Page 22 - ELD_NT_MiddleSchool_Sampler

ACTiviTy 1.5
Plan
Materials: copy paper, index cards, note cards, Round Table Discussion graphic organizer
Suggested Pacing: 2 50-minute class periods
California English Language Development Standards
ELD.PI.6.1 Exchanging Information and Ideas
ELD.PI.6.6 Reading/Viewing Closely ELD.PI.6.10a Writing
ELD.PII.6.3 Using Verbs and Verb Phrases
DaY OnE
Teach
1 Askstudentstofollowalongasyou read the Learning Targets aloud using the oral cloze strategy. When finished, ask: What happens when you have
an argument with someone? Lead a discussion in which students conclude that things work better when people agree. Explain to students that it is similar to what happens with subjects and verbs in sentences. They must agree, too.
2 Turnstudents’attentiontothe Language Resources: Subject-Verb Agreement chart on page 96, and read the paragraph above it. Explain that subjects and verbs have to agree in sentences. Write single subject + single verb and plural subject + plural verb on the board. Read through the chart together, reading the single subject first and choosing a student to read the single verb. Then read the comparison plural subject, and have
a student read the plural verb. Continue
until the chart is complete. Ask students
to compare to see the differences between
the single and plural verbs. TCB_SE_G6_U3_P1&P2.indd 96
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2:17 PM
3 Collaborate: Tell students you will be playing an agreement game. Write the word subject on enough index cards for half of the students in the class. Write the word verb on enough index cards
for the other half of the class. Place the verb and subject index cards in their own containers. Walk around the class and have students choose one card from either the verb container or the subject container.
4 Instruct students who drew from the subject container to write a subject in both single and plural form on the card. Model by writing the following on the board: A dog ..., The dogs. ... Say: Show your partner your card.
5 Next, tell those who chose from the verb container to write a single and plural verb on their card that goes with their subject partner’s card. Model on the board by writing: ... barked
at cars, ... barks at cars. When everyone has had a chance to write their single and plural subjects, have volunteers read some aloud. Then have subject partners find another verb partner in the room while verb partners find a new subject partner. Have them try to read the subject and verb parts of their sentences together to see if they make sense. Have volunteers share aloud. Tell students that the sentences may be funny because the subjects don’t really go with the verbs but that the important part is that if the subject is single, the verb has to be, too, and the same is true for the plural subject and verbs. Display the cards so students can experiment making new sentences with the cards.
aCtivitY 1.5
HEW how english Works: subject-verb agreement Learning Target
• Use a variety of verb types, tenses, and aspects appropriate for the text type and discipline on familiar topics. PII.6.3
Subject-Verb Agreement
“Don’t ban peanuts at school, but teach about the dangers” is meant to persuade readers that banning peanuts in schools is a bad idea. By using subjects that agree with the verbs in sentences, the writing is more effective and persuasive. When the subject of a sentence is singular, the writer uses the singular form of the verb. When the subject is plural, the writer uses a plural form of the verb.
Language Resources: Subject-Verb Agreement
Singular Subject
Singular Verb
The school
bans peanuts in the cafeteria.
Now the district
is proposing a new policy.
It
was exposed to peanut oil in a factory.
A parent
objected to the ban.
Plural Subject
Underline the subject of each sentence that follows. Decide whether it is singular or plural. Then fill in the form of the verb in parentheses that agrees with the subject. Use the Language Resources: Subject-Verb Agreement chart for support.
Plural Verb
The schools
ban peanuts in the cafeteria.
Now the districts
are proposing a new policy.
They
were exposed to peanut oil in a factory.
Some parents
objected to the ban.
Today the school strongly peanut products in the cafeteria. (discourage)
Nut products dangers for some people. (pose)
Some students allergic reactions to peanuts. (suffer)
The school staff to be aware of students’ medical conditions. (need)
96 SpringBoard® English Language Development grade 6
152 SpringBoard® English Language Development Grade 6
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