LESSON PLAN

Structure of Compound Sentences

Previous lessons:  Sentences, Complete and simple subjects and predicates, Compound subjects and predicates

NJCCCS:  3.2C1 - Use Standard English conventions in all writing (sentence structure).

3.2C2 - Use a variety of sentence types and syntax to connect ideas and craft writing in an interesting and grammatically correct way.

Objective:  Students will be able to identify the parts and structure of compound sentences when given example sentences and/or the parts needed to make a compound sentence.

Materials:  overhead projector, sheets, and markers, handout of compound sentences, sentence strips with sentences written, audiotape and player, assessment sheet, task cards

Mini-lesson: 

1. Review simple sentences by looking at examples and finding the complete and simple subjects and predicates (on overhead, whole group).
2. Model how we can combine these two simple sentences into one sentence using a comma and a conjunction (and, but, or).  This is now a compound sentence.  Why would we want to do this?
3. Use more examples of both combining simple sentences into one compound sentence, and identifying simple sentences and conjunctions that are already in a compound sentence until a pattern becomes evident.
4. Identify the pattern of structure in compound sentences, which is:

____SIMPLE SENTENCE_,     CONJ.  ___SIMPLE SENTENCE____.

Small groups:

1. Given a list of compound sentences, students will underline the two simple sentences, circle the conjunction, and label the simple subjects and predicates.

2. This group will again be split in two.  Each group will first cut apart the sentence strips into three sections - two simple sentences, comma and conjunction.  The two groups will then exchange shuffled piles and reassemble the sentences.  Then groups should write down the sentences and identify the three parts, as well as the simple subjects and predicates in each simple sentence.

3. Students will listen to sentences on audiotape, or read sentences aloud to each other, while following along with a list of the sentences.  Students will underline the simple sentences, circle the conjunction, and label the simple subjects and predicates.

Differentiation:  Students who master the concept quickly may create their own compound sentences and then identify the parts.  Students who have difficulty may use color coded sentence parts on sentence strips to cut apart and reassemble.

Whole group wrap-up:

Review the sentences, which should be the same in each group.  Make sure that each group agrees with the correct dissection of the sentences.

Assessment/ Individual Activity:

Students will identify the parts of three compound sentences not used in the lesson.  Underline the simple sentences, circle the conjunction, and label the simple subjects and predicates.

Lessons to follow:

Creating compound sentences by combining simple sentences in your own writing

Using the three conjunctions - and, but, or