Unit 1: Sentences

1. Unit 1: Sentences Ms. Williams 6th Grade ELA

2. Objective • I CAN identify and distinguish between sentences and sentence fragments.

3. Guided Notes • A sentenceis a group of words that expresses a complete thought. It begins with a capital letterand ends with a punctuationmark. • Example: Taylor and Jose went to the store. • A sentence fragment is a group of words that is only part of a sentence. It does notexpress a complete thought. • Example: Went to the store.

4. Guided Practice Name which sentences are complete sentences and which are sentence fragments. • The block party is Saturday. • Were setting up the tables for the party. • Brandon and Danielle arrived early. • Everyone brought some food for the big meal. • The new neighbors in the green house.

5. Independent Practice Tell whether each sentence is a complete sentence or a sentence fragment. • The block party. • All of the neighbors were there. • Ate hot dogs, salad, and fruit. • Everyone had fun playing games. • The afternoon and the evening.

6. Objective • I CAN identify declarative, interrogative, imperative, and exclamatory sentences.

7. Guided Notes • A declarativesentence makes a statement. It ends with a period. • Example: I enjoy reading mystery stories. • An interrogativesentence asks a question. It ends with a question mark. • Example: Have you heard of R.L. Stine? • An imperativesentence gives a commandor makes a request. It ends with a period. • Example: Please get the flashlight out of the closet. • An exclamatorysentence expresses a strong feeling. It ends with an exclamation point. • Example: What a scary story that was!

8. Guided Practice Directions: Name the correct punctuation mark that goes at the end of each sentence. • Our team won the playoffs last year • Please throw me the ball • Who is next at bat • What a great game this is • It is important to stretch before you run

9. Independent Practice Directions: Place the correct punctuation mark at the end of each sentence. Write the name of the type of sentence next to each sentence. • Do you like to play checkers • Please select red or black pieces • In checkers, the player with red pieces always moves first • Did you move your piece yet • How I love playing this game

10. Objective • I CAN and write simple and compound sentences.

11. Guided Notes • A compound sentenceis made up of two or more simple sentences joined by a comma and a conjunction. • A conjunctionis a word that joins a word or groups of words in a sentence. Conjunctions include and, but, and or. • Example: There are many fish in my aquarium, but I like goldfish the best.

12. Guided Practice Directions: Name the simple sentences and the compound sentences. • Fish can be interesting pets. • You can have freshwater fish, or you can have saltwater fish. • My tank has fresh water, but my cousin’s tank has salt water. • Inside the tank are many different kinds of fish. • Some fish swim near the top, and some stay at the bottom.

13. Independent Practice Directions: Read each sentence. Write S for simple and C for compound. Circle the conjunction. • I like to go hiking in the woods, but I don’t get to go very often. • Last weekend our family went hiking, and I had lots of fun. • My brother had beautiful new hiking boots. • My brother’s new boots hurt his feet. • We can sing around the campfire, or we can go to sleep.

14. Objective • I CAN combine independent and dependent clauses to form complex sentences.

15. Guided Notes • A complex sentence contains an independent clause and one or more dependent clauses. • Example: I found an old license plate while I was fishing. • An independent clause can stand alone as a sentence. • Example: I found an old license plate. • A dependent clause cannot stand alone as a sentence. It begins with a conjunction such as after, although, as, as if, as though, because, before, if, since, though, unless, until, whenever, where, wherever, or while. • Example: while I was fishing.

16. Guided Notes • When a dependent clause comes at the beginningof a sentence, place a commaafter the dependent clause. • Example: Whenever I get sleepy, I like to take a nap. • When a dependent clause comes at the endof a sentence, you do not need a comma. • Example: I took a nap because I was sleepy.

17. Guided Practice Directions: Identify the dependent clause and the conjunction in each complex sentence by circling the conjunction and underlining the dependent clause. • Christopher wanted to race when we reached the lake. • Since I am a good swimmer, I agreed to the race. • Before I got out of the car, he was splashing into the lake. • I would never catch him unless I swam fast. • We both swam as though we were in the Olympics.

18. Independent Practice Directions: Underline the dependent clause and circle the conjunction in each sentence. • Although Jessica goes to the lake, she doesn’t like to swim. • Everyone plays water volleyball while we swim. • Whenever we get tired of swimming, we join the game. • After we play a few games, it is time to swim again. • Ashley would swim every day if she could.

19. Objective • I CAN punctuate sentences correctly.

20. Guided Notes • Use punctuation marks to end a sentence. • A periodends a declarative or imperative sentence. • A question mark ends an interrogative sentence. • An exclamation point ends an exclamatory sentence. • Use a commabefore the conjunction in a compound sentence. • Use a semicolonto separate two parts of a compound sentence when they are not connected by a conjunction. • Use a commaafter a dependent clause that comes before the independent clause in a complex sentence.

21. Guided Practice Directions: Name the missing punctuation in each sentence. Write it in the sentence. • If we win this game we will be the champions • What an exciting game this is • Please wear your helmet at all times • How much time is left in this period • Jason scored a goal he is a talented player

22. Independent Practice Directions: Add correct punctuation to each sentence. • One of our teams has to score and then the game will be over • Since Iplay on offense I am going to try and score a goal • I can take a shot myself or I can pass to a teammate • Because this is an important game I am very excited • Both teams are very good but I think our team is a little better

23. Objective • I CAN identify and write complete subjects and complete predicates.

24. Guided Notes • Every sentence has two parts: a subject and a predicate. The complete subject contains all the words that tell WHOM or WHAT the sentence is about. • Example: My butterfly-shaped kite flew very high. • The complete predicatecontains all the words that tell what the subject does or is. • Example: My butterfly-shaped kite flew very high. • A sentence must have both parts to state a complete idea.

25. Guided Practice Directions: Name the complete subject and the complete predicate in each sentence. Draw a line between the complete subject and the complete predicate. • Tommy and I make different kinds of kites. • We share our kites with the other children. • Every kite needs a very light framework. • The material is stretched and glued on the frame. • The flow of wind across the kite makes it fly.

26. Independent Practice Directions: Read each sentence. Then draw a line between the complete subject and the complete predicate. • The kite fair was held at Riverside Park last Sunday. • Jasmine and I entered our homemade kites. • We used stick, paper, tape, and fabric scraps. • More than fifty kids participated in the fair. • A colorful fish-shaped kite won first prize.

27. Objective • I CAN identify and write simple subjects and simple predicates.

28. Guided Notes • The simple subjectis the main word or words in the complete subject. • Example: The dingo is a wild dog from Australia. • The simple predicateis the main word or words in the complete predicate. • Example: The dingo is a wild dog from Australia.

29. Guided Practice Directions: Name the simple subject and simple predicate in each sentence. • Golden retrievers are gentle with children. • Most terriers make good watchdogs. • Some poodles need a lot of care. • Several dogs help the police in drug detection. • Greyhounds hunt mostly by sight.

30. Independent Practice Directions: Write each sentence. Then draw one line under the simple subject and two lines under the simple predicate. • The park near my house is my dog’s playground. • Other people bring their dogs, too. • One dog in particular attracts everyone’s attention. • Its loud bark can be heard from a mile away. • My dog enjoys our long walks.

31. Objective & Standard • I CAN identify and write compound subjects in sentences. (L.6.3)

32. Guided Notes • The compound subject contains two or more simple subjects that have the same predicate. • The word andor the word orjoins the parts of a compound subject. • Example: Brett and Sarah rode the bicycle.

33. Guided Practice Directions: Underline the simple subjects that can be joined to create a compound subject and join the two sentences. • Emily went to the bike show. David went to the bike show. • New mountain bikes were on display. New helmets were on display. • Students watched a bicycle safety movie. Teachers watched a bicycle safety movie. • Xavier talked with the instructor. Samantha talked with the instructor. • Safety pamphlets were available. Product catalogs were available.

34. Independent Practice Directions: Underline the simple subjects that can be joined to create a compound subject. • Sam joined a bicycle club. Mary joined a bicycle club. • The mayor planned a bike race. The city council planned a bike race. • Helmets keep riders safe. Kneepads keep riders safe. • All riders must know the rules. All judges must know the rules. • Mom cheered at the starting point. I cheered at the starting point.

35. Objective & Standard • I CAN identify and write compound predicates in sentences. (L.6.3)

36. Guided Notes • The compound predicatehas two or more simple predicates with the same subject. • The word and, or,or butjoins the parts of a compound predicate. • Example: Lisa cheered and clapped at the school talent show.

37. Guided Practice Directions: Name the simple predicates that can be joined to create a compound predicate and join the two sentences. • Amanda jumped over the hurdles. Amanda leapt over the hurdles. • Coach clapped for attention. Coach whistled for attention. • The athletes listened. The athletes learned. • We jumped in practice. We ran in practice. • Runners raced down the course. Runners darted down the course.

38. Independent Practice Directions: Underline the simple predicates that can be joined to create a compound predicate. • People walked to the school olympics. People rode to the school olympics. • We yelled for each athlete. We cheered for each athlete. • The athletes competed all day. The athletes watched all day. • The audience sat in the bleachers. The audience stood in the bleachers. • I swam in the olympics. I ran in the olympics.

39. Objective & Standard • I CAN correct run-on sentences. (L.6.3)

40. Guided Notes • A run-on sentenceincorrectly joins two or more sentences that should be written separatelyor rewritten as a compoundor complexsentence. • Example: My brother plays on a little league baseball team he is the pitcher. • To correct a run-on sentence, do one of the following: • Separateeach idea into a simple sentence • Rewriteit as a compound or complex sentence

41. Guided Practice Directions: Correct the run-on sentences by writing them as separate sentences. • Our whole family came out to see my brother play he is the pitcher. • He pitched in the first inning he did well. • He walked a player the other team cheered. • He struck out two batters the third hit the ball. • Now it was our turn to cheer how loudly we yelled!

42. Independent Practice Directions: Write each sentence as two simple sentences. • Two of our team’s batters got on base they scored. • My brother hit the ball he ran around the bases. • His team finally had the lead we cheered for the players. • The other team scored now it has four runs. • My brother should do well he is a good pitcher.