﻿Hello, my name is Ms. Johnson, and I am going to be teaching you English today. In today's lesson, we're going to revise compound sentences. So when you're ready, let's get started. Let's start today's lesson by recapping what simple sentences are. This is really important when we look at sentence structure, because this is kind of like the basic sentence that you can have. Then we are going to be looking at compound sentences, and we're going to be defining what they actually are. What is a compound sentence? Now, some of you might already know this from some of the other units you might have done this year. If you haven't though, don't worry. And if you have already done it, then that's great, so this should be a lesson that you can just check in on and revise. Then we're going to explore compound sentences in a little bit more detail, checking what mistakes are often made when writing compound sentences. And then we're going to review everything we've done today. In the lesson today, you will need a pen and paper and your brain, make sure that it's with your stay, you've got lots of listing to do today so you need to make sure your brain is ready. If there are any distractions in the rooms, so if your phone is in front of you, or if there's a TV on or a window opened up, perhaps it's really noisy, I said you should pause the video now and remove those distractions and then press play when you're ready. Okay, let's get started this morning. So we're going to start by recapping what simple sentence is, as I said before, if you already know, then that's fantastic, you're the pro today. If you don't know, then brilliant, because now you're going to find out. So can you in a minute, pause the video and fill in the blanks. I'm going to read it to you first. So, a simple sentence consists of one, it makes on its own. So I've got an image here of a Batman, now, I will explain what that means in a minute, but let's see if you can fill in already the blank. So pause video and press play when you're ready to resume. Well done, let's see how you got on today. So a simple sentence consists of one main clause. What is a main clause? A main clause is a sentence with a verb in it, so a clause is a group of words that contains a verb. And that's really important, a doing verb or being verb. A main clause can make absolute sense on its own. So I've got a picture of Batman here because he's Mr. Main Man, he can go out on missions alone and solve the missions just like the main clause. So can you now shout out to me what must the main cause do? Make sense on its own, and what must it do? Make sense on its own? And this is a simple sentence. So a simple sentence has how many main clauses? Shout out, one main clause. Well done, so then, let's apply what we've learned, which of these then is a simple sentence and why? Remember, simple sentence has one main clause, a clause must contain a verb. So whenever I try to identify simple sentence, I always look for the verb in the sentence. So which one do you think is, I'm going to count you down and I want you to point in a minute. The first one is the teacher smiled at her class, the second option is the loud, naughty class. Point in three, two, one, go. Well done, don't worry if you've got that wrong, I have particularly made it a bit tricky. So this one on the green box around it is the simple sentence. The teacher smiled at her class. I've underlined smiled, so smiled is the verb, is what the teacher is doing in the sentence. So this tells me that this is a main clause because it makes sense on its own. I could have Batman next to this and it will make sense on its own as a sentence. It can stand alone in your writing. So that tells me it's a simple sentence. The other one, the loud, naughty class is actually just a phrase. It's a group of words, it hasn't got a verb, so it's not a close at all, it is just a phrase, it could add on. I could put it into the sentence, the teacher smiled at her loud, naughty class, but it can't make sense on its own and it's not a sentence, it's not a simple sentence. Well done, so now, we're going to apply our knowledge of a simple sentence to look at compound sentence, say compound sentence. A compound sentence has main clauses. A compound sentence has two main clauses, and this is really important. So it has one main clause that makes sense on its own and a second main clause that makes sense on its own, and they are joined together, they're added together. Why not do that in our writing? We do that in our writing to add extra details for an idea to expand an idea, but the two ideas must be linked, must be linked. So it would be a bit, I could really say, Ms. Johnson loves swimming and she really likes chocolate because those two things are really linked, Ms. Johnson likes swimming and she likes swimming in the sea would be a better compound sentence. And this is really important. Often in writing, this is where children go wrong. They use a compound sentence, but they have two ideas that are not linked. So the two ideas are linked by something called a coordinating conjunction, say it, coordinating conjunction. I imagine this like the glue, it sticks two ideas together, but it's also a bit like a train track that joins two tracks together. So the junction is where they meet, they join together. Two separate ideas being joined together, closely linked ideas though. So, these coordinating conjunctions are called BOA, a good way to remember what a coordinating conjunction is, is to use this idea of BOA. A BOA constrictor is a snake, which is why we used a snake kid to remember you, to remember it by. And BOA means, but, or, and, what does it mean? Well done, BOA means, but, or, and, and they are examples of coordinating conjunctions. So BOA are all examples of coordinating conjunction. They join the two main clauses together. They are the glue and these are the words I can pick when I am joining two main clauses together, but, or, and and. Now you might notice something about the words but and or, they both have a comma before them. So the coordinating conjunctions all go in the middle of the sentence 'cause they're the glue that sticks the two main ideas together, but and or, both have a comma before them, and and doesn't, and that's just something you have to try and remember, that but and or must have a comma before them, and and doesn't, and so when you're writing, that's just a rule you need to learn and remember. So let's see what you have learned so far. Can you, on the grid here, I have got conjunctions, not all of them though are coordinating conjunctions. So I've got the word, but, and, so, when, because, and or, I would like you to pause the video and can you point to, or write down the coordinating conjunctions and then press play when you're ready to resume. Well done, now hopefully, you saw that there's a BOA in the corner here to remind you what the coordinating conjunctions are. So we check, it's, but, or, and and, what do you have to remember about but and or? Say it to me, yeah, you have to have a comma before, but, and, or, and that's really important in our writing. Okay, let's see what you can remember so far, I'm going to read you a sentence and then I will ask you to pause the video to fill in the gaps. A compound sentence consists of two, joined by a, either, or. To help you, I've given you an image here and some of the terms. So pause the video now and see if you can complete the sentence. Well done, let's see how you got on. So a compound sentence consists of two main clauses joined by a coordinating conjunction either ,but ,or or and. Fantastic, I'm sure you did really well on that. Can you now match the sentence types to the pictures? I've got an image of each sentence type. Can you match the correct one to the term, either compound or simple? So pause the video now and have a quick go at doing that. Well done, let's see what if you can remember. So a simple sentence has one main clause, whereas a compound sentence has two main clauses that are linked. So it has two main clauses that are linked and that's really important. They are similar, okay? These two ideas, these two main clauses are linked. Now we're going to have a go at writing compound sentences and making sure we choose the correct BOA word, correct coordinating conjunction, because they all have a slightly different use. And this is really important when we're writing compound sentences in our writing. And we're going to be thinking throughout this section about a non-chronological report, the sentences I've used are all linked to a non-chronological report on polar bears. So I have used and in this compound sentence and I'll ex-read it and then I'll explain why. So polar bears are strong swimmers and they are excellent hunters. Now a compound sentence joins two similarly linked ideas. These two ideas are similar. First, I'm saying they are a strong swimmer, and then I'm adding to that, and I'm saying that they are also excellent hunters. In green, I have highlighted the verbs. I must have verbs in both main clauses, because otherwise, it's not a main clause. So I must have a verb in both main clauses, and that's a really good way if you're spotting, if I have written compound sentences today. So let's see what you can remember then, I hope you listened to that important bit of information. I think this compound sentence using and is incorrect, and I want you to think why. In a minute, I'll ask you to pause the video. I'm going to remind you of the top tip that I just said, that both main clauses must contain a verb and must make sense on their own. So pause the video now and spot what you think the mistake is. Well done, so the mistake in this sentence is I can see I've got one main clause, polar bears live in Canada, but I don't have a second main clause. I've got my coordinating conjunction, which is and, and I'm adding an idea, but I'm actually only adding a word. I'm not adding a main clause and this is confusing, and this is what often children do wrong when they're writing a compound sentence. This is actually just a simple sentence because I haven't got two main clauses. Now I can check that because I haven't got two verbs, either side of the and, I've got polar bears live and that's my verb in the first part, but then I've just got the word Greenland, there's no verb there. So it actually, this is just a list of countries, so all I've done is used and in our list, I have not used and as a coordinating conjunction. So then this is not a compound sentence. Lots of information now, I hope you're keeping up. Don't worry if this seems like a lot of information, we will keep practising this, and that's really important. Now we're going to look at a ,but coordinating conjunction, these work slightly differently to and, these show in contrast, we have one thing and then you have a different thing, and they show a contrast. Sometimes it can be a positive and negative, or sometimes it can just show an opposite. So here I have said, polar bears have white fur, but their skin is black. So even though they're covered in white fur, their skin is actually black. Now that's a really interesting fact because I would just assume that their fur is the same colour as their skin, but it's not, and this is why my but works, so it's a contrasting idea. The ideas are similarly linked though, because I'm still talking about the appearance of the polar bear, and I've got two main clauses, polar bears have white fur, so I've got one of my being verbs there, and their skin is black, another being verb. And so both of those are balanced because I've got main clauses on either side of the coordinating conjunction. There's one of the way I can check. I'm going to read both clauses out separately to see if they make sense on their own. Polar bears have white fur, that makes sense when I say their skin is black, that could be a sentence on its own too, but it makes complete sense to join these two together. So, let's see what you can remember. I have another sentence here, but I'm giving you a hint that something is wrong in this sentence. It's a bit similar to the one you've just done. Polar bears eat seals, but not vegetables. So my top tip is to spot the verbs in either side of the main clauses. Can you pause the video now and think about why this is not a compound sentence? Fantastic, well done. So let's do that check first of all, polar bears eat seals. Good, it makes sense on its own, it has a verb. Now I'm going to look at the second part main clause, not vegetables, not vegetables. There's no verb there, so it's not a clause, and that's not a sentence on its own, it can never be on a mission on its own, it could never be main man. So again, I think the coordinating conjunction here is actually just but being used in a list. So vegetables and seals are just a list, so this isn't a compound sentence. Now we're going to look at the use of ,or, and this is the last coordinating conjunction we need to look at. So keep going, you're nearly there. We need to protect polar bears, or they will become extinct. Now or shows a choice or a consequence. So if we don't protect the polar bears, they will become extinct, but if we do protect them, they won't become extinct. So this is our choice that we have to make. You must do your homework, or you cannot play on your iPad, that's another choice consequence example. So let's check, is this a compound sentence? Let's do our check, we need to protect polar bears. I have a main clause and I have protect, which is the verb. So that makes sense on its own, it is a main clause, let's go to our second main clause, they will become extinct. Good, again, I have got my verb, it's slightly different type of verb. I've got the will and I've got a sentence that makes sense on its own. These ideas are related. If you don't do one, the other one happened. So the or here work to join them together, it's an effective coordinating conjunction, and this is definitely a compound sentence. Let's see then, can you spot the error? I'm not going to explain it this time, I want you just to do it. Polar bears hunt on land, or underwater, pause the video, spot the error. Well done, so this isn't a choice or consequence, this is actually just a list. If I check polar bears hunt on land, I have my verb, it makes sense on its own, but underwater is just a word, it's got no verb, it can't be a Mr. Main, it doesn't make sense on its own. It's not a main clause, again, it's just being used as a list. So those are the key things you need to look out for in a compound sentence, it must have two main clauses. If it doesn't, then it's just being used in a list. And as I said before, this is a common error that often occurs in writing, so be careful now you know. So let's see what you can remember from today's lesson. Can you match the sentences to their types? I'm going to read the sentences for you first, polar bears hunt their prey, polar bears are excellent hunters and they are strong swimmers, which is a simple sentence, which is the compound? Pause the video, have a go at answering. Well done, of course, polar bears hunt their prey, it's one main clause on its own, so it's a simple sentence. And polar bears are excellent hunters and they're strong swimmers is the compound sentence. It has two main clauses. Wow, well done, we've done so much today. We've revised simple sentences, we've looked at compound sentences. Some of you for the first time, some of you for the second time, we've explored compound sentences in more detail, looked at some common errors and we've done a review of everything we've learned today. So congratulations, you have completed your lesson today. You've worked so, so hard. I want you to just tell me, write down two things you've learned about compound sentences. So pause the video before you go and write down two things you now know about compound sentences, off you go. Well done, I hope you enjoy the rest of your lessons today and take care.

In this lesson, we will revise simple sentences and then explore compound sentences. We will look at common mistakes made when writing compound sentences.

English Grammar

Y3 English Grammar

Key Stage 2

Year 3

Miss

To revise compound sentences

T1: Sentence level objectives

Grammar

THEME

UNIT

To explore simple sentences

To explore compound sentences

To explore complex sentences

English

Y3 English

Portia Spiders - Non-Chronological Report

Writing

To identify features of a non-chronological report

To investigate suffixes: Plurals

To learn about the Portia Spider

To develop a rich understanding of words associated with the jungle (Part 1)

To develop vocabulary to describe the Portia Spider

To practise and apply knowledge of suffixes: Plural, including a test

To plan the first section of a report

To write the opening to a report

To write compound sentences for a non-chronological report

To investigate suffixes: More plurals

To write complex sentences for a report

To write the first section

To develop a rich understanding of words associated with the jungle (Part 2)

To edit the first section

To practise and apply knowledge of suffixes: More plurals, including test

To plan the second section of a report

To write the second section of a report

To write the closing section of a report

Lesson overview:To revise compound sentences

Core Content

T1: Sentence level objectives: