Objective

Students will write a paragraph including simple and compound sentences.
I can write a paragraph that uses both simple and compound sentences.

Common Core Standards:

• CCSS.ELA-LITERACY.W.4.2.A: Introduce a topic clearly and group related information in paragraphs.
• CCSS.ELA-LITERACY.L.4.1.F: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
• CCSS.ELA-LITERACY.L.4.1.J: Explain the function of coordinating conjunctions (for, and, nor, but, or, yet, so).

Success Criteria

• I can identify simple and compound sentences.
• I can use coordinating conjunctions to make compound sentences.
• I can write a clear paragraph using a mix of simple and compound sentences.

Materials

• Whiteboard and markers
• Sentence strips (some simple sentences, some compound sentences)
• Lined writing paper or notebooks
• Chart of coordinating conjunctions (FANBOYS)
• Timer or clock to keep track of time

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I Do (5 minutes) – Teacher Modeling

• Briefly explain what simple sentences are (one independent clause) and compound sentences (two independent clauses joined by a coordinating conjunction).
• Write an example simple sentence on the board: The dog runs fast.
• Write a compound sentence on the board: The dog runs fast, and the cat hides.
• Explain coordinating conjunctions (FANBOYS) and underline them in the compound sentences.
• Model how to write a short paragraph with both types of sentences on the board:

  My favorite animals are dogs and cats. The dog runs fast, and the cat hides. They both like to play outside.

• Think aloud as you construct the paragraph, emphasizing how to join ideas using conjunctions.

Differentiation

• Provide sentence frames or starters for ELL students or those with writing difficulties:
  I like ____. ____ is fun, and ____ is cool.

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We Do (7 minutes) – Guided Practice

• Give students sentence strips. Students work in pairs to sort sentences into simple vs. compound.
• Call on pairs to share examples.
• As a class, choose 3 sentences from the pile and join them into a compound sentence using coordinating conjunctions. Write on the board.
• Together, co-construct a 3-4 sentence paragraph about a familiar topic (e.g., recess or favorite food), using both sentence types.
• Teacher acts as facilitator, guiding and asking questions such as:
  What could we add to make this sentence compound?
  Which conjunction should we use?

Differentiation

• For students needing extra support, provide sentence starters or visuals of FANBOYS.
• For students ready to extend, challenge them to use more than one coordinating conjunction in their compound sentences.

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You Do (8 minutes) – Independent Practice

• Students write their own 4-5 sentence paragraph about a topic of their choice (teacher provides options: pets, sports, favorite food, or a hobby).
• They must include at least two simple sentences and two compound sentences using coordinating conjunctions.
• Teacher circulates, offering support and feedback.
• Remind students to check their work against the success criteria checklist.

Extension

• Advanced students write a longer paragraph (6+ sentences) including at least one compound sentence with more than two clauses (e.g., using multiple conjunctions).
• They can also try combining sentences with conjunctions plus commas correctly.

Assessment

• Collect student paragraphs to assess:
  • Correct identification and use of simple and compound sentences
  • Appropriate use of coordinating conjunctions
  • Clarity and organization of paragraph

Closing (Optional, within You Do time)

• One or two students share their paragraphs aloud, focusing on their use of sentence types.
• Summarize key learning points:
  Simple sentences tell one idea. Compound sentences connect two ideas with FANBOYS.

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Reflection for Teachers

This lesson engages students by combining explicit modeling with collaborative and independent writing. Using sentence strips in the “We Do” portion makes the abstract concept tangible and interactive. The “I can” and success criteria statements help students self-assess and understand expectations. Differentiation strategies support diverse learners, while extensions provide challenge for advanced students. The 20-minute timeframe is balanced among explanation, guided practice, and independent work, perfect for 16 fourth graders.