Student Page, Level 1, Activity 1.14 TE
Sentence Variety: Simple, Compound
Time: 15–25 minutes
Materials
Student lesson, Activity 1.14
Students’ writing folders
CCSS
L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.
STEPS
1. Introduce the idea of sentence variety by explaining that just as speakers use different
sentence patterns, so do writers. This use of sentence variety adds rhythm and emphasis to
one’s writing. Explain that two important sentence patterns that writers use are the simple
sentence and the compound sentence.
2. Introduce the simple sentence by analyzing this sentence from “The Oldest Living Atlanta
Gorilla Tells All.”
I remember climbing atop my ma-ma’s back (page 43).
The subject of this sentence is I. The verb in this sentence is remember.
This is a simple sentence because it has one subject and one verb.
3. Call students’ attention to the Grammar & Usage box on page 43. Conduct a read-aloud and
ask students to mark the text for important words as you read. Key terms that students may
mark are highlighted for you. NOTE: Make sure that you explain the words predicate and
verb (a verb is the most important word in the predicate). You might also consider listing
coordinating conjunctions: and, but, for, or, nor, so, yet.
Grammar & Usage
Many of Willy’s sentences are simple in structure. A simple sentence has one subject and one predicate:
I have invited you to my favorite spot, here high atop this little hill. You’ll see me here often.
Sometimes he uses a compound sentence, which is two simple sentences joined with a comma and a
coordinating conjunction: You come and stare, but too often you don’t see.
When you write, use a variety of types of sentences, both simple and compound.
4. Give students time to work in discussion groups to determine why these sentences are labeled
simple/compound. Engage them in whole-class discussion of these sentences. Possible
talking points include:
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Level 1 Teacher Edition Activity 1.14, Sentence Variety
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Simple sentences: I have invited you to my favorite spot, here high atop this little hill.
You’ll see me here often.
Here are two simple sentences. Each sentence has one subject (I, You) and one predicate
[verb] (have invited, will see).
Compound sentence: You come and stare, but too often you don’t see.
Here is a compound sentence. It is two simple sentences (You come and stare; too often
you don’t see) joined with a coordinating conjunction (but). NOTE: Explain that some
simple sentences might have compound subjects or compound verbs (as in the first
simple sentence, which has a compound verb, “come and stare.”)
5. Assign one sentence to each group and give students time to analyze the sentence, using the
questions that follow. If you need more sentences, select either simple or compound ones
from the model text for analysis.
Now, I see him rising quickly. (from Chunk 1)
What is happening? What is the action in the sentence? (“action” = verb) “see”
Who is doing the action? (“doer” = subject of sentence) I
What effect does each thought group have on the sentence’s meaning? Because the
subject of sentence is “I,” the reader gets the information first-hand; we know what the
speaker is doing, “see.”
What sentence structure is the sentence?
This simple sentence has one subject and one verb.
He was willing to play.—from Chunk 2
What is happening? What is the action in the sentence? (“action” = verb) was willing
Who is doing the action? (“doer” = subject of sentence) He
What effect does each thought group have on the sentence’s meaning? The verb was
willing seems to describe the subject, He, and tells what he wants to do.
What sentence structure does the sentence use? This simple sentence has one subject and
one verb.
Come to me tomorrow and you will risk danger. (from Chunk 4)
What is happening? What is the action in the sentence? (“action” = verb) come and will
risk
Who is doing the action? (“doer” = subject of sentence) (You) and you. NOTE: Explain
that the first part of the sentence has the understood you as the subject.
What effect does each thought group have on the sentence’s meaning? These two thought
groups joined by and seem to express a warning: IF you come, you will face trouble.
What sentence structure does the sentence use? This compound sentence has two simple
sentences joined with a coordinating conjunction, and.
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Level 1 Teacher Edition Activity 1.14, Sentence Variety
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6. Take students back into the text of “The Oldest Living Atlanta Gorilla Tells All” and find the
paragraphs that contain each sentence. Study the other sentences in that paragraph and
discuss these points about each paragraph:
Do the sentences have the same structures?
What sentence structures do you identify in the paragraph?
What are the effects of the sentences?
Possible observations include the following:
Now, I see him rising quickly. (from Chunk 1)
This sentence is the first on page 43. Its paragraph has a variety of simple, compound,
and complex sentences, as well as fragments. This combination of sentences adds texture
and urgency to the narrative.
He was willing to play. (from Chunk 2)
This sentence is in the second paragraph of page 45. The sentence makes a simple
statement about the gorilla’s keeper. This simple sentence implies that the narrator is
surprised that someone would play with him.
Come to me tomorrow and you will risk danger. (from Chunk 4)
This sentence is in the last paragraph of the article. The speaker addresses the reader, and
in spite of his imprisonment, his implies that he is still proud and strong.
7. This Check Your Understanding is a reflective exercise that requires students to assess their
writing. Take students into their writing folders to select one entry apiece. They should
analyze their writing by checking for sentence variety. Before students begin, consider
modeling how to respond to these questions by using a student’s model.
Do I use a combination of simple and compound sentences?
What is the intended effect of each of my sentences?
How does the structure achieve this effect?
Could I use structure more effectively to express my meaning?
Give students time to revise their sentence patterns to add variety.
8. To support the lesson, take students to Grammar Handbook, Part 11, page 385, for examples
of other compound sentences.
9. To extend the lesson, cite Patterns 5–8 (complex sentences) and encourage students to
include even greater sentence variety by using complex sentences.
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Level 1 Teacher Edition Activity 1.14, Sentence Variety
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