DO NOW:

1. Day One • Copy down HW. & take a Do Now from the “Do Now” basket. • Find your matching homophone partner(s), and sit at any table with your partner(s) that has room for both of you to sit. • In the grammar section of your binder, make a triangle section and label it “Sentence Structure.” • Using your Do Now - answer questions #1 – 5 in the Grammar Section of your binder. INDPENDENTLY! Put this handout in your binder. • **Do not re-write each sentence. DO NOW:

2. Learning Goals: • Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (fragments vs. simple sentences & clauses). • Classify a sentence as a group based on its subject and verb to determine whether it is a fragment or simple sentence.

3. CORNELL NOTES PAGE • Take a Cornell notes page from the middle of your table, and copy down the Essential Question below….. • What does sentence structure matter to a reader or writer? Essential Question

4. TYPES OF SENTENCES: Fragments VS. Simple Sentences

5. SUBJECTS & VERBS -In order to fully understand the difference between a fragment and a simple sentence, we need to know what constitutes a SUBJECT and a VERB.

6. SUBJECTS • A subject of a sentence is a: • NOUN- person, place, thing, or idea • PRONOUN– non-specific word that replaces a noun • The subject is who or what does the verb • Mrs. Stoller assigns us homework. • She assigns us homework.

7. VERBS • -The action that is being performed by the subject. • STRONG VERBS – tells what the subject is doing • LINKING/HELPING VERBS – what we know as “weak” verbs (is, are, were) • Linking verbs connect the subject to something that is said about the subject. • Ex: Ron's bathroom is a disaster.

9. FRAGMENTS • A fragment is formed when: • a subject is missing • a verb is missing • a complete thought is not expressed

10. SIMPLE SENTENCE • has one subject-verb pair and expresses a complete thought • Mrs. Stoller is teaching us how to vary our sentence structure.

11. SYNTHESIZE: IN SUMMARY SECTION OF NOTES – • Create your own sentence fragment and give a reason why it is incomplete. • Create your own simple sentence. Label the subject-verb pair.

12. How well do you GET IT?

13. Copy these lines into the grammar section of your binder: S V She went to the concert Since she went to the concert S V • Label the subject (S) and verb (V) in each line. • Are both complete sentences? Explain why or why not. • Look at the handout on your table to make sure you are on the right track. Put these in the grammar section of your binder. Day Two

14. TYPES OF SENTENCES: Clauses

15. What is a CLAUSE? A clause is a group of words with its own subject and verb. *The subject is performing the verb Ex> Joe ran home. S V

16. Two Kinds of Clauses • An independent clause is a subject/verb group that forms a complete sentence. • A dependent (or subordinate) clause is a subject/verb group that depends on more to make it a complete sentence.

17. The Sentence Tree CLAUSE a group of words with its own subject and verb INDEPENDENT CLAUSE DEPENDENT CLAUSE SIMPLE SENTENCE FRAGMENT !

18. SIMPLE SENTENCE! S V Sally eats breakfast with her mom. 1 1 – independent clause

19. COMPOUND SUBJECTS -when more than one noun or pronoun forms the subject and is linked to the SAME verb 1) Jack and Jill fell down. 2) History and math are my favorite subjects. 3) Kayla and her mom shopped all day. 4) Inspire, Alpha, and Quest will compete.

20. COMPOUND PREDICATE -when more than one verb is linked to the SAME subject 1) Jack fell down and broke his leg. 2) History informs and helps us. 3) Kayla shopped and then slept today. 4) The middle school teams will race, compete, and cheer.

21. COMPOUND SUBJECT & PREDICATE -when more than one noun or pronoun is linked to more than one verb 1) Jack and Jillfell down and broke their legs. 2) Math and historyinform and help us. 3) Kayla and her mom shopped and then slept today. 4) Alpha, Inspire, and Quest will race, compete, and cheer.

22. S Sally and Jen cook dinner and play with dolls. S S V V 1 1 – independent clause SIMPLE SENTENCE!

23. SYNTHESIZE: IN SUMMARY SECTION OF NOTES, write a sentence with: • single subject and single predicate • compound subject • compound predicate • CHALLENGE: compound subject and compound predicate

24. How well do you GET IT?

25. Day Three DO NOW: • Copy down HW. • Complete a half-sheet from your table to practice identifying clauses. Do this on a piece of loose leaf paper. • Do Now CHECK: Check the answers on your homework with the answers on the white board on the next slide  • How did you do? Rate yourself (1 – 5)

26. Independent clause Fragment • the singer was terrific • the guitar player • even though we liked the music • when the curtain closed • in the middle of the song • played for hours • the crowd clapped for an encore • because the band played and performed so well Dependent clause Dependent clause Not a clause Fragment Independent clause Dependent clause

27. Learning Goals: • Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (complex sentences). • Work as a group to match a dependent or independent clause with another to form a properly punctuated complex sentence.

29. Get ready to take Cornell Notes on “Complex Sentences.”

30. TYPES OF SENTENCES: Complex Sentences

31. Classifying Sentences • NUMBER of clauses • KINDS of clauses

32. Two Types of Clauses • Adverb Clauses: • A subordinate clause that modifies a verb, an adjective, or an adverb • A subordinating conjunction always introduces the adverb clause. • Where will I see the subordinating conjunction? • At the beginning when an adverb clause begins the sentence. • In the middle, connecting the independent clause to the subordinate clause.

33. Subordinating Conjunctions • A.K.A. RED FLAG WORDS • BEGIN a dependent clause • WHENEVER • AFTER • DURING • WHILE • BECAUSE • IF • WHEN • SINCE • ALTHOUGH • EVEN THOUGH • UNTIL • UNLESS • BEFORE • THOUGH • And on and on…

34. COMPLEX SENTENCE S S V V While Naomi reads, Seth distracts her. Need comma when dependent clause comes first 1 – dependent clause 1 – independent clause 2 composed of ONE dependent clause and ONE independent clause

35. What if we reverse the clauses? S V S V Katie dances while Marcia texts. 2 1 – dependent clause 1 – independent clause COMPLEX SENTENCE!*When the independent clause comes first, NO comma is needed.

36. How well do you GET IT?

37. Day Four DO NOW: Set-up a Cornell Notes page for “Complex Sentences – Adjective Clauses.”

38. Second Type of Clause • Adjective Clauses: • A subordinate clause that modifies a noun or pronoun • MOST adjective clauses begin with the words: • That • Which • Who • Whom • Whose • Sometimes they begin with an adverb, such as since, where, or when A.K.A. RED FLAG WORDS

39. COMPLEX SENTENCE S S V The student whom I asked for help turned the pages of music for me. V 1 – dependent clause 1 – independent clause 2 No comma needed when referring to a person composed of ONE dependent clause and ONE independent clause

40. COMPLEX SENTENCE V S S The piano, whose strings are hit by hammers to produce sound, can be made louder or softer by foot pedals. V Comma needed when not referring to a person 1 – dependent clause 1 – independent clause 2 composed of ONE dependent clause and ONE independent clause

41. COMPLEX SENTENCE V S By pushing the pedal that is connected to the drum, you will make a sound. S V 2 1 – dependent clause 1 – independent clause composed of ONE dependent clause and ONE independent clause

42. How well do you GET IT?

43. Day Five DO NOW: • Copy down HW. • Take a practice sheet from your table and complete it. • Be prepared to take Cornell Notes for “Types Of Sentences: Compound Sentences.”

44. Learning Goals: • Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (compound sentences). • Work as a group to write two simple sentences and link them with proper punctuation.

45. Team Inspire has the best seventh grade teachers _________________ • Because Mr. Sidler has a girlfriend he is unavailable _________________ • Mr. Parnell is a math teacher since he loves numbers _________________ • Mrs. Heyl is a know-it-all when she teaches her favorite subject _________________ • At the start of every year _________________

46. While the student council officers organize school events _________________ • Mrs. Markwell’s speech _________________ • Mrs. Siniscalchi and the French teacher share a room and speak two languages _________________ • Ms. Scalcione joined our team this year _________________ • Team Inspire is hoping to win this year’s challenge when it sweeps the other teams ________________

47. TYPES OF SENTENCES: Compound Sentences DEFINITION 2 independent clauses **must be joined together (2 ways)

48. COMPOUND SENTENCES: Two ways to join independent clauses: • 1) COMMA + CONJUNCTION (,FANBOYS) • 2) SEMICOLON (;) Sally cooks dinner, and Jen plays with dolls. , and Sally cooks dinner; Jen plays with dolls. , n *A conjunction is NOT part of the clause.

49. But what if…? S V S It started to snow, so the wrestling match was cancelled. V 2 2 – independent clauses COMPOUND SENTENCE!

50. But what if…? S V S It started to snow; the wrestling match was cancelled. V 2 2 – independent clauses COMPOUND SENTENCE!