English A Lesson Plan

Grade:
10
Duration:
Date:
Topic: Kinds of Sentences, Clauses, Run-ons, Comma Splices, Conjunctions,
Conjunctive Adverbs
General Objective:
To use a variety of sentence types and syntax to connect ideas and craft writing in an interesting
and grammatically correct way.
Specific Objectives:
At the end of these lessons the students should be able to:
1. Identify the parts of all kinds of complete sentences-simple, compound, complex, compoundcomplex.
2. Define and identify independent and dependent clauses.
3. Define, identify and correct run-ons, and comma splices.
4. Define and identify coordinating and subordinating conjunctions and conjunctive adverbs.
5. Write complete sentences to achieve clarity and emphasis.
Methods:
1. Textbook work
2. Cooperative learning
3. Brainstorming
4. Problem solving
5. Discussions
6. Question and answer sessions
Prior Knowledge
Students should have prior knowledge of types of sentences- interrogative, declarative,
exclamatory and imperative. The students should also have knowledge of types of subjects and
types of predicates.

Introductory Activities
1. Join
Provide two short, simple sentences. The aim of the game is for the children to join them to make
one sentence. They will need to use some form of connective and it can be useful to suggest a
way of joining them. For instance:
The camel ate the cake. The cake was full of dates.
You could ask the children to join the two sentences above using the word 'which': e.g. The
camel ate the cake, which was full of dates.
Provide children with a list or box of connectives to help them.
2. Check it
Write up some sentences or a paragraph with errors for the children to check. Build on the sorts
of mistakes that the children often make so they get used to identifying and correcting their own
errors. These might include - spellings, punctuation mistakes, changes in tense, slang, etc.

He runned down the lain.

She was dead frightened.

I just jumpt over the wall.

I ran home, Lucy just walked.

3. Change the opening

Provide a simple sentence and ask the children to extend it by adding a chunk on at the
beginning. Build up a repertoire of different ways to vary the opening to sentences, e.g. use an
adverb (how), a time connective (when), an 'ing ' or 'ed' chunk, one word, a simile, a
prepositional phrase (at the end of the lane - where), an adjective, etc.
Bertie dug a deep hole
Might become:
After tea, Bertie dug a deep hole. In the garden, Bertie dug a deep hole. Carefully, Bertie dug a
deep hole. As fast as a ferret, Bertie dug a deep hole. Hoping to reach Australia, Bertie dug a
deep hole.
4. Drop in
Provide a simple sentence and ask the children to 'drop in' a something extra, e.g. adjectives,
adverb, a phrase or clause. Be wary of children dropping in too much! Of course - you could add
to a sentence by attaching a bit either end as well.

Bertie dug a hole.

Might become:

Bertie dug a deep hole.

Bertie rapidly dug a hole.

Bertie, the farmer's dog, dug a hole.

Bertie, hoping he would soon see a kangaroo, dug a hole.

5. Crazy clauses
Provide children with a complex sentence as a model, e.g. Although it was raining, he still
walked on.
Ask the children to write complex sentences starting with a variety of conjunctions e.g. although,
because, as, while, despite, after, using the key words humbug and zebra, e.g.:

Although the zebra was on a strict diet, she still couldnt resist the humbug.

Because of the humbugs relatively small size, it was only rarely mistaken for a zebra.

Despite the fact that the zebra hadnt eaten for days, it just couldnt bring itself to
consume the stripy humbug.

After sucking a humbug, the zebras stripes became more prominent.

6. Complex sentence game

PURPOSE: To give children oral practice in constructing complex sentences. Decide on groups
of preferably no more than five. Give the same set of instruction cards to each group, shuffled
and placed face down.
RESOURCES: A set of instruction cards for each group of children.

Change first word (or phrase) of subordinate clause 4

points

Change main clause 2 points

Change subordinate clause 4 points

Create a completely new sentence 6

points

Change main clause 2 points

Change subject in main clause 2

points
Move the subordinate clause 6 points

Miss a turn 0 points

INSTRUCTIONS
The teacher writes a complex sentence, or uses one from an example of childrens writing or a
book.
1. A child in the first group picks up a card
2. He or she suggests an answer and checks with group
3. Meanwhile, the other groups consider an answer in case the first groups answer is
incorrect.
4. The child offers an answer and the other groups and the teacher judge its suitability.
5. The teacher keeps the score and can award full, half or no points for an answer.
6. The teacher may need to record the sentence on the board as it is modified.
7. The first team to score 10 is the winner.
EXTENSION
When the group has agreed their answer, one child says it, another says comma at the
appropriate point(s) in the sentence.
The game can be played over a series of days and points accumulated.

Content
Kinds of Sentences and Their Punctuation
A sentence may be one of four kinds, depending upon the number and type(s) of clauses it
contains.
Review:
An independent clause contains a subject, a verb, and a complete thought.

A dependent clause contains a subject and a verb, but no complete thought.

1. A SIMPLE SENTENCE has one independent clause.

Punctuation note: NO commas separate two compound elements (subject, verb, direct object,
indirect object, subjective complement, etc.) in a simple sentence.

2. A COMPOUND SENTENCE has two independent clauses joined by

A. a coordinating conjunction (for, and, nor, but, or, yet, so),
B. a conjunctive adverb (e.g. however, therefore), or
C. a semicolon alone.

Punctuation patterns (to match A, B, and C above):

A. Independent clause, coordinating conjunction independent clause.
B. Independent clause; conjunctive adverb, independent clause.
C. Independent clause; independent clause.

3. A COMPLEX SENTENCE has one dependent clause (headed by a subordinating

conjunction or a relative pronoun) joined to an independent clause.

Punctuation patterns (to match A, B, C and D above):

A. Dependent clause, independent clause
B. Independent clause dependent clause
C. Independent,

nonessential dependent clause,

D. Independent

essential dependent clause

clause.

4. A COMPOUND-COMPLEX SENTENCE has two independent clauses joined to one or

more dependent clauses.

Punctuation patterns:
Follow the rules given above for compound and complex sentences.
A compound-complex sentence is merely a combination of the two.

CONNECTORS--COMPOUND AND COMPLEX SENTENCES

Two independent clauses may be joined by
1. Coordinating conjunctions (FANBOYS)
2. Conjunctive adverbs

Ic;

therefore,

Ic, and ic
ic.

A dependent (subordinate) clause may be introduced by

1. Subordinating conjunctions (ADVERB CLAUSE)

Dc, ic. or

2. Relative pronouns (ADJECTIVE CLAUSE) I, dc, c.

or

Ic dc.

I dc c.

3. Relative pronoun, subordinating conjunctions, or adverbs (NOUN CLAUSE)

CONJUNCTIONS
Conjunctions are words used as joiners.
Different kinds of conjunctions join different kinds of grammatical structures.
The following are the kinds of conjunctions:

A. COORDINATING CONJUNCTIONS (FANBOYS)

for, and, nor, but, or, yet, so
Coordinating conjunctions join equals to one another:
words to words,

phrases to phrases,

clauses to clauses.

Coordinating conjunctions usually form looser connections than other conjunctions do.

Coordinating conjunctions go in between items joined, not at the beginning or end.

Punctuation with coordinating conjunctions:

When a coordinating conjunction joins two words, phrases, or subordinate clauses, no comma
should be placed before the conjunction.

A coordinating conjunction joining three or more words, phrases, or subordinate clauses creates
a series and requires commas between the elements.

A coordinating conjunction joining two independent clauses creates a compound sentence and
requires a comma before the coordinating conjunction

C. CONJUNCTIVE ADVERBS
These conjunctions join independent clauses together.
The following are frequently used conjunctive adverbs:
after all

in addition

next

also

incidentally

nonetheless

as a result

indeed

on the contrary

besides

in fact

on the other hand

consequently

in other words

otherwise

finally

instead

still

for example

likewise

then

furthermore

meanwhile

therefore

hence

moreover

thus

however

nevertheless

Punctuation:

Place a semicolon before the conjunctive adverb and a comma after the
conjunctive adverb.

D. SUBORDINATING CONJUNCTIONS
These words are commonly used as subordinating conjunctions

after

in order (that)

unless

although

insofar as

until

as

in that

when

as far as

lest

whenever

as soon as

no matter how

where

as if

now that

wherever

as though

once

whether

because

provided (that)

while

before

since

why

even if

so that

even though

supposing (that)

how

than

if

that

inasmuch as

though

in case (that)

till

Subordinating conjunctions also join two clauses together, but in doing so; they make one clause
dependent (or "subordinate") upon the other.

A subordinating conjunction may appear at a sentence beginning or between two clauses in a

sentence.

A subordinate conjunction usually provides a tighter connection between clauses than a

coordinating conjunctions does.
Loose:
Tight:

It is raining, so we have an umbrella.

Because it is raining, we have an umbrella.

Punctuation Note:

When the dependent clause is placed first in a sentence, use a comma between the two clauses. When the
independent clause is placed first and the dependent clause second, do not separate the two clauses with a
comma.

Run-on Sentences and Comma Splices

1. Definition:
a) Run-on sentence:
Two or more independent clauses are joined together without a coordinating conjunction and
without punctuation.
(e.g.: * Janet left for work early she arrived late.)

b) Comma splice:
Two or more clauses are joined with a comma but without a coordination conjunction.
(e.g.: * Janet left for work early, she arrived late.)

2. Some strategies for revision

Because run-on sentences and comma splices occur when two independent clauses are joined,
you can correct either error using one of five methods

Examples: * Janet left for work early she arrived late. (run-on sentence)
* Janet left for work early, she arrived late (comma splice)
a) Use a period:
Janet left for work early. She arrived late.
b) Use a semicolon:
Janet left for work early; she arrived late.
c) Use a comma plus a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so)
Janet left for work early, but she arrived late.
d) Use a semicolon and a transitional word (besides, consequently, however, moreover, etc)
Janet left for work early; however, she arrived late.
e) Change one of the clauses to a subordinate clause by means of a subordinating conjunction
Although Janet left for work early, she arrived late.

Evaluation Exercises
English Language Quiz

Name: _______________________

Date:_____________________
Section A: Simple, Compound, and Complex Sentences
Instructions: Select the correct option.
1. A subject and a verb that cannot
stand alone are called a __________.

2.
3.

a. simple sentence
b. independent clause

4.
c. dependent clause
5.
d. complex sentence
6. Her left arm was badly broken at the
wrist during the car accident.
7.
a. a simple sentence
8.
b. a compound sentence
9.
c. a complex sentence
10. Mrs. Carrero said that will be
enough, and everyone agreed.
11.
a. a simple sentence
12.
b. a compound sentence
13.
c. a complex sentence
14. I know you don't like him, but that
doesn't matter.
15.
a. a simple sentence
16.
b. a compound sentence
17.
c. a complex sentence
18. Eric ran home the rest of the way
because he knew he was in trouble.
19.
a. a simple sentence
20.
b. a compound sentence
21.
c. a complex sentence
22. Although he searched everywhere,
Mr. Brooks could not find the keys to
the computer lab.
23.
a. a simple sentence
24.
b. a compound sentence
25.
c. a complex sentence
26. Elijah remained at home because he
had a sore throat. (5 points)
27.
a. a simple sentence
28.
b. a compound sentence
29.
c. a complex sentence
30. In which of the following sentence
types are FANBOYS or semicolons
(;) used to join clauses?
31.
a. simple sentences
32.
b. compound sentences
33.
c. complex sentences

34. Since we had only gone a mile from

camp, we could turn back before
dark.
35.
a. a simple sentence
36.
b. a compound sentence
37.
c. a complex sentence
38. Dr. Matthews did what could be
done, but it simply was not enough
to save his life.
39.
a. a simple sentence
40.
b. a compound sentence
41.
c. a complex sentence
42. What type of sentence has two
independent clauses and is joined by
a FANBOYS (conjunction) or a
semicolon?
43.
a. a simple sentence
44.
b. a compound sentence
45.
c. a complex sentence
46. Those clouds promise snow; we
might get another snow day off from
school.
47.
a. a simple sentence
48.
b. a compound sentence
49.
c. a complex sentence
50. The vacation to Myrtle Beach should
be extremely restful.
51.
a. a simple sentence
52.
b. a compound sentence
53.
c. a complex sentence
54. A simple sentence that stands alone
is called ___________.
55.
a. a dependent clause
56.
b. an independent clause
57.
c. a phrase
58. While the music played, Rachel
sneaked in through the side door.
59.
a. a simple sentence
60.
b. a compound sentence
61.
c. a complex sentence

62. Dad went hunting, but Mama

decided to stay home.
63.
a. a simple sentence
64.
b. a compound sentence
65.
c. a complex sentence
66. My classmates were wearing heavy
clothes in the winter months.
67.
a. a simple sentence
68.
b. a compound sentence
69.
c. a complex sentence
70. Sarah and Ashley giggled and
whispered all night.
71.
a. a simple sentence
72.
b. a compound sentence

73.
c. a complex sentence
74. A sentence with one independent
clause and at least one dependent
clause is called ____________.
75.
a. a simple sentence
76.
b. a compound sentence
77.
c. a complex sentence
78. Mara and Kelly had planned to
return to Canada.
79.
a. a simple sentence
80.
b. a compound sentence
81.
c. a complex sentence
82.
(20 marks)

83. Section B: Compound Sentences

84. Combine the following simple sentences to create a compound sentence.
85.
1 86. It rained for three days. The streets in my neighbourhood flooded.
87.
2 88. I got to ball practice late. I forgot to set my alarm.
89.
3 90. Kyle completed his homework. He put it in his binder.
91.
4 92. Luke mowed the lawn. He earned ten dollars.
93.
5 94. I stayed up late last night. I am tired today.
95.
6 96. Neil doesn't like seafood. He doesn't like cabbage.
97.
7 98. My pencil was broken. I borrowed one from Jake.
99.
8 100.

I like apples. I like pears more.

101.
9 102.

Eight people got into the elevator. It was crowded. Three people got off.

103.
104.
Georgia gathered the pictures. She could arrange them in a special album for
1
her family.
105.
106.
9
off.

Eight people got into the elevator, but it was crowded, so three people got

107.
108.
Georgia gathered the pictures so she could arrange them in a special album
1
for her family.

109.
110.

(10 marks)
Section C: Clauses, Complex sentences, Compound-complex sentences

111.
Identify the independent and subordinate clauses in the following sentences and
determine whether they are complex or compound-complex.
112.
1 113.

Jason decided to stay up late because he had a lot of homework to do.

114.
2 115.

If you hurry, we might get to school on time.

116.
3 117.

Although Monica had a cold, she went to school because she had a test.

118.
4 119.

While washing the car, Todd slipped on the soap and he fell.

120.
5 121.

Dad takes the train to work even though he has a car.

122.
123.
After Mom arrived, she put the disk in the DVD player and we watched a
6
great movie.
124. 125.
7 126.
Even though his heart pounded with dread, Ben bolted up the stairs, and he
checked out the strange noise.
127.
8 128.

Molly baked brownies since she had nothing else to do.

129. 130.
9 131.
Karen made a list of what was needed, and she double-checked it so she
wouldn't forget anything.
132.
1 133.

Frank had a good sense of humour, so he laughed a lot.

134.
135.
136.
137.
English Language Quiz
_______________________

(35 marks)

Name:

138.

Date:_____________________

139. Run-on Sentences & Comma Splices

140. Identify the error type of the following sentences as run-on (R), comma splice (CS), or
correct (C). Then correct the sentences.
141.
142. 1) The chickens on campus play a famous role for our school, they make us unique.
Type____
143.
_________________________________________________________________________.
144. 2) What if the chickens laid eggs and hid them somewhere they would get left behind.
Type____
145.
_________________________________________________________________________.
146. 3) The chickens bring laughter to our students, without them wed be an ordinary school.
Type____
147.
_________________________________________________________________________.
148. 4) I remember, after my first class I was leading out to the bookstore unfortunately, I
stepped on the chickens dump. Type____
149. _____________________________________________________.
150. 5) Right now there many chickens living freely on campus but many professors dont
want chickens. Type____
151.
______________________________________________________________________.

152. 6) Chickens should not be allowed to live freely on the campus because they cause stinky
odours make noise and no one wants to clean after.

Type____

153.
______________________________________________________________________.
154. 7) Anytime students want to lie down on the lawn they need a place that look clean and
have a fresh air therefore they cannot take a nap or study.

Type____

155.
_________________________________________________________________________.
156. 8) But I strongly disagree with that opinion, chickens should not be allowed on campus
at all.
157. Type___
158.
_________________________________________________________________________.
159. 9) During the time students are in the lab if the chickens make a lot a noise the students
wont focus to do their job. Type____
160. ____________________________________________________________.
161. 10) In conclusion, if the chickens live freely on campus because students let them live
free then these students should clean the chickens mess. Type____
162. ________________________________________________________.
163.