Lesson plan

Compound Sentence Creations

When it comes to writing, simple is boring! Use this lesson to teach your students how to take their sentences from simple to compound by using coordinating conjunctions.
GradeSubjectView aligned standards

Students will be able to create compound sentences using a coordinating conjunction.

(2 minutes)
Great Grammar: Compound SentencesCreating Compound Sentences
  • Write the acronym FANBOYS on the board and circle it.
  • Ask students to share what comes to mind when they see this acronym. Record their answers around the acronym to create a graphic organizer, even if they are incorrect.
  • Tell students that the acronym is a major part of today’s lesson, and after the lesson, they will return to this graphic organizer to add, delete, and revise the information.
(10 minutes)
  • Explain that today’s lesson will teach how to take a Simple sentence, which shows one idea, and make it into a Compound sentence.A compound sentence is a sentence that has two simple sentences connected with a Coordinating conjunction.Explain that a coordinating conjunction is a word that joins together two sentences to create a compound sentence. Write the coordinating conjunctions included in the acronym FANBOYS (for, and, nor, but, or, yet, so) on the board.
  • Display a set of simple sentences and explain to students that you want to combine these simple sentences to create compound sentences. For instance:
    • I was so nervous.
    • My hands were sweaty.
  • Model thinking aloud about the connections between the simple sentences and how that determines which coordinating conjunction to choose.
  • Think aloud and ask, Are the sentences showing additional information? If so, AndIs the best coordinating conjunction. Are the sentences showing a contrast? If so, ButCould be the best coordinating conjunction.
  • Rewrite the sentence, and point out that a compound sentence must have a CommaBefore the coordinating conjunction. A comma is a punctuation mark that shows the separation of words in a sentence.
  • Repeat the process with more sets of sentences that require a variety of coordinating conjunctions.
(10 minutes)
  • Divide students into groups of four. Give each student a sentence strip with a simple sentence. Tell students that these sentence strips are going to determine partnerships for this part of the lesson.
  • Instruct students to read aloud the sentences in the group and discuss which simple sentences could be combined to form a compound sentence. Remind them to decide which coordinating conjunction to use to form the compound sentence.
  • Circulate while groups work to determine partnerships, and provide feedback. Go over the example sentences by having partnerships stand together and choral read their compound sentence.
  • Distribute a copy of Great Grammar: Compound Sentences to each student, and instruct partnerships to complete the worksheet together. Remind them to think about the relationship between the simple sentences as they decide which coordinating conjunction to use.
  • Call on nonvolunteers to share answers as the class goes over the worksheet. Have another student share why they agree or disagree with the answer.
(10 minutes)
  • Give each student a copy of Creating Compound Sentences.
  • Instruct students to combine the sentences with a coordinating conjunction, and write the compound sentence on the line.


  • Give students two coordinating conjunction options for each sentence.
  • Intentionally group students based on academic and behavioral needs.
  • Preteach a lesson on simple sentences. Have students write simple sentences with a subject and a predicate.
  • Preteach a lesson on coordinating conjunctions (FANBOYS) and what each word means. For example, ForMeans Because.
  • Use a word wall with visuals to highlight the following words that are relevant to the lesson: contract, addition, cause, effect.
  • Provide sentence frames for students to reference as they discuss how to combine sentences.
    • These sentences show ____, so the coordinating conjunction ____Is best.
    • We should use the conjunction ____Because ____.


  • Challenge students to write a short story using each coordinating conjunction. Have them go through and circle all the coordinating conjunctions they used.
  • Have students work in partnerships to create a Coordinating Conjunctions for Beginners book in which they create a page for each word in the acronym FANBOYS. On each page, they should include an explanation of when to use each coordinating conjunction in a compound sentence, as well as example sentences.
(5 minutes)
  • Have students return to their original groups of four from the Guided practise section of the lesson. Instruct them to work with a new partner from the group to discuss their answers on the Creating Compound Sentences worksheet.
  • Use a checklist or rubric to observe the students’ ability to form compound sentences with coordinating conjunctions.
(3 minutes)
  • Return to the FANBOYS graphic organizer created at the beginning of the lesson. Have students assist in adding, deleting, and revising the information.
  • Point out that a whole bunch of simple sentences makes writing boring and low-level. Combining the simple sentences into compound sentence elevates writing and makes it flow more smoothly.

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