Sentence Combining: From Choppy to Smooth

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English Language Arts · English 9-12
SP-ELA912-030  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 2
Sentence Combining: From Choppy to Smooth
English Language Arts · English 9-12 · Grades 9-11 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write the sample sentences from the board
section on the board.
Technology
None.
Student
independence
High. Students work alone, then read their best sentence to a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Whiteboard or chalkboard
Goal for today: Students will combine short sentences using conjunctions, dependent clauses, relative clauses,
appositives and participial phrases while keeping all the information.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: “The dog barked. The dog was loud. The mailman ran.” Under it write: “The loud dog
barked, and the mailman ran.”
☐ Say: “Good writers mix short and long sentences. Today you practice joining short sentences without losing
information.”
☐ Keep the answer key on your desk. Many answers will vary.
Say this to start
Good morning! Today is about making writing smoother. Short sentences are fine, but too many in a row sound
choppy. You will learn five ways to join sentences, practice with short sets, and then revise a choppy paragraph. There
is more than one right answer for most items, as long as the new sentence keeps all of the information and is
grammatically correct.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet.
Settle in and read the directions.
5–12
Read the board example aloud. Then read the technique
chart at the top of the worksheet aloud, one row at a time.
Listen and follow along.
12–20
Tell students to answer questions 1–4 (multiple choice).
Name the technique in each sentence.
20–35
Tell students to combine the sentences in questions 5–8.
Remind them that the sentence must be complete and
correct.
Combine each set into one sentence.
35–45
Tell students to revise the paragraph in question 9 and
write their own combined sentences for question 10.
Rewrite the paragraph and write a
three-sentence description.
45–50
Ask partners to read their best sentence from question 9
aloud to each other. Then collect all worksheets.
Share and hand in the worksheet.


SubstitutePlans.com
English Language Arts · English 9-12
SP-ELA912-030  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 3
If things go wrong
• If a student asks whether their sentence is right, tell them to check three things: it has a subject and a verb, it
keeps all the information, and it reads smoothly aloud.
• If students complain it is too much writing, tell them questions 5 to 8 need only one sentence each.
• If students use the same technique every time, ask them to try a different technique for each question.
Early finishers
• Combine your question 9 revision into just two sentences instead of three.
• Write a choppy paragraph of five short sentences, then trade with a partner and have them combine it.
Support and challenge
• Support: Students may combine only questions 5, 6 and 7 and revise the first four sentences in question 9.
• Challenge: Ask students to combine all six sentences in question 9 into a single sentence.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: