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aCTIvITy 3.21
continued
Teacher
Language and Writer’s Craft: Dangling and
Misplaced Modifiers
As you prepare to complete Embedded Assessment 1, think about how you will use language for your presentation and on your visuals. Careful writers create sentences that are vivid and powerful. They are also careful not to create confusion in their sentences with misplaced modifiers.
Which sentence below has a misplaced modifier? Be prepared to say why. She saw a moose on the way to the store.
On the way to the store, she saw a moose.
The key to avoiding this kind of confusion is to be sure the noun or pronoun comes immediately after the descriptive phrase. If not, the description “dangles,” the connection is sloppy or unclear, and the sentence may confuse the reader.
Revise each sentence below to put the modifier where it belongs.
6. When we opened the leather woman’s purse, we found the missing keys.
7. Driving down the street, the car’s striking paint job made everyone gasp.
8. Running late for school, a bowl of cold cereal was all the child ate.
9. Her only full-time paid employee is a pleasant young woman with a nose ring named Rebecca, who sits at the front desk.
10. Vicious smelly creatures with huge tusks, the ship’s crew were reluctant to drive the male walruses from the beach.
11. John was photographed at the mall with his girlfriend dressed in a car mechanic’s overalls last week.
Independent reading Checkpoint
Use your independent reading notes to write about what you have learned about Nelson Mandela and the subject of your independent reading text.
my Notes
aSSeSS aDaPT
acTiViTY 3.21 continued
M 9781457304637_TCB_LA_SE_L7_U3_P4.indd
Ask students to do a quickwrite describing
at least two traits of a great leader. Discuss responses with the class. Also, review students’ in-class work on revising sentences to ensure that all students have an understanding of how to avoid dangling modifiers.
Unit 3 • Choices and Consequences 243
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Give students additional practice by finding examples of sentences with dangling modifiers and assigning their revision as homework.
TO Teacher
You may want to set limits on the scope of your students’ searches
to help them find appropriate subjects. For example, you might
set criteria for the types of leaders you want them to research (such
as politicians or Nobel Peace Prize winners), or you can provide them with a particular website that has a variety of speeches by appropriate subjects. The following websites may be helpful:
http://www.historyplace.com/ speeches/
http://www.americanrhetoric.com/ top100speechesall.html
http://www.sojust.net/speeches.html http://www.history.com/speeches
http://www.nobelprize.org/ nobel_prizes/
a When students meet with
their research groups to compare notes and select a subject for the Embedded Assessment, remind them that their selection needs to be someone whose choices, words, and/or actions contributed to positive change in society.
b Be sure students have identified an appropriate subject for their biographical presentations, and that they can provide valid reasons for their selection.
c Have students work in pairs or in groups to examine the sentences with dangling modifiers and then to revise the sentences to place the modifiers correctly.
d Have groups swap papers and discuss whether they revised the sentences in different ways.
inDePenDenT reaDinG checkPOinT
Have students reflect on and synthesize what they have read independently during this part of
the unit with what they have read about Nelson Mandela. Have them record their ideas in the Independent Reading Log or Reader/Writer Notebook.
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Unit 3 • Choices and Consequences 243
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.