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Free Pronoun Worksheets Middle School

Grammar worksheets
Language Handbook WorksheetsAdditional Practice in Grammar,Usage,and MechanicsSupport for the Language Handbook in the Student EditionSecond CourseCopyright

by Holt,Rinehart and WinstonAll rights reserved.No part of this publication may be reproduced ortransmitted in any form or by any means,electronic or mechanical,including photocopy,recording,or any information storage andretrieval system,without permission in writing from the publisher.Teachers using LANGUAGE HANDBOOK WORKSHEETSmayphotocopy blackline masters in complete pages in sufficientquantities for classroom use only and not for resale.HOLT,HRW,Owl Designare trademarks licensed to Holt,Rinehart and Winston,registered in the United States of AmericaIf you have received these materials as examination copies free of charge,Holt,Rinehart and Winston retains title to thematerials and they may not be resold.Resale of examinationcopies is strictly prohibited.Possession of this publication in print format does not entitleusers to convert this publication,or any portion of it,into electronic the Teacher The Parts of SpeechWorksheet1Identifying Nouns





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.1Worksheet2Identifying and Using Pronouns ...

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...2Worksheet3Identifying Adjectives .

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.3Worksheet4Identifying and Using Action and Helping Verbs ..

4Worksheet5Identifying Linking and Helping Verbs ...

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5Worksheet6Identifying and Using Adverbs ...

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6Worksheet7Identifying Prepositions and Prepositional Phrases .

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7Worksheet8Determining Parts of Speech ....

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.8Worksheet9Test ..

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.9Worksheet1Using Singular and Plural Forms ...

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12Worksheet2Making Subjects and Verbs Agree ..

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13Worksheet3Using Subjects and Verbs with Prepositional Phrases ....

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14Worksheet4Ensuring Agreement with Indefinite Pronouns ..15Worksheet5Ensuring Agreement with Subjects Joined And,Or,Worksheet6Ensuring Agreement with Collective Nouns Worksheet7Ensuring Agreement in Questions and in There Here Worksheet8Ensuring Agreement with Singular Words That Have Plural Forms ..



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19Worksheet9Ensuring Agreement Between Pronoun andAntecedent..

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...20Worksheet10Avoiding Problems in Agreement of Pronoun and Antecedent .

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21Worksheet11Ensuring Pronoun-Antecedent Agreement And,Or,Worksheet12Avoiding Problems in Agreement of Pronoun and Antecedent .

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...25Table of ContentsCopyright by Holt, Rinehart and Winston.

All rights reserved.Table of ContentsWorksheet1Identifying Past,Present,and Future Tenses ....28Worksheet2Using Irregular Verbs ....

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....29Worksheet3More Practice with Irregular Verbs .



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....30Worksheet4Identifying and Using Verb Tenses

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...32Worksheet5Using Consistent Verb Tense ....

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....34Worksheet6Identifying and Using Active and Passive Voice .. .

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...42Worksheet1Identifying and Using Pronouns in the Nominative Case .

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..46Worksheet2Identifying and Using Pronouns as PredicateNominatives ....

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...47Worksheet3Using Pronouns as Direct Objects ...

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48Worksheet4Using Pronouns in the Objective Case ...



49Worksheet5Using Pronouns as Objects of Prepositions ....

.50Worksheet6Pronouns ..



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.51Worksheet7More Practice with Pronouns ...

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53Worksheet1and Irregular Comparisons.

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..56Worksheet2Using Modifiers Correctly ..

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..57Worksheet3Avoiding DoubleComparisons and Double Negatives .

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.58Worksheet4Correcting Misplaced Modifiers ...

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....59Worksheet5Correcting Dangling and Misplaced Modifiers .

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.63Table of ContentsCopyright by Holt, Rinehart and Winston.All rights reserved.Worksheet1Identifying Prepositional Phrases ...

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.65Worksheet2Identifying and Using Adjective Phrases ..
free pronoun worksheets middle school
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Gb great expectations
Great Books: Great Expectations: Teacher’s Guide

Curriculum Focus: Literature Lesson Duration: Two to three class periods Program Description I.Introduction (13 min.) III.A Mirror for Society (13 min.) IV.A True Gentleman (14 min.)

Lesson Plan Student Objectives

Understand the differences between totalitarianism and democracy.Materials

Access to a photocopier Great Expectations, by Charles Dickens

Procedures 2.Assign students to work together in pairs.Tell them that the entire class is going to participate in a group writing activity on one short story based on a theme.The pairs will work serially: Great Books: Great Expectations: Teacher’s Guide 2

One pair after another will produce a short story that treats one of the following themes, or generalizations about life, from Dickens’s Great Expectations.Loyalty to family or friends

The power of love

The importance of acting sympathetically toward those who are less fortunate The need for reform in educational and legal systems The class may also suggest an alternative theme from the novel.3.

Review other important elements of a short story.

The plot is the sequence of events that occur in the story.It begins with a narrative hook and must involve a conflict that the main character faces.It builds to a climax, or point of highest interest, before the main character solves the problem and learns something about life.The characters are the individuals featured.A short story may have one or a few main characters and one or a few minor characters.The setting refers to the time and place in which the story occurs.A short story often has only one or a few settings, as opposed to a novel, which may have multiple settings.The point of view is the angle from which the story is told: first person by the narrator or third person by someone outside the story.4.Review the prewriting phase.

Having chosen a theme, the class must agree on a plot that will showcase the selected theme.Remind students that people usually write best when they write about what they know.Let them brainstorm ideas and then settle on one plot idea.Next, ask students to come up with at least two main characters to inhabit the plot— one who confronts the problem, another who helps get around the problem.

As they come up with possible characters, have students fill in a chart with information on each character’s age, size, outstanding features, clothing, personality, and characteristics of speech and behavior.Ask students to imagine when and where the characters exist, jotting down on another chart details about time of year, historical period, locale, and weather.Have students concur on the use of first- or third-person narrator in their story.Create an outline that students can refer to when they’re ready to draft their story.Below is an example: A.

Beginning 1.Introduce the main character.

2.Tell where the character is.

3.Start the plot: What happens first?

Published by Discovery Education.

2005.All rights reserved.

Great Books: Great Expectations: Teacher’s Guide 3
B.

Middle 1.Explain the main character’s problem.2.Introduce other characters as necessary, perhaps in a new setting.Use dialogue as appropriate.

3.Move the plot along by telling what problems the character or characters run into.Build suspense.
C.

Ending 1.At the point of highest interest, tell what your character or characters do.

2.

Tell what the characters’ action leads to.3.Tell what the final outcome is.

5.Explain that writing, the next stage of the process, is based on the prewriting notes and how it will progress: Select one pair of students to write jointly the first or several paragraphs.

Select a second pair of students, who will add one or several paragraphs to move the story along.Select a third pair and so on.

A pair may also contribute the contents of a diary or letter that is important to the plot, instead of narrative paragraphs.With one exception, all pairs will take turns writing until the story is finished.The exception is the pair of students designated the editors; their contribution will come later in the writing process.Although the students will follow the prewriting notes about story basics, each pair will have a chance to build on or change the direction of the story.To keep the entire class involved in the story’s progress, have someone read aloud the ongoing draft periodically.6.After every pair of students, except the editors, has contributed to the story, and all writers are satisfied with the story, have students come up with a story title.Allow the writers some time away from the manuscript.

7.With the entire class, share the checklist below about revising and the text clearly present a character facing the problem, lead up to a solution, and always indicate reactions by characters in the story? Does the story show rather than merely tell?

Style Is the narrative smoothly written?

Is the dialogue realistic? If there is no dialogue, would adding it improve the story?

Published by Discovery Education.

2005.All rights reserved.Great Books: Great Expectations: Teacher’s Guide 4

Grammar, Usage, Mechanics Check for correct capitalization, spelling, and matters such as agreement, comparison, and pronoun references.

Give a photocopy of the manuscript to the two student editors; have them apply this editing checklist to the draft.8.The editors may make changes on the photocopy itself, or they may suggest in notes how they think the writers

should revise the story.

9.At the end of the revising and editing process, distribute a clean revision to the students for their journals.10.

Have the class discuss the advantages and disadvantages of developing a story by co
Don't know. But I wouldn't take advice from a trending topic that uses 'yo' as a possessive pronoun
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