Grade:
10
Duration:
Date:
Topic: Kinds of Sentences, Clauses, Run-ons, Comma Splices, Conjunctions,
Conjunctive Adverbs
General Objective:
To use a variety of sentence types and syntax to connect ideas and craft writing in an interesting
and grammatically correct way.
Specific Objectives:
At the end of these lessons the students should be able to:
1. Identify the parts of all kinds of complete sentences-simple, compound, complex, compoundcomplex.
2. Define and identify independent and dependent clauses.
3. Define, identify and correct run-ons, and comma splices.
4. Define and identify coordinating and subordinating conjunctions and conjunctive adverbs.
5. Write complete sentences to achieve clarity and emphasis.
Methods:
1. Textbook work
2. Cooperative learning
3. Brainstorming
4. Problem solving
5. Discussions
6. Question and answer sessions
Prior Knowledge
Students should have prior knowledge of types of sentences- interrogative, declarative,
exclamatory and imperative. The students should also have knowledge of types of subjects and
types of predicates.
Introductory Activities
1. Join
Provide two short, simple sentences. The aim of the game is for the children to join them to make
one sentence. They will need to use some form of connective and it can be useful to suggest a
way of joining them. For instance:
The camel ate the cake. The cake was full of dates.
You could ask the children to join the two sentences above using the word 'which': e.g. The
camel ate the cake, which was full of dates.
Provide children with a list or box of connectives to help them.
2. Check it
Write up some sentences or a paragraph with errors for the children to check. Build on the sorts
of mistakes that the children often make so they get used to identifying and correcting their own
errors. These might include - spellings, punctuation mistakes, changes in tense, slang, etc.
5. Crazy clauses
Provide children with a complex sentence as a model, e.g. Although it was raining, he still
walked on.
Ask the children to write complex sentences starting with a variety of conjunctions e.g. although,
because, as, while, despite, after, using the key words humbug and zebra, e.g.:
Although the zebra was on a strict diet, she still couldnt resist the humbug.
Because of the humbugs relatively small size, it was only rarely mistaken for a zebra.
Despite the fact that the zebra hadnt eaten for days, it just couldnt bring itself to
consume the stripy humbug.
points
Move the subordinate clause 6 points
INSTRUCTIONS
The teacher writes a complex sentence, or uses one from an example of childrens writing or a
book.
1. A child in the first group picks up a card
2. He or she suggests an answer and checks with group
3. Meanwhile, the other groups consider an answer in case the first groups answer is
incorrect.
4. The child offers an answer and the other groups and the teacher judge its suitability.
5. The teacher keeps the score and can award full, half or no points for an answer.
6. The teacher may need to record the sentence on the board as it is modified.
7. The first team to score 10 is the winner.
EXTENSION
When the group has agreed their answer, one child says it, another says comma at the
appropriate point(s) in the sentence.
The game can be played over a series of days and points accumulated.
Content
Kinds of Sentences and Their Punctuation
A sentence may be one of four kinds, depending upon the number and type(s) of clauses it
contains.
Review:
An independent clause contains a subject, a verb, and a complete thought.
Punctuation note: NO commas separate two compound elements (subject, verb, direct object,
indirect object, subjective complement, etc.) in a simple sentence.
D. Independent
clause.
Punctuation patterns:
Follow the rules given above for compound and complex sentences.
A compound-complex sentence is merely a combination of the two.
Ic;
therefore,
Ic, and ic
ic.
Dc, ic. or
or
Ic dc.
I dc c.
phrases to phrases,
clauses to clauses.
Coordinating conjunctions usually form looser connections than other conjunctions do.
A coordinating conjunction joining three or more words, phrases, or subordinate clauses creates
a series and requires commas between the elements.
A coordinating conjunction joining two independent clauses creates a compound sentence and
requires a comma before the coordinating conjunction
C. CONJUNCTIVE ADVERBS
These conjunctions join independent clauses together.
The following are frequently used conjunctive adverbs:
after all
in addition
next
also
incidentally
nonetheless
as a result
indeed
on the contrary
besides
in fact
consequently
in other words
otherwise
finally
instead
still
for example
likewise
then
furthermore
meanwhile
therefore
hence
moreover
thus
however
nevertheless
Punctuation:
Place a semicolon before the conjunctive adverb and a comma after the
conjunctive adverb.
D. SUBORDINATING CONJUNCTIONS
These words are commonly used as subordinating conjunctions
after
in order (that)
unless
although
insofar as
until
as
in that
when
as far as
lest
whenever
as soon as
no matter how
where
as if
now that
wherever
as though
once
whether
because
provided (that)
while
before
since
why
even if
so that
even though
supposing (that)
how
than
if
that
inasmuch as
though
in case (that)
till
Subordinating conjunctions also join two clauses together, but in doing so; they make one clause
dependent (or "subordinate") upon the other.
Punctuation Note:
When the dependent clause is placed first in a sentence, use a comma between the two clauses. When the
independent clause is placed first and the dependent clause second, do not separate the two clauses with a
comma.
b) Comma splice:
Two or more clauses are joined with a comma but without a coordination conjunction.
(e.g.: * Janet left for work early, she arrived late.)
Because run-on sentences and comma splices occur when two independent clauses are joined,
you can correct either error using one of five methods
Examples: * Janet left for work early she arrived late. (run-on sentence)
* Janet left for work early, she arrived late (comma splice)
a) Use a period:
Janet left for work early. She arrived late.
b) Use a semicolon:
Janet left for work early; she arrived late.
c) Use a comma plus a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so)
Janet left for work early, but she arrived late.
d) Use a semicolon and a transitional word (besides, consequently, however, moreover, etc)
Janet left for work early; however, she arrived late.
e) Change one of the clauses to a subordinate clause by means of a subordinating conjunction
Although Janet left for work early, she arrived late.
Evaluation Exercises
English Language Quiz
Name: _______________________
Date:_____________________
Section A: Simple, Compound, and Complex Sentences
Instructions: Select the correct option.
1. A subject and a verb that cannot
stand alone are called a __________.
2.
3.
a. simple sentence
b. independent clause
4.
c. dependent clause
5.
d. complex sentence
6. Her left arm was badly broken at the
wrist during the car accident.
7.
a. a simple sentence
8.
b. a compound sentence
9.
c. a complex sentence
10. Mrs. Carrero said that will be
enough, and everyone agreed.
11.
a. a simple sentence
12.
b. a compound sentence
13.
c. a complex sentence
14. I know you don't like him, but that
doesn't matter.
15.
a. a simple sentence
16.
b. a compound sentence
17.
c. a complex sentence
18. Eric ran home the rest of the way
because he knew he was in trouble.
19.
a. a simple sentence
20.
b. a compound sentence
21.
c. a complex sentence
22. Although he searched everywhere,
Mr. Brooks could not find the keys to
the computer lab.
23.
a. a simple sentence
24.
b. a compound sentence
25.
c. a complex sentence
26. Elijah remained at home because he
had a sore throat. (5 points)
27.
a. a simple sentence
28.
b. a compound sentence
29.
c. a complex sentence
30. In which of the following sentence
types are FANBOYS or semicolons
(;) used to join clauses?
31.
a. simple sentences
32.
b. compound sentences
33.
c. complex sentences
73.
c. a complex sentence
74. A sentence with one independent
clause and at least one dependent
clause is called ____________.
75.
a. a simple sentence
76.
b. a compound sentence
77.
c. a complex sentence
78. Mara and Kelly had planned to
return to Canada.
79.
a. a simple sentence
80.
b. a compound sentence
81.
c. a complex sentence
82.
(20 marks)
101.
9 102.
Eight people got into the elevator. It was crowded. Three people got off.
103.
104.
Georgia gathered the pictures. She could arrange them in a special album for
1
her family.
105.
106.
9
off.
Eight people got into the elevator, but it was crowded, so three people got
107.
108.
Georgia gathered the pictures so she could arrange them in a special album
1
for her family.
109.
110.
(10 marks)
Section C: Clauses, Complex sentences, Compound-complex sentences
111.
Identify the independent and subordinate clauses in the following sentences and
determine whether they are complex or compound-complex.
112.
1 113.
114.
2 115.
116.
3 117.
Although Monica had a cold, she went to school because she had a test.
118.
4 119.
While washing the car, Todd slipped on the soap and he fell.
120.
5 121.
122.
123.
After Mom arrived, she put the disk in the DVD player and we watched a
6
great movie.
124. 125.
7 126.
Even though his heart pounded with dread, Ben bolted up the stairs, and he
checked out the strange noise.
127.
8 128.
129. 130.
9 131.
Karen made a list of what was needed, and she double-checked it so she
wouldn't forget anything.
132.
1 133.
134.
135.
136.
137.
English Language Quiz
_______________________
(35 marks)
Name:
138.
Date:_____________________
152. 6) Chickens should not be allowed to live freely on the campus because they cause stinky
odours make noise and no one wants to clean after.
Type____
153.
______________________________________________________________________.
154. 7) Anytime students want to lie down on the lawn they need a place that look clean and
have a fresh air therefore they cannot take a nap or study.
Type____
155.
_________________________________________________________________________.
156. 8) But I strongly disagree with that opinion, chickens should not be allowed on campus
at all.
157. Type___
158.
_________________________________________________________________________.
159. 9) During the time students are in the lab if the chickens make a lot a noise the students
wont focus to do their job. Type____
160. ____________________________________________________________.
161. 10) In conclusion, if the chickens live freely on campus because students let them live
free then these students should clean the chickens mess. Type____
162. ________________________________________________________.
163.