Page 27 - ELD_NT_MiddleSchool_Sampler

Quick Conversation
• Share your work with a partner. Take turns explaining how you combined
the sentences. Point out the prepositional phrase you used in each of your sentences. Discuss whether your partner combined the sentences in the same way. Record notes from your discussion.
aCtivitY 1.6
continued
In my opinion, the combined sentence is better because .
I combined these sentences by .
The prepositional phrase in this sentence provides details about .
By combining sentences with prepositional phrases, my writing is more .
Write a Short Argument
Now that you’ve read and analyzed an editorial about banning peanuts in school cafeterias, write a short editorial/argument on some aspect of cafeteria food. In your writing, you will state your opinion and give reasons why you think it is right. Before writing, read the model short argument provided. Notice what information is in each of the four sentences. Try structuring your argument in the same way.
ModEl: SHort ArguMEnt
The school cafeteria should not have vending machines that sell soft drinks, candy, and salty snacks. Many students buy these products instead of the cafeteria lunches. Food from the vending machines—high in sugar, salt, and fats—contribute to obesity and poor health. Cafeteria lunches, by contrast, are more nutritional and healthier.
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ACTiviTy 1.6 continued
7 Refer students to the Language Resources box on the page. Say: As
the paragraph said, prepositions show time, location, and manner. Which of these prepositions would show time? (before, past, since) Which prepositions show location? (above, across, beside, between) Which prepositions show manner? (with, for, about)
8 Instruct students to write a sentence with a prepositional phrase and underline the preposition. Give an example on the board. The book is on the table. If students have time, they can illustrate their sentences which can be displayed.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand How English Works: Modifying to Add Details. Emerging students can write one sentence using a preposition. Expanding and Bridging students should be able to complete two or more of the preposition examples.
Emerging: Are students able to use a preposition correctly in a sentence?
Student example: The girl went to the store.
Expanding and Bridging: Are students able to distinguish at least two different ways prepositional phrases can be used?
Student example: Jo left after the game. Shelly placed a bookmark in her book.
adapt
If students need additional help understanding how to use prepositional phrases, repeat the warm-up activity from the beginning using different prepositions.
DaYTWO
Teach
1 Warm Up: Write this phrase on the board: The keys are .
The dog is . (Possible responses include: in the basket, on the table, in my bag, in the backyard, on the
5 ReadtheLearningTargetsaloudasstudentsfollowalong.Say:NoticehowbothLearning Targets tell about using prepositions in a different way. In the first target, they help to expand sentences or make them more specific. In the second target, they are used to condense ideas or make them more precise.
6 Instruct students to pair off. Inform them that you will read the paragraph titled Prepositional Phrases aloud. Instruct them to listen for important details. After reading, ask students to tell the important pieces of information from the paragraph. Responses should include: The author used prepositional phrases to add details. Prepositional phrases were used as adjectives or adverbs. Prepositional phrases show relationships and help to combine short, choppy sentences. Pass out a piece of drawing paper to each student. Have them fold the paper into thirds and label it the way you are labeling yours. Draw a box divided into three sections on the board. Label the sections time, location, direction.
Unit 3 • Changing Perspectives • Part 1: Don’t Ban Peanuts 157
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.