PLANNING
Date: April 13, 2011 Class/Grade Level: 9th/10th
Title/Subject of Lesson: Trying Complex Sentences
Objective(s): Students will be able to recognize the difference between simple and complex sentences.
Students will be able to use complex sentences in their own writing and recognize their rhetorical use.
State Core Curriculum Standard(s):
· 9th Grade, Standard 2, Objective 3a
Sentence Fluency: Varied sentence structure (i.e., include complex and compound sentences)
Materials Needed:
· Overhead/White board to record student examples
· Overhead of simple sentences examples/ definition of a complex vs. simple sentence
· Copies of worksheet for each student
Strategies to be Used:
· Modeling, guided practice, independent practice
· Sentence expansion, sentence combining
PERFORMING:
Announcements: None
Continuation from Previous Lesson: Out of all our writing assignments so far this year, we’ve spent a lot of time on correct paragraphs, verb tense agreement, and so forth. You guys all know it, right? But, I wanted to talk to you today not about what is wrong with your papers, but how to improve them. We’re going to go back to the basics of sentences, and I’ll show you how much of a difference different types of sentences can make in your writing. After all, this is a personal response to Romeo and Juliet…you have permission to make your writing your own.
Lesson Presentation:
A) Getting Started: [anticipatory set]
· I wanted to look at some sentences that are found in the Romeo and Juliet No Fear Shakespeare website (which I’m sure NONE of you have looked at.) Okay, let’s look at these:
· Example 1: “I love someone. She doesn’t love me.” (Out of her favor when I am in love. Act I, Scene I, 173)
· Example 2: “I’d rather they’d kill me than have you live without your love.” (My life were better ended by their hate/ Than death prorogued, wanting of thy love. Act II, Scene II, 82-83)
· Example 3: “My young mistress asked me to find you.” (As I told you, my young lady/ bid me to inquire you out. Act II, Scene IV, 166-167)
· [Modeling] Connecting back to what I said about different types of sentences, who can tell me what these are? Think of them compared with the “real” sentences in Shakespeare. (Simple Sentences) How do you know? (Answers may include, basic independent clause, makes the point, no punctuation needed, easy to understand, etc.)
· So, simple sentences have a subject and a verb. They are a complete thought. We don’t need other sentences around us to help us understand the meaning. So a simple sentence expressing a thought that we have talked about is:
Romeo is an idiot.
· What is the subject? (Romeo) What is the verb? (is)
· [Sentence Expansion] Now, I want you to take this simple sentence, this one idea, and expand it. You could say WHY he is an idiot, WHAT he did, etc.
· (Give students adequate time; circulate and assist.) Let’s first look at the one I thought of and then we’ll look at yours:
Romeo is an idiot because he thought he was really in love.
· [Modeling/Guided Practice] Is this a simple sentence? Why not? Which part is? We have an independent AND a dependent clause in this sentence. So, instead of a simple sentence, what type of sentence is this? (COMPLEX)
· Let’s look at the definition of a Complex Sentence (show overhead):
The complex sentence has one independent clause and one or more dependent clauses.
A dependent clause is "dependent" on the independent clause because it is missing a subject, or is not a complete thought.
In addition, the complex sentence will include a subordinating conjunction or a punctuation mark (AWWUBISS) = after, although, because, if, since, unless, though, while, when
· [Guided Practice] Let’s look at your examples; what kinds of sentences are they? How do you know?
B) Directing the Learning: [learning activities]
· [Modeling/Guided Practice] So today I wanted to talk to you about complex sentences because they can help you make your writing more interesting. Let’s look at the first simple sentence. (Romeo is an idiot.) Imagine if your paper was filled with simple sentences. “Romeo is an idiot. Juliet is silly. The Friar should have stopped them.” How does that writing sound to you? (Choppy, not connected, just basic ideas, no details, etc.)
· [Sentence Combining] I want you and a partner to take those three simple sentences that we just mentioned and combine them into complex sentences using either subordinating conjunctions, or punctuation.
· Now, let’s read some of our complex sentences aloud. What do complex sentences sound like vs. what simple sentences sound like? (They give more information, combine like ideas, show relation, make the writing flow better, etc.)
· Wonderful. Now, is one sentence “better” than the other? No. They both have their purposes rhetorically, correct? So if you want to make the point that Romeo is an idiot, go ahead. But, in the sentences after, your reader is going to need something more… more explanation, connections, something. When would you choose to you these different sentences? (Depends on what rhetorical affect you want to create.) We all on the same page? Any questions?
C) Bringing the Lesson to a Conclusion:
· [Independent Practice/Accountability] Now that we’ve looked at the differences between simple sentences, which consists of what again? (Review- independent clause/ subject and verb) and complex sentences, which consists of what? (independent clause, subordinating conjunction/punctuation, dependent clause) Now that we understand the difference, I think you’re ready to make complex sentences on your own. We’ve got a worksheet to test your skills. You may work with a partner on HALF of the 10 sentences which is 5! You are required to do the other 5 on your own. Let’s read the directions together:
The complex sentence activity asks you to pick from the "menu" board to create your own complex sentences about Romeo and Juliet. You should be able to make TEN complex sentences using the list of independent and dependent clauses. The sentences may begin with either an independent or dependent clause.
Assignment: Finish up the rest of the worksheet if you did not have the opportunity to do so. Also, go back over your rough drafts and look for simple sentences you see. Circle them and either write another sentence to expand your thought, or if you want to keep it because you like what it does rhetorically, circle it as well and then explain your reasoning off to the side.
Evaluation:
Example 1:
“I love someone. She doesn’t love me.”
VS.
Out of her favor when I am in love. (Act I, Scene I, 173)
Example 2:
“I’d rather they’d kill me than have you live without your love.” VS.
My life were better ended by their hate/ Than death prorogued, wanting of thy love. (Act II, Scene II, 82-83)
Example 3:
“My young mistress asked me to find you.”
VS.
As I told you, my young lady/ bid me to inquire you out. (Act II, Scene IV, 166-167)
The complex sentence has one independent clause and one or more dependent clauses.
A dependent clause is "dependent" because it is missing a subject, or is not a complete thought.
In addition, the complex sentence will include a subordinating conjunction or a punctuation mark (AAAWWUBBIS) = after, although, because, if, since, unless, though, while, when
Sentences as Complex as Romeo and Juliet
The complex sentence activity asks you to pick from the "menu" board to create your own complex sentences about Romeo and Juliet. On the back of this worksheet you should be able to make TEN complex sentences using the list of independent and dependent clauses and join them correctly. The sentences may begin with either an independent or dependent clause.
INDEPENDENT:
*Romeo and Juliet think they are in love
*She pulled out the dagger
*Killing is everywhere
*The Capulets and Montegues represent family obligations
*Love at first sight doesn’t exist
*He should have changed his mind
*It was really “lust” at first sight
*Their deaths were unnecessary
*They should have run away
*It is a tragedy
DEPENDENT:
*After Friar Lawrence made the potion
*Because she was beside herself with grief
*When Juliet discovered what Romeo had done
*Although they were only children
*But created an opportunity to stop a feud
*Because of the pressures they place on Romeo and Juliet
*Although some may argue that their love was real
*Since we have this example to prove it
*While some may say this play is the “greatest love story” ever told
*Because the deaths happen to critical characters all throughout the play