Conjunctions: Compound Sentences - Day 2
Lesson 3 of 6
Objective: SWBAT write compound sentences by joining two simple sentences with a comma and a conjunction.
Modeling and Guided Practice
I explained that varying sentence lengths is a part of sentence fluency. It makes our writing more interesting. Using the document camera, I displayed the book we’re reading during the daily read aloud. I read a paragraph aloud. I drew students’ attention to the way the author used both short and long sentences. I pointed out how conjunctions were used to combine simple sentences. Next, I reviewed the PowerPoint on conjunctions from Day 1 for the students on the SmartBoard. My focus was on compound sentences. I explained the following: A compound sentence is a sentence that expresses two complete thoughts. Two simple sentences can be joined by a comma and a coordinating conjunction. Then I displayed two simple sentences and a given conjunction and read them aloud. I modeled writing a compound sentence by combining it with the conjunction and reading the sentence aloud.
After I modeled writing a few more sentences, I guided students in creating compound sentences. I displayed two sentences and a given conjunction. We read the sentences then wrote the compound sentence. Students wrote their sentences on their whiteboards. This gave me the opportunity to check for understanding and correct incorrect responses on the spot.
For independent practice, I displayed pairs of simple sentences on the board. Students formed compound sentences by joining them with a conjunction. As students worked, I walked around the room providing assistance as needed.
For assessment, I checked their sentences as they worked. Real time assessment allowed me to make adjustments to my teaching based on student needs. For example, if a student used a conjunction that did not make sense, I used questioning to help them see the error and select the appropriate word.