Download Types of Sentences - Monroe Township Schools

DO NOW:
Day One
1)
Copy down HW. & take a Do Now from the
“Do Now” basket.
2)
Find your matching homophone partner(s),
and sit at any table with your partner(s) that
has room for both of you to sit.
3)
In the grammar section of your binder, make
a triangle section and label it “Sentence
Structure.”
4)
Using your Do Now - answer questions #1 – 5
in the Grammar Section of your binder.
INDPENDENTLY! Put this handout in your
binder.
**Do not re-write each sentence.
Learning Goals:
• Critically take Cornell notes and
participate in class discussion during an
overview of Types of Sentences (fragments
vs. simple sentences & clauses).
• Classify a sentence as a group based on
its subject and verb to determine whether it
is a fragment or simple sentence.
CORNELL NOTES PAGE
Take a Cornell notes page from the middle
of your table, and copy down the Essential
Question below…..
What does sentence structure matter to a
reader or writer?
TYPES OF SENTENCES:
SUBJECTS & VERBS
-In order to fully understand the difference
between a fragment and a simple
sentence, we need to know what
constitutes a SUBJECT and a VERB.
SUBJECTS
A subject of a sentence is a:
• NOUN - person, place, thing, or idea
• PRONOUN – non-specific word that
replaces a noun
•
The subject is who or what does the verb
•
•
Mrs. Stoller assigns us homework.
She assigns us homework.
VERBS
-The action that is being performed by the
subject.
• STRONG VERBS – tells what the subject
is doing
• LINKING/HELPING VERBS – what we
know as “weak” verbs (is, are, were)
•
Linking verbs connect the subject to
something that is said about the subject.
Ex: Ron's bathroom is a disaster.
NOUN
PRONOUN
STRONG VERB
LINKING/HELPING VERB
FRAGMENTS
A fragment is formed when:
 a subject is missing
 a verb is missing
 a complete thought is not
expressed
SIMPLE SENTENCE
• has one subject-verb pair and
expresses a complete thought
• Mrs. Stoller is teaching us how to
vary our sentence structure.
SYNTHESIZE:
IN SUMMARY SECTION OF NOTES –
 Create your own sentence
fragment and give a reason why it
is incomplete.
 Create your own simple sentence.
Label the subject-verb pair.
How well do you GET IT?
5
I can teach it.
4
I understand and can apply it.
3
I think I understand it.
2
I’m not so sure I understand it.
1
I’ve got no idea, but I’m listening.
Copy these lines into the grammar section of your binder:
S
V
She went to the concert
S
V
Since she went to the concert
1) Label the subject (S) and verb (V) in each line.
2) Are both complete sentences? Explain why or why not.
3) Look at the handout on your table to make sure you are on the right track. Put these
in the grammar section of your binder.
Day Two
TYPES OF SENTENCES:
What is a CLAUSE?
A clause is a group of words with
its own subject and verb.
*The subject is performing the verb
S
V
Ex> Joe ran home.
Two Kinds of Clauses
•
An independent clause is a
subject/verb group that forms
a complete sentence.
•
A dependent (or subordinate)
clause is a subject/verb group
that depends on more to
make it a complete sentence.
The Sentence Tree
CLAUSE
a group of words with its own subject and verb
INDEPENDENT CLAUSE
SIMPLE SENTENCE
DEPENDENT CLAUSE
FRAGMENT !
SIMPLE SENTENCE!
S
V
Sally eats breakfast with her mom.
1 – independent clause
1
COMPOUND SUBJECTS
-when more than one noun or pronoun
forms the subject and is linked to the
SAME verb
1) Jack and Jill fell down.
2) History and math are my favorite
subjects.
3) Kayla and her mom shopped all day.
4) Inspire, Alpha, and Quest will compete.
COMPOUND PREDICATE
-when more than one verb is linked
to the SAME subject
1) Jack fell down and broke his leg.
2) History informs and helps us.
3) Kayla shopped and then slept today.
4) The middle school teams will race,
compete, and cheer.
COMPOUND SUBJECT & PREDICATE
-when more than one noun or pronoun
is linked to more than one verb
1) Jack and Jill fell down and broke their legs.
2) Math and history inform and help us.
3) Kayla and her mom shopped and then slept
today.
4) Alpha, Inspire, and Quest will race, compete,
and cheer.
S
S S
V
V
Sally and Jen cook dinner and play
with dolls.
1 – independent clause
1
SIMPLE SENTENCE!
SYNTHESIZE:
IN SUMMARY SECTION OF NOTES,
write a sentence with:
single subject and single
predicate
compound subject
compound predicate
CHALLENGE: compound subject
and compound predicate
How well do you GET IT?
5
I can teach it.
4
I understand and can apply it.
3
I think I understand it.
2
I’m not so sure I understand it.
1
I’ve got no idea, but I’m listening.
DO NOW:
1)
Day Three
Copy down HW.
2) Complete a half-sheet from your table
to practice identifying clauses. Do this
on a piece of loose leaf paper.
Do Now CHECK: Check the answers on
your homework with the answers on the
white board on the next slide 
How did you do? Rate yourself (1 – 5)
1. the singer was terrific
2. the guitar player
Independent clause
Fragment
3. even though we liked the music
4. when the curtain closed
Dependent clause
5. in the middle of the song
6. played for hours
Dependent clause
Not a clause
Fragment
7. the crowd clapped for an encore
Independent clause
8. because the band played and performed so well
Dependent clause
Learning Goals:
 Critically take Cornell notes and participate in
class discussion during an overview of Types
of Sentences (complex sentences).
 Work as a group to match a dependent or
independent clause with another to form a
properly punctuated complex sentence.
NOT A CLAUSE
DEPENDENT
CLAUSE
INDEPENDENT MORE THAN ONE
CLAUSE
CLAUSE
Get ready to take Cornell Notes on
“Complex Sentences.”
TYPES OF SENTENCES:
Classifying Sentences
NUMBER of clauses
KINDS of clauses
Two Types of Clauses
Adverb Clauses:
– A subordinate clause that modifies a
verb, an adjective, or an adverb
– A subordinating conjunction always
introduces the adverb clause.
– Where will I see the subordinating
conjunction?
At the beginning when an adverb clause
begins the sentence.
In the middle, connecting the independent
clause to the subordinate clause.
Subordinating Conjunctions
A.K.A. RED FLAG WORDS
BEGIN a dependent clause
•
•
•
•
•
•
•
•
WHENEVER
AFTER
DURING
WHILE
BECAUSE
IF
WHEN
SINCE
•
•
•
•
•
•
ALTHOUGH
EVEN THOUGH
UNTIL
UNLESS
BEFORE
THOUGH
And on and on…
COMPLEX SENTENCE
S
V
S
V
While Naomi reads, Seth distracts
her.
1 – dependent clause
1 – independent clause
2
composed of ONE dependent clause and
ONE independent clause
What if we reverse the clauses?
S
V
S
V
Katie dances while Marcia texts.
1 – dependent clause
1 – independent clause
2
COMPLEX SENTENCE!
*When the independent clause comes first, NO
comma is needed.
How well do you GET IT?
5
I can teach it.
4
I understand and can apply it.
3
I think I understand it.
2
I’m not so sure I understand it.
1
I’ve got no idea, but I’m listening.
DO NOW:
Day Four
Set-up a Cornell Notes page for “Complex
Sentences – Adjective Clauses.”
Second Type of Clause
Adjective Clauses:
– A subordinate clause that modifies a
noun or pronoun
– MOST adjective clauses begin with the
words:
That
Which
Who
Whom
Whose
A.K.A. RED FLAG WORDS
– Sometimes they begin with an adverb,
such as since, where, or when
COMPLEX SENTENCE
S
V
S
V
The student whom I asked for help
turned the pages of music for me.
1 – dependent clause
1 – independent clause
composed of ONE dependent clause and
ONE independent clause
2
COMPLEX SENTENCE
S
S
V
The piano, whose strings are hit by
hammers to produce sound, can be V
made louder or softer by foot pedals.
1 – dependent clause
1 – independent clause
2
composed of ONE dependent clause and
ONE independent clause
COMPLEX SENTENCE
S
V
By pushing the pedal that is
connected to the drum, you will make
a sound.
S
V
2
1 – dependent clause
1 – independent clause
composed of ONE dependent clause and
ONE independent clause
How well do you GET IT?
5
I can teach it.
4
I understand and can apply it.
3
I think I understand it.
2
I’m not so sure I understand it.
1
I’ve got no idea, but I’m listening.
DO NOW:
1)
Day Five
Copy down HW.
2) Take a practice sheet from your table
and complete it.
3) Be prepared to take Cornell Notes for
“Types Of Sentences: Compound
Sentences.”
Learning Goals:
 Critically take Cornell notes and participate in
class discussion during an overview of Types
of Sentences (compound sentences).
 Work as a group to write two simple
sentences and link them with proper
punctuation.
1.
2.
Team Inspire has the best seventh grade teachers _________________
Because Mr. Sidler has a girlfriend he is unavailable
_________________
3.
Mr. Parnell is a math teacher since he loves numbers
_________________
4.
Mrs. Heyl is a know-it-all when she teaches her favorite
subject _________________
5.
At the start of every year
_________________
6.
While the student council officers organize school events _________________
7.
Mrs. Markwell’s speech
8.
Mrs. Siniscalchi and the French teacher share a room and speak two
_________________
languages _________________
9.
Ms. Scalcione joined our team this year _________________
10. Team Inspire is hoping to win this year’s challenge when it sweeps the
other teams ________________
TYPES OF SENTENCES:
DEFINITION
2 independent clauses
**must be joined together (2 ways)
COMPOUND SENTENCES:
Two ways to join independent
clauses:
1) COMMA + CONJUNCTION (,FANBOYS)
2) SEMICOLON (;)
Sally cooks dinner, and
and Jen plays with dolls.
,
,
Sally cooks dinner;n Jen plays with dolls.
*A conjunction is NOT part of the clause.
But what if…?
S
V
S
It started to snow, so the wrestling
V
match was cancelled.
2 – independent clauses
2
COMPOUND SENTENCE!
But what if…?
S
V
S
It started to snow; the wrestling
V
match was cancelled.
2 – independent clauses
2
COMPOUND SENTENCE!
How well do you GET IT?
5
I can teach it.
4
I understand and can apply it.
3
I think I understand it.
2
I’m not so sure I understand it.
1
I’ve got no idea, but I’m listening.
DO NOW:
Day Six
1)
Copy down HW.
2)
Take a Do Now from the middle of your
table and label a page in the grammar
section of your binder – “Identifying
Sentence Structure.”
3)
Number 1-5 and identify each sentence on
the Do Now as either simple, compound, or
complex. Put the handout in your binder.
**Do not re-write each sentence.
Practice:
1)Copy down the following sentences from
below. Skip lines
2)Label the “S” and “V” in each sentence.
3)Determine the clauses and kinds to classify
the type of sentence.
While Ulysses took the helm, he held his breath.
Ulysses, while he took the helm, held his breath.
Ulysses held his breath while he took the helm.
Ulysses held his breath and took the helm.
Ulysses held his breath, and he took the helm.
Follow these
Easy Classifying Steps:
1) Label every “S” and “V” in the sentence.
(*Hint: Label subjects first! What is V?)
2) Write the number of clauses (next to).
3) Draw a solid line under independent
clauses.
4) Draw a broken line under dependent
clauses.
5) Check to make sure each clause is
underlined in some way.
Types of Sentences:
SIMPLE
Independent
Clauses
1
Dependent
Clauses
-----
COMPOUND
2
-----
COMPLEX
1
1
COMPOUND- 2
COMPLEX
1
Compound – Complex example:
S
V
When it started to snow, the wrestling
S
V
S
match was cancelled,, and
and Mr. Devine
V
was not very happy.
3
1 – dependent clause
2 – independent clause
COMPOUND-COMPLEX SENTENCE!
TO REVIEW:
# and types of clauses
SIMPLE
Independent
Clauses
1
Dependent
Clauses
-----
COMPOUND
2
-----
COMPLEX
1
1
COMPOUND- 2
COMPLEX
1
How well do you GET IT?
5
I can teach it.
4
I understand and can apply it.
3
I think I understand it.
2
I’m not so sure I understand it.
1
I’ve got no idea, but I’m listening.
DO NOW:
Day Seven
1)
Take a Study Guide from the middle of your table.
2)
Review the study guide to see what you already know
and what you need to review to prepare for the test
next Wednesday!
3)
Take a Do Now from the middle of your table and
complete.
4)
Take out a green or red pen, and be prepared to check
your work against the answers on the next several
slides to see how you did. How ready are you? Rate
yourself on a scale 1 – 5.
Learning Goals:
The learners will demonstrate ability to:
 classify types of sentences in a team review
game
Before you can run on your own
Ulysses took the helm.
# of clauses:
# of independent:
1
____
1
_______
0
# of dependent: ______
TYPE OF SENTENCE:
Simple
Sentence
__________________________
While Ulysses took the
helm, he held his
breath.
2
# of clauses: ____
1
# of independent: ______
1
# of dependent: _____
TYPE OF SENTENCE:
Complex
Sentence
______________________
Ulysses, while he took
the helm, held his
breath.
2
# of clauses: _____
1
# of independent: _____
1
# of dependent: _____
TYPE OF SENTENCE:
Complex
Sentence
______________________
Ulysses held his
breath while he took
the helm.
2
# of clauses: _____
1
# of independent: _____
1
# of dependent: _____
TYPE OF SENTENCE:
Complex
Sentence
_______________________
Ulysses took the helm,
and the crew was
safe.
2
# of clauses: _____
2
# of independent: _____
0
# of dependent: _____
TYPE OF SENTENCE:
______________________
Compound
Sentence
APPOSITIVES
An appositive is a noun or noun phrase
that renames another noun right beside it.
The appositive can be a short or long
combination of words.
Ex> Mrs. Stoller, my language arts
teacher, is crazy about types of sentences.
Ex> I like to watch the New York Mets, a
baseball team.
You Finished the
Race!
Station Practice Activity
Get ready to compete!
Who can get the MOST
points?
How well do you GET IT?
5
I can teach it.
4
I understand and can apply it.
3
I think I understand it.
2
I’m not so sure I understand it.
1
I’ve got no idea, but I’m listening.