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English: Tuesday, September 3, 2013. Handouts: * Grammar #5–Simple and Compound Sentences * If you were absent yesterday, pick up make-up work.
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English: Tuesday, September 3, 2013 Handouts: * Grammar #5–Simple and Compound Sentences * If you were absent yesterday, pick up make-up work. Homework: * Grammar #5—Simple and Compound Sentences [We will begin this in class.] * TAP 1 [TAP = Transform A Paragraph]From QWs #3 - #6, pick one, copy it onto notebook paper in cursive), develop it, and edit it. This is your rough draft. Then type a copy of your corrected draft, using Times New Roman, 12 point, with a 1.5 or 2 setting for lines (double-spaced).Print out a copy at home (or at a public library or office supply store). Your rough draft (should be messy to show your work) AND your final, typed copy (error free) must be turned in at the beginning of class on Thursday. Heading is: Your name, date, class, TAP 01, QW # ____ (and title) Length limit is one typed pageDue Thursday, September 5, beginning of class No late work accepted (per policies in student handbook). * Study Grammar Lessons #1 - #6 for a unit test on Grammar this Friday. Assignments due: * How much of your TAP 1 one have you completed?
Starter #1 Take out your comp book. Turn to the first blank page. In the upper right hand corner, write the following: Tues., Sept. 3, 2013 QW #7: Change It!Then copy this bold print prompt on the top lines:If you had the ability to change any one thing about yourself or about your family, what would you change?State what you would change, explain why you would make that change, and describe what would be different from now on because of that major change.
Lesson Goal: Learn to identify (recognize) simple sentences and compound sentences. Outcomes: Be able to . . . State what makes a sentence a simple sentence. Identify (locate) simple sentences within any text. State what makes a sentence a “compound sentence.” Identify (locate) compound sentences within any text. Use punctuation correctly in compound sentences.
Starter #2: Let’s review what we learned last week. . . . • What are the four types of sentences we learned about last week? • What is a compound word? • What is a compound subject? • What is a compound predicate? • Can a sentence have a compound subject AND a compound predicate? • Based on what you know about compound words, compound subjects, and compound predicates, what can we infer about the meaning of “compound sentences”?
Starter #3: Let’s see if we can distinguish the difference between simple sentences and compound sentences. . . . A simple sentence always has one subject and one predicate. A compound sentences always has two or more simple sentences joined together. The tricky part is this: “How do we join them together correctly?”
Starter #3 continued If you join simple sentences with a conjunction (and, but, or), then you must use a comma, like this: __simple sentence__,and__simple sentence__. __simple sentence__, but__simple sentence__. __simple sentence__,or__simple sentence__. If you don’t use a conjunction (and, but, or), then you would use just a semi-colon, like this: __simple sentence__; __simple sentence__. Think of a semi-colon as another way of saying “and” Never use both a semi-colon and a conjunction in the same sentence. Use only one or the other.
Starter #3 continued Today’s assignment will seem easy . . . until you come to imperative sentences. What are imperative sentences? An imperative sentence often has what we call an “understood you” as the subject. For example: “Go shut the door.” “[You] go shut the door.” “Give me five!” “[You students] give me five.” If I’m addressing my dog Champ, I might say: “Pick up your bone.” “[You] pick up the bone.” Let’s look at the examples provided in today’s handout (Grammar #5).
