LE sentence variation nz 2

Report
Learning Objective: To vary our
sentence structures
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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.
Introducing sentence types
• Simple
Louise is my best friend.
One piece of
information with
a full stop at the
end.
Two pieces of
information
balanced either
side of AND, BUT
or OR.
• 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 or more pieces of information.
One relies on the other to make
sense. Usually has a comma.
Sentence game!
• First learn the rules – listen carefully!!
Listen up everyone!
I have never, however hard I try,
managed to read the dictionary.
Hopefully, you will learn
sentence types today.
I love going Kayaking and I like
walking on the beach.
Can you help me?
Nobody understands me but I
understand myself.
Aranui High has been very
welcoming, which has been lovely.
The weather is rubbish
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.
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.
• “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.”
Learning Objective/Kaupapa: To vary our sentences.
Value… innovation, inquiry and curiosity
Competancy… Thinking
• Do Now/ Nā Mahi
• Revise the 3 sentence types with a partner!
Now….
The sentence Game! – Jessica can you be my
assistant please.
• “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.”
1.
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?
Now write our own
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•
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•
1 = Simple
2= Complex
3 = Compound
4 = 2 simple together
5 = complex with an embedded clause
6 = your choice
Knowledge bank.
• To get out write one example of a simple, a
complex and a compound sentence on a post
– it.
Learning Objective: To vary our sentence
structures in our own writing.
Do Now: Complete
the sheet.
Label the sentences
with their types.
Simple
I love dogs
One piece of
information with a
full stop at the end.
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.
Compound
I love dogs but cats are nice.
Two pieces of information
balanced either side of
AND, BUT or OR.
Check your answers!
1.
2.
3.
4.
5.
6.
7.
8.
Simple
Complex
Complex
Complex
Compound
Simple
Simple
Complex
9. Complex
10.Compound
11.Complex
12.Complex
13.Compound
14.Complex
15.Simple
Now write our own
•
•
•
•
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1 = Simple
2= Complex with a comma
3 = Compound
4 = 2 simple together
5 = Complex without a comma
6 = your choice
Practise
1.
2.
3.
4.
5.
6.
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.
Write an autobiographical story for other teenagers
about an event that changed your life.
Success criteria
• Plan your work first
You must have
all your ideas before
you begin so you can
focus on your
structure (paragraphs
and sentences)
• 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
Mark your
work…
Success Criteria for:
‘ A description of
my teacher.’
I created a detailed plan so that my brain
power was free to focus on structure.
I used 3 simple sentences.
I used 3 compound sentences.
I used 3 complex sentences.
I used punctuation accurately.
I separated topics using paragraphs.
I used 3 conventions of autobiography
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Arrow of learning
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Develop sentence openings
Prepositions
ADVERBS
Similes
Learning Objective: To vary our sentence
structures in our own writing.
Do Now: Complete
the sheet.
Label the sentences
with their types.
Simple
I love dogs
One piece of
information with a
full stop at the end.
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.
Compound
I love dogs but cats are nice.
Two pieces of information
balanced either side of
AND, BUT or OR.
Check your answers!
1.
2.
3.
4.
5.
6.
7.
8.
Simple
Complex
Complex
Complex
Compound
Simple
Simple
Complex
9. Complex
10.Compound
11.Complex
12.Complex
13.Compound
14.Complex
15.Simple
Now write our own
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•
•
•
•
•
1 = Simple
2= Complex with a comma
3 = Compound
4 = 2 simple together
5 = Complex without a comma
6 = your choice
Write a letter complaining about bad
service at a shop.
Success criteria
• Plan your work first
You must have
all your ideas before
you begin so you can
focus on your
structure (paragraphs
and sentences)
• 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.
Mark your
work…
Success Criteria for: complaints letter
I created a detailed plan so that my brain
power was free to focus on structure.
I used 3 simple sentences.
I used 3 compound sentences.
I used 3 complex sentences.
I used punctuation accurately.
I separated topics using paragraphs.



Pass the parcel…..
But only if you are quiet!!!

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