Page 102 - ELD_NT_MiddleSchool_Sampler

aCTiviTy 1.5 continued
Emerging: Are students able to combine clauses to make a simple compound sentence with support?
Student example: The best humor has some layers and makes a statement.
Expanding/Bridging: Are students able to combine clauses in a variety of ways to make a compound sentence?
Student example: Laughter has a certain rhythm, the syllables build and then trail off, and they come in a random order.
adapt
If students need additional help writing compound sentences,
try this activity: Put students in groups. Have groups choose one member to answer questions. Give groups two minutes to ask
as many questions as they can think of. Then have them write compound sentences about the group member, based on answers to their questions. You may want to model by asking a student questions that will elicit information that will allow you to write sentences similar to these on the board: Luz has a cat and its name is Lucky. / Luz likes carrots, but she doesn’t like peas. / Luz has a lot of homework, so she can’t visit her friend after school. Invite groups to share their compound sentences with the class.
HEW DIFFErEnTIaTE How English Works: Connecting Ideas
3 Remind students that being able to use a variety of sentence types gives variety to writing, making it more interesting. Explain that they will now work on creating simple and compound sentences with a partner. Pairs should first think of a topic. You may want to suggest some rather serious and potentially academic topics, such as: how we use water, needs of animals, world hunger, food production, art, etc.
4 Distribute a copy of the Paraphrasing Graphic Organizer. Call on a student to read aloud the directions. Say: First look at the ovals in the middle of the page. In these ovals, we will write coordinating conjunctions. We have been studying how to use and, but, or, and so as coordinating conjunctions. So write one of those words in each oval. You can leave the fifth oval empty because we have
just been working with these coordinating conjunctions. Say: You and your partner will write a different simple sentence in the left box at the top of the graphic organizer, Sentence 1. Then you will exchange papers, and your partner will write a second simple sentence about the same topic in the right hand box, Sentence
2. Then you will give the paper back to your partner, and you will work together to read the sentences on each sheet, choose a coordinating conjunction to combine them, and write a new compound sentence using the two simple sentences. Model the activity once doing a Think Aloud for students.
5 Pair students and suggest topics, if desired. Have Emerging pairs work together to write one compound sentence and one simple sentence related to one topic. Expanding and Bridging level students may work to create two or more compound sentences about one or more topics. You may also challenge them to add an additional conjunction in the fifth oval, such as since, because,
or although. When students have finished, have them share out some of their compound sentences. Then direct them to the similar activity at the bottom of page 152 in their books. Explain that
this time, the topic is humor. Their sentences can be related to laughter, smiling, jokes, or comedians.
6 When students are done, have each group share out their paraphrased compound sentences. Use this opportunity to assess students using the rubric that follows.
Using Foundational Literacy Skills
Students who speak Chinese, Haitian Creole, Hmong, Korean, or Vietnamese may experience difficulties with the verb be because it can be omitted with adjectives and prepositional phrases. For example, they may say or write: She sixteen years old, and she the oldest in her family. If such difficulties occur, simply restate the information from the student using conventional English.
DaYTWO Teach
1 Warm Up: Write a list of simple sentences about yourself on the board. Think of information to use, or use the following: I am from . / I would like to go to on vacation. / Tonight
maybe I will go to the gym. / I go to bed at . I like
/ is my favorite food. / My favorite drink is
interested in different cultures./ Tonight maybe I will take a walk.
/ I don’t like . I wake up at . Put students in pairs and have them write compound sentences about you using and, so, but or or. When they have finished, allow students to share out their sentences with the class. As an example, say: Tonight maybe I will go to the gym, or maybe I will go for a walk.
2 Collaborate: Remind students that in the previous lesson,
they learned about independent clauses, simple sentences, coordinating conjunctions, and compound sentences. Explain that in this lesson, you will continue to work on compound sentences. Have students turn to page 152 in their student books. Refer them to the activity they did in the previous lesson. Read the directions for the Quick Conversation aloud. Have students take part in a Think-Pair-Share to complete the Quick Conversation.
. . / I am
232 SpringBoard® English Language Development Grade 8
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