kinds of verbs
action verbs the kaplan family works hard every day. they love their
dairy farm. mr. kaplan grows corn near the south pasture.
being verbs there are many small farms in this area.
some farmers become excellent managers, (linking verb)
the farms grow more profitable each year. (linking verb)
write each verb. label it action or being.
verbs
1. long ago, farming was different from today.
2. farmers did much of the work by hand.
3. farms lacked today's machinery
4. there were no reliable weather forecasts.
5. some farmers became discouraged.
6. they worried about crop failures.
7. sometimes bad weather or disease defeated them.
8. others seemed inspired by the challenge.
9. they dreamed of better times,
10. these farmers felt proud of their survival.
b write each verb. label it action or linking.
11. look at the map of this area's farms
12. many farms appear different today.
13. some farms remained small.
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14. however, many grew much larger.
15. fewer family members remain on the farm today.
16. many farmers now grow specialized crops.
17. often the farms even look different
18. now huge machinery often appears in fields.
(btw if you me i've not done this assignment because i've been busy atm)

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?