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aCTIVITy 1.5
continued
Quick conversation
• Share your work with a partner. Read aloud the original and revised sentences. Discuss how they compare and why the compound sentences show related ideas more clearly. Record notes from your discussion.
In my opinion, the compound sentences . Shortsimplesentencestendtosound . I think the sentences are effective because .
create compound Sentences
Work with a partner to create original compound sentences.
• On your own, first write an independent clause or simple sentence about something you find funny. Then, exchange your sentence with a partner.
• After reading your partner's sentence, think of a way you can add a conjunction and another independent clause to make it a compound sentence. The clause you add should state an idea that is clearly related to the first clause.
• Write your compound sentence on the lines below. Then, read it aloud and discuss it with the whole group.
152 SpringBoard® English Language Development grade 8
aCTiviTy 1.5 continued
4 Readtheinformationunder Compound Sentences aloud. Go over the examples with the students, calling on student volunteers to name the coordinating conjunction and state the two independent clauses. Point out
the comma before the coordinating conjunction in the compound sentence.
HEW
Works: Connecting Ideas
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5 Turn students’ attention to the activity in the chart on page 151.
Read the example aloud. Point out
the changes in capitalization and punctuation and the use of the coordinating conjunction and. Read the short simple sentences in the second row of the chart aloud. Ask a volunteer how many sentences there are. (3)
Tell students to combine the second and third sentences into a compound sentence. Guide them as necessary.
6 Pairstudentsofsimilarproficiency levels. Students at the Bridging
level should be able to complete the remaining two rows of the chart on their own without support. Students
at the Expanding level can work in
pairs to complete the chart with very little support. Provide Emerging students with support as needed, such as sentence frames or a word list of connecting words. While students work, walk around the classroom answering questions and clarifying as needed.
7 When students are done, have volunteers come up and write the compound sentences from the second column of rows three and four of their charts on the board. Go over these answers as a class, eliciting self- correction or suggestions from other students. Use this opportunity to assess students using the rubric that follows.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the How English Works skill: Connecting Ideas.
DIFFErEnTIaTE How English
Unit 4 • The Challenge of Comedy • Part 1: Made You Laugh 231
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.