Compound-Complex Sentences in Informational Prose — and Tier-2 Set 10 Part 3

Teacher displays 4 sentences (simple, compound, complex, compound-complex). Children classify each.

• Project sentences
• Affirm correct classification
• Note compound-complex pattern (2 IND + 1 DEP)

Today you carry forward compound-complex sentences from fall — now applied to INFORMATIONAL prose — and meet the last 5 Set-10 words. Compound-complex sentence: TWO independent clauses (joined by FANBOYS with comma) + ONE dependent clause (joined by subordinator like because, although, when, if). Apply to your research report — at least one per essay. Watch teacher build one for Sojourner: 'Although Sojourner could not read or write, she memorized long passages of scripture, and she used them in her speeches.' Parts: 'Although Sojourner could not read or write' = DEP; 'she memorized long passages of scripture' = IND 1; 'and she used them in her speeches' = IND 2 with coordinator. Comma after fronted DEP; comma before FANBOYS. Now meet 5 new Set-10 words: CLASSIFY (verb = sort into categories — what you did in lesson 4). SYNTHESIZE (verb = combine into a whole — what your conclusion does). CONCLUDE (verb = bring to a close; reach an end-statement). ANALYZE (verb = break down into parts to understand). EVALUATE (verb = judge quality or value — what you did with sources in lesson 2).

• Notice each has 2 IND + 1 DEP. Each has commas in the right places. Each fits naturally in INFORMATIONAL prose.

  model (1) 'Although Sojourner could not read or write, she memorized long passages of scripture, and she used them in her speeches.' (2) 'Because the golden lion tamarin's habitat had been destroyed, scientists began captive breeding, but the population was slow to recover.'

  prompt Teacher builds 2 compound-complex sentences for research context.

• What 3 clauses make a compound-complex sentence?
• What does SYNTHESIZE mean — and where in your report does synthesis happen?

M-4-S-GR-14-A Chart

Reproduction of MG-6 at 11x17 with research-context examples: 'Although Sojourner could not read or write, she memorized scripture, and she used it in speeches.' Parts color-coded — DEP blue, IND 1 red, IND 2 red with FANBOYS green coordinator. Comma rule highlighted. Print-ready, dyslexic-friendly font.

MG-6 Chart

Works-cited entry anchor (simple MLA-9 elementary format): one-line entry per source. FORMAT: Author Last Name, First Name. Title (italicized for books, in quotes for articles). Publisher (book) or Website (article). Year. Worked examples: McKissack, Patricia. Sojourner Truth: Ain't I a Woman? Scholastic, 1992. / Markle, Sandra. The Great Monkey Rescue: Saving the Golden Lion Tamarins. Millbrook Press, 2015. / 'How Do Animals Survive Winter?' National Geographic Kids, 2021. Bottom rule: 'A works-cited list goes at the END of your report. List every source you cited. Alphabetize by author last name (or article title if no author).' Print-ready 11x17.

• Add 1 compound-complex sentence to your research draft. Pick a place where it fits naturally (often the so-what of a body paragraph or the synthesis of the conclusion). Annotate clause parts.

  scaffold MG-6 anchor; clause-tile kit at desk
• Use each of the 5 new Set-10 words in a metacognitive sentence about your research. Frame: 'I [Set 10 word] ___.'

  scaffold Word card deck

M-4-S-VOC-14-B Chart

Reproduction of MG-4-S-VOC-04-B at 11x17: first 10 highlighted blue (research, investigate, source, credible, reliable, paraphrase, summarize, cite, attribute, category); today's 5 highlighted yellow (classify, synthesize, conclude, analyze, evaluate). Each cell has photo + definition + example. Print-ready, dyslexic-friendly font.

MG-4 Chart

Source-evaluation 'WHO-WHEN-CHECK-IT' anchor: 3 questions arranged on a vertical card with example responses. WHO (red, top): 'Who wrote this source? What are their qualifications? Are they a researcher, a journalist, a participant, or someone repeating others' work?' Example: 'Patricia McKissack — a children's literature historian who has researched African-American history for 30+ years. QUALIFIED.' WHEN (orange, middle): 'When was this source written? Is it current enough for the topic? Has anything important happened since?' Example: 'Sojourner Truth: Ain't I a Woman? — 1992. The book is about historical events that have not changed; the source remains valid.' CHECK-IT (green, bottom): 'Can the claim in this source be CHECKED against another source? Does another source say the same?' Example: 'Yes — the date of Sojourner's first speech is confirmed in multiple sources.' Bottom rule: 'A credible source passes ALL three. Use the card on every source before you cite it.' Print-ready 11x17.

• Show 1 compound-complex sentence in your draft with clause parts labeled.
• Use 3 of the 5 new Set-10 words in 1-3 sentences about your work.

• Star your compound-complex sentence.
• Predict: tomorrow we meet domain-specific Tier-3 vocabulary.

• Find 1 compound-complex sentence in a home-source. Bring on sticky note with parts labeled.