Page 28 - ELD_NT_MiddleSchool_Sampler

ACTiviTy 1.6 continued
bed, under the table) Give each student a note card. Set a timer, and instruct students to quickly write as many sets of sentences as they can using the sentence frames. When the timer goes off, ask a few volunteers to share one set of sentences they wrote. Refer
to the Language Resources box on page 98 for help in thinking of some to use.
2 Remind students that yesterday they learned about prepositional phrases. Explain that today they will continue their work on prepositional phrases and begin writing a short argument.
3 Direct students to the Language Resources box and the activity at the bottom of the page. Read the directions for the activity aloud and review the first example. Then, have students work to complete the activity. Provide ample time for students to combine the sentences with a prepositional phrase and rewrite in the second column.
HEW DIFFErEnTIaTE How English Works: Modifying to add Details
4 Direct students to look at the Quick Conversation section on page 99. Divide students into groups of four. Distribute the Round Table Graphic Organizer. Explain to students that they should record their conversation on the graphic organizer.
5 Have students follow along as you read the directions for
the Quick Conversation together. Then give them time to follow through, taking turns to discuss and answer the questions about each of their sentences.
6 Encourage them to use the phrases in the speech bubbles when framing their conversation and to take notes during their discussion.
7 When students have had enough time to discuss their sentences, tell them that now they will write a short argument in preparation to write their editorials later. Inform them that they will be writing about something most of them have strong opinions about cafeteria food! Have students follow along as you read the directions for writing the short argument on page 99.
8 Collaborate: Instruct students to read the Model: Short Argument together and then work together to write their own. Remind them to use prepositions to make their sentences better.
9 As students work, walk around as you are able to check for understanding and to answer any questions that may arise. When students are finished, have them share their responses and ask questions, such as: How could the author have made this sound better? Use this opportunity to informally assess student work using the following rubric.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the How English Works skill: Modifying to Add Detail.
Emerging: Are students able to use prepositions in their sentences correctly?
Student example: I don’t like that they don’t put any salt on the food in the cafeteria because it needs all the taste it can get.
Expanding/Bridging: Are students able to expand sentences with prepositions?
Student example: The cafeteria staff might want to try some new recipes to get kids to eat better.
adapt
If students need additional help understanding how to modify to add detail, have them write the longest prepositional phrase they can. Write this starter on the board: In a hut, on an island, among tall palm trees ... Encourage students to share their prepositional phrases after a few minutes. Tell them they do not have to add a subject and a verb to it until they want to.
158 SpringBoard® English Language Development Grade 6
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