Grammar Lesson

Tutor Name: Caitlin OMeara Hypothetical Tutee Name: Sam Grade: 11

Lesson Goals/Common Core State Standards: CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Text Set Essential Question: How does an individuals response to injustice reveal his/her true character? Rationale for This Lesson in Light of Larger Text Set Inquiry and Strategy Development to Address CCLS: Since Sam is writing an article towards the end of this inquiry project, he needs to think about how to follow the conventions of standard English that are required in a published piece. Sams article will be published online, and since his audience extends well beyond the classroom, he needs to write an article that reflects the work of a professional writer, which means he cannot have any careless errors in his writing. One punctuation rule that occurs frequently in writing is the use of a comma in a compound sentence. Therefore, Sam will benefit from explicitly examining this rule and practicing using it in his own writing. Furthermore, understanding compound sentences will help Sam to learn how to incorporate complex, sophisticated sentences into his writing to ensure that his writing contains a variety of sentence structure. This lesson will also give him some idea of how to learn about conventions independently by examining model texts. He can practice drawing his attention to grammar, punctuation, and sentence structure as he reads so that he can continue to learn the conventions of Standard English on his own. This lesson connects to the article that Sam will be composing but also connects to our text set since we will be examining the use of compound sentences within the novel, Speak, which Sam would have already read by the time of this lesson. Materials (include all published materials, text citations & their lexile level, teacher-made materials. Attach teacher-made materials): Halse Anderson, L. (1999). Speak. New York: Penguin Group. Compound Sentence Worksheet (teacher made). Short-Term Objectives: SWBAT what at the end of each section of your procedures. Procedure: Include teacher language to be used to explain and model each strategy. Expected student response and what this tells you re progress monitoring: What will you see, hear, and record to indicate that a student has learned what was intended from interaction. Expected Response: -Compound sentences can help me to include different types of sentence in my writing and helps me to avoid making careless errors in my writing, which makes me look more credible as a writer.

Student will be able to: -understand the usefulness of compound sentences in writing.

Objective: Explain your strategy objectives to your student and how it fits your essential question and ELA goals Today we are going to do some work with compound sentences. Knowing what exactly a compound sentence looks like is not as important as understanding how to correctly use one in your own writing. Compound sentences can be a great way to include a variety of sentence structures in your writing, and understanding the punctuation rule that

-define compound sentence. -understand where a comma should be placed within a compound sentence. -identify coordinating conjunctions and describe their purpose. -understand the purpose of compound sentences in writing.

goes along with compound sentences will help you to avoid errors within your writing. Since you will be publishing your article, you need to be able to write with minimal errors so that your audience views you as a credible source and so that they can easily understand what you have written and focus on the message you are trying to convey to them. Before we begin, I want to make sure you understand the point of this lesson. So, what are some ways that understanding compound sentences will be useful to your writing? Strategy explanation Give student Compound Sentences Worksheet. Rather than having me tell you the definition of a compound sentence, I am going to guide you in figuring out what they are on your own. In doing so, you will have a stronger understanding of them. In order to figure out what a compound sentence is, we are going to look at examples of the use of compound sentences in the novel, Speak. Ok, look at question number one, it says Read the column on the left aloud. Although the sentences are grammatically correct, what is the problem? Good, so we have noticed that the sentences in the left column are short and choppy. Now lets look at question two, it says 2. Compare the two columns. Cross out in column one anything that is left out of column two. Circle anything that appears in column two that does not appear in column one. What was crossed out? What is new? You have noticed that the punctuation is changed from column one to column two. Good! You also noticed that some words were added to column two. Question three asks us to list those words. Now, lets think about question four, which asks Why are the compound sentences on the right

Expected Responses: 1. The sentences are short and choppy. They do not flow, but they are closely related to one another. 2. In column one, I crossed off some periods. In column two, I circled some commas and some short connecting words. (Student may need some prompting to notice the differences in punctuation.) 3. But, so, and, or. 4. The sentences on the right flow well and demonstrate a clear connection between the ideas presented. 5. Coordinating conjunctions are words that connect things. 6. In a compound sentence, a comma is placed before the coordinating conjunction.

preferable? Why do you think they sound better than the sentences in column one? Now, the words that we listed for question three are called coordinating conjunctions. Question five asks us to figure out what exactly coordinating conjunctions are. Think about the words you listed in response to question three to help you figure out what coordinating conjunctions might be. You realized that coordinating conjunctions are used to connect things, and thats wonderful, but lets now think of a solid definition of these words. Coordinating conjunctions are words used to connect words, phrases, and clauses. Other examples of coordinating conjunctions include and, but, nor, so, for, yet. Now, lets think about the punctuation involved in compound sentences. Question six asks What is the comma rule associated with coordinating conjunctions in compound sentences? Think about your response to question two in order to help you to think about this answer. Great! Now, notice that in order to make the compound sentences in column two, two complete sentences were combined. This gives us our last piece to the definition of compound sentences, because the coordinating conjunctions must connect two independent clauses. An independent clause is a clause that can stand by itself, so it is basically just a complete sentence. This means that if we are writing a compound sentence, whatever comes before and after our coordinating conjunction should be able to stand on its own as a complete sentence if it had to. So, our definition of compound sentences is a sentence that contains independent clauses that are joined by coordinating conjunctions. In a compound

sentence, a comma must be placed before the coordinating conjunction.

-understand how to identify a compound sentence. -identify the parts of a compound sentence.

Modeling Now, I am going to try out writing some compound sentences of my own, and you can observe what I think about as I do so. Were going to continue to reference Speak throughout the lesson, so I am going to write my sentences about the book. Melinda is treated as an outcast throughout the novel, but she is befriended by a few people. I know that this is a compound sentence because both Melinda is treated as an outcast throughout the novel and she is befriended by a few people are independent clauses because these clauses can stand on their own. Furthermore, I am connecting these independent clauses with a coordinating conjunction. I chose the coordinating conjunction but because it indicates the contrast that I am setting up in the sentence. Lastly, I have a comma before my coordinating conjunction. Since I have all of these elements, I know I have successfully written a coordinating conjunction. David Petrakis is nice to Melinda, and Mr. Freeman continuously offers her emotional support. Again, I know that I have two independent clauses. They are being connected with a coordinating conjunction, and, and I have a comma before the word and. Now, it is important to keep in mind that compound sentences should be interspersed throughout your writing. You would never want to read a passage full of the same sentence structure repeated over and over again, so you would never write something full of only compound sentences.

Expected Response: A compound sentence consists of two independent clauses that are combined with a coordinating conjunction. The coordinating conjunction should have a comma before it.

Instead, think of them as a tool you can use to spice up your writing. So, you can intentionally include compound sentences as you write, or you can keep these in mind during your editing stage. For example, if you are reading a rough draft of your work and you read the lines Melinda uses her artwork as an outlet. She spends a lot of time in the art room, you know that you can easily combine these sentences to make one compound sentence, such as Melinda uses her artwork as an outlet, so she spends a lot of time in the art room. Before we move on, remind me in your own words what a compound sentence is. -identify compound sentences. -combine two sentences in order to create a compound sentence. -write a compound sentence. Guided practice Sam will complete questions 7-10 on the Compound Sentences Handout. The questions require Sam to identify compound sentences within a novel, combine two sentences to create one compound sentence, and respond to content related questions using a compound sentence.
7. Find two more examples of compound sentences in Speak, and copy them below. Be sure to include proper documentation. 8. Create compound sentences from the sentences provided. Choose an appropriate coordinating conjunction and dont forget to punctuate appropriately. a) Melinda used to be best friends with Rachel. Rachel wont talk to her. b) Melinda could choose to tell everyone what had happened to her. She could choose to keep it to herself. c) Mr. Freeman is Melindas art teacher. He wants to help her. 9. Using the sentence provided, answer the question in a compound sentence. How does Melinda feel about Mr. Neck?

Expected Responses: 7. Answers will vary. Student must identify sentences that fit the definition and function of a compound sentence. 8. a) Melinda used to be best friends with Rachel, but Rachel wont talk to her. (Coordinating conjunction could also be yet). b) Melinda could choose to tell everyone what had happened to her, or she could keep it to herself. c) Mr. Freeman is Melindas art teacher, and he wants to help her. 9. Mr Neck is Melindas social studies teacher, yet she has no respect for him as either a teacher or a person. 10. Melinda has trouble speaking throughout the novel, so her art provides her with a different way to express her emotions.

Mr. Neck is Melindas social studies teacher ___________________________. 10. In a compound sentence, answer the following question. How does Melindas artwork help her throughout the school year?

-write from the point of view of a character. -write a narrative text that clearly relates to the novel, Speak. -include compound sentences within his writing.

Independent Practice Sam will write a response to the writing prompt At the end of the novel, Melinda decides to tell Mr. Freeman about everything that has happened to her. Extend the end of the novel by writing a page from the point of view of Melinda in which she reflects upon her conversation with Mr. Freeman. Include at least two compound sentences, using two different coordinating conjunctions. Highlight or underline your compound sentences.

Students response will vary but should remain consistent with the novels plot (for example, Melinda will likely feel better after having talked to Mr. Freeman since she has held everything in for so long, and the students response should reflect that). Students response should include two compound sentences that include the correct use of a coordinating conjunction and the correct placement of a comma. (NOTE: Since the point of this practice is for Sam to successfully write two compound sentences into a piece of writing, the assessment of this writing piece should focus on his inclusion of compound sentences. Aside from the fact that his writing response should fulfill the task by remaining consistent with the novels plot, the assessment of this piece does not need to address every error he makes and again should only focus on whether or not he successfully writes compound sentences and naturally incorporates them into his writing). -Student should recognize that the inclusion of compound sentences in his writing helped to bring more varied sentence structure to his writing and helped it to flow better. He should recognize that the relationship between the two independent clauses helps him to determine which coordinating conjunction is appropriate.

-demonstrate an understanding of how to use appropriate coordinating conjunctions, -identify why using compound sentences improves his writing overall.

Closure: Ask tutee to use their organizer or end product to explain understanding of EQ. Ask Sam to reflect on how the inclusion of compound sentences made his writing better. Ask him to explain how he decided which coordinating conjunction to use. Point out to student that this lesson gives him an example of a strategy he can use to build lifelong learning skills. As he reads, if he begins to notice

the ways that punctuation is used or even the way word choice is used, hell be able to learn about different grammar rules or writing tools without needing someone to explicitly explain it to him. Therefore, he can learn about reading and writing as he reads on his own, and this is a strategy he can use for the rest of his life with any text.

Compound Sentences Worksheet

Uncoordinated Sentences 1. The earth has frozen. Ms. Keen is determined to keep Spring alive in her classroom. 2. Theres not enough time for a nap. I check out a stack of books to make the librarian happy. 3. I dont buy the gold eyeshadow. I do pick up a bottle of Black Death nail polish. 4. The sun warmed my hair. A wind pushed my mother into my fathers arms. Coordinated (Compound) Sentences 1. The earth has frozen, but Ms. Keen is determined to keep Spring alive in her classroom. 2. Theres not enough time for a nap, so I check out a stack of books to make the librarian happy. 3. I dont buy the gold eyeshadow, but I do pick up a bottle of Black Death nail polish.

4. The sun warmed my hair, and a wind pushed my mother into my fathers arms.

5. I could sit across from her. I could 5. I could sit across from her, or I could crawl behind a trash can. crawl behind a trash can. _________________________________________________________________________________________________________________________________ 1. Read the column on the left aloud. Although the sentences are grammatically correct, what is the problem?

2. Compare the two columns. Cross out in column one anything that is left out of column two. Circle anything that appears in column two that does not appear in column one. What was crossed out? What is new?

3. What words are added?

4. Why are the combined sentences on the right preferable?

5. The words used to make compound sentences are called coordinating conjunctions. What do you think coordinating conjunctions do?

6. What is the comma rule associated with coordinating conjunctions in compound sentences?

7. Find two more examples of compound sentences in Speak, and copy them below.

8. Create compound sentences from the sentences provided. Choose an appropriate coordinating conjunction and don t forget to punctuate appropriately. a) Melinda used to be best friends with Rachel. Rachel wont talk to her.

b) Melinda could choose to tell everyone what had happened to her. She could choose to keep it to herself. c) Mr. Freeman is Melindas art teacher. He wants to help her.

9. Using the sentence provided, answer the question in a compound sentence. How does Melinda feel about Mr. Neck? Mr. Neck is Melindas social studies teacher ___________________________.

10. In a compound sentence, answer the following question. How does Melindas artwork help her throughout the school year?

Writing Prompt: At the end of the novel, Melinda decides to tell Mr. Freeman about everything that has happened to her. Extend the end of the novel by writing a page from the point of view of Melinda in which she reflects upon her conversation with Mr. Freeman. Include at least two compound sentences, using two different coordinating conjunctions. Highlight or underline your compound sentences.