1.7
Subjects
OBJECTIVE • To identify and use simple and complete subjects
DAILY MAINTENANCE Assign Practice Book page 3, Section 1.7. After students finish, 1. Give immediate feedback. 2. Review concepts as needed. 3. Model the correct answer. Pages 4–5 of the Answer Key contain tips for Daily Maintenance.
Have a volunteer read aloud the first paragraph. Then ask students to tell the difference between simple and complete subjects. Ask where the subject of a sentence usually appears. (The subject usually appears before the action word in a statement.) Ask volunteers to read the rest of the page. Then ask volunteers to underline the simple subjects in the silly sentences from the WarmUp and circle the words that tell more about the simple subject.
1.7
EXERCISE 2 Ask volunteers to read aloud a sentence and identify the simple subject and the words that tell more about the simple subject.
Subjects A sentence has a subject and a predicate. The subject is who or what the sentence is about. The simple subject names the person, place, or thing that is talked about. The simple subject is usually a noun. A complete subject is the simple subject and words that describe it or give more information about it.
Read from a piece of writing that the class is currently reading. Emphasize simple and complete subjects.
C O M P L E T E S U B J EC T
C O M P L E T E P R E D I C AT E
Mr. Liu
dived into the water.
The swim team
practices Tuesday.
In the first sentence, Mr. Liu is the simple subject and also the complete subject. In the second sentence, team is the simple subject. The swim team is the complete subject because The and swim tell more about team. What is the complete subject in each of these sentences?
TEACH Write on the board some of the silly sentences from the Warm-Up. Circle the complete subjects. Ask students to tell what the subjects have in common and tell what the subject does in a sentence. (The subject names the person or thing doing the action.) Tell students that to determine the subject of a sentence, they can ask themselves questions such as Who or what is this sentence about? Who or what is doing the action?
A
The boy did the breaststroke.
B
Water splashed.
C
The excited students cheered loudly.
D
Our team’s swimmers won the meet.
If you said The boy, Water, The excited students, and Our team’s swimmers, you are correct. What is the simple subject of each of those sentences? If you said boy, water, students, and swimmers, you are correct. Each subject names a person or a thing. EXERCISE 1 Tell what the complete subject is in
each sentence. 1. The swim team practiced every day. 2. Sarub wanted to join the team. 3. The coach watched Sarub in the pool. 4. The determined boy finished his last lap.
14
14 • Section 1.7
EXERCISE 1 Have students underline the complete subject. Challenge students to circle the simple subject in each sentence.
EXERCISE 3 Point out that students may have different answers. When students have finished, suggest that they share their work in small groups.
WARM-UP Write silly sentence starters and endings on separate sentence strips. Distribute the strips and explain that some students will have sentence starters, or subjects, and others will have endings, or predicates. Have students decide whether they have a starter or an ending strip. Then have students with starters find students with endings and combine their strips. Ask volunteers to share their silly sentences with the class.
PRACTICE
•
Section 1.7