UNIT X 68 | UNIT 2 Instructional Routine: Language Arts p. Txxxv Tools for Writing: Compound and Complex Sentences • Review subjects and verbs On the board, draw a chart with two columns and label them subjects and verbs. Have students find examples in the informational text to write on the chart. Point to one verb and one subject on the board and call on volunteers to make up a sentence with these two words. Keep the examples on the board and have students work in pairs until everyone has made a sentence. • Review simple and compound sentences Add a third column to the chart on the board and list the common conjunctions. Point to one verb, one subject, and one conjunction on the board and call on volunteers to make up a sentence with these three words. Have each student write an example sentence. • Identify dependent and independent clauses As you read the information, have students note that this is a review topic from Unit 1. An independent clause is a simple sentence. Elicit from students what makes a compound sentence. (two independent clauses) • Expand background knowledge Continue reading the information in the box. Elicit from students what makes a complex sentence. (an independent clause and a dependent clause) Using the words and examples on the board, have students construct their own complex sentence. Call on volunteers to share their sentences. • Identify parts of complex sentences Have each student refer to their own complex sentence. Have them use different colors to identify the subjects, verbs, independent clause, and the dependent clause. A Identify compound sentences Read item 1 aloud and copy it on the board. Ask a volunteer to underline the independent and dependent clauses in two different colors. Ask: Is this a compound or complex sentence? Why? ANSWERS compound: 2, 4; complex: 1, 3 B Identify conjunctions Read item 1 aloud and copy it on the board. Ask a volunteer to identify the correct conjunction. Explain how the meaning of the sentence changes depending on the choice of conjunction. Have students read through the statements and underline the best answers. Call on volunteers to share their answers with the class. ANSWERS 1. and; 2. Although; 3. but; 4. when; 5. if DIFFERENTIATED INSTRUCTION Scaffold • In Activity A, have students identify the conjunction used in each sentence. This will give them a clue as to whether or not the sentence is a compound or complex sentence. • For further practice have students identify complex and compound sentences in the different texts in the unit. Amplify • Have students read Wondrous Pyramids to identify the examples of the compound and complex sentences. In groups, have them discuss the different sentence features. • Have students write three compound sentences and three complex sentences. Then ask them to exchange papers with a partner and identify the sentence types by their clauses. PRACTICE EXPLORE AND LEARN Tools for Writing Compound and Complex Sentences A compound sentence joins two independent clauses with a conjunction. Each clause has a subject and a verb and expresses a complete thought. It is 479 feet high, and each side is 754 feet long. Some common conjunctions are: and but or so A complex sentence has an independent clause and a dependent clause. Each clause has a subject and a verb, but only the independent clause expresses a complete thought. The dependent clause can come first or second. When the dependent clause comes first, use a comma. When you see pictures of the Great Pyramid, you understand why it is a wonder. You understand why the Great Pyramid is a wonder when you see pictures of it. Common words in dependent clauses are: although because if when A Read the sentences. Identify the compound sentences. Identify the complex sentences. 1. When I visited El Castillo last year, I learned a lot about the pyramid. 2. We could take a tour, or we could see the pyramid without a guide. 3. We got a guide because we wanted to learn as much as possible. 4. We couldn’t climb the steps, but we could get close to the pyramid. B Choose the correct words. 1. The Great Sphinx of Giza is a statue, (and / because) it’s near the Great Pyramid. 2. (Or / Although) it has a lion’s body, its head is human. 3. It is strange, (but / when) it’s beautiful. 4. I was amazed (when / but) I saw it! 5. You have to see it (and / if) you go to Egypt. CONNECT TO Language Arts UNIT 2 68 UNIT X2 / CONNECT TO LANGUAGE ARTS
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