sentence types

Sentence Types and Lit Circles

school days left

After going over the extensive phrase homework, which has excited students so much that it is with the greatest regret that they realize we could have done sentence diagramming proper this year,

English I Honors classes got to the summit of the sentence quest: sentence types.

Afterward, we worked to identify the name and function of every part of given sentences:

English 8 students continued working on the lit circles for The Diary of Anne Frank. Today is the last day for students to work on act 1 scene 2. The due-date schedule is below:


  • English 8 Studies: complete all act 1 scene 2 work by tomorrow.
  • English I Honors: complete chapters 21-30 by Monday.

First period studied the first two types of sentences today, simple sentences, and compound sentences. We also did a PASS review assignment in preparation for the SCPASS test next week.

Fourth period finished up with the types of sentences today, learning about the last two types. Today, we learned about complex sentences and compound complex sentences, and then looked at some examples from the writing textbook.

Today second and seventh periods were working on point of view with the article they are reading in class and at home There Are No Children Here.


  • English 8 Strategies: none.
  • English I Honors: 
    • finish through chapter 20 of Great Expectations by tomorrow;
    • have ten entries in the themes database by tomorrow.
Sentence Types and Inferring Word Meaning

First period learned about clauses. Students learned about the two types of clauses, independent and dependent, and then looked at some practice exercises from the writing textbook.

Today, fourth period began with a PASS review, and then began our study of the types of sentences. Today, we covered the first two types of sentences, simple sentences and compound sentences. Tomorrow, we will finish up with types of sentences, learning about the last two types of sentences, complex and compound complex. Towards the beginning of class, students were also informed of the themes database that they are to work on. The database covers the themes we discussed in class yesterday, and will help students with their final project on Great Expectations.

5-Fullscreen capture 4302014 124010 PM
Sentence from fourth period
4-Fullscreen capture 4302014 123949 PM
Sentence from fourth period

Today second and seventh made a short summary about the little article that they are reading in class and at home the article is called There are no Children Here.

1-Fullscreen capture 4302014 103325 AM

3-Fullscreen capture 4302014 104530 AM

2-Fullscreen capture 4302014 103617 AM


  • English 8 Strategies: Summarize all the chunks (groups of paragraphs) of There are no Children Here.
  • English I Honors: 
    • Finish reading through chapter 20 by Friday.
    • While you are reading, begin to fill in the database for Great Expectations on Moodle. Students are expected to have 10 by Friday.
First Lines and Choices

First and fourth periods began preparing to read Great Expectations, our next novel. We read an excerpt from chapter 1, and learned the two types of sentences that Charles Dickens, the author of Great Expectations, likes to use the most. This week, students will begin to read chapters 1-10 of Great Expectations after books are issued to students later this week. Students who wish to get ahead may begin reading using the free online copy provided on the Moodle site.

1-Fullscreen capture 4212014 90956 AM

3-Fullscreen capture 4212014 120424 PM

2-Fullscreen capture 4212014 92739 AM

Today in second and seventh they worked on decisions and they also worked on how to decide if the decisions were important on the pictures.


  • English 8 Strategies: none.
  • English I Honors: 
    • Finish your submission for the chapter 11 workshop, due tonight at midnight.
    • Finish your assessments for the chapters 5-6 or chapter 8 workshop, due tonight at midnight.
    • Finish your assessments for the chapters 9-10 workshop, due tonight at midnight.
    • If you wish to get ahead, you can begin reading chapters 1-10 of Great Expectations using the online copy. Chapters 1-10 must be read by next Monday.

Write a compound-complex sentence with

  1. a compound predicate in a subordinate clause;
  2. a compound subject in an independent clause; and
  3. both a compound subject and compound predicate in either an independent or subordinate clause.

First and fifth periods went through their presentations for Mary Todd Lincoln. Students presented their findings and then evaluated other groups’ presentations.

Second and fourth periods worked on sentence types (simple, compound, complex, compound-complex) after going over yesterday’s homework and having a short quiz on chapter two. Notes for the day are available here.

  • First and fifth periods: the online-writing is due tomorrow.
  • Second and fourth periods:
    • continue working on the Lord of the Flies self-study;
    • read through chapter eight of Great Expectations (by Friday);
    • parse the following sentence in bold (for tomorrow):My sister, Mrs. Joe Gargery, was more than twenty years older than I, and had established a great reputation with herself and the neighbours because she had brought me up “by hand.” Having at that time to find out for myself what the expression meant, and knowing her to have a hard and heavy hand, and to be much in the habit of laying it upon her husband as well as upon me, I supposed that Joe Gargery and I were both brought up by hand.
Media, Foreshadowing, Symbols, and Second Drafts

First period continued with “Flowers for Algernon.” We presented the sketches students prepared yesterday and began watching a bit of the film Charly in pursuit of the answer to our Essential Question: “How does a story’s medium affect the point of view?”

Second period continued with Great Exectations. We began as usual with sentence work:

Afterward, we continued looking at the same motifs we’ve been examining throughout the novel.

Sixth period started with a fire drill before looking at symbolism in The Giver.

Seventh period worked on incorporating concerns about audience and purpose into a second draft of their report.

  • First period: read 314-317.
  • Second and fourth periods: read chapters 14-19 in Great Expectations (pages 112-170)
  • Sixth period: read chapters 4 and 5 of The Giver.
    • Seventh period:
    • complete second draft;
    • study for test on drama Wednesday.
Charlie, Review, and Audience

First period began with a vocabulary starter, using the verb “obscure” in a sentence. Example sentences included:

  • The teacher was standing in front of me and was obscuring the board.
  • I tried to obscure the broken lamp, but my mother found it anyway.

Afterward, we continued working on “Flowers for Algernon,” focusing on inferring.

Second and fourth period continued with Great Expectations, looking at the EQ, “How does a Dickens novel reflect the Victorian Period in England?” We began with an examination of the first two sentences in chapter ten:

The bulk of the class was spent looking at the motifs we will examine throughout the book.

Sixth period continued with The Giver, working to extrapolate details about the setting from the things that strike us odd in the initial chapters. We used the “Inferring about Setting from Initial Strangeness Graphic Organizer (Ch1-3)” materials to help.

Seventh period looked at the question of audience and purpose in writing. We examined how they’re connected and how one often influences the other. We then applied it to our current writing project.

We’ll be applying this information tomorrow to write a second draft.

  • First period: none.
  • Second and fourth: read chapters 11-13 in Great Expectations.
  • Sixth period:
    • read chapters two and three of The Giver;
    • complete the graphic organizer begun in class.
  • Seventh period: none (if you have already completed your first draft).
Project Completion, Project Initiation

First and sixth periods finished working on their political cartoon projects.

Second and fourth periods worked through the first chapter of Great Expectations.

More detailed information and examples are here.

Seventh period worked on their writing project for Monsters.

  • First, sixth, and seventh periods: none.
  • Second and fourth periods:
    • complete final Lord of the Flies writing;
    • read chapters 2-6 of Great Expectations.
Spring 2012 Book Fair and Various Work

All classes attended the book fair. Pictures are available here.

First and sixth periods created a rubric for the quick two-day political cartoon project we’ll be working on during the next two days.

Second and fourth periods, after having internet problems, switched from the planned start of the Great Expectations unit and did some more work with clauses and sentence types.

Seventh period went over clustering in preparation for a small writing project based on what we just read.

  • First and sixth periods: find and print appropriate political cartoon for project. (You must have a good understanding of the cartoon, or at the very least, you must know what current event the cartoon is editorializing. This might require some research.
  • Second and fourth periods: complete final writing for Lord of the Flies.
  • Seventh period: none.

First and sixth periods started a short unit on reading a political cartoon. We looked at several today and discussed the main strategies cartoonists use in creating such cartoons.

Second and fourth periods continued working on sentence types.

Seventh period, due to the activity next door installing a new Promethean board and the activity soon to be in our room, helped me rearrange the room in preparation for the installation of a Promethean board in my room: there was little point trying to do anything else with all the wonderfully productive noise and activity.

  • First and sixth periods: find a political cartoon that you understand by Monday.
  • Second and fourth periods: read chapters 11 and 12 from Lord of the Flies by Monday.

First and sixth periods had their tests on Diary of Anne Frank today. I’ll have them graded and ready for review on Monday.

Second and fourth periods continued working with clauses, following through on our new plan to alternate grammar and Lord of the Flies for a while to give us some breathing room.

Seventh period completed vocab and went over summarizing strategies in anticipation of our drama unit.

  • First and sixth periods: none.
  • Second and fourth periods:
    • read chapter eight of Lord of the Flies;
    • complete chapter four writing assignment.
  • Seventh period:
    • review word list A;
    • complete vocab activity A (related to word list A).

First period read in class for the most part: many students were out finishing up their MAP testing from earlier in the year, so I decided not to go further without them.

Second and sixth periods began a new story, “Tears of Autumn.” It’s a challenging story about a young Japanese woman heading to America for an arranged marriage. We use it to look at two things:

  1. The effect of word choice on mood
  2. How setting affects characters and mood

Fourth period continued working on sentence types. We’ll start Dickens tomorrow.

  • First period: read chapters six and seven but do not read ahead to chapter eight.
  • Second and sixth periods:
    • finish reading “Tears of Autumn”;
    • be prepared for quiz on the reading tomorrow.
  • Fourth period:

Second and sixth periods finished “Raymond’s Run,” a story students generally enjoy.

First period continued with The Giver. We’ll begin working on symbolism tomorrow.

Fourth period complete clauses and had an introduction to sentence type.

  • First period:
    • read chapters two and three from The Giver;
    • continue working on the Vocabulary Sheet;
    • make chapter notes (Things that Shock Me)
  • Second period: complete narrative chart for film
  • Sixth period: none.
  • Fourth period:
    • complete the online practice;
    • Once you complete these online, please copy them onto a Word document and identify the type of clause (adjective, adverb, noun). Print it out and bring it to class.

First and seventh periods worked on The Glory Field‘s fourth part, “April 1964.” The main character has just been offered an opportunity to be the first African American student at a local college. Myers makes reference to Marian Anderson, so we watched her historic performance in 1939 (available by clicking her name above).

Second period began a short science fiction story. We’ll be comparing it to The Giver to determine what some of the elements of good science fiction are.

Fourth period finished up (“Finally!” everyone’s saying.) sentence types. We’ll have a test on it later, and there will be an element on the research project rubric dealing with sentence types.

  • First and seventh periods:
    • read through page 234;
    • write at least two summaries.
  • Second period: none.
  • Fourth period: read through chapter 52 by Friday.