Page 100 - ELD_NT_MiddleSchool_Sampler

aCTiviTy 1.5
Plan
Materials: note cards, Paraphrasing Map Graphic Organizer
Suggested Pacing: 2 50-minute class periods
California English Language Development Standards
ELD.PI.8.1 Exchanging Information and Ideas
ELD.PI.8.2 Interacting via Written English
ELD.PI.8.5 Listening Actively ELD.P1.8.10b Writing
ELD.PI.8.12 Selecting Language Resources
ELD.PII.8.6 Connecting Ideas
DaY OnE
Teach
1 Ask students to follow along as you read the Learning Target aloud. When finished, explain to students that in this lesson, they will learn about connecting ideas in two sentences to form one single sentence.
2 Turn students’ attention to the Language Resources on page 151. Call on a volunteer to read the definition
of a compound sentence. Say: In other words, a compound sentence is made up of two different simple sentences, combined into one. Write this sentence on the board: My best friend is Jose. Say: This is a simple sentence. Write this sentence on the board: He goes to my school. Say: This is a simple sentence. We can combine these two sentences using and to produce a compound sentence. Write the new sentence on
the board: My best friend is Jose, and he goes to my school. Explain that using a mix of simple and compound sentences helps vary our writing and speaking and make it more interesting. Ask a student to read the definition of a coordinating conjunction. Ask a student volunteer to name the coordinating conjunction in the sentence on the board. Circle the word and in the sentence. Point out
that a comma comes before the word and. Ask a student volunteer to read
TCB_SE_G8_U4_P1.indd 151
the definition of an independent clause. Point out again the two independent clauses in the compound sentence on the board. Ask a student volunteer to read the definition of a simple sentence.
3 Collaborate: Write these sentences and sentence stems on the board. 1) is good at
. 2) is not good at . Have students turn to the person to their left for a quick
think-pair-share activity. Have them complete the two simple sentences. Then have students combine the two simple sentences into one compound sentence using the coordinating conjunction but. Model with the name of a fictitious person if needed. Ask volunteers to come to the board and write their compound sentences. Help as needed;, then have the students read their sentences to the class.
4/21/15 6:47 PM
HEW how english Works: aCTIVITy
Compound Sentences
Learning Target
• Apply understanding of independent clauses and compound sentences to comprehending and writing texts. PII.8.6
connecting ideas
Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday to study for Monday’s exam.) or to make a concession (e.g., She studied all night even though she wasn’t feeling well.).
compound Sentences
“Made You Laugh” is an expository essay that explores many aspects of a broad and complicated topic—humor. To do this, the author has used long sentences— compound and complex sentences. By combining two or more related clauses into one sentence, the author clarifies the connection between ideas and events.
Simple sentences: Those born blind and deaf also laugh.
Laughter is not dependent on sight and hearing.
compound sentence: Those born blind and deaf also laugh, so laughter is not dependent on sight and hearing.
By linking the two independent clauses with the conjunction so, the author makes the relationship between the two ideas clearer.
Read the short, simple sentences on the left side of the chart. Combine the simple sentences into one compound sentence with two or three independent clauses. Your rewritten sentence should make the relationships between ideas clear. You can check your work against the author’s sentences in “Made You Laugh.”
1.5
Short, Simple Sentences
Rewrite as compound Sentences
They are being led in a certain direction. Then that direction abruptly changes. The unpredictability makes them laugh.
They are being led in a certain direction, and then that direction abruptly changes, and the unpredictability makes them laugh.
It [Laughter] has a certain rhythm. Laughter syllables build, then trail off. They come out in a repetitive, not random, sequence.
It has a certain rhythm; laughter syllables build, then trail off, and they come out in a repetitive, not random, sequence.
“The best humor has some sort of layer to it. It makes a statement of some kind or comment.”
“The best humor has some sort of layer to it; it makes a statement of some kind or comment.”
“Do you have a rubber band?” is not in and of itself humorous. It is if it’s said in response to “I like Amelia so much. I wish I could get her attention.”
“Do you have a rubber band?” is not in and of itself humorous, but it is if it’s said in response to “I like Amelia so much. I wish I could get her attention.”
Unit 4 • The Challenge of Comedy • Part 1: Made You Laugh 151
language
Resources
compound sentence: a sentence formed from two or more independent clauses coordinating conjunction: a word that joins two simple sentences or independent clauses to form a compound sentence; the words but,
or, and so are coordinating conjunctions
independent clause: a group of words that expresses a complete thought and can stand by itself as a simple sentence
simple sentence: a sentence with one independent clause
230 SpringBoard® English Language Development Grade 8
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.