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A Noble Clause

On October 22nd, 2012, students will engage in a collaborative classroom activity focusing on identifying and differentiating between independent and dependent clauses. They will check each other's work, complete writing exercises on topics like ninjas and the circus, and utilize grammar worksheets to reinforce their understanding of clause structures. Emphasis will be placed on self-assessment and peer feedback to enhance learning outcomes. Students will also have a homework assignment reviewing dependent clauses.

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A Noble Clause

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  1. A Noble Clause Monday, October 22nd, 2012

  2. SPONGE • Grammar for Writing page 155, Exercise A (complete all 10) • Be sure to check your work as we go over the answers. From now on, you checking your work will be a part of your Sponge grade.

  3. EQ: How can I determine the difference between clauses? • STANDARDS: • ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. • ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • ELACC8L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. • ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) • ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.) • ELACC8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

  4. ACTIVATOR • Let’s review answers from Friday’s quiz. • Section #1: • D= Dialogue • R= Rhetorical Question • A= Analogy • P= Personal Experience/Personal Example • E= Example or Fact • S= Statistic (facts with numbers) • Section #2: • A (Dialogue) • D (Personal Experience/Example) • AB (Statistic) • E (Example or Fact) • B (Rhetorical Question) • C (Analogy) • AB (Statistic) Section #3: Your examples should be of DRAPES that relate back to the topic you chose. You will receive credit only if you stayed on topic with your examples.

  5. WORK PERIOD (AC) • Today you will work in collaborative pairs. • Person A will do the odd numbers. • Person B will do the even numbers. • Then swap papers and check each other’s work. • Discuss any wrong answers with your partner. • Do you agree? • If not, look through your Source Books to find evidence to support your claim. • Then, Person A will complete the paragraph on ninjas. • Person B will complete the paragraph on the circus. • Finally, go back over your work. Pick 5 dependent clauses and identify which type of dependent clause they are.

  6. WORK PERIOD (Gen) • Today you will work in collaborative pairs. • Person A will do the odd numbers. • Person B will do the even numbers. • Then swap papers and check each other’s work. • Discuss any wrong answers with your partner. • Do you agree? • If not, look through your Source Books to find evidence to support your claim. • Then, Person A will complete the paragraph on ninjas. • Person B will complete the paragraph on the circus.

  7. WORK PERIOD (7th) • Today you will work in collaborative pairs. • Person A will do the odd numbers. • Person B will do the even numbers. • Then swap papers and check each other’s work. • Discuss any wrong answers with your partner. • Do you agree? • If not, look through your Source Books to find evidence to support your claim. • Then, Person A will complete the paragraph on ninjas. • Person B will complete the paragraph on the circus.

  8. WORK PERIOD • http://www.ereadingworksheets.com/free-grammar-worksheets/clauses-and-phrases.pdf • http://www.ereadingworksheets.com/free-grammar-worksheets/joining-clauses-at-the-circus.pdf • http://www.ereadingworksheets.com/free-grammar-worksheets/ninjas-and-clauses.pdf • http://www.ereadingworksheets.com/free-grammar-worksheets/clauses-worksheet.pdf

  9. CLOSING • Q & A: • What questions do you still have about independent or dependent clauses?

  10. HOMEWORK • Dependent Clause Review. • The students will take home information on their Semester Project.

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