Complete Subjects and Complete Predicates

Every sentence has two main parts. The complete subject names someone or something. The complete predicate tells what the subject is or does. 

• The complete subject is all the words in the subject part of a sentence. The subject part names someone or something. 

• The complete predicate is all the words in the predicate part of a sentence. The predicate part tells what the subject is or does. 

• Guided Practice 

• Name each complete subject and complete predicate. 

• 1. Insects are small animals.

•  2. All insects have six legs. 

• 3. Millions of kinds of insects live throughout the world. 

• 4. The bodies of dead insects enrich the soil. 

• 5. Insects help many plants produce seeds through pollination. 

Read each sentence. Then use your highlighter to highlight the complete subject of each. 

1. Many insects are helpful to farmers.

2. Bees pollinate farmers' crops. 

3. The bees on our farm make delicious honey. 

4. Predators are animals that eat other animals. 

5. Some helpful insects are predators. 

6. The ladybug eats several kinds of crop-destroying insects. 

7. Other insects on the farm are parasites. 

8. These insects live on or in the bodies of harmful insects. 

9. A certain kind of wasp lays eggs in harmful caterpillars. 

10. The young wasps feed on the caterpillars and kill them. 

B. Write each sentence. Underline the complete subject once. Underline the complete predicate twice. 

11. The corn earworm destroys corn crops. 

12. The caterpillar of the cabbage butterfly damages cauliflower. 

13. Wheat crops are hurt by maggots. 

14. Gypsy moth caterpillars strip the leaves from many trees. 

15. Harmful insects cause billions of dollars in crop damage. 

Literature: Plot Structure 

Write the following in your notebook. 

The plot structure has five parts that help the story flow and keep us interested from beginning to end. These parts are: 

1. Exposition: This is where the story begins. We meet the characters, learn about the setting, and get introduced to the main problem or conflict.

2. Rising Action: The action starts to build here. This is where the story starts to get exciting because the main character faces challenges or obstacles.

3. Climax: This is the most intense, exciting part of the story! The main character has to face the problem head-on. It’s the turning point of the story.

4. Falling Action: After the climax, the action starts to slow down. We see how the main character begins to solve the problem or handle the situation.

5. Resolution: This is the ending. The problem is solved, and the story comes to a close.

SINGULAR AND PLURAL NOUNS

POSSESSIVE NOUNS

1. What is a Possessive Noun?

• A possessive noun shows ownership or that something belongs to someone or something.

• It tells who or what owns or has something.

2. How to Make a Noun Possessive

• Singular Nouns: Add an 's to the end of the word.

  • Example: The dog’s bone (The bone belongs to the dog).

• Plural Nouns that already end in s: Just add an ' after the s.

  • Example: The students’ books (The books belong to the students).

• Plural Nouns that do not end in s: Add 's.

  • Example: The children’s toys (The toys belong to the children).

3. Rules for Possessive Nouns

• If the noun is singular, always add 's, even if the word ends in s.

  • Example: James’s pencil (The pencil belongs to James).

• If the noun is plural and ends in s, just add an apostrophe '.

  • Example: The teachers’ lounge (The lounge for the teachers).

• For compound nouns, add the apostrophe to the last word.

  • Example: My sister-in-law’s car (The car belongs to my sister-in-law).

4. Examples of Possessive Nouns

• Singular: The cat's toy (The toy belongs to the cat).

• Plural: The dogs' owner (The owner of the dogs).

• Irregular Plural: The men's restroom (The restroom for the men).

5. Important Tips

• A possessive noun is not the same as a plural noun.

  • Example: cats (plural) vs. cat's (possessive).

• Always check if the noun is singular or plural to know how to add the apostrophe.

Subject Verb Agreement 

Subject-verb agreement means the subject and verb in a sentence must work together, or "agree." If the subject is singular (talking about one person or thing), the verb needs to be singular too, like "She runs." If the subject is plural (talking about more than one), the verb should be plural, like "They run."

When two subjects are joined by the word and, the verb is plural because you're talking about more than one thing, like "Sam and Sara play soccer." But if the subjects are joined by or or nor, the verb agrees with the subject closest to it, like "Neither the cat nor the dogs are outside."

Words like everyone or each are always singular, so they need a singular verb: "Everyone is ready." Words like many or few are plural, so they need a plural verb: "Few are missing." Some words, like all or some, can be singular or plural depending on what they mean in the sentence, like "All of the cake is gone," but "All of the students are present."

Even though some subjects may look tricky, like collective nouns (e.g., team, family), they are usually singular when talking about the group as a whole: "The team is winning." Words or phrases between the subject and verb don’t change the rule. For example, in "The basket of apples is on the table," focus on the subject, basket, not apples.

Titles of books, movies, or organizations are treated as singular, even if they sound plural, like "Mathematics is fun." When asking questions, make sure the verb matches the subject after it, like "Where are the kids?" or "Where is the teacher?"

The key is to figure out if the subject is one thing or more than one, then make the verb match!

Practice Examples

Fill in the blanks with the correct verb:

1. The dog (run/runs) across the yard.

2. Neither the teacher nor the students (is/are) in the classroom.

3. Everyone (love/loves) to read a good book.

4. The class (is/are) taking its final test.

The trick is to figure out if the subject is singular or plural, then match the verb!

In literature, the theme is the central message, idea, or lesson that a story communicates. It goes beyond the events of the plot and focuses on the deeper meaning behind the story. A theme is often connected to universal ideas like love, friendship, courage, or honesty, which makes it relatable to readers across different cultures and experiences. Authors reveal themes through the actions of characters, the conflicts they face, and how those conflicts are resolved. For instance, a story about a boy learning to train a wild horse might explore the theme of patience or perseverance.

To find the theme, ask questions like, "What is the story trying to teach or tell me?" or "How do the characters grow or change?" Look for repeated ideas or messages throughout the text. Themes are broader than morals. While a moral provides a specific lesson, such as "Don’t lie," a theme is more general, like "Honesty is important." Authors rarely state the theme directly; instead, readers infer it by considering the story as a whole.

Themes give stories a deeper meaning and help readers connect the narrative to their own lives. They encourage reflection on life’s experiences and provide valuable insights into the human condition. Understanding the theme makes reading more engaging and helps readers appreciate the richness of the text. When reading, always think about what the author wants you to take away from the story, as identifying the theme can enrich your overall understanding.

In your notebooks, complete both sections A and B. 

What are Irregular Verbs?

• Irregular verbs do not follow the regular rule of adding -ed to form the past tense.

• Instead, they change in different ways. Some examples:

Base Form               Past Tense                   Past Participle

go                                  went               (has, have or had)   gone

eat                                 ate                   (has, have or had)     eaten

take                              took                  (has, have or had)     taken

run                                ran                     (has, have or had)    run

write                           wrote               (has, have or had)     written

Irregular Verbs Worksheet

Fill in the Blanks 

Complete the sentences using the correct past tense or past participle of the verb in parentheses.

1. Yesterday, I ___ (begin) my new book, and I have already ___ (read) five chapters.

2. The dog ___ (bite) my shoe last week, and now it is completely ___ (tear).

3. She ___ (sing) beautifully at the concert, and she has ___ (become) a famous singer.

4. They ___ (swim) across the lake before the storm ___ (come).

5. I ___ (write) a poem last night, and my teacher has ___ (choose) it for the school magazine.

Rewrite the following sentences, changing the verb to the past participle form.

1. I choose my outfit for the party.

   • I have ______ my outfit for the party.

2. She breaks the vase by accident.

   • She has ______ the vase by accident.

3. We eat lunch at the new restaurant.

   • We have ______ lunch at the new restaurant.

4. They run five miles every morning.

   • They have ______ five miles every morning.

5. He writes a book about adventure.

   • He has ______ a book about adventure.

Coordinating and Subordinating Conjunctions Worksheet

Name: ___________ Date: ___________

Part 1: FANBOYS (Coordinating Conjunctions)

(For, And, Nor, But, Or, Yet, So)
Instructions: Fill in the blanks with the correct coordinating conjunction.

1. I wanted to play outside, ____ it started to rain.

2. Sarah likes apples, ____ she doesn’t like bananas.

3. You can have pizza ____ pasta for lunch.

4. Tom studied hard, ____ he passed his test.

5. We can go to the beach, ____ we can stay home and watch a movie.

6. I was tired, ____ I stayed up late to finish my homework.

Part 2: WISHBONE (Subordinating Conjunctions)

(When, If, Since, However, Because, Once, Nevertheless, Even though)
Instructions: Choose the correct subordinating conjunction from the box and complete the sentences.

1. I stayed inside ____ it was too cold to go out.

2. ____ I finish my homework, I will play video games.

3. You can go to the party ____ you finish your chores.

4. She kept running ____ she was tired.

5. ____ the rain started, we went inside.

6. You should apologize ____ you hurt his feelings.

Part 3: Identify the Conjunction

Instructions: Read each sentence and underline the conjunction. Then, write C for coordinating or S for subordinating.

1. I was hungry, but I waited until dinner. (___)

2. She stayed home because she was feeling sick. (___)

3. We could go to the zoo or the aquarium. (___)

4. Since it was late, we decided to leave. (___)

5. He wanted ice cream, yet he had no money. (___)

Part 4: Write Your Own Sentences

Instructions: Write two sentences using coordinating conjunctions and two using subordinating conjunctions.

What is a Haiku?

A haiku is a special type of poem that comes from Japan. It is a very short poem with only three lines. Even though it is short, a haiku paints a picture with words and usually describes nature, seasons, or feelings.

The Structure of a Haiku

A haiku follows a specific pattern of syllables. A syllable is the sound of a word or part of a word. For example, the word “apple” has two syllables: ap-ple.

A haiku has:

• First line: 5 syllables
  
  

• Second line: 7 syllables
  
  

• Third line: 5 syllables
  
  

Here is an example of a haiku:

🌸
Soft pink petals fall, (5 syllables)
Dancing in the gentle wind, (7 syllables)
Springtime sings to me. (5 syllables)

Understanding Haiku Themes

Haiku poems are often about:
🍂 Nature – trees, mountains, rivers, animals, or the sky.
🌦 Seasons – spring, summer, fall, or winter.
😊 Feelings – happiness, sadness, or excitement.

Many haikus focus on things we can see, hear, or feel in the world around us. They use descriptive words to create an image in the reader’s mind.

How to Write a Haiku

1️⃣ Think of a topic – Choose something from nature, a season, or a special moment.
2️⃣ Count the syllables – Make sure the first line has 5 syllables, the second has 7, and the last has 5.
3️⃣ Use strong words – Choose words that help the reader see, hear, or feel what you are describing.
4️⃣ Keep it simple – A haiku should be short but meaningful.

Complete this worksheet in your notebook.

Informational Writing

✨ Informational Writing – Student Notes ✨

📘 What is Informational Writing?

Informational writing teaches the reader about a topic using facts, examples, and details. It is not a story — it’s real and true!

🧩 Parts of an Informational Text

1. Introduction
   
   

   • Tells what your topic is.
     
     

   • Try to hook your reader with a fun fact or question.
     
     

2. Body Paragraphs
   
   

   • Each paragraph explains one main idea.
     
     

   • Use facts, examples, and details.
     
     

   • Add headings or diagrams if needed.
     
     

3. Conclusion
   
   

   • Restate your main idea.
     
     

   • End with a final thought, fact, or question.
     
     

🛠️ Steps to Write Informational Text

1. Pick a topic you know or want to research.
   
   

2. Take notes and organize your ideas.
   
   

3. Plan your introduction, body, and conclusion.
   
   

4. Write a draft – just get your ideas down!
   
   

5. Revise and edit – fix any mistakes or unclear parts.
   
   

6. Publish – write your final copy and share it!
   
   

🗣️ Helpful Tips

• Stay on topic.
  
  

• Use facts, not opinions.
  
  

• Use transition words: first, next, also, finally.
  
  

• Read your writing aloud to check for mistakes.
  
  

💡 Example:

Topic: Dolphins
Intro: Did you know dolphins sleep with one eye open?
Body: Where they live, how they communicate, what they eat
Conclusion: Dolphins are amazing and should be protected.

What is a Comic Strip?
A comic strip is a series of drawings or pictures arranged in boxes (called panels) that tell a short story. Comic strips usually include characters, action, and speech bubbles or thought bubbles to show what the characters are saying or thinking.

🧠 Key Features of a Comic Strip

1. Panels – Each box in the comic is called a panel. Panels are read from left to right.
   
   

2. Characters – The people, animals, or creatures in the comic who take part in the story.
   
   

3. Speech Bubbles – Show what a character is saying.
   
   

4. Thought Bubbles – Show what a character is thinking.
   
   

5. Captions – Extra writing that helps tell what is happening (often at the top or bottom of a panel).
   
   

6. Illustrations – The drawings that show the action and setting.
   
   

7. Humor or a Message – Many comic strips are funny or teach a lesson.
   
   

✏️ Student Notebook Activity: Create Your Own Comic Strip!

Title: My Mini Comic Adventure

Instructions:

1. Think of a short story idea (funny, exciting, or even educational).
   
   

2. Plan your beginning, middle, and end (use 3–4 panels).
   
   

3. Draw your comic strip in your notebook.
   
   

4. Include:
   
   

   • At least two characters
     
     

   • Speech bubbles
     
     

   • A setting
     
     

   • A conflict and a resolution (something that goes wrong and how it is solved)
     
     

Comic Planning Page (in notebook):

• My comic strip title: __________________________
  
  

• Main characters: ____________________________
  
  

• Setting (Where does the story happen?): ____________________________
  
  

• What is the problem/conflict? _____________________________________
  
  

• How is it solved (resolution)? _____________________________________
  
  

Now draw your comic strip in 3–4 panels below!