Works Cited
To remember when to underline(try any of the suggestions below)

-- nice long underline with flat hands moving out, reminding us that LONG things (books, movies, albums, collections of poems, etc) are underlined. -- For title - arms shaped like a "T" Then, to emphasize that titles are underlined, after we say "title" and make the "T" - I then pull the bottom arm up flat to top arm - to make a line of sorts - and say "underlined".

To remember when to use quotation marks

-- make quotation marks with the fingers of both hands, and scrunch your arms and shoulders together a little, reminding us that quotation marks are for SHORT things (poems, short stories, songs, etc).

Theme

T.H.E.M.E. (The Huge Essential Meaning Explained)

Huge-- arms out wide, Essential-- pull arms in close like you're begging, Meaning--point to your brain, Explained-- hands out like you're giving a gift

Sentences

Sentence - point your right index finger forward in a jabbing motion (calls to mind the period). Command - point your index finger again, but this time wag it almost like you are scolding someone. Exclamation - both arms out like you're doing the "Y" in the YMCA dance in an exuberant fashion; excitement on your face. Question - Shrug shoulders with hands in the air with a confused look on your face; say "question" in a questioning tone. --A good sentence (hands wide apart in front of you) has a capital letter at the beginning(hands in a vertical postion, one up and one down, on the left side of your body) and punctuation at the end ( make a fist with both hands together and punch them forward on the right side of your body) --A good sentence (hands wide apart in front of you)also has a who ( point to yourself) or a what (point to the desk) doing something (run in place) --A good sentence (hands wide apart in front of you) has order (chop your hands in front of your body)

Authors write to
Persuade (Beg)--Hands in praying positon
Inform (Tell)--Cup hands around mouth, as a megaphone
Entertain (Fun)--Splay fingers out with hands on either side of head and waggle hands and head from side to side, clown-like
Compare/Contrast--Hands palm-up alternating going up/down as if they were a scale, then joining hands together

PARTS OF SPEECH
noun -- a person (point to yourself), a place (point somewhere in the room), a thing (make big gnarly hands and hunch over like a hideous 'thing' , or an idea (make a lightbulb 'ding' over your head with your hands)

action verb-- an action or something you do (make running arms or some other active gesture)
helping verb -- (link your hands together)

adjective -- modifies a noun (flip your hair and glance in a mirror like you're beautifying yourself)

adverb -- modifies a verb, tells you how (shrug shoulders and look very puzzled), when (point to your watch), or where (shade your eyes like you're looking in the distance)

subject and predicate-- these go together, and my students learn the gestures and their position as parts of a sentence... you need two hands. subject comes first--put your fist out in front of you to the students' left (it's easier for them to mirror you if you do things oppposite...so I use my right hand and it goes to my right, their left)-- predicate comes last -- put your fist out in front of you to your students' right, next to the subject fist.
Then put them together to make a complete sentence. If you use it enough, your students will begin to associate the position in the air, and the right or left hand, with subject or predicate.