- 1). Explain to your students that a sentence is made up of subject (who or what) and predicate (tells us something about the subject). Go on to say that a compound predicate tells us two different things about a subject. The subject is shared by the two parts of the predicate. For example:
Before class, John went to the convenience store for a soda and zipped by the breakfast bar for a quick snack.
John = subject, went and zipped = compound predicate - 2). Write sentences that contain compound predicates on long card-stock strips. Enlarge the strips by using a poster maker. Most schools have a poster maker on campus. Ensure that your sentences contain compound predicates. Remember to include the conjunctions "and" and "or" to join your compound predicates.
- 3). Use scissors to cut the enlarged sentence strips into the individual elements of the sentence, such as noun, compound predicate one, compound predicate two, coordinating conjunction and article. Using a black marker, write the function of the word or phrase on the back of the card stock. Jumble the elements up.
- 4). Assign your students into groups of three or four. Give each group the jumbled sentences and ask them to reassemble the parts into three sentences, ensuring that each sentence contains a compound predicate. Give each group tape so they can post their sentences on the board. Allow your groups to work together for 15 minutes before having them post their responses on the board.
- 5). Tell each group to go up to the board and post their sentences. Go over the different parts of the sentence and check for accuracy. You will have a variety of sentences that the students have come up with because of the jumbling of component parts. Focus on whether each group included a compound predicate with a shared subject. Go over all the sentences and share the responses with the rest of the class.
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