Finding the Words

Learning Intention:

I am learning to understand how embedded clauses can be used in complex sentences so that I can experiment with using embedded clauses to elaborate, extend and expand on ideas in the stories I create.

Success Criteria:

• I can identify embedded clauses in a text.
• I can consider why embedded clauses are used.
• I can experiment with using embedded clauses.

 

Essential knowledge

 

Discuss what complex sentences are and ensure students identify the following:

• Complex sentences include a main/independent clause and a subordinate/dependent clause.
• Main clauses make sense on their own while dependent clauses do not.

 

Oral language and communication

 

Display the following complex sentences:

1. Swimming is a fast-paced activity, particularly when participating in competitions.
2. While it can be enjoyed anytime, toast is usually eaten at breakfast.
3. My friend, Ella, has lived in the neighbourhood all her life.

Discuss the following:

• Identify the main/independent clauses in each sentence.

Main clauses are: Swimming is a fast-paced activity, toast is usually eaten at breakfast and My friend has lived in the neighbourhood all her life.

• Identify the dependent/ subordinate clauses.

Dependent clauses are: particularly when participating in competitions, while it can be enjoyed anytime and Ella

• What do you notice about where the dependent clauses appear in each sentence?

1. The dependent clause appears after the main clause
2. The dependent clause appears before the main clause
3. The dependent clause appears in between the main clause

Inform students that today they will be looking closely at the way the dependent clause is included in the third example, where it appears in between the main clause. Inform students that this is called an ‘embedded’ dependent clause.

Understanding text

 

Read Finding the Words or those with a digital subscription can listen to the audio file to the end of the first page (page 14). Note: The final sentence on page 14 continues onto page 15. Read to the end of this sentence.

Display the following section of the sentence from Finding the Words (page 14):

My teacher, Ms. Potts, said that these things are really important…

Discuss the following:

• What is the main clause in this sentence? (My teacher said that these things are really important)
• What is the dependent clause? (Ms. Potts)
• Where does the dependent clause appear? (Between the main clause)
• Why do you think it appears here? (As the information directly relates to the part of the sentence ‘My teacher’ so it makes sense for it to appear here)

Note: Play with the sentence to demonstrate that it wouldn’t flow as well if the teacher’s name appeared after the main clause, for example: My teacher said that these things are really important who is Ms. Potts.

• What further information does the dependent clause provide? (Specific details about who the teacher is)

Display further sentences from page 14.

‘Hello, I’m Lacey, and today I’m going to talk to you about….

I try to find my way back to the beginning for another fresh start, but it’s too late.

I have imagined myself standing in front of all my friends, telling them about how we chose my dog, Pip, from an Animal Rescue shelter.

 

Students who fully understand the concept can work with a partner, responding to the same questions as previously in relation to these sentences. Instruct students to record their answers in their workbooks.

Students requiring more support may need to work collaboratively with the teacher to respond to the questions in relation to these sentences.

Instruct students to experiment with placing the dependent clause in a different part of each of the sentences for example:

‘Hello, and today I’m going to talk to you about, I’m Lacey, ….

I try to find my way back to the beginning but it’s too late for another fresh start.

I have imagined myself standing in front of all my friends, telling them about how we chose my dog, from an Animal Rescue shelter, Pip.

Discuss why the dependent clauses have been placed where they have, ensuring students identify that it is so relevant information appears together.

Place all students with a partner and instruct them to identify further examples of sentences with embedded clauses in the story. Sample responses include:

She knows me; she trusts me; she loves me. I keep telling her story.

When I jiggled the wire, you just lifted your eyebrows a little bit, enough so that you could see who it was.

So, I gave you some cauliflower – cauliflower, ugh – and you ate it!

How she didn’t like sleeping in her kennel, and then we worked out that she was lonely and afraid, and we let her sleep inside with us.

How sometimes our loud voices made her jump, but we learned to be quieter and calmer, and she learned to trust us. Pip, with her eyes bright and her tail wagging, after she had been with our family for half a year.

Pip, in a small black frame, which I can easily slip into my bag and take to school with me.

In my classroom, in front of Ms. Potts and twenty-three children, I feel a nervous grumbling in my tummy.

 

 

Creating text

Refer back to Finding the Words and discuss the following:

• What challenges does the main character (Lacey) experience at the beginning of the story? (She is nervous about her presentation, and she can’t focus on what she wants to say)
• How does she change? (She finds the confidence to talk fluently when she practices with her dog, Pip)

 

Inform students that they will be experimenting with creating their own story about a character who overcomes a weakness. Tell students that they will be including sentences that feature embedded clauses in their stories.

Tell students that first you will be completing an example together. Discuss weaknesses that characters might exhibit, for example:

• Wanting to fit in with a crowd that they compromise on their values
• Being selfish

Briefly discuss how you might show this in a story using the first example:

A character wants so badly to fit in with a group of students at school that they break a school rule, even when they know it is not the right choice. When they are caught and are forced to face the consequences, they learn the error of their ways.

Remind students that the goal is to include sentences with embedded clauses. Discuss ideas of complex sentences that feature embedded clauses and note these on the board.

• Jack, who had never had many friends, was desperate to fit in with the others.
• Marli, the most popular girl in the class, stared at Jack.
• “Hey, Jack, ask Mr Cole to go to the bathroom. While you’re there, you can use the pen you found on the floor, to graffiti the wall.

Collaboratively compose a story that features this idea. Remind students to include sentences with embedded clauses. For example:

The class assembled in the hall for band practice. Jack, who has never had many friends, was desperate to fit in with the other members of the band. It was no fun always being on your own. Marli, the most popular girl in the class, stared at Jack.

“Hey, Jack, ask Mr Cole to go to the bathroom. While you’re there, you can use the pen you found on the floor to graffiti on the wall. It will only take a minute.”

Jack looked at the other students gathered around Marli. They smiled at him. Perhaps they’d be friends with him if he did what they asked.

“OK,” he said, and raised his hand to ask for permission to visit the toilets.

Once back in class, Jack had to take deep breaths to calm his banging heart. He smiled at Marli, but she looked away. ‘Why wasn’t she being friendly?’ Jack wondered. He’d done exactly what she’d asked.

“Anyone know about the graffiti in the boys’ toilets?” Ms. Price said as she hurried in the room.

Jack’s cheeks flamed red.

“It was Jack, Miss,” Marli called out.

She’d betrayed him. He’d been a fool to trust her. He’d never make that mistake again.

Place students with a partner. Instruct them to compose a story that shows a character overcoming a weakness and that features complex sentences with embedded clauses by following the steps below:

• Identify a weakness for your character
• Consider how they might overcome the weakness
• Plan ideas for complex sentences that feature embedded clauses that you might include in your story
• Compose a story

Allow time for students to compose their stories.

 

Assessment for/as learning:

Instruct students to swap stories with another pair. Tell students to read each other’s stories and to underline the embedded clauses. Discuss responses.

Display the following exit ticket questions and instruct students to highlight them.

• What are embedded clauses? (Where the dependent clause appears in between the main clause)
• Why might authors choose to use embedded clauses? (So that relevant information can appear together)