You can actually even include a whole sentence INSIDE a sentence with dashes: One reason people didn’t like the picnic—it was always crowded and hot, with bad-tasting food—was that Kate talked nonstop about grammar. Give out Chapter Three of Talk about Sentences” for students to do as “Let’s homework. Mini-Lesson Four: Combining Sentences with FANBOYS and SEMICOLONS Materials: Quiz (attached separately) Sentence stems (see below) Have students take the 3-minute quiz and review as a class Tell students that they have learned about two different ways to expand sentences. Now they will learn about combining two different sentences. One way that two sentences are combined is with FANBOYS. FANBOYS vertically on the board and ask students whether they have heard of them and if they know of any of them. Write the word next to each letter in the acronym. As you do, talk about the meaning of each word and give an example sentence. means but we don’t use it very often anymore. “For” “because” “She was late, for there had been a traffic jam.” means the same as as a “Yet” “but” FANBOY. (Sometimes we hear yet.” When is used as a FANBOY, it “not “Yet” means was thirsty, yet I was unwilling to spend $4 on a bottle of water.” “but.” “I Also review and but explain to students that the FANBOYS used most “or” “nor,” are and and those are the ones that we will be focusing on. “and,” “but” “so,” Write two stems on the board: Lilian was tired. She went to bed. Which FANBOY, or would work best to combine the “and,” “but” “so” sentences? Once you have combined them, emphasize the comma that comes before the FANBOY. Try a few others: The teacher forgot an important handout. The class had to do a different lesson.
You can actually even include a whole sentence INSIDE a sentence with dashes: One reason people didn’t like the picnic—it was always crowded and hot, with bad-tasting food—was that Kate talked nonstop about grammar. Give out Chapter Three of “Let’s Talk about Sentences” for students to do as homework. Mini-Lesson Four: Combining Sentences with FANBOYS and SEMICOLONS Materials: Quiz (attached separately) Sentence stems (see below) Have students take the 3-minute quiz and review as a class Tell students that they have learned about two different ways to expand sentences. Now they will learn about combining two different sentences. One way that two sentences are combined is with FANBOYS. FANBOYS vertically on the board and ask students whether they have heard of them and if they know of any of them. Write the word next to each letter in the acronym. As you do, talk about the meaning of each word and give an example sentence. “For” means “because” but we don’t use it very often anymore. “She was late, for there had been a traffic jam.” “Yet” means the same as “but” as a FANBOY. (Sometimes we hear “not yet.” When “Yet” is used as a FANBOY, it means “but.” “I was thirsty, yet I was unwilling to spend $4 on a bottle of water.” Also review “or” and “nor,” but explain to students that the FANBOYS used most are “and,” “but” and “so,” and those are the ones that we will be focusing on. Write two stems on the board: Lilian was tired. She went to bed. Which FANBOY, “and,” “but” or “so” would work best to combine the sentences? Once you have combined them, emphasize the comma that comes before the FANBOY. Try a few others: The teacher forgot an important handout. The class had to do a different lesson.
TEACHING-GUIDE-TO-THE-TASC-WRITING-SKILLS-with-updates.docx