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Simple and Compound Sentences Lesson Plans

Simple Sentence: Writing complete thoughts


Goal
Application of
Prior
Knowledge
New Learning

Application

Generalization
Notes

L.2.1 Produce, expand, and rearrange complete simple and


compound sentences.
Ask students to tell their turn and talk partners what a sentence is.
Share out and write a shared definition or description of what a
sentence is.
Show students the following sentence either on the visualizer or on
a sentence strip: That afternoon Lilly went to the Lightbulb Lab.
This sentence is taken from the mentor text Lillys Purple Plastic
Purse. Ask students to tell you about what they notice. Point out
that the sentence contains a complete thought, has a beginning
capital letter and a period, and that it tells you who it is about and
what they are doing. Model how you write a sentence similar to
that sentence. Ex: That morning Mrs. McKinnon went to the
store.
Have students write a sentence similar to the one displayed. They
can do this either on an exit slip or in their response journals.
Have students share their sentence with their turn and talk partner
to evaluate if the responses are complete sentences. (You can
collect the samples for an assessment.)
Share a few student sample sentences. Go back to the shared
definition of a sentence and adapt if necessary.
**Future lesson idea: If after this lesson students are having
trouble with creating sentences in their writing, show the portion of
Lillys Purple Plastic Purse below and go through the same process
of noticing what they author did and trying it out. Specifically
have the kids notice how the author knows where to put the end
marks.
Lillys stomach lurched. She felt like crying. Her glasses were
gone. Her plastic purse was gone.

Compound Sentences
Goal
Application of
Prior
Knowledge

New Learning

L.2.1 Produce, expand, and rearrange complete simple and


compound sentences.
Review the shared definition of a sentence. Look at some of the
sample sentences that students wrote. Tell students that writers
can add sentences together to make them compound sentences
and that authors can take apart a compound sentence to make
simple sentences.
Show this sentence from Lillys Purple Plastic Purse. Lillys
stomach lurched. She felt like crying. Ask students how they can

combine the two simple sentences to make compound sentences.


Write the new sentence on the board. Show students these
sentences: Her glasses were gone. Her plastic purse was gone.
Have them combine the sentences on a white board, exit slip or in
their response journals. Share and discuss.

Application

Generalization
Notes

Show students the sentence: Lilly ran all the way home and told
her mother and father everything. Ask students how you could
make that compound sentence into two simple sentences. Write
the new sentences on the board. Show students this sentence:
That night Lilly drew a new picture of Mr. Slinger and wrote a
story about him, too. Have them take apart the sentence and
make it into two simple sentences on a white board, exit slip or in
their response journals.
Give students the following two sentences from My Brown Eyed
Babe: I stopped right in front of the puppies. I looked them over.
Have students individually combine the two sentences into a
compound sentence. Share with turn and talk partners and
discuss.
Have students share their new sentences and discuss.
**You can take this lesson a step further the next day and do the
same process with examples of student writing. You can then have
the kids look at their own writing and create compound sentences
from simple ones or break apart longer compound sentences into
simple sentences.

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