Essentials - Week six
Now that we have learned all four sentence purposes, it is time to add a new structure (remind of chart A). We will learn about the compound structure of a sentence, as well as about conjunctions, which are necessary for forming compound sentences. In addition, we will learn about a new sentence pattern Subject-Verb transitive-Direct Object.
Conjunctions
Can anyone tell me what a conjunction is? It is a word used to connect words, phrases or clauses together. We’ve just been using these in the previous sentences.
The most common conjunctions are coordinating conjunctions, and we will be focusing on these today.
Coordinating conjunctions connect grammatically equal words, groups of words, or clauses. They can be easily memorized by the acronym FANBOYS:
For
And
Nor
But
Or
Yet
So
(use erasure method to memorize list)
Two independent clauses can be joined with a coordinating conjunction to create a compound sentence. The clauses are separated by a comma and a coordinating conjunction.
Other types of conjunctions – (look at chart H)
There are other types of conjunctions that you will start to memorize on your charts, but we’re not going to learn the details about those yet.
Correlative – Neither/nor Either/or
Subordinating – When while where as since if although whereas unless because
Relative pronouns – that, who, whose, whom, which
S-Vt-DO
We are also going to learn about a new sentence pattern this week, which you’ll have a chance to practice during the week. It is the subject – verb transitive – direct object sentence pattern.
This pattern requires a transitive verb, which means that the verb transfers the action to the thing that follows it. Up until this week, all of our verbs have been INtransitive and didn’t transfer the action to an object. Now, we are adding verbs that do transfer their action. That thing to which they transfer action is a direct object, or the object of the action.
S Vi
Jesus loves.
S Vt DO
Jesus loves me. (Jesus loves what/whom?)
S Vt DO
My mother loves roses. (Mother loves what/whom?)
Do you see the difference here? In the first sentence, Jesus loves. It is simply what He does.
In the second sentence, the action of loving is being transferred to the word me. So, we ask the question: Jesus loves who or what? Jesus loves me. Me is a pronoun acting as a direct object.
In the third sentence, roses is a noun acting as a direct object. My mother loves who or what? My mother loves roses.
Some things to think about when studying transitive verbs:
1. Direct objects are always nouns or pronouns.
2. Not all verbs can be transitive verbs.
The dog barked in the yard. (The dog barked who or what?)
The verb barked cannot be transitive because it does not transfer action to anything. There is no answer to the question WHO or WHAT.
A few weeks ago, we were talking about subject and predicate. Remember the subject is who or what the sentence is about, and the predicate is what is being said about the subject.
My daughter loves broccoli.
What is the subject? The predicate? So, the direct object is part of the predicate.
Clauses
Now for some review. Can anyone tell me what is necessary to make a sentence? (5 parts of a sentence: Capital letter, subject, verb, complete sense, and end mark). Very Good! Today, we’re going to talk about something called an independent clause. An independent clause is very much like a sentence in that it has 3 of the 5 parts: subject, verb, and complete sense. In fact, a simple sentence is a type of independent clause. So, an independent clause is a group of words that contains a subject and a verb and expresses a complete thought. Look at these groups of words. You tell me if they are an independent clause.
In the morning. (no)
We will go to the store tomorrow. (yes)
Over the river and through the woods. (no)
It is nice outside. (yes)
Compound Sentences
Now that you understand the idea of an independent clause, we’re going to introduce a new sentence structure – the compound sentence. A compound sentence is simply two independent clauses joined together by a coordinating conjunction. Let’s look at some examples of compound sentences.
Ex: My mother loves me. She cares for me.
My mother loves me, and she cares for me.
My mother loves me, so she cares for me.
My mother loves me, for she cares for me.
This sentence joins two independent clauses with a comma and “and”. Note that each clause could stand alone as its own sentence. We took, essentially, too complete sentences and joined them together with – (what?).
Now look at this sentence:
My mother loves me and cares for me.
Is this a compound sentence? Why not? There are no longer two independent clauses. “Cares for me” cannot stand alone as its own sentence, but rather depends upon the subject, Mother.
Look at this one:
My mother and I love our dog, Charley.
Is this a compound sentence? No. There are two subjects but only one verb. “My mother” cannot stand alone as its own sentence. Just to reiterate, in order for a sentence to be compound, it must contain two independent clauses, joined by a coordination conjunction.
Analytical Task Sheet for Compound Sentences
How do we ask questions and recognize Direct Objects, Coordinating Conjunctions, and Compound Sentences? Let’s work our way through some examples:
Task 1 - Dictation
John ate candy, and he drank soda.
Task 2 - Mechanics
Is there at least one subject?
Is there at least one verb?
Does it begin with a capital letter?
Does it have an end mark?
Does it make complete sense?
Is other punctuation and capitalization correct?
Are words spelled correctly?
Task 3 – Question confirmation
Is there more than one clause (more than one subject/verb combo)
If yes, then focus on the first clause first.
Who or what is this clause about? John – S for subject noun
What is being said about John? John ate – V for verb
John ate what? candy – DO for direct object
Add “t” to the V for verb. There is a Direct object, so the verb is Transitive. The action is transferred to the object (candy)
And – CC for coordinating conjunction
Second clause:
Who or what is this clause about? he – S for subject
What is being said about he? he drank – V for verb
He drank what? soda – DO for direct object
Add “t” to the V for verb. There is a Direct object, so the verb is Transitive. The action is transferred to the object (soda
Classification: Compound, Declarative, S-Vt-DO/S-Vt-DO
Task 4 – Diagramming
Diagram – explain that each clause has its own line, connected with the dotted line
Charts
Practice charts G and H this week. They will really help in understanding the tasks.
Tasks (moms)
1-4 at home. If you need to only diagram the first clause of the sentence, that’s ok. And if you need to only diagram the subject and verb, that’s ok, too. You know your student.
