KAS ELA Standard: L.2.1.f

Students work with subjects, predicates, and conjunctions to write compound sentences.

When I see a quote, I often think, “That’s not quite right!”

Let’s take a starting phrase about St. Patrick’s Day and get specific. No, even more specific!

Can you use the context clues to get these sentences about The Moon back into the correct order?

Can you use the context clues to get these sentences about the coral reef back into the correct order?

How many different ways can we use the word “gift” in a single paragraph? Let’s find out in this Parts of Speech Party!

How many different ways can we use the word “care”? Let’s find out in this Parts of Speech Party!

How many different ways can we use the word “fruit”? Let’s find out in this Parts of Speech Party!

How many different ways can we use the word “change”? Let’s find out in this Parts of Speech Party!

Let’s make this simile about a quick baby even more specific.

Can you use the context clues to get these sentences about automobiles back into the correct order?

These sentences about Washington, DC got scrambled. Can you put them back in order using nothing but context clues?

Can you use the context clues to get these sentences about trains back into the correct order?

Can you use the context clues to get these sentences about earthquakes back into the correct order?

Pi can go beyond circles! What if you wrote using the digits of pi as your guide?

What if we started a sentence with the simile?

What happens when we switch out a “but” with a “so”? An “and” with a “for”? How can such tiny words make such big differences?

Have students mastered the art of anadiplosis: ending one sentence with the beginning of the next? Now it’s time to take it to the next level!

Repeating words can be what you want, if what you want is an interesting effect. (Psst, that’s an example of anadiplosis!)

Can your students help The Bard? We’ll fix five Shakespearean run-ons in three different ways.

A specific technique to help students add some spice to their writing. We’ll be writing sentences with three dependent clauses.

A specific technique to help students add some spice to their writing. We’ll be contrasting two ideas using synonyms.

Blow up a paragraph into individual sentences. Now reassemble it. The clues hiding in each sentence will surprise you.

Is your students’ use of repetition limited to, “The girl was very, very, very fast.”? Let’s borrow some ideas from Shakespeare!

When students learn about alliteration, it’s hard to steer them away from goofy tongue-twisters. Certainly, there must be more powerful and practical ways of using alliteration. In this lesson, I draw on delicious examples from Shakespeare to show how a very advanced writer used alliteration. Then, I break those ideas down so students can try them out.

Two columns of sentences. Something is different about them. Can you figure out the rule?

These clauses are sorted into two groups. What’s the rule? No definitions given — just examples.

Can your students spot simple sentences vs compound sentences?

Can your students spot the run-on sentences?

Can your class spot the complex sentences vs compound sentences?

Will your students notice progressive tense vs simple tense?

What happens when a pronoun could refer to more than one noun? Big problems!

In this lesson, students will not just fix passive sentences, but break active sentences as they learn to put the star of the sentence first.

Your students’ sentences all start the same way. Here are three techniques that fix that overnight.

‘Add more variety!’ teachers say. But how? This lesson gives students actual techniques instead of vague advice.