Jessica Sherburn
Lesson: No Comma in a Compound Sentence
TLAC Technique: Do Now, Identify the Steps, Board=Paper
Objective:
SWBAT identify a run-on sentence
SWBAT identify a compound sentence
SWBAT use a comma and a coordinating conjunction to join two independent
clauses
SWBAT utilize the mnemonic FANBOYS
Rationale:
Many students use run-on sentences in their writing when they try to connect two
independent clauses without using a comma. However, when speaking, students
naturally pause when connecting two independent clauses. This lesson explicitly
teaches students where to put the comma in their writing and how to correctly use
conjunctions to form compound sentences, which will make their writing clearer
and flow more easily.
Materials:
Power Point/Projector/Computer
White board/markers
Procedures:

Do Now: Point out to students that they have a “Do Now”—they need to shut
their laptops, and get a handout from the counter by the door (1 minute)

PowerPoint: Introduce the term compound sentence. Explain that compound
sentences combine two independent clauses into one sentence. Remind
students that an independent clause is a complete thought or sentence that
can stand on its own (meaning it has both a subject and a verb). Give the
example of a compound sentence, highlighting each independent clause and
the conjunction (3 minutes)

Explain to students that the trickiest thing about forming compound
sentences is that many students write run-on sentences instead. Ask students
if they have ever been told that they have included run on sentences in their
writing. Explain that run on sentences make writing more confusing, but
they are very easy to fix (2 minutes)

Display the paragraph “The Race” and read it aloud. Ask students if they
notice anything about the paragraph (students should be able to recognize
that the compound sentences are run-ons), as well as how they could be
fixed. If needed, reread one or two of the sentences, pausing where the
commas should go, and then asking students what punctuation you could ass
to create a pause. Next, show where each of the commas would go in each
sentence. Ask students what they notice about the words that immediately
follow the comma and connect the two sentences. Highlight these
conjunctions (5 minutes)
 Ask students if they can think of any other conjunctions not listed (students
will probably think of “and”). Tell students that there’s an easy mnemonic
device for remembering the conjunctions we use when forming compound
sentences: FANBOYS (2 minutes)
 Review the rules for creating compound sentences:
o You must combine two or more complete sentences
o You must connect the sentences with one of the FANBOYS
o You must use a comma just before the FANBOYS
-Ask students to fill in their handouts with the materials from this slide. Write
out FANBOYS on the white board, and have students remind you what each letter
stands for. Remind students that whatever you write on the board should also be
recorded on their handout. Then ask for a student to give you one sentence and
write it on the board. Ask another student to give you another sentence, and write it
on the board as well. Model how to connect the two sentences with a comma and a
FANBOYS conjunction (5 minutes)
 Tell the students they will now be practicing what they’ve learned in their
table groups. After explaining the direction, give each group a list of simple
sentences. The groups need to generate three compound sentences by
combining any of the simple sentences and a FANBOYS conjunction. Instruct
groups to write their three sentences on the board. Circulate around the
room to observe and answer questions (5-7 minutes)
 Ask groups to share their sentences with the whole class (Four minutes)
 Reiterate that this is an important skill to learn because it allows writers to
construct more complex sentences without sacrificing any clarity. (One
minute)
Assessment:
Students’ group work will demonstrate their ability to construct complex sentences
effectively.
Sources:
Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style into
Writer's
Workshop. Portland, Me.: Stenhouse, 2005. Print.
Lemov, Doug. Teach like a Champion: 49 Techniques That Put Students on the Path
to College.
San Francisco: Jossey-Bass, 2010. Print.