Sentence Combining and Conjunctions
Mini Lesson
Ms. Z. Aleman English IV
Summary: As students read, they will be asked to identify and model compound
and complex sentences. They will also use conjunctions appropriately in their own
writing in order for sentences to become compound and complex. Students will
utilize the Writer’s Choice Grammar book (grammar: sentence combining,
coordinating/subordinating conjunctions section) and take notes on rules and
practice with chosen exercises.
Objectives: Learners will be able to;
 Identify conjunctions , compound and complex sentences
 Create compound and complex sentences
 Understand the effective use of compound and complex sentences
Sunshine State Standards:
The student will edit and correct the draft for standard language conventions.
LA.1112.3.4.5 - varied sentence structure, including the elimination of dangling or
misplaced modifiers, run-on or fused sentences, and unintended sentence fragments.
Strategies:
 KWL
 Question/Answer
Instructional Materials:
 Smart Board
 Internet Access
Ms. Sentence Variety, 1
 Microphone
 Pen and Paper
 Writer’s Choice Book
Instructional Time:
 One class session or 40-50 minutes
Directions: Write the following sentences on the board.
The boy ran fast.
The boy did not win the race.
The boy ran fast, but he did not win the race.
Show students breakdown:
The boy ran fast, but he did not win the race.
This is an independent clause
This is an independent clause
This is a coordinating conjunction. It joins the sentences with a
comma so that two become one.
A compound sentence formula is as follows: IC + Comma +CC+ IC=Compound
Sentence. Coordinating conjunctions are also known as FANBOYS. (Acronym)
For
And
Nor
But
Or
Ye
So
Place a comma in front of these
conjunctions and join two
independent clauses to create a
compound sentence. Now You TRY.
Have students write their own 2
sentences and combine them using
one of the FANBOYS
Ms. Sentence Variety, 2
Culminating Activity
***Have student volunteers go to the board with their sentences and diagram them
as previously modeled.
Directions: Write the following on the board.
Sandy went to the party even though she did not have permission.
IC
Subordinate Clause
Both of
these
sentences
are
DC
complex.
Even though she did not have permission, Sandy went to the party.
DC
Comma
IC
Complex sentence formula:
 IC +DC
 DC + Comma +IC
This is a great opportunity to ask students which subordinating conjunctions they are
familiar with and offer suggestions:
Common Subordinating Conjunctions
After
as though
Provided (that)
until
Although
because
since
when
As far as
before
as long as
whenever
As if
if
though
unless
As soon as
considering that
than
wherever
Ms. Sentence Variety, 3
Culminating Activities:
Now have student write 3 complex sentences. Make sure to have them diagram the
sentences and have them share with the person to their right. That person is to
diagram as modeled and share on the board.
Once students are familiar with these varied sentences, begin the reading selection
for the day. After reading the first paragraph, partner students and have them;




Identify compound and complex sentences
Diagram the sentences to show IC and DC
Explain why the sentence is Compound or Complex
Students will take an interactive quiz cooperatively (in class activity)
Home Learning:
Students will write and diagram 10 compound sentences using all the FANBOYS.
Students will write and diagram 10 complex sentences using the formulas provided
in class. Five sentences per formula.
Ms. Sentence Variety, 4