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Grammar lesson 1: Simple sentences

Grammar lesson 2: Compound sentences

Grammar lesson 3: Commas in a list

Grammar lesson 4: Complex sentences with an embedded clause

Grammar lesson 5: Complex sentences

Grammar lesson 6: Grammar check

Grammar lesson 7: Tense

Vocabulary test:

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Grammar lesson 1: What is a simple sentence?

A simple sentence is a sentence made up of one subject and one verb. A subject is the person or thing that is the focus of the sentence. A verb is a word that expresses an action, state or occurrence. The following sentence is an example of a simple sentence:

I eat ice cream.

The subject in this sentence is ‘I’ - the person doing the action.

The verb is in this sentence is ‘eat’ - the action being completed.

Now look at the following simple sentences taken from the novel ‘Wonder’. Can you identify the subject and the verb in each of the sentences?

1. They see me as extraordinary.

Subject:

Verb:

2. Mom homeschools me.

Subject:

Verb:

3. This school was very different.

Subject:

Verb:

4. She draws really great fairies and mermaids.

Subject:

Verb:

5. Room 301 shrunk before me.

Subject:

Verb:

Now look at the passage below taken from the novel ‘Wonder’.

We followed Mr Tushman down a few hallways. There weren’t a lot of people around. And the few people who were there didn’t seem to notice me at all, though that may have been because they didn’t see me. I sort of hid behind Mum as I walked. I know that sounds kind of babyish of me, but I wasn’t feeling very brave right then.

We ended up in a small room. The words OFFICE OF THE MIDDLE SCHOOL DIRECTOR were on the door. Inside, there was a desk with a nice-seeming lady sitting behind it.

Simple sentence 1: __________________________________________________

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Simple sentence 2: __________________________________________________

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Simple sentence 3: __________________________________________________

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Look at the picture below and the situation the character finds himself in. Write a paragraph describing the character and the scene.

· You must use a minimum of three simple sentences.

· Highlight these simple sentences and identify the subject and the verb for each sentence.

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Knowing what a simple sentence is and being able to identify them is great. However, as avid readers we need to think about why they have been used.

Look at the passage below which is taken from the novel ‘Stormcatchers’ by Tim Bowler.

Tap! She jumped. It was the window. Someone must be out there, hidden by the curtains. She hurried to the phone, picked it up and started to dial 999; then put it down. This was stupid. The tap wasn’t regular. It might not be a person at all; it might be something trivial. What would Dad say if she called the police out for nothing? She strode to the window, pulled back the curtain and burst out laughing.

It was nothing after all. A chain from one of the hanging baskets had broken loose and gusts were throwing it up at the window so that every so often the metal ring at the end struck the glass. Tap! There it was again. She chuckled and reached out to close the curtain; then froze in horror.

Reflected in the glass was a figure standing behind her in the doorway.

She whirled round. It was a man, a huge man built like a bear.

Simple sentences have been used here to build tension. The narrative voice is in a situation in which they don’t feel comfortable and are starting to feel nervous. The simple sentences help to convey this nervousness and sense of panic. In pairs, look at the following simple sentences, taken from the passage above, and explore how these simple sentences help to build tension. The first example has been completed for you.

Simple sentence 1: ‘She jumped.’

The simple sentence shows she is nervous and tense because she had a physical reaction. Something has made her so on edge that she physically moved using a sudden movement.

Simple sentence 2: ‘It was the window.’

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Simple sentence 3: ‘This was stupid.’

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Simple sentence 4: ‘She whirled round.’

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Now look at the following advert. Simple sentences have been used in this advert. This time they have not been used to create tension but instead to build up an emotive picture of a child’s life to encourage you, as the reader, to support and help the charity who, in turn, will help children like the one in the advert.

Look at the following simple sentences taken from the advert and explain how they have been constructed to have an emotional impact on the reader and, therefore, persuade you to part with your money to help Sana and children like her.

Simple sentence 1: ‘Sana’s only just turned three.’

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Simple sentence 2: ‘The war’s taken her father.’

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Simple sentence 3: ‘It’s reduced her home to rubble.’

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How do these sentences work collectively to persuade you to donate and help children like Sana?

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Thirdly, simple sentences can be used to convey information quickly and concisely. Look at the information text below. Can you identify five simple sentences and explain what information each sentence conveys?

Simple sentence 1: _________________________________________________

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Simple sentence 2: _________________________________________________

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Simple sentence 3: _________________________________________________

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Simple sentence 4: _________________________________________________

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Simple sentence 5: _________________________________________________

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1. What is a subject?

___________________________________________________________________

2. What is a verb?

___________________________________________________________________

3. What is a simple sentence?

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4. Why are simple sentences used?

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Look at the pictures above and choose one to construct a paragraph for using simple sentences.

1. Use simple sentences to increase tension

2. Use simple sentences for emotive impact

3. Use simple sentences to convey information.

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Vocabulary test:

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Grammar lesson 2: What is a compound sentence?

1. What is a simple sentence?

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A compound sentence is two simple sentences joined by a conjunction. This means there are two subjects and two verbs, joined by conjunctions such as ‘and’, ‘but’ and ‘so’. The following sentence is an example of a compound sentence:

She once tried to draw me a Darth Vader, but it ended up looking like some weird mushroom shaped robot.

Simple sentence 1: ‘She once tried to draw me a Darth Vader’

Subject: ‘She’

Verb: ‘tried to draw’

Simple sentence 2: ‘It ended up looking like some weird mushroom shaped robot’

Subject: ‘It’

Verb: ‘ended up looking’

Conjunction combining the two simple sentences: ‘but’

Now look at the following compound sentences taken from the novel ‘Fire Colour One’ by Jenny Valentine. Can you identify the two simple sentences in each compound sentence and the connecting conjunctions?

1. I stood back and watched them suffer.

Simple sentence 1:

Subject:

Verb:

Simple sentence 2:

Subject:

Verb:

Conjunction linking the two:

2. Lowell worked the room in a tight suit and Hannah wore big black sunglasses to hide her lack of tears.

Simple sentence 1:

Subject:

Verb:

Simple sentence 2:

Subject:

Verb:

Conjunction linking the two:

3. He could have made something up but he gave it to her straight.

Simple sentence 1:

Subject:

Verb:

Simple sentence 2:

Subject:

Verb:

Conjunction linking the two:

4. I couldn’t move but inside I was flying.

Simple sentence 1:

Subject:

Verb:

Simple sentence 2:

Subject:

Verb:

Conjunction linking the two:

5. The sheets felt rough beneath me like thin cotton over sandpaper and my pyjamas twisted tight around my legs like a trap.

Simple sentence 1:

Subject:

Verb:

Simple sentence 2:

Subject:

Verb:

Conjunction linking the two:

A range of different conjunctions can be used to link two simple sentences. However, the use of these conjunctions can affect the meaning of the sentence.

Using the conjunction ‘and’

For example: I really want to go to school and learn about compound sentences.

The use of the co-ordinating conjunction ‘and’ reveals the relationship between the two simple sentences. The two actions complement each other because the person desires to go to school as well as learn about a topic.

Using the conjunction ‘but’

For example: I really want to go to school but I am too sick to make it in.

The use of the co-ordinating conjunction ‘but’ reveals the relationship between the two simple sentences. The two actions are at odds with each other. One action is desired but the other action prevents the first action from taking place.

Using the conjunction ‘so’

For example: I really want to go to school so I can complete the assessment.

The use of the co-ordinating conjunction ‘so’ reveals the relationship between the two simple sentences. The two actions reflect a cause and effect structure. One action is as a result of the other – the assessment can only be completed if the person goes to school.

Look at the passage below taken from the novel ‘Am I normal?’ by Holly Bourne. Can you identify the compound sentences and identify the co-ordinating conjunction, explaining why that co-ordinating conjunction has been used?

His name was Ethan and he liked the Smashing Pumpkins. He’d managed to grow real stubble already. And he liked me enough to ask me out after sociology. And he was funny. And he had really small but cute, dark eyes. And he played the drums and the violin. Both! Even though they’re like, totally different instruments. And and…

Compound sentence 1:

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Compound sentence 2:

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Compound sentence 3:

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Now it’s your turn! Look at the following sentence starts to what will become compound sentences. Use these and the co-ordinating conjunction to complete these sentences.

1. We followed Mr Tushman down the hallway and

2. My mother shook her hand and

3. I looked at Mom’s face and

4. Kids came in laughing but

5. I checked my schedule but

6. The second bell rang but

7. I was mostly doodling in my notebook so

8. Mr Brown had written on the chalkboard so

9. I had got up early that morning so

1. How does a compound sentence differ from a simple sentence?

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2. Why do we use the following co-ordinating conjunctions: and, but, so?

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For your last homework you were asked to construct a paragraph using one of the pictures above as your stimulus for writing. You were asked to write to create tension, provoke emotive responses or provide information concisely using simple sentences. Now go back through this homework and re-draft your paragraph so that it now incorporates three compound sentences:

· A compound sentence using the co-ordinating conjunction ‘and’

· A compound sentence using the co-ordinating conjunction ‘but’

· A compound sentence using the co-ordinating conjunction ‘so’

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Vocabulary test:

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Grammar lesson 3: Commas

1. What is a subject?

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2. What is a verb?

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3. What is a simple sentence?

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4. How do compound sentences differ?

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Now look at the following passage. In this passage are a number of simple and compound sentences.

The gym was turned into a giant museum, with everyone’s Egyptian artefact displayed on a table with a little caption card explaining what the thing was. Most of the artifacts were really great, but I have to say I really think mine and August;s were the best. My sculpture of Anubis looked pretty real, and I had even used real gold paint on it. And August had made his step pyramid out of sugar cubes. It was two feet high and two feet long, and he had spray painted the cubes with this kind of fake sand paint or something. It looked so awesome.

We all dressed up in Egyptian costumes. Some of the kids were Indiana Jones-type archaeologists. Some of them dressed up like pharaohs. August and I dressed up like mummies. Our faces were covered except for two little holes for the eyes and one little hole for the mouth.

Identify the simple and compound sentences from within this passage:

Simple sentences

Compound sentences

Choose one simple sentence and one compound sentence and explain the effect of these two sentences.

Simple sentence: ___________________________________________________

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Compound sentence: ________________________________________________

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Commas are an important punctuation mark with a range of purposes. The first and most basic reason is to separate items in a list. For example:

My best friends are Christopher, Zachary and Alex.

In this example a list has been used to identify who Auggie’s best friends are in the novel Wonder. A comma helps with the construction of this list.

Now look at the following sentences and insert a comma to help separate items in a list.

1. Julian Henry and Miles were sitting at a table towards the back of the room.

2. Mom had packed me a cheese sandwich graham crackers and a juice box.

3. She was a fantastic cook and produced amazing roast dinners salmon and chocolate cake.

4. He hated his neighbours because they were mean grumpy and rude.

5. My favourite movies are Star Wars The Hunger Games and The Martian.

Now look at the image on the next page:

Use the picture stimulus above to construct sentences containing lists (and commas to separate these items) to describe the following:

The fence

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The grass

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Child one

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Child Two

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The ball

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Now using the sentences you have constructed above, construct a descriptive paragraph of the scene. You must also include in your descriptive paragraph:

· Simple sentences for effect

· Compound sentences

Identify in the margin of your writing where you have used simple sentences, compound sentences and commas in a list.

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1. Commas serve a range of purposes. What purpose for using a comma have we looked at in today’s lesson?

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Look at the following sentences. Insert commas to separate items in a list.

1. Via asked Auggie to pack his schoolbag with his pen pencil rulers and exercise books.

2. Jack Will Julian Charlotte and I went down a big hallway to some wide stairs.

3. And then all of a sudden she let out the biggest loudest smelliest fart in the history of farts.

4. We’ve all gotten pretty good at that sort of thing: me Mom and Dad.

Now construct three further sentences containing lists, using the characters from Wonder:

1. ____________________________________________________________________________________________________________________________

2. ______________________________________________________________

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3. ____________________________________________________________________________________________________________________________

Vocabulary test:

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Grammar lesson 4: What is a complex sentence with an embedded clause?

1. What is a simple sentence?

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2. What is a compound sentence?

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3. Commas are used in list to…

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In today’s lesson we are going to look at complex sentences with embedded clauses. For example:

Mr Tushman, who appeared suddenly behind me, placed his hands on my shoulders.

A complex sentence is made up of two parts: a main clause and a subordinate clause. The main clause makes sense by itself whereas the subordinate clause does not. When embedded, the subordinate clause often follows the subject and will have commas surrounding it. If you took the subordinate clause away, the main clause would still stand as a sentence.

So, in this example, ‘Mr Tushman placed his hands on my shoulders’ is the main clause because it makes sense by itself and ‘who appeared suddenly behind me’ is the subordinate clause because it is dependent on the main clause in order for it to make sense.

Now look at the following sentences. Can you identify the main clause and the subordinate clause?

1. The other one, Mom said, did not seem at all nice or sweet

Main clause: _______________________________________________________

Subordinate clause: _________________________________________________

2. The thing is, when I was little, I never minded meeting new kids because all the kids I met were also really little.

Main clause: _______________________________________________________

Subordinate clause: _________________________________________________

3. Charlotte, who hadn’t stopped talking, took us down to the second floor.

Main clause: _______________________________________________________

Subordinate clause: _________________________________________________

4. Julian, who was staring at me out of the corner of his eye, shifted from toe to toe.

Main clause: _______________________________________________________

Subordinate clause: _________________________________________________

5. The building, which I had seen better days, loomed over me.

Main clause: _______________________________________________________

Subordinate clause: _________________________________________________

Look at the following complex sentences. Unfortunately, someone has failed to insert the commas either side of the subordinate clause. Can you re-draft these sentences so that the commas are put back into the sentence correctly?

1. The thing is because of the way my face is people who don’t know me very well don’t always get that I’m smiling.

Re-drafted sentence: ________________________________________________

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2. Mom and Mr Tushman who were deep in conversation looked seriously at one another.

Re-drafted sentence: ________________________________________________

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3. Mom and Dad who were nervous about my first day at school tried to act all excited.

Re-drafted sentence: ________________________________________________

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4. But Mom I could tell wasn’t so sure anymore.

Re-drafted sentence: ________________________________________________

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5. I know Mrs Grimaldi the lady who’s always sitting by her window and the old guy who walks up and down the street whistling like a bird.

Re-drafted sentence: ________________________________________________

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Look at the chart on the next page. Some of the boxes are examples of main clauses and some of the boxes are examples of subordinate clauses. Identify which is which by writing M (main clause) in the box or S (subordinate clause) in the box. Then mix and match the main clauses and the subordinate clauses to make seven complex sentences. Write these below:

1. ____________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________________________

3. ____________________________________________________________________________________________________________________________

4. ____________________________________________________________________________________________________________________________

5. ____________________________________________________________________________________________________________________________

6. ____________________________________________________________________________________________________________________________

7. ____________________________________________________________________________________________________________________________

Amesfort Avenue

looked totally different for some reason.

, if he hadn’t put the backpack between us,

But if you do forget

Mrs Garcia has a list of all the combination numbers.

, I guess,

M

S

M

S

M

S

M

S

,a really tall man with a yellow beard,

, which happens as least three point two times per semester,

Summer looked at me

and took another bite of her mac and cheese.

It wasn’t a shiny smile

but a normal smile

M

S

M

S

M

S

M

S

, like Mrs Garcia’s smile,

The funny thing is

I most definitely would have offered to help him.

, a street I’ve been down a million times,

In the hallways

my face would always surprise some unsuspecting kid who maybe hadn’t heard about me.

M

S

M

S

M

S

M

S

, shrugged-smiled,

The teacher

was writing on the chalkboard.

But the rest of you

are new to the school?

, which were always crowded,

M

S

M

S

M

S

M

S

Now look at the following passage taken from the novel ‘The boy

Emilie, Pierrot’s mother, rarely talked about his father any more. He thought about his father constantly. Willhelm Fischer had lived with his wife and son but left Paris in the summer of 1933. Pierrot remembered his father as a tall, formidable man. He would carry the boy on his broad shoulders through the streets. Occasionally, making Pierrot scream with delight, he would break into an occasional gallop. His father taught him German and did his best to help him learn simple songs on the piano. Pierrot remembered his father fondly.

This passage contains simple, compound and complex sentences with embedded clauses. Can you identify these different sentence structures?

Simple sentences

Compound sentences

Complex sentences

Example

How do I know this is a simple sentence?

Example

How do I know this is a compound sentence?

Example

How do I know this is a complex sentence?

1. What is a main clause?

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2. What is a subordinate clause?

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3. What is a complex sentence with an embedded clause?

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4. Where should the commas go in a complex sentence with an embedded clause?

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Look at the following complex sentences. Add in the missing commas, before identifying the main clause and the subordinate clause for each sentence.

1. One time though on our way to history this huge 8th grader accidentally bumped into us at the bottom of the stairs.

Main clause:

Subordinate clause:

2. Then he patted me on the shoulder like he was dusting me off and took after his friends.

Main clause:

Subordinate clause:

Previously, you have been asked to construct a paragraph using one of the pictures above. You were asked to write to create tension, provoke emotive responses or provide information concisely using simple sentences. You were then asked to re-draft the paragraph incorporating three compound sentences, using the different co-ordinating conjunctions ‘and’, ‘but’ and ‘so’.

Now re-draft the paragraph so it also includes a minimum of three complex sentences using embedded clauses.

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Vocabulary test:

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Grammar lesson 5: What is a complex sentence?

1. What is a subject?

___________________________________________________________________

2. What is a verb?

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3. What is a simple sentence?

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4. What is a compound sentence?

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5. What is a main clause?

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6. What is a subordinate clause?

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7. Where do the commas in a complex sentence with embedded clauses go?

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Look at the sentences below:

When Summer talks, especially when she’s excited about something, her eyes squint like she’s looking right at the sun.

I hardly ever see Summer during the day, since the only class we have together is English.

Both sentences are examples of complex sentences. In the first sentence ‘When Summer talks // her eyes squint like she’s looking right at the sun’ is the main clause and ‘especially when she’s excited about something’ is the subordinate clause which is surrounded by commas.

In the second sentence ‘I hardly ever see Summer during the day’ is the main clause whilst ‘since the only class we have together is English’ is the subordinate clause. In the second example, the subordinating conjunction ‘since’ links both the main and the subordinate clause.

Here are a list of other subordinating conjunctions:

Look at the following sentences and identify the main clause, the subordinate clause and the subordinating conjunctions.

1. My face felt like it was on fire while I walked back down the stairs.

Main clause: _______________________________________________________

Subordinate clause: _________________________________________________

Subordinating conjunction: ___________________________________________

2. The doctors didn’t think he would live when he was a baby.

Main clause: _______________________________________________________

Subordinate clause: _________________________________________________

Subordinating conjunction: ___________________________________________

3. This worried her since she knew how much I usually loved trick-or-treating.

Main clause: _______________________________________________________

Subordinate clause: _________________________________________________

Subordinating conjunction: ___________________________________________

4. I’ve never minded it because it’s all I’ve ever known.

Main clause: _______________________________________________________

Subordinate clause: _________________________________________________

Subordinating conjunction: ___________________________________________

5. I don’t remember what I said or did or felt when I saw him for the first time.

Main clause: _______________________________________________________

Subordinate clause: _________________________________________________

Subordinating conjunction: ___________________________________________

The complex sentences above are formed with the main clause preceding the subordinate clause. For example: My face felt like it was on fire while I walked back down the stairs. ‘My face felt like it was on fire’ is the main clause whilst the subordinate clause is ‘while I walked back down the stairs.’

However, you can flip these complex sentences so that the subordinating conjunction comes first. For example: ‘While I walked back down the stairs, my face felt like it was on fire.’ You will notice that if you start a complex sentence with a subordinating connective then you must also insert a comma between the subordinate clause and the main clause.

Using the information above to re-draft the complex sentences above:

1. The doctors didn’t think he would live when he was a baby.

Re-drafted to start with a subordinating conjunction: _____________________

___________________________________________________________________

2. This worried her since she knew how much he loved trick-or-treating.

Re-drafted to start with a subordinating conjunction: _____________________

___________________________________________________________________

3. I’ve never minded because it’s all I’ve ever known.

Re-drafted to start with a subordinating conjunction: _____________________

___________________________________________________________________

4. I don’t remember what I said or did or felt when I saw him for the first time.

Re-drafted to start with a subordinating conjunction: _____________________

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Look at the picture in the centre of this page and the subordinating conjunctions, around the outside. Working in pairs, construct complex sentences to describe the character or the situation using the subordinating conjunction start:

Although

After

If

Because

Unless

Since

While

Though

Now using the complex sentences you have drafted, construct a descriptive paragraph of the scene. If you wish to extend yourself, consider your use of simple, compound, complex sentences with embedded clauses and commas in a list.

Annotate in the margin which sentence structures, you feel, you have successfully used.

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Previously, you have been asked to construct a paragraph using one of the pictures above. You were asked to write to create tension, provoke emotive responses or provide information concisely using simple sentences. You were then asked to re-draft the paragraph incorporating three compound sentences, using the different co-ordinating conjunctions ‘and’, ‘but’ and ‘so’ and three complex sentences using embedded clauses.

Now re-draft this paragraph so that it contains all the sentence structure above but so that it also contains three complex sentences using subordinating conjunctions. If you need additional paper then please go on to additional paper.

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