The document discusses a lesson plan about noun clauses, adverb clauses, and relative clauses. The lesson plan aims to identify and explain these complex structures in detail, simplify the concepts, and teach how to distinguish between the different types of clauses and diagram sentences containing them. Key aspects of the lesson include introducing the three clause types, explaining their purposes and functions, demonstrating how to identify and diagram each clause type using examples, and providing simple study aids to help students learn.

1. Joseph Emerson Prof. Torri
Gabrielle Macias Grammar Report
Anne Hill
Clauses: Noun, Adverb, and Relative
The English language is made up of simple sentences and complex sentences. A
simple sentence contains one subject, one verb and may contain other structures such as:
a direct object, indirect object, subjective/objective complement, and prepositional
phrases. A simple sentence is independent and can stand alone because it is
grammatically sound. The complex sentence on the other hand contains other structures
that depend on an independent clause to function. In a complex sentence you will find:
Noun Clauses, Adverb Clauses, and Relative Clauses. These clauses function in order to
give more information about something and they are important because they allow people
to be more specific about a particular subject.
In today’s world most people have no idea about all the ins and outs of grammar
and more than likely have no clue how to correctly use the language they speak. It is
relevant to discuss these grammatical structures in order to better understand what others
mean and also as a means to better express ourselves. These two reasons are paramount
when it comes to formal writing. Structures such as the above named are what enable
students to more easily comprehend literature, and also elevate the level of their writing,
be it in a formal essay or in creative expression.

2. The lesson plan that we have prepared aims to identify these complex structures,
and explain them in some detail; moreover, we plan to simplify these concepts, making
them easily recognizable and understandable. The lesson is intended to teach fellow
English speakers (18+) more about the language they speak and how to use it properly.
These concepts can be tricky and have tons of loop-holes where one thing may appear to
be another. We will show the class how to distinguish among these structures and also
how to diagram them. We have also prepared a few simple sayings that will make
identifying and diagramming a piece of cake for even the newest grammar student.
The Lesson Plan
I. Introduction of all three topics
II. Explain what purpose these structures have and what functions they
perform.
III. Explain each structure used in a sentence and diagram on the board.
i. Noun Clauses
ii. Adverb Clauses
iii. Relative Clauses
IV. Review concepts and functions with simple study helpers.

3. A Brief Description of the Clauses
All clauses must contain a subject and a verb. To make it easier, forget
about all the words that are used to introduce the clauses (this is recommended
because attempting to decipher which clause you are dealing with based solely on
the word it begins with will only prove to be confusing). Noun, Adverb and
Relative clauses stick out in like a sore thumb in most cases; if one can identify
the clause on sight alone defining the clause is simple, using these steps. Once the
clause has been identified one must start by presuming it is a noun clause; replace
the clause with “something” or “it”, if the sentence makes grammatical sense with
this substitution it is in fact a noun clause, if it does not one must move on. Next,
test for the Adverbial clause; to do this all one has to do is move the clause to the
opposite end of the sentence from where it was. If the clause can be moved than it
is an adverb clause, if one can not move it and maintain grammatical cohesion
than there is only one conclusion; the clause is Relative. If one goes through these
two simple steps, identifying which clause one is dealing with is fairly easy.
Diagraming the sentence can be simplified also. Once the type of clause
has been identified, diagraming will be a cinch. First, diagram the independent
clause (if the dependent clause is a noun clause, one will need to diagram it on a
pedestal somewhere within the independent clause’s diagram; note that a noun
clause can function as a subject, subjective compliment, object of a preposition,
direct object, indirect object, objective complement, or appositive). If the clause is
either adverbial or relative it is diagrammed below the base line of the

4. independent clause. Here is an easy jingle to remember how to diagram each
clause “Nouns go on pedestals, relatives shoot dotted bars and adverbs link verbs
between each of the two clauses.” This saying will be more easily understood
while we diagram on the board. Although Vitto does a great job defining each of
these clauses on how to identify and diagram them, the vast amount of
information can cloud the tasks overall simplicity. We decided to take the
information and filter out the stuff that might confuse the class. The lesson we
have prepared is sleek and easy; perfect.

5. Works Cited
Vitto, Cindy L. “Complex Sentences with Noun Clauses & Complex Sentences with
Adverb & Relative Clauses, & the Compound-Complex Sentence.” Grammar by
Diagram: Understanding English Grammar through Traditional Sentence Diagraming.
Peterborough, Ont.: Broadview, 2006. 132-164

6. Works Cited
Vitto, Cindy L. “Complex Sentences with Noun Clauses & Complex Sentences with
Adverb & Relative Clauses, & the Compound-Complex Sentence.” Grammar by
Diagram: Understanding English Grammar through Traditional Sentence Diagraming.
Peterborough, Ont.: Broadview, 2006. 132-164