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Types of Sentences: Fragments vs. Simple Sentences

Learn about the difference between fragments and simple sentences, and how to classify sentences based on their subjects and verbs. Take Cornell notes and participate in class discussion.

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Types of Sentences: Fragments vs. Simple Sentences

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  1. Day One DO NOW: • Don’t forget that we changed seats on Friday. Make sure you sit in your new seat. If you weren’t here on Friday or forgot where you sit, look at the seating chart on the board. • Copy down your HW., & take a Do Now from the middle of your table. • Using your Do Now (half sheet in basket), answer questions #1 – 5 INDEPENDENTLY! Put this handout in the grammar section of your binder. (page five)

  2. Learning Goals: • Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (fragments vs. simple sentences & clauses). • Classify a sentence as a group based on its subject and verb to determine whether it is a fragment or simple sentence.

  3. CORNELL NOTES PAGE • Take a Cornell notes page from the middle of your table. (page 6) • What does sentence structure matter to a reader or writer? Essential Question

  4. TYPES OF SENTENCES: Fragments VS. Simple Sentences

  5. SUBJECTS & VERBS -In order to fully understand the difference between a fragment and a simple sentence, we need to review what constitutes a SUBJECT and a VERB.

  6. SUBJECTS • A subject of a sentence is a: • NOUN- person, place, thing, or idea • PRONOUN– non-specific word that replaces a noun • The subject is who or what does the verb • Mrs. Stoller assigns us homework. • She assigns us homework.

  7. VERBS • -The action that is being performed by the subject. • STRONG VERBS – tells what the subject is doing • LINKING/HELPING VERBS – what we know as “weak” verbs (is, are, were) • Linking verbs connect the subject to something that is said about the subject. https://www.youtube.com/watch?v=vmkciQe32uQ • Helping verbshelp the verb do its job. • https://www.youtube.com/watch?v=-e10jJmdTA8 • Ex: Ron's bathroom is a disaster.

  8. Strong Verbs vs. Weak Verbs https://www.youtube.com/watch?v=AzhChOZDGDU

  9. FRAGMENTS • A fragment is formed when: • a subject is missing • a verb is missing • a complete thought is not expressed

  10. SIMPLE SENTENCE • has one subject-verb pair and expresses a complete thought http://search.yahoo.com/search?p=schoolhouse+rock+commas&ei=UTF-8&fr=w3i&type=W3i_DS,202,0_0,Search,20140416,20034,0,87,0 The Tale of Mr. Morton • Mrs. Stoller emphatically teaches us how to vary our sentence structure.

  11. SYNTHESIZE: IN SUMMARY SECTION OF NOTES – • Create your own sentence fragment and give a reason why it is incomplete. • Create your own simple sentence. Label the subject-verb pair.

  12. Fragments and Verbs Two pages (double-sided) Evens only Homework

  13. TRACKING MY LEARNING

  14. On your Cornell Notes page, follow the directions below for each line. S V She went to the concert Since she went to the concert V S • Label the subject (S) and verb (V) in each line. • Are both complete sentences? Explain why or why not. • Label your CN – page 8 – Day 2. Add it to your TOC  Do Now Day Two

  15. Review of homework • Take out last night’s homework and a green or red pen. From now on, you should have a green pen with you at all times! • Check your work against the answer key. • Put a question mark by any questions you got incorrect and don’t understand why you got them incorrect. • I will answer ALL questions after we go over all of the homework! • I provided answers for all of the questions even though you just needed to complete the odds. I did this in case you decided to do extra work – NOT for you to copy the answers!

  16. Learning Goals: • Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (two types of clauses). • Classify an independent and dependent clause. • Classify compound subjects, compound predicates, and compound subjects and predicates. • Recognize Prepositions and Prepositional Phrases

  17. CORNELL NOTES PAGE • Take a Cornell notes page from the middle of your table. • What does sentence structure matter to a reader or writer? Essential Question

  18. TYPES OF SENTENCES: Clauses

  19. What is a CLAUSE? A clause is a group of words with its own subject and verb. *The subject is performing the verb Ex> Joe ran home. S V

  20. Two Kinds of Clauses • An independent clause is a subject/verb group that forms a complete sentence. • A dependent (or subordinate) clause is a subject/verb group that depends on more [an independent clause] to make it a complete sentence.

  21. The Sentence Tree CLAUSE a group of words with its own subject and verb DEPENDENT CLAUSE INDEPENDENT CLAUSE Adjective Clause Adverb Clause SIMPLE SENTENCE Note: A dependent clause that stands alone, can sometimes be referred to as a fragment because it doesn’t express a complete thought!

  22. SIMPLE SENTENCE! S V Sally eats breakfast with her mom. 1 1 – independent clause

  23. PREPOSITIONS • Prepositions show relationships between things, function as connectors, and express the link between separate items, such as their relative location or direction.

  24. PREPOSITIONAL PHRASES • A preposition in a sentence always introduces a prepositional phrase. • A group of words that begins with a preposition and ends with a noun or pronoun. • The noun or pronoun following the preposition is the object of the preposition – NOT the subject of the sentence! What is the prepositional phrase in this sentence? On the roof, the man placed the telescope. On the roof = NOT a clause Why? = The roof cannot be the subject of the sentence because the roof is not doing anything, nor is anything being done to the roof. Therefore, it is NOT a fragment because there is NO subject or verb! Remember…. A fragment MUST have a subject OR a verb https://www.youtube.com/watch?v=byszemY8Pl8 https://www.youtube.com/watch?v=idJYhjGyWTU

  25. COMPOUND SUBJECTS -when more than one noun or pronoun forms the subject and is linked to the SAME verb 1) Jack and Jill fell down. 2) History and math are my favorite subjects. 3) Kayla and her mom shopped all day. 4) Inspire, Alpha, and Quest will compete.

  26. COMPOUND PREDICATE -when more than one verb is linked to the SAME subject 1) Jack fell down and broke his leg. 2) History informs and helps us. 3) Kayla shopped and then slept today. 4) The middle school teams will race, compete, and cheer.

  27. COMPOUND SUBJECT & PREDICATE -when more than one noun or pronoun is linked to more than one verb 1) Jack and Jillfell down and broke their legs. 2) Math and historyinform and help us. 3) Kayla and her mom shopped and then slept today. 4) Alpha, Inspire, and Quest will race, compete, and cheer.

  28. S Sally and Bob cook dinner and draw. S S V V 1 1 – independent clause SIMPLE SENTENCE!

  29. SYNTHESIZE: IN SUMMARY SECTION OF NOTES, write a sentence with: • A single subject and single predicate • A compound subject • A compound predicate • CHALLENGE: compound subject and compound predicate • LABEL the subjects and verbs

  30. 17.1– odds only 19.3 (Practice 1 & 2) – odds only Simple Sentence Practice (extra) Homework

  31. TRACKING MY LEARNING

  32. Day Three Make sure your name is on the Parts of Speech Handout. Leave it on your desk, and I will collect it. DO NOW: • Copy down HW. • Complete the Do Now from your table to practice identifying clauses. • independent clause, dependent clause, not a clause, fragment • Do Now CHECK: Check the answers on your homework with the answers on the white board on the next slide  • How did you do? Rate yourself (1 – 5)

  33. Independent clause Fragment • the singer was terrific • the guitar player • even though we liked the music • when the curtain closed • in the middle of the song • played for hours • the crowd clapped for an encore • because the band played and performed so well Dependent clause Dependent clause Not a clause Fragment Independent clause Dependent clause

  34. Review of homework • Take out last night’s homework and a green. • Check your work against the answer key. • Put a question mark by any questions you got incorrect and don’t understand why you got them incorrect. • I will answer ALL questions after we go over all of the homework! • I provided answers for all of the questions even though you just needed to complete the odds. I did this in case you decided to do extra work – NOT for you to copy the answers!

  35. 17.1

  36. 19.3 – Practice 1

  37. 19.3 – Practice 2 Exercises 1 & 2

  38. 19.3 – Practice 2 Exercise 3

  39. Simple Sentence PracticeExtra Practice • In the late 1940’s, a new style of jazzemerged, known as cool jazz. A • Miles Davis and other young musicians were influencedby and adopted this new style. D • Their approach to cool jazz blendedstrong rhythms with flowing melodies. A • The musiciansusedsofter tones, syncopation, and a more even beat than other jazz players. A • Cool-jazz players also createdcomplex harmonies and experimented on new instruments. C • For the first time, cellos, flutes, and tubaswere featured in jazz performances. B • Some music criticsobjected to the new style and wrote negative reviews. C • Jazz concertsbecame more popular than ever before. A

  40. Learning Goals: • Critically take Cornell notes and participate in class discussion during an overview of Types of Sentences (complex sentences – adverb clauses). • Work as a group to match a dependent or independent clause with another to form a properly punctuated complex sentence.

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