Simple, Compound, Complex— Lend Me Your Clauses!

1. Simple, Compound, Complex—Lend Me Your Clauses! Grammar Boot Camp Adapted by MarniePenkalski Created by Carrie Boehlecke & MiahDaughtery

2. Warm Up A Review! At your tables, write four sentences: • one simple sentence, • one compound sentence, • one complex sentence, and • one compound-complex sentence. CPD K-12 Literacy, June 2012

3. Goals As a participant in the Sentence Construction Break-out activity, you will… • Increase your knowledge and demonstrate mastery of the four types of sentence structures (simple, compound, complex, and compound-complex) • Construct a variety of sentence patterns to enhance stylistic effects CPD K-12 Literacy, June 2012

4. Language Standards • L.K.1f: Produce and expand complete sentences in shared language activities. • L.1.1j: Produce and expand simple and compound declarative, interrogative, imperative and exclamatory sentences in response to prompts. • L.2.1f: Produce, expand and rearrange complete simple and compound sentences. • L.3.1i: Produce simple, compound and complex sentences. • L.4.1f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. CPD K-12 Literacy, June 2012

5. VOCABULARY • Phrase • Clause • Independent Clause • Subordinate Clause (Dependent Clause) • Simple • Compound • Complex • Compound-Complex • Fragment • Run-On CPD, K-12 Literacy, 2012

6. The Basics • A sentence is a group of words that contains a subject (who or what the sentence is about) and a predicate (what the subject is or does) and conveys a complete thought or idea. • Sentences are made up of clauses (and sometimes phrases). • A clause is a group of words with a subject and a verb. • A phrase is a group of words with no subject and no verb CPD K-12 Literacy, June 2012

7. Sentence Structure End Punctuation Create end punctuation on each side of a yellow card. ? ! CPD K-12 Literacy, June 2012

8. Sentence Structure Internal Punctuation Create internal punctuation on each side of a green card. , : ; -- ( ) CPD K-12 Literacy, June 2012

9. Sentence Structure Coordinating Conjunctions (FANBOYS) Create coordinating conjunctions on each side of a blue card. : for ; and nor : yet or ; but : so CPD K-12 Literacy, June 2012

10. Sentence Structure Subordinating Conjunctions Create subordinating conjunctions on each side of a pink card. : after although as : because as long as as if : so even if since CPD K-12 Literacy, June 2012

11. Sentence Structure Subordinating Conjunctions • After • Although • As • As if • As long as • As much as • As soon as • As though • Because • Before • Even if • Even though • How • If • In order that • Now that • Provided that • Since • So that • Than • That • Though • Unless • Until • When • Whenever • Where • Wherever • While CPD K-12 Literacy, June 2012

12. Sentence Structure Independent Clauses Create independent clauses on each side of a white index card. I hunt vampires at night Princess Penelope kisses lots of frogs Harry Potter prefers chocolate frogs Flying monkeys make me nervous CPD K-12 Literacy, June 2012

13. Simple Sentences • A simple sentence has one independent clause and end punctuation (Carroll 119). Flying monkeys make me nervous CPD K-12 Literacy, June 2012

14. Compound Sentences • A compound sentence has two or more independent clauses, internal punctuation and end punctuation (Carroll 120). • Use a comma before a coordinating conjunction to join two independent clauses. , : and Flying monkeys make me nervous I hunt vampires at night CPD K-12 Literacy, June 2012

15. Compound Sentences • A compound sentence has two or more independent clauses, internal punctuation and end punctuation (Carroll 121). • In compound sentences, use a semicolon to join closely related independent clauses not joined by a coordinating conjunction. ; Flying monkeys make me nervous I hunt vampires at night CPD K-12 Literacy, June 2012

16. Compound Sentences • A compound sentence has two or more independent clauses, internal punctuation and end punctuation. • In compound sentences, use a colon to introduce a second independent clause, if the second clause explains the first. Capitalize the first word of the second clause. : Harry did something that was both very brave and very stupid He took a great running leap and fastened his arms around the troll’s neck CPD K-12 Literacy, June 2012

17. Complex Sentences • A complex sentence has one independent clause and at least one subordinate (dependent) clause (Carroll 121). • Form a subordinate clause by adding a subordinating conjunction to the front of an independent clause. because Flying monkeys make me nervous CPD K-12 Literacy, June 2012

18. Complex Sentences • A complex sentence has one independent clause and at least one subordinate (dependent) clause. • Form a complex sentence by adding a subordinate clause to the front of an independent clause. • Always use a comma to set off a subordinate clause if it begins a sentence. , because Flying monkeys make me nervous I hunt vampires at night CPD K-12 Literacy, June 2012

19. Complex Sentences • A complex sentence has one independent clause and at least one subordinate (dependent) clause. • Form a complex sentence by adding a subordinate clause to the end of an independent clause. I hunt vampires at night because Flying monkeys make me nervous CPD K-12 Literacy, June 2012

20. Complex Sentences • A complex sentence has one independent clause and at least one subordinate (dependent) clause. • Form a complex sentence by adding two subordinate clause to the end of an independent clause. , because Princess Penelope kisses a lot of frogs Flying monkeys make her nervous She hunts vampires at night although CPD K-12 Literacy, June 2012

21. Compound-Complex Sentences • A compound- complex sentence has two or more independent clauses and at least one subordinate (dependent) clause. • Form a complex sentence by adding two subordinate clause to the end of an independent clause. , because Princess Penelope kisses a lot of frogs , flying monkeys make her nervous and she hunts vampires at night CPD K-12 Literacy, June 2012

22. Fragments and Run-ons • A fragment is a sentence that does not have an independent clause. • Run-ons, comma splices and fused sentences are sentences that are not correctly punctuated between the independent clauses. because Princess Penelope kisses a lot of frogs CPD K-12 Literacy, June 2012

23. Fragments and Run-ons • A fragment is a sentence that does not have an independent clause. • Run-ons, comma splices and fused sentences are sentences that are not correctly punctuated between the independent clauses. , Flying monkeys make me nervous Princess Penelope kisses a lot of frogs CPD K-12 Literacy, June 2012

24. Sentences With a partner, create the following types of sentences: • A simple sentence that shows excitement, • A compound sentence that uses a semicolon, • A complex sentence that ends with a subordinate clause, • A sentence that begins with the word “because,” • A compound sentence that uses a coordinating conjunction, • A complex question, and • A compound-complex sentence that starts with an independent clause. CPD K-12 Literacy, June 2012

25. Sentences and Style Type of Sentence Example • Parallel Sentence: A sentence that uses the same pattern of words to who two or more ideas that have the same level of importance. • Balanced Sentence: A sentence that has parallel structure of approximately the same length and importance. • Periodic Sentence: A sentence which builds through three or more parallel constructions (dependent phrases or clauses) to a main clause. • Loose Sentence: A sentence in which the independent clause is elaborated by the successive addition of modifying clauses or phrases. • Lightening shattered the sky, thunder banged and bellowed, hailstorms battered his body. –Gorky Rises • The Ugly Sisters, jewels and all, departed for the Palace Ball, while darling little Cinderella was locked up in the slimy cellar. -Roald Dahl’s Revolting Rhymes • I went to sleep with gum in my mouth and now there’s gum in my hair and when I got out of bed this morning I tripped on the skateboard and by mistake I dropped my sweater in the sink while the water was running and I could tell it was going to be a terrible, horrible, no good, very bad day.-Alexander and the Terrible, Horrible, No Good, Very Bad Day. • The warmth ran up his sleeves and down over his ribs inside his shirt and soaked inward through his whole body. -Sounder CPD K-12 Literacy, June 2012

26. Sentence Structure A Review • Write one of the following types of sentences on colored sticky notes: Simple Compound Complex Compound-Complex CPD K-12 Literacy, June 2012

27. Closing Activity: Synectics: The Power of Analogies • Analogies help learners make connections by linking new information with what they already know. • This link helps make new information meaningful. • Analogies can be used to show comprehension or to assist in comprehension. • Synectics is an engaging activity in which participants create analogies between newly-learned concepts and familiar constructs. CPD, K-12 Literacy, 2012

28. Sentence Synectics • Each table has been assigned a setting. Brainstorm a list of items that could be found or classified under the setting. • Write an analogy between something you learned today (e.g. compound sentence, parallel sentences) and one of the items on your list. Each group member should write his/her own analogy. • Share your analogies as a small group. Choose one to share out with the whole group. • The Sentence • The Place • The Analogy Writing a complex sentence is like a three-sided cubicle. You need all three walls—the independent clause, the subordinate clause, and punctuation--to make it stand. CPD K-12 Literacy, June 2012

29. Closure At your tables, write four sentences: one simple sentence, one compound sentence, one complex sentence, and one compound-complex sentence. CPD K-12 Literacy, June 2012