Kent State University
|Progra|[Lesson Title] |TEACHER NAME |PROGRAM NAME |
|m | | | |
|Inform|Simple, Compound, Complex Sentences |Hayley Williams |Parma City School District |
|ation | | | |
| |[Unit Title] |NRS EFL(s) |TIME FRAME |
| | | | |
| | |1 – 2 |One 120-minute class |
|Instru|ABE/ASE Standards – English Language Arts and Literacy |
|ction | |
| |Reading (R) |Writing (W) |Speaking & Listening (S) |Language (L) |
| |Foundational Skills |R.1.3 |
| |LEARNER PRIOR KNOWLEDGE |
| | |
| |Learners can identify parts of speech |
| |Learners understand sentences types (interrogative, imperative, exclamatory) and appropriate punctuation |
| |INSTRUCTIONAL ACTIVITIES |RESOURCES |
| | | |
| |Write three samples sentences on the board to demonstrate the three different types of |Chalk/white board |
| |sentences and ask students what the difference is? | |
| |The train was late. (simple) |Computer with Internet access |
| |Joe waited for the train, but the train was late. (compound) | |
| |While he waited at the Train station, Joe realized the train was late. (complex) |Projector, ability to project |
| | | |
| |We are going to explore simple, compound and complex sentences to develop variety in our |Speakers |
| |writing. Varying sentences in your writing keeps it interesting for your reader. | |
| | |The Simpsons Teach Sentences [PPT file]. (n.d.). Retrieved from |
| |First we will view a power point, The Simpsons Teach Sentences, that gives us a great |
| |comparison to help recall sentence types. How many of you are familiar with the television |.pps |
| |show, The Simpsons? Who can summarize this show for us, focusing on the major characters? | |
| | |Word People: Acting Out Sentence Structure [PDF file]. (n.d.). Retrieved from |
| |Now that you have an idea of how these sentences look, we are going to practice creating our| |
| |own through Word People: Acting Out Sentence Structure where we actively build sentences |Required materials: |
| |with people, acting out the actions. |Colored cards |
| |Have a stack of cards prepared with the words: verb, subject, coordinating conjunctions, |Markers |
| |subordinating conjunctions, punctuation, independent, and dependent clause. | |
| |Ask for student volunteers and follow the examples provided in Word People: Acting Out |Student copies of Sentences: Simple, Compound, or Complex? (attached) |
| |Sentence Structure | |
| |Now that we have seen these sentences, acted out sentences, we are going to complete one | |
| |more application by identifying the three sentences on your own. | |
| |Handout Sentences: Simple, Compound, or Complex? | |
| |Students will complete the worksheet and hand this in prior to leaving class for the | |
| |instructor to assess | |
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| |DIFFERENTIATION |
| | |
| |Kinesthetic learning opportunities |
| |Visual demonstration |
| |Whole class, small group, independent work |
|Reflec|TEACHER REFLECTION/LESSON EVALUATION |
|tion | |
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| | |
| |ADDITIONAL INFORMATION |
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| | |
Name: ____________________________
Sentences: Simple, Compound or Complex?
Read the following sentences. Check the box marked “simple” if it is a simple sentence.
Check the box marked “compound” if it is a compound sentence. Check the box marked
“complex” if it is a complex sentence.
1. We have to go to bed when the clock chimes ten o’clock. ❑ Simple ❑ Compound ❑ Complex
2. Jennifer liked William’s friend, and she also liked his cousin. ❑ Simple ❑ Compound ❑ Complex
3. The big brown dog ran after the blue and red ball. ❑ Simple ❑ Compound ❑ Complex
4. James and Eve rode their bicycles after they ate lunch. ❑ Simple ❑ Compound ❑ Complex
5. The teacher and the principal met in the hall near the library. ❑ Simple ❑ Compound ❑ Complex
6. Many brave soldiers fought in the war, and they received medals. ❑ Simple ❑ Compound ❑ Complex
7. The drummers played a long time, but the piano players stopped early. ❑ Simple ❑ Compound ❑ Complex
8. Before the queen rode in the parade, she gave a speech. ❑ Simple ❑ Compound ❑ Complex
9. After midnight the ghosts will come out of the haunted attic. ❑ Simple ❑ Compound ❑ Complex
10. She dropped the pan and the plate, but she held on to the spoon. ❑ Simple ❑ Compound ❑ Complex
Copyright © 2013 . All Rights Reserved. Free for educational use at home or in classrooms.
Name: ____________________________
Sentences: Simple, Compound or Complex? Answer Key
Read the following sentences. Check the box marked “simple” if it is a simple sentence.
Check the box marked “compound” if it is a compound sentence. Check the box marked
“complex” if it is a complex sentence.
1. We have to go to bed when the clock chimes ten o’clock. ❑ Simple ❑ Compound ❑ Complex
2. Jennifer liked William’s friend, and she also liked his cousin. ❑ Simple ❑ Compound ❑ Complex
3. The big brown dog ran after the blue and red ball. ❑ Simple ❑ Compound ❑ Complex
4. James and Eve rode their bicycles after they ate lunch. ❑ Simple ❑ Compound ❑ Complex
5. The teacher and the principal met in the hall near the library. ❑ Simple ❑ Compound ❑ Complex
6. Many brave soldiers fought in the war, and they received medals. ❑ Simple ❑ Compound ❑ Complex
7. The drummers played a long time, but the piano players stopped early. ❑ Simple ❑ Compound ❑ Complex
8. Before the queen rode in the parade, she gave a speech. ❑ Simple ❑ Compound ❑ Complex
9. After midnight the ghosts will come out of the haunted attic. ❑ Simple ❑ Compound ❑ Complex
10. She dropped the pan and the plate, but she held on to the spoon. ❑ Simple ❑ Compound ❑ Complex
Copyright © 2013 . All Rights Reserved. Free for educational use at home or in classrooms.
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