UNIT X 28 | UNIT 1 Instructional Routine: Language Arts p. Txxxv Tools for Writing: Dependent and Independent Clauses • Review subjects and verbs On the board, draw a chart with two columns and label them subjects and verbs. Write two examples of severe weather on the board. Students write a subject and verb for each. Point to one verb and one subject on the board and ask students to make up a sentence with these two words. Have all students participate. Keep the examples on the board. Note that this is the same activity as suggested for the Grammar on page 23. By repeating the activity students will grasp the concept with more ease. • Distinguish simple and compound sentences Add a third column to the board and write in the three common conjunctions (and, but, or). Point to one verb, one subject, and one conjunction on the board and ask students to make up a sentence with these three words. Encourage all students to participate. If possible, students can write down their sentences. • Identify dependent and independent clauses As you read through the notes, students should note that an independent clause is a simple sentence. Elicit from students what makes a dependent clause. A Analyze independent clauses Read item 1 aloud and copy it onto the board. Ask a volunteer to identify and underline the independent clause correctly (we unplugged our electronic devices). Then have students complete the rest of Activity A independently and check their answers with a partner once they have finished. ANSWERS 1. we unplugged our electronic devices; 2. we didn’t go to school; 3. We played games inside, we cleaned our rooms; 4. the Sun came out; 5. Agatha did not laugh; 6. we can stay inside and watch a movie PRACTICE EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold Have students copy the sentences and use different colors to identify nouns and verbs in each clause. Then have them look for the words when, after, because, before, and if. Amplify • Have students read Will the Rain Ever Come? and identify three examples each of dependent and independent clauses. • Have students write three complex sentences with independent and dependent clauses and then exchange papers with a partner to identify the clauses in each sentence. Tools for Writing Dependent and Independent Clauses A clause is a group of words that has a subject and a verb. • An independent clause expresses a complete thought. It can stand alone as a sentence. Wallace had a small herd of cows. • Two independent clauses can be joined with a conjunction, such as or, and, or but. Wallace had a small herd of cows, and he sold the milk in town. • A dependent clause does not express a complete thought. It must be joined to an independent clause. A dependent clause by itself is called a fragment. When the rain stopped, it caused a drought. = OK (dependent clause) + (independent clause) When the rain stopped. = fragment, not OK • Dependent clauses often begin with these words: when, after, because, before, and if. A Identify the independent clauses. 1. Before the storm started, we unplugged our electronic devices. 2. Because the weather was bad, we didn’t go to school. 3. We played games inside, and we cleaned our rooms. 4. When the snow stopped, the Sun came out. 5. After Wallace made a joke, Agatha did not laugh. 6. If it rains, we can stay inside and watch a movie. CONNECT TO Language Arts UNIT 1 28 UNIT X1 / CONNECT TO LANGUAGE ARTS
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