1. **Do not re-write each sentence.
DO NOW:
Day One
Copy down HW. & take a Do Now from the “Do Now” basket.
Find your matching homophone partner(s), and sit at any table with your partner(s) that has room for both of you to sit.
In the grammar section of your binder, make a triangle section and label it “Sentence Structure.”
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.

2. 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.

3. Essential Question 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?
Essential Question

4. TYPES OF SENTENCES:
Fragments VS.
Simple Sentences

5. 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.

6. 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.

7. 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.

8. NOUN
PRONOUN
STRONG VERB
LINKING/HELPING VERB

9. FRAGMENTS A fragment is formed when: a subject is missing
a verb is missing
a complete thought is not expressed

10. SIMPLE SENTENCE
has one subject-verb pair and expresses a complete thought
Mrs. Stoller is teaching us how to vary our sentence structure.

11. 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.

12. How well do you GET IT? 5 4 3 2 1 I can teach it.
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.

13. Copy these lines into the grammar section of your binder:V
She went to the concert
Since she went to the concert S V
Label the subject (S) and verb (V) in each line.
Are both complete sentences? Explain why or why not.
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

14. TYPES OF SENTENCES:
Clauses

15. What is a CLAUSE? Ex> Joe ran home.
A clause is a group of words with its own subject and verb.
*The subject is performing the verb
Ex> Joe ran home. S V

16. 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.

17. a group of words with its own subject and verb
The Sentence Tree
CLAUSE
a group of words with its own subject and verb
INDEPENDENT CLAUSE
DEPENDENT CLAUSE
SIMPLE SENTENCE
FRAGMENT !

18. SIMPLE SENTENCE! S V 1 Sally eats breakfast with her mom.
1 – independent clause

19. 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.

20. 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.

21. 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.

22. S S S V V
Sally and Jen cook dinner and play with dolls. 1
1 – independent clause
SIMPLE SENTENCE!

23. 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

24. How well do you GET IT? 5 4 3 2 1 I can teach it.
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.

25. DO NOW:
Day Three
Copy down HW.
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)

26. the singer was terrific the guitar player
even though we liked the music
when the curtain closed
in the middle of the song
played for hours
the crowd clapped for an encore
because the band played and performed so well
Independent clause
Fragment
Dependent clause
Dependent clause
Not a clause
Fragment
Independent clause
Dependent clause

27. 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.

28. NOT A CLAUSE
DEPENDENT CLAUSE
INDEPENDENT CLAUSE
MORE THAN ONE CLAUSE

29. Get ready to take Cornell Notes on “Complex Sentences.”

30. TYPES OF SENTENCES:
Complex Sentences

31. Classifying Sentences
NUMBER of clauses
KINDS of clauses

32. 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.

33. Subordinating Conjunctions
A.K.A. RED FLAG WORDS
BEGIN a dependent clause
WHENEVER
ALTHOUGH
AFTER
EVEN THOUGH
DURING
UNTIL
WHILE
UNLESS
BECAUSE
BEFORE IF
THOUGH
WHEN
SINCE
And on and on…

34. dependent clause comes
COMPLEX SENTENCE S V S V
While Naomi reads, Seth distracts
her.
Need comma when
dependent clause comes
first
1 – dependent clause
1 – independent clause 2
composed of ONE dependent clause and ONE independent clause

35. What if we reverse the clauses?
Katie dances while Marcia texts. 2
1 – dependent clause
1 – independent clause
COMPLEX SENTENCE! *When the independent clause comes first, NO comma is needed.

36. How well do you GET IT? 5 4 3 2 1 I can teach it.
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.

37. DO NOW:
Day Four
Set-up a Cornell Notes page for “Complex Sentences – Adjective Clauses.”

38. 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
Sometimes they begin with an adverb, such as since, where, or when
A.K.A. RED FLAG WORDS

39. when referring to a person
COMPLEX SENTENCE S S V
The student whom I asked for help
turned the pages of music for me. V
1 – dependent clause
1 – independent clause 2
No comma needed
when referring to a person
composed of ONE dependent clause and ONE independent clause

40. when not referring to a person
COMPLEX SENTENCE S S V
The piano, whose strings are hit by hammers to produce sound, can be made louder or softer by foot pedals. V
Comma needed
when not referring to a person
1 – dependent clause
1 – independent clause 2
composed of ONE dependent clause and ONE independent clause

41. 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

42. How well do you GET IT? 5 4 3 2 1 I can teach it.
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.

43. DO NOW: Take a practice sheet from your table and complete it.
Day Five
Copy down HW.
Take a practice sheet from your table and complete it.
Be prepared to take Cornell Notes for “Types Of Sentences: Compound Sentences.”

44. 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.

45. Team Inspire has the best seventh grade teachers _________________
Because Mr. Sidler has a girlfriend he is unavailable _________________
Mr. Parnell is a math teacher since he loves numbers _________________
Mrs. Heyl is a know-it-all when she teaches her favorite subject _________________
At the start of every year _________________

46. While the student council officers organize school events _________________
Mrs. Markwell’s speech _________________
Mrs. Siniscalchi and the French teacher share a room and speak two languages _________________
Ms. Scalcione joined our team this year _________________
Team Inspire is hoping to win this year’s challenge when it sweeps the other teams ________________

47. Compound Sentences TYPES OF SENTENCES: DEFINITION
2 independent clauses
**must be joined together (2 ways)

48. *A conjunction is NOT part of the clause.
COMPOUND SENTENCES:
Two ways to join independent clauses:
1) COMMA + CONJUNCTION (,FANBOYS)
2) SEMICOLON (;)
Sally cooks dinner, and Jen plays with dolls.
, and
Sally cooks dinner; Jen plays with dolls.
, n
*A conjunction is NOT part of the clause.

49. But what if…? COMPOUND SENTENCE! S V S V 2
It started to snow, so the wrestling
match was cancelled. V 2
2 – independent clauses
COMPOUND SENTENCE!

50. But what if…? COMPOUND SENTENCE! S V S V 2
It started to snow; the wrestling
match was cancelled. V 2
2 – independent clauses
COMPOUND SENTENCE!

51. How well do you GET IT? 5 4 3 2 1 I can teach it.
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.

52. **Do not re-write each sentence.
DO NOW:
Day Six
Copy down HW.
Take a Do Now from the middle of your table and label a page in the grammar section of your binder – “Identifying Sentence Structure.”
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.

53. Practice: Copy down the following sentences from below. Skip lines
Label the “S” and “V” in each sentence.
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.

54. Follow these Easy Classifying Steps:
1) Label every “S” and “V” in the sentence. (*Hint: Label subjects first! What is V?)
Write the number of clauses (next to).
Draw a solid line under independent clauses.
Draw a broken line under dependent clauses.
Check to make sure each clause is underlined in some way.

55. Types of Sentences: Independent Clauses Dependent Clauses SIMPLE 1
-----
COMPOUND 2
COMPLEX
COMPOUND-COMPLEX

56. COMPOUND-COMPLEX SENTENCE!
Compound – Complex example: S V
When it started to snow, the wrestling
match was cancelled, and Mr. Devine
was not very happy. S V S
, and V 3
1 – dependent clause
2 – independent clause
COMPOUND-COMPLEX SENTENCE!

57. TO REVIEW: # and types of clauses Independent Clauses
SIMPLE 1
-----
COMPOUND 2
COMPLEX
COMPOUND-COMPLEX

58. How well do you GET IT? 5 4 3 2 1 I can teach it.
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.

59. DO NOW: Day Seven Take a Study Guide from the middle of your table.
Review the study guide to see what you already know and what you need to review to prepare for the test next Wednesday!
Take a Do Now from the middle of your table and complete.
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.

62. Learning Goals: The learners will demonstrate ability to:
classify types of sentences in a team review game

63. Whole-Class Practice
Before you can run on your own

64. __________________________
Ulysses took the helm.
# of clauses: _______ 1 1
# of independent: ____
# of dependent: ______
TYPE OF SENTENCE:
__________________________
Simple Sentence

65. ______________________
While Ulysses took the helm, he held his breath. 2
# of clauses: ____ 1 1
# of independent: ______
# of dependent: _____
TYPE OF SENTENCE:
______________________
Complex Sentence

66. ______________________
Ulysses, while he took the helm, held his breath. 2
# of clauses: _____ 1 1
# of independent: _____
# of dependent: _____
TYPE OF SENTENCE:
______________________
Complex Sentence

67. _______________________
Ulysses held his breath while he took the helm.
# of clauses: _____ 2 1 1
# of independent: _____
# of dependent: _____
TYPE OF SENTENCE:
_______________________
Complex Sentence

68. ______________________
Ulysses took the helm, and the crew was safe.
# of clauses: _____ 2 2
# of independent: _____
# of dependent: _____
TYPE OF SENTENCE:
______________________
Compound Sentence

69. 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.

70. You Finished the Race!

71. Station Practice Activity
Get ready to compete!
Who can get the MOST points?

72. How well do you GET IT? 5 4 3 2 1 I can teach it.
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.