The document provides an agenda and objectives for an ELL class. It includes plans to have students do a quick write comparing a theme from Romeo and Juliet to their own lives, review and practice simple and compound sentences with sample sentences, and discuss and use the reading strategy of making connections when reading Act 2, Scene 2 of Romeo and Juliet. Sample sentences and instructions are provided for a sentence hunt activity where students will identify simple and compound sentences.

1. Tuesday July 12, 2011
Hubbs Center - ELL 7
Agenda and Objectives

2. Our objectives for today...
• Quick write: We will compare a theme from
Romeo and Juliet with our own lives.
• We will review and practice simple and
compound sentences.
 Sample sentences
 Our sentences
 Act 2, Scene 2
• We will discuss, practice and use the
cognitive reading strategy: making
connections.
• We will read Act 2, Scene 2.
 Reading Response Log

3. Quick write!
• Choose a theme we have discussed from
Romeo and Juliet so far.
• Write a paragraph to connect the theme you
choose from Romeo and Juliet with your life.
Love and marriage Coincidence and Timing:
“The right place at the right time.”
Nervous and excited feelings
Bad luck, foreshadowing
Celebration – party Conflict, Enemies:
“if you are a
Montigue, you can’t
Thinking about past, present and future: come!”
Paris, Lady Capulet, Juliet, Romeo Family
Happiness – people together at the party Respect

4. What is a simple sentence?
• A simple sentence has the most basic
elements that make it a sentence: a subject,
a verb, and a completed thought.
• Examples of simple sentences:
 Joe waited for the train.
 The train was late.
 Mary and Samantha took the bus.
 I looked for Mary and Samantha at the bus
station.
 Mary and Samantha arrived at the bus station
before noon and left on the bus before I arrived.

5. Simple Sentences
 Joe waited for the train.
 "Joe" = subject, "waited" = verb
 The train was late.
 "The train" = subject, "was" = verb
 Mary and Samantha took the bus.
 "Mary and Samantha" = compound subject, "took" =
verb
 I looked for Mary and Samantha at the bus
station.
 "I" = subject, "looked" = verb
 Mary and Samantha arrived at the bus station
before noon and left on the bus before I arrived.
 "Mary and Samantha" = compound subject, "arrived"
and "left" = compound verb

6. Our own simple sentences
•

7. Compound Sentences
• A compound sentence is a sentence made up
of two independent clauses (or simple
sentences) connected to one another with a •Coordinating
coordinating conjunction. conjunctions
-"FAN BOYS":
• Examples of compound sentences: • * For
 Joe waited for the train, but the train was late. • * And
 I looked for Mary and Samantha at the bus • * Nor
station, but they arrived at the station before • * But
noon and left on the bus before I arrived. • * Or
 Mary and Samantha arrived at the bus station • * Yet
before noon, and they left on the bus before I • * So
arrived.
 Mary and Samantha left on the bus before I
arrived, so I did not see them at the bus station.
http://transcoder.usablenet.com/tt/www2.ivcc.edu/rambo/eng1001/sentences.htm?un_jtt_redirect

8. Our own compound
sentences
•

9. Sentence Hunt!
• We are now going to “hunt”, or look
for, examples of simple and
compound sentences...
 in our writing (Quick Write from today)
 in Act 2, Scene 2 of Romeo and Juliet.
• Circle simple sentences
• Underline compound sentences

10. What do successful readers do?
• Cognitive
Reading
Strategies

11. Reader Response Journal
Page What is it Connection Question
number about?

12. Act 2, Scene 2
• Capulets • Montagues • Neither
 Sampson
 Gregory  Abraham  Prince
 Tybalt  Balthasar
 Lord and Lady
Capulet  Benvolio
 Juliet  Lord and Lady
 Nurse Montague
 Servant
 Romeo
 Paris
 Rosaline  Mercutio
 Cousin Capulet