Learning Objective: To vary our sentence structures

1. Learning Objective: To vary our sentence structures Do Now!!! You have 5 minutes. What is the difference between these 4 sentences? I love Shakespeare. Although I love Shakespeare, I still find it difficult. I love Shakespeare but it is a difficult type of play to study. I find Shakespeare beautiful, which helps when it is difficult to understand.

2. Introducing sentence types One piece of information with a full stop at the end. • Simple Louise is my best friend. • Compound – Louise is my best friend but we don’t live in the same country. • Complex – Although we live far away from each other, Louise will always be my best friend. Louise will always be my friend although we live very far apart. Two pieces of information balanced either side of AND, BUT or OR. Two or more pieces of information. One relies on the other to make sense. Usually has a comma.

3. Sentence game! • First learn the rules – listen carefully!!

4. Listen up everyone!

5. I have never, however hard I try, managed to read the dictionary.

6. Hopefully, you will learn sentence types today.

7. I love going Kayaking and I like walking on the beach.

8. Can you help me?

9. Nobody understands me but I understand myself.

10. Aranui High has been very welcoming, which has been lovely.

11. The weather is rubbish

12. The most important thing, when looking at the issue of disaffected youth, is not to apportion blame elsewhere but to decide what needs to be done. The answer is simple. The youth of today are not awful. They are not knife wielding maniacs and they are not the scum of the earth. They are bored. Young people in this area have limited resources and a lot of time on their hands. It comes as no surprise to me to hear that this area has a high proportion of London’s ASBOs. What else is there to do other than to hang out with your friends? The youth in this area need stimuli, creative outlets and a safe place to go. The friendship groups that grow from apathy need not be labelled as gangs and outlawed. These groups need a place to make their voices count. They need a place to call their own. They also need to make their talents known and to, for once, feel good about themselves. Perhaps the kids should be at home revising. But perhaps they should also have a youth that is not corralled by the never ending drudgery of the education system. Perhaps they need help to get a life.

13. The most important thing, when looking at the issue of disaffected youth, is not to apportion blame elsewhere but to decide what needs to be done. The answer is simple. The youth of today are not awful. They are not knife wielding maniacs and they are not the scum of the earth. They are bored. Young people in this area have limited resources and a lot of time on their hands. It comes as no surprise to me to hear that this area has a high proportion of London’s ASBOs. What else is there to do other than to hang out with your friends? The youth in this area need stimuli, creative outlets and a safe place to go. The friendship groups that grow from apathy need not be labelled as gangs and outlawed. These groups need a place to make their voices count. They need a place to call their own.They also need to make their talents known and to, for once, feel good about themselves. Perhaps the kids should be at home revising. But perhaps they should also have a youth that is not corralled by the never ending drudgery of the education system. Perhaps they need help to get a life.

14. “No matter how hot the day, however, the children would always play in the gentle, rolling meadows. With wide brimmed hats and skin slippery with sun block, they chittered and chattered like sparrows, as they frolicked in their favourite spot. Now, their favourite spot is very important to this story because in this particular spot is a large, long, scaly rock that looks amazingly similar to a sleeping dragon. The children knew it was a dragon. The grown ups knew it was a dragon. The dogs and cats and birds knew it was a dragon. But nobody was scared because it never, ever moved.”

15. Learning Objective/Kaupapa: To vary our sentences.Value… innovation, inquiry and curiosityCompetancy… Thinking • Do Now/ NāMahi • Revise the 3 sentence types with a partner! Now…. The sentence Game! – Jessica can you be my assistant please.

16. “No matter how hot the day, however, the children would always play in the gentle, rolling meadows. With wide brimmed hats and skin slippery with sun block, they chittered and chattered like sparrows, as they frolicked in their favourite spot. Now, their favourite spot is very important to this story because in this particular spot is a large, long, scaly rock that looks amazingly similar to a sleeping dragon. The children knew it was a dragon. The grown ups knew it was a dragon. The dogs and cats and birds knew it was a dragon. But nobody was scared because it never, ever moved.”

17. Read the extract and check you are sure which sentences are which type. 2. Turn each simple sentence into a complex sentence (you might want to add sentences together. 3. Turn each complex sentence into simple sentences. 4. Discuss what effect this has on the piece of writing. How does the feel of the writing change and why? 5. Choose words from the list below to describe the effect of simple and complex sentences. Detailed Punchy Finality Suspense Description Fast Slow Breathless Allows a pause Movement 6. What effect from the list of words do you think each sentence in the extract have?

18. Now write our own • 1 = Simple • 2= Complex • 3 = Compound • 4 = 2 simple together • 5 = complex with an embedded clause • 6 = your choice

19. Knowledge bank. • To get out write one example of a simple, a complex and a compound sentence on a post – it.

20. Complex I love dogs even if they slobber on me. Although I love dogs, I love rabbits more. Two or more pieces of information. One relies on the other to make sense. Usually has a comma. Learning Objective: To vary our sentence structures in our own writing. Simple I love dogs One piece of information with a full stop at the end. Do Now: Complete the sheet. Label the sentences with their types. Compound I love dogs but cats are nice. Two pieces of information balanced either side of AND, BUT or OR.

21. Check your answers! • Simple • Complex • Complex • Complex • Compound • Simple • Simple • Complex • Complex • Compound • Complex • Complex • Compound • Complex • Simple

22. Now write our own • 1 = Simple • 2= Complex with a comma • 3 = Compound • 4 = 2 simple together • 5 = Complex without a comma • 6 = your choice

23. Practise • Simple • Compound sentence • Complex sentence with a comma • Complex sentence without a comma • Complex sentence with an embedded clause • A simple sentence to shock your audience.

24. Write an autobiographical story for other teenagers about an event that changed your life. You must have all your ideas before you begin so you can focus on your structure (paragraphs and sentences) Success criteria • Plan your work first • Use at least 3 of each type of sentence. • Punctuate each sentence correctly with full stops, capital letters, exclamation marks, question marks and commas. • Use paragraphs when you begin a new topic. • Don’t forget to use the conventions of autobiography

25. Mark your work…

26. Arrow of learning   

27. Develop sentence openings

28. Learning Objective: To vary our sentence structures in our own writing. Do Now: Complete the sheet. Label the sentences with their types. Year 12 Complex I love dogs even if they slobber on me. Although I love dogs, I love rabbits more. Two or more pieces of information. One relies on the other to make sense. Usually has a comma. Simple I love dogs One piece of information with a full stop at the end. Compound I love dogs but cats are nice. Two pieces of information balanced either side of AND, BUT or OR.

29. Check your answers! Simple Complex Complex Complex Compound Simple Simple Complex Complex Compound Complex Complex Compound Complex Simple

30. Now write our own 1 = Simple 2= Complex with a comma 3 = Compound 4 = 2 simple together 5 = Complex without a comma 6 = your choice

31. Write a letter complaining about bad service at a shop. You must have all your ideas before you begin so you can focus on your structure (paragraphs and sentences) Success criteria • Plan your work first • Use at least 3 of each type of sentence. • Punctuate each sentence correctly with full stops, capital letters, exclamation marks, question marks and commas. • Use paragraphs when you begin a new topic.

32. Mark your work…

33. Pass the parcel….. But only if you are quiet!!!