Sentence combining and pattern variation + roots part 2 (mit, fer, duc, cap)

Combine: 'Maya brought cookies. Sara brought juice. They were happy.' Into 1, 2, or 3 sentences using varied patterns.

• Hear 3-4 combinations
• Affirm pattern variety (compound-FANBOYS, compound-semicolon, complex with subordinator)
• Note: 'The richest combinations use 3 or more patterns'

Two threads today. (1) SENTENCE PATTERNS (MG-12). At G5 you varied sentence BEGINNINGS (4 ways). At G6 you vary sentence PATTERNS (6 ways). PATTERN 1 SVO. PATTERN 2 COMPLEX-LEADING (sub clause + comma + IC). PATTERN 3 COMPLEX-TRAILING (IC + sub clause, no comma). PATTERN 4 COMPOUND-FANBOYS (IC + comma + and/but/or/etc. + IC). PATTERN 5 COMPOUND-SEMICOLON (IC + semicolon + IC — NEW at G6!). PATTERN 6 PERIODIC vs. CUMULATIVE. The SEMICOLON is the new G6 mark. Rule: a semicolon joins TWO INDEPENDENT CLAUSES (each a complete sentence) when they are closely related. 'Maya brought cookies; Sara brought juice.' Both work alone as sentences; the semicolon joins them more closely than a period. Wrong use: 'I went to the store; because I was out.' (because-clause is dependent — NO semicolon.) (2) Four MORE roots (MG-15 continued from lesson 7): MIT = send (submit, transmit, emit). FER = carry (transfer, refer, conifer). DUC = lead (conduct, educate, reduce). CAP = take/hold (capture, capable, captain). Build a word: ad + mit = admit (let in).

• Same content, different rhythm and emphasis.

  model PATTERN 4: 'Maya brought cookies, and Sara brought juice.' PATTERN 5: 'Maya brought cookies; Sara brought juice.' PATTERN 5 says they're related closely — almost the same beat.

  prompt Combine 3 short sentences into one Pattern 4 and one Pattern 5.
• Affixes + roots = predictable meaning.

  model Trans + mit = transmit (send across). Re + fer = refer (carry back). Con + duc + t = conduct (lead together). Cap + ture = capture (take/hold).

  prompt Build 3 words with mit, fer, duc, cap.
• Periodic builds suspense. Cumulative starts with the main idea and adds details.

  model 'Despite the rain, the broken sign, and the late bus, Maya arrived on time.' (Main idea: she arrived on time — held to the end.)

  prompt Compose a Pattern 6 sentence (periodic): main idea at the END for emphasis.

• Show me a thumb: 'I went to the store; because I was out.' Correct (up) or incorrect (down)? (down — semicolon needs IC on both sides)
• Build: re + fer = ___ (refer); ad + mit + ance = ___ (admittance)

M-6-F-WR-13-A Chart

MG-12 enlarged to 18x24. 6 cells in a 2x3 grid, each showing one pattern with worked example: PATTERN 1 SVO (yellow); PATTERN 2 complex-leading (orange); PATTERN 3 complex-trailing (red); PATTERN 4 compound-FANBOYS (blue); PATTERN 5 compound-semicolon (purple — NEW); PATTERN 6 periodic vs. cumulative (green). Side note: 'Pattern 5 semicolon JOINS TWO ICs that could stand alone. NEVER use semicolon before a dependent clause.' Dyslexic-friendly font.

MG-12 Chart

Sentence-pattern variation anchor (L.6.3.a): 6-pattern card. PATTERN 1 — SVO (subject-verb-object): 'Maya brought cookies.' PATTERN 2 — COMPLEX-LEADING (sub clause first, with comma): 'When the bell rang, Maya brought cookies.' PATTERN 3 — COMPLEX-TRAILING (sub clause last, NO comma): 'Maya brought cookies when the bell rang.' PATTERN 4 — COMPOUND-FANBOYS (comma + and/but/or/etc.): 'Maya brought cookies, and Sara brought juice.' PATTERN 5 — COMPOUND-SEMICOLON (no FANBOYS — semicolon joins two closely related ICs): 'Maya brought cookies; Sara brought juice.' PATTERN 6 — PERIODIC (main idea at the END for emphasis) vs. CUMULATIVE (main idea at the START with details after). Periodic: 'Despite the rain, the broken sign, and the late bus, Maya arrived on time.' Cumulative: 'Maya arrived on time, despite the rain, the broken sign, and the late bus.' Print-ready 11x17.

M-6-F-VOC-13-A Chart

MG-15 enlarged to 18x24. 12 wedges with MIT, FER, DUC, CAP highlighted today (others greyed). Each wedge has root + meaning + 3 example words + 1 sentence. Dyslexic-friendly font.

MG-15 Chart

Greek/Latin roots extension wheel anchor (L.6.4.b): wheel with 12 wedges completing the 32-root G6 toolkit. JECT (Latin = throw — eject, inject, project). DICT (Latin = say — predict, contradict, dictate). SCRIB (Latin = write — describe, scribble, prescribe — review from G5). POS (Latin = place — position, deposit, oppose). MIT (Latin = send — submit, transmit, emit). FER (Latin = carry — transfer, refer, conifer). DUC (Latin = lead — conduct, educate, reduce). CAP (Latin = take/hold — capture, capable, captain). TEN (Latin = hold — tenant, maintain, retain). MOV (Latin = move — movement, remove, motive). VERT (Latin = turn — invert, convert, reverse). CRED (Latin = believe — credible, credit, incredible). Print-ready 11x17.

• Sentence-combining drill: 10 short sentence pairs → combine into varied patterns.

  scaffold Drill card with 6-pattern menu; teacher conferences for semicolon use
• Add 1 word using a new root (mit/fer/duc/cap) to your argument draft.

  scaffold MG-15 wheel open; root build card

• Compose 1 sentence using Pattern 5 (semicolon).
• Use 1 new root word in your argument.

• Restate the semicolon rule
• Preview tomorrow's revision pass with counterclaim refinement

• Audit your draft for sentence-pattern variety. Identify 3 patterns used. Plan to add a 4th pattern in revision.