review of pronouns in general.
2. Use the Grammaropolis video for a more in-depth introduction to pronouns.
3. Color the Types of Pronouns templates. It is not important which color you assign to
each type of pronoun, but it IS important that each one is a different color and
consistent among your students.
4. Cut out the templates. Fold the top tabs back and glue behind the top tabs only. I like
to put this page on the left hand side of the notebook so that Activity 2 can be put on
the right side.
5. Lift up each tab and write a description for each pronoun type on the back of the tab
and list the pronouns on the notebook paper under each tab.
Notes for Writing Inside Templates
personal pronouns – typical pronouns; replace the subject or object
examples: subjective – I, you, he, she, it, we, they
objective – me, you, him, her, it, us, them
possessive pronouns – pronouns that show ownership
examples: my, your, his, hers, its, our, their, yours, ours, theirs
indefinite pronouns – a pronoun that does not refer to any specific
person, amount, or thing in particular
examples: anything, something, anyone, everyone, everybody,
somebody, everything, nobody, no one, several, some, someone
demonstrative pronouns – point out a specific person, place, thing,
or idea
examples: this, that, these, those
reflexive pronouns – refer to the subject and directs the action of the
verb back to the subject
examples: myself, ourselves, yourself, yourselves, himself, herself,
itself, themselves
interrogative pronouns – pronouns that are used to ask questions
and stand for something not yet known
examples: who, whom, whose, which, what
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 Interactive Grammar Notebooks
Lesson 6-1: Pronouns

Procedures for Activity 2:

1. Activity 2 is another simple tab template. Do NOT start by coloring. Instead, cut the
template out as one piece and then work with it as described below.
2. Read each sentence and circle the pronoun. Then, decide which type of pronoun it is.
Circle the pronoun in the same color used for that type of pronoun in Activity 1. Then,
outline the sentence’s rectangle in that color. This will help students find examples of
specific types in the future by looking back at the colors.
3. After circling and coloring, glue the Identifying Pronouns tab down so that the
sentences swing up freely.
4. Snip the horizontal lines between each sentence.
5. Now, go back and write the type of pronoun used in each sentence under its tab to
reinforce those types once more.

Answers for Sentences:

Jessica decided that she would rather go
swimming this weekend instead of
going fishing. she is a personal pronoun
The decision was completely hers. hers
is a possessive pronoun
Jessica drove herself to the lake. herself
is a reflexive pronoun
Which lake did Jessica drive to?
which is an interrogative pronoun
That is her favorite lake! that is a
demonstrative pronoun
Once there, Jessica wished someone had
come along. someone is an indefinite
pronoun

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 Interactive Grammar Notebooks
Lesson 6-1: Pronouns

Types of Pronouns

Personal Possessive Indefinite

Pronouns Pronouns Pronouns

Types of Pronouns

Demonstrative Reflexive Interrogative

Pronouns Pronouns Pronouns

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 Interactive Grammar Notebooks
Lesson 6-2: Identifying Pronouns

Jessica decided that she would rather go swimming

Identifying Pronouns

this weekend instead of going fishing.

The decision was completely hers.

Jessica drove herself to the lake.

Which lake did Jessica drive to?

That is her favorite lake!

Once there, Jessica wished someone had come

along.

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Interactive Grammar Notebooks
Lesson 7-1: Kinds of Adjectives

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 Interactive Grammar Notebooks
Lesson 7-1: Kinds of Adjectives
Purpose: Identify four kinds of adjectives and their purposes.

Technology/Resources:
Schoolhouse Rock Unpack Your Adjectives
Youtube: https://www.youtube.com/watch?v=NkuuZEey_bs
Backup Download Link: http://goo.gl/qi6F92

Procedures:
1. Use the video above if your students can use a review of adjectives. Of course, it
won’t include all the types in this lesson, but it’s a great review or introduction.
2. Start by cutting out the template and coloring the tabs. Leave the middle section
white, as this will be glued down into the notebook and will not show.
3. Flip the paper over, and fold the tabs back so that it looks like the photo below.
4. Glue the title “Kinds of Adjectives” into the blank white center.
5. Lift up each flap. Write the example sentence provided under the tab and circle all of
the adjectives of that particular type in the sentence.
6. Finally, glue the foldable down onto a blank page in the notebook.

Notes for Writing Inside Templates

describers – The yellow, stinky bus careened down the old dirt road.
demonstrative adjectives – I prefer this brand of ice cream over that brand.
(discuss differences/similarities with demonstrative pronouns from Lesson 6-1)
proper adjectives – I like French bread with my sandwiches.
articles/article adjectives – The volcano is a popular tourist attraction.

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 Interactive Grammar Notebooks
Lesson 7-1: Kinds of Adjectives
(plain old adjectives)
(formed from proper nouns) describers

demonstrative adjectives
(this, that, these, those)
proper adjectives

(a, an, the)

articles

Kinds of
Adjectives
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Interactive Grammar Notebooks
Lesson 7-2: Degrees of Comparison

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 Interactive Grammar Notebooks
Lesson 7-2: Degrees of Comparison
Purpose: Identify the degrees of comparison. Change an adjective’s degree. Explain the
rules for changing degrees of comparison.

Technology/Resources:
n/a
Procedures:
1. Your students have no doubt been comparing by degrees for years, but mine
typically have no idea about the syllable rules associated with deciding which form
of the adjective is proper.
2. Start by coloring (if desired – I stick with brown since these are adjectives) and
cutting out both templates. You’re going to glue the smaller template on top of the
larger one, allowing the degrees to swing up to reveal information.
3. Place glue dots on top of the Degrees of Comparison section of the larger template
and glue the smaller template on top as shown below.

4. Under the tabs, write as follows:

positive – comparison with as; comparative – comparison of two things; superlative –
comparison of three or more things
5. As you complete the rest of the adjective comparisons, discuss with students the
rules below as you write them at the bottom of the page. Draw an arrow to the
relevant adjectives to emphasize the rules.

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 Interactive Grammar Notebooks
Lesson 7-2: Degrees of Comparison

Degrees of Comparison

good better best

bright

fancy

cheerful

interesting

Degrees of Comparison
Positive Comparative Superlative

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 Interactive Grammar Notebooks
Lesson 7-2: Degrees of Comparison

Degrees of Comparison

Degrees of Comparison
Positive Comparative Superlative

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Interactive Grammar Notebooks
Lesson 8-1 Adverbs

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 Interactive Grammar Notebooks
Lesson 8-1 Adverbs

(Same page as previous, shown with flaps closed)  

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 Interactive Grammar Notebooks
Lesson 8-1 Adverbs
Purpose: Identify common adverbs and their purposes. Practice using different kinds of
adverbs to describe an action.

Technology/Resources:
Schoolhouse Rock Lolly Lolly Lolly Get Your Adverbs Here
Youtube: https://www.youtube.com/watch?v=x6dPHWemygY
Backup Download Link: http://goo.gl/FwuAEt

Procedures:
1. Once again, Schoolhouse Rock provides a great review/introduction for adverbs.
2. I recommend using the blank template for students and having them write the
example words in themselves. Use the completed template as a key/guide.
3. Color/outline with color if desired and cut out the three plus templates as shown
below.
4. After writing in the sample words, glue the middle down only so that the outer
squares all fold in.
5. Activity 2 templates – for each photo in the middle, write a subject and verb.
6. Then, write an adverb in each space around it as appropriate.
7. Glue the smaller 2 templates on the page as shown. Then, write a sentence using the
various sentence parts near each template.
8. See the completed template pages for the notes I write on each template.

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 Interactive Grammar Notebooks
Lesson 8-1 Adverbs, Activity 1

How often?

How long?
When? How? -ly Where?

How much?

To what extent?

Adverbs

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 Interactive Grammar Notebooks
Lesson 8-1 Adverbs, Activity 1

How often?
always
often frequently
sometimes usually
seldom forever
never
How long?
When? How? -ly Where?
now quickly here
then quietly there
later easily away
soon clearly up
feverishly inside
sluggishly outside

How much?
most very
nearly too
quite almost
less so
only really
To what extent?

Adverbs

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 Interactive Grammar Notebooks
Lesson 8-1 Adverbs, Activity 2

How often?
OR How long?

When? Where?

How? -ly
How? -ly

When? Where?

How much? OR
To What Extent?

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 Interactive Grammar Notebooks
Lesson 8-1 Adverbs, Activity 2

How often?
OR How long? Sometimes, Dad works cautiously
at the construction site on
sometimes Saturdays.

When? Where?

the
Saturday
construction
site
(Dad works)
How? -ly
How? -ly
cautiously

feverishly

When? Where?

at the lake
now

(Molly rides)
How much? OR
To What Extent?
Now, Molly rides quite feverishly
at the lake. quite

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Interactive Grammar Notebooks
Lesson 8.2: More Adverb Phrases

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 Interactive Grammar Notebooks
Lesson 8.2: More Adverb Phrases
Purpose: Identify and write adverb phrases that use with, without, and similes with like
and as.

Technology/Resources:
n/a

Procedures:
1. This lesson adds to the previous lesson on adverb phrases, Lesson 5-3.
2. This is a very simple, straightforward template. Simply color (if desired), cut out,
and fold up the template like a fan/accordion.
3. Write a sample sentence for each type of adverb phrase.
4. Glue down the title tab as well as the first “with” tab. The rest of the template will
fold up to it.

Notes for Writing Inside Template

with – I can speak with an accent.
without – You shouldn’t drive without a license!
like – Megan is sleeping like a baby.
as – Megan sleeps as soundly as a baby.

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 Interactive Grammar Notebooks
Lesson 8.2: More Adverb Phrases

An adverb phrase can begin with the preposition

An adverb phrase can begin with the preposition

3.6  
An adverb phrase can be a simile that uses the word

An adverb phrase can be a simile that uses the word

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Interactive Grammar Notebooks
Lesson 8.3: Double Negatives

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 Interactive Grammar Notebooks
Lesson 8.3: Double Negatives
Purpose: Recognize a double-negative error and correct it by eliminating a negative
word.

Technology/Resources:
n/a

Procedures:
1. This is a simple and short mini-lesson on correcting double negatives.
2. Color (if desired) and cut out the template.
3. Glue down the side and top only so that the sentence strips are not glued down.
4. Snip the dotted lines so that the sentence strips swing open.
5. Read the sentences on the tabs. Cross out and/or change a negative word to correct
the double negative. Then, write the corrected sentence under the tab.

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 Interactive Grammar Notebooks
Lesson 8.3: Double Negatives

Negative Words: I don’t have nothing but the clothes on my

no back.

not Julia didn’t want nobody to see her.

none
no one I never see no fruit on sale in this store.
nobody
nothing My jacket isn’t nowhere!
neither
nowhere We barely got no sleep last night.
never
The dog never fights with neither one of the
barely cats.
hardly
(-‘n/t) Jason didn’t tell no one his idea.

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Interactive Grammar Notebooks
Lessons 9.1 & 9.2: Conjunctions

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 Interactive Grammar Notebooks
Lessons 9.1 & 9.2: Conjunctions
Purpose: Identify and use coordinating and correlative conjunctions.

Technology/Resources:
Schoolhouse Rock Conjunction Junction:
Youtube: https://www.youtube.com/watch?v=RPoBE-E8VOc
Backup Download Link: http://goo.gl/it2R3P
“Let’s Bring it All Together” Grammaropolis Conjunction Song:
Youtube: https://www.youtube.com/watch?v=k2ug9xr0Ias
Backup Download Link: http://goo.gl/pMkFvz

Procedures:
1. The Schoolhouse Rock video is a classic, but what I really love about the
Grammaropolis video is that it talks about correlative conjunctions and
subordinating conjunctions as well!
2. First, make the Coordinating Conjunction Train. Color, cut out, and write the
coordinating conjunctions on the train cars.
3. Glue the “or” and “for” train cars together with the tab as shown below to make one
continuous train.
4. Fold it up like an accordion. For this one, I only folded every two train cars, but you
could do it every train car if you prefer.

5. Glue down the TAB ONLY so that the rest of the train folds neatly under it. Make
your triangle holder to tuck the accordion fold into.

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 Interactive Grammar Notebooks
Lessons 9.1 & 9.2: Conjunctions
6. Now, color and cut the Correlative Conjunctions template. Once again, any color will
do for this one, so long as they are different or alternating like mine.
7. Glue down the two side tabs only, leaving the middle word tabs free.
8. Cut the vertical line up the middle. Then, snip the horizontal dotted lines.
9. Open each pair of correlative conjunctions and write a sample sentence for each
conjunction under the tabs.

Notes for Writing Inside Template

(both, and) Both Nancy and Bill rode the bus to school.
(either, or) Tonight, I will cook either spaghetti or pizza.
(neither, nor) The bench is neither in the living room nor the bedroom.
(not only, but) Julian is not only smart but funny as well.
(whether, or) I’m not sure whether Sam will stay here or go to Egypt.

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 Interactive Grammar Notebooks
Lesson 9.1 Coordinating Conjunctions

3.6   3.6  

Coordinating
Conjunctions
nor

and
or

3.6   3.6  
but
so

for
yet

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 Interactive Grammar Notebooks
Lesson 9.1 Coordinating Conjunctions

3.6   3.6  

3.6   3.6  

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Interactive Grammar Notebooks
Lesson 9.2 Correlative Conjunctions

both and

either or

neither nor

not only but

whether or

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Interactive Grammar Notebooks
Lesson 9.2 Correlative Conjunctions

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Interactive Grammar Notebooks
Lesson 9.3 Interjections

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 Interactive Grammar Notebooks
Lesson 9.3 Interjections
Purpose: Identify interjections and use them appropriately.

Technology/Resources:
Schoolhouse Rock Interjections:
Youtube: https://www.youtube.com/watch?v=YkAX7Vk3JEw
Backup Download Link: http://goo.gl/YUQAs0

Procedures:
1. This Schoolhouse Rock video is always a class favorite. It must be the shot in the
butt. Don’t skip it! You might need a carrot to dangle later…
2. I like to use the blank template (without the interjections already written) and have
my students write interjections in themselves. I write the notes for interjections
around the middle of the template.
3. Cut out the template and fold each tab in. Color if desired.
4. Write interjection examples in the tabs. Write the notes in the center.
5. Glue down the back of the center portion only.

Notes for Writing Inside Template

interjections
• words or short phrases used to express strong
emotion
• may exclaim, protest, or demand
• **rarely used in formal writing**
examples: hey, hooray, oh, oops, ouch, ow, ugh,
well, whew, wow, yikes, yippee, aha

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Interactive Grammar Notebooks
Lesson 9.3 Interjections

Interjections

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 Interactive Grammar Notebooks
Lesson 9.3 Interjections
Aha

Interjections
!

Hey!

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 Interactive Grammar Notebooks
COMMON CORE ALIGNMENT
Anchor
Unit/Topic Standard 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
Unit 1: Hard & Fast Rules CCRA.L.1 L.4.1.G L.5.1.A L.6.1.E L.7.1 L.8.1.A
CCRA.L.2 L.4.2.A L.5.2.A L.6.1.C L.7.2 L.8.2.A
CCRA.L.6 L.4.2.B L.5.2.B L.6.2.A
L.4.2.C L.5.2.C
L.4.2.D L.5.2.D
L.4.3.C
Unit 2: Sentences CCRA.L.1 L.4.1.F L.5.1.A L.6.1.E L.7.1.A L.8.1.A
CCRA.L.2 L.4.2.C L.5.1.E L.6.2.A L.7.1.B L.8.2.A
CCRA.L.3 L.4.3.B L.5.2.A L.6.3.A L.7.1.C
L.5.2.B
L.5.3.A
Unit 3: Nouns CCRA.L.1 L.4.3.A L.5.2.D L.6.1.A L.7.2.A L.8.1
CCRA.L.2 L.5.3.A L.6.1.C

194  
CCRA.L.3
Unit 4: Verbs CCRA.L.1 L.4.1.A L.5.1.B L.6.1.E L.7.1.A L.8.1.A
CCRA.L.2 L.4.1.B L.5.1.C L.7.2.A L.8.1.D
CCRA.L.3 L.4.1.C L.5.1.D
L.5.3.A
Unit 5: Prepositions CCRA.L.1 L.4.1.A L.5.3.A L.6.1.E L.7.1.A L.8.1.A
CCRA.L.2 L.4.1.E L.5.1.A L.6.3.A
CCRA.L.3
Unit 6: Pronouns CCRA.L.1 L.4.1.A L.5.3.A L.6.1.A L.7.1.A L.8.1.A
CCRA.L.2 L.4.3.A L.6.1.B
CCRA.L.3 L.6.1.C
L.6.1.D
Unit 7: Adjectives CCRA.L.1 L.4.1.D L.5.3.A L.6.1.E L.7.2.A L.8.1.A
CCRA.L.2 L.4.3.A L.6.3.A L.7.1.A

© 2014 erin cobb imlovinlit.blogspot.com

CCRA.L.3
 Interactive Grammar Notebooks
COMMON CORE ALIGNMENT
Anchor
Unit/Topic Standard 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
Unit 8: Adverbs CCRA.L.1 L.4.1.A L.5.3.A L.6.1.E L.7.1.A L.8.1.A
CCRA.L.2 L.4.3.A L.5.1.A L.6.3.A L.7.2.A
CCRA.L.3
Unit 9: Conjunctions & CCRA.L.1 L.4.2.C L.5.1.A L.6.1.E L.7.1.A L.8.1.A
Interjections CCRA.L.2 L.4.3.B L.5.1.E L.6.3.A
CCRA.L.3

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© 2014 erin cobb imlovinlit.blogspot.com
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Interactive Grammar Notebooks

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Interactive Grammar Notebooks Lesson 3-3:
Plural Nouns, Activity 1 ALTERNATE

Plural Nouns:
When –s won’t cut it!

When a word ends with:

s ch sh x z

When a word
ends with:
f fe

When a word
ends with:
us (Latin)

When a word ends with:

consonant + y

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