UNIT X UNIT 3 | 103 FORMATIVE ASSESSMENT Write: Conjunctions Write three sentences with conjunctions connecting independent clauses. Swap your sentences with a partner. Underline the conjunctions used. DIFFERENTIATED INSTRUCTION Scaffold Some students may have difficulty choosing the correct conjunction to use to join each sentence. Guide them through Activity A, using tone of voice to help students find the correct answer. Amplify Have students create comic strips, with dialog that includes conjunctions, showing children playing/working on a farm. For example, Mike: I love to milk the cows, but I don’t like to feed the chickens. GRAMMAR: Conjunctions Identify conjunctions Write independent clauses on the board and determine whether the term is familiar to students. If it is not, say: I like apples. Apples are a fruit. Ask: How many ideas did I just express? (two) Ask: What are the two ideas? (You like apples; apples are a fruit.) Say: When you have two separate complete ideas, they are called “independent clauses.” We use conjunctions to connect independent clauses. As a class read about conjunctions in the Grammar box. Answer questions as they come up. A Apply knowledge of conjunctions Call on a volunteer to read sentence 1. Model referring to the context of the sentence to determine the correct answer. Read the remaining items aloud. Have students work with a partner to write their answers. ANSWERS 1. so; 2. and; 3. and; 4. but; 5. so B Use conjunctions in sentences Call on volunteers to give a sentence about farm products. Write several students’ responses on the board. Model connecting the sentences with and, but, and so, referring to the context of the sentence to determine the correct conjunction to use. Read the instructions and the model answers aloud. Have students write their own sentences independently. ANSWERS Sample answers: I love strawberries, so I eat them every day. I don’t like celery, but my parents like it a lot. I think celery is bland, and I don’t like the way it smells. I usually eat lettuce, and sometimes I eat tomatoes. C Exchange opinions With a student who has a greater proficiency, model comparing and contrasting your opinions about farm products using and, but, and so. For example, Fatima loves strawberries, and I love them, too. Then pair students, one with strong proficiency and one who needs more help, to complete the exercise. Practice Book p. 55–56 Assessment Program p. 45 PRACTICE COMMUNICATE EXPLORE AND LEARN A Identify the correct conjunction. 1. People in cities want fresh food, (but / so) some farmers are starting urban farms. 2. They grow fruits on the tops of buildings, (and / so) they grow vegetables there, too. 3. Some farmers bring food to farmers markets, (and / but) they sell it on the same day. 4. Food in supermarkets can be old, (so / but) food at farmers markets is fresh. 5. We have a farmers market in my city, (but / so) my family buys fresh food there. B Write sentences about farm products. Which ones do you like? Which ones don’t you like? Why? Which do you usually eat? Use independent clauses and conjunctions. I like milk, so I drink it at breakfast and lunch. I don’t like eggs, but sometimes I eat them. C Share your sentences with a classmate. Do you like or dislike any of the same foods? GRAMMAR Conjunctions Conjunctions can join two independent clauses. Different conjunctions are used for different reasons. and shows similarities or addition This is expensive, and it can be bad for the environment. but shows contrast Farmers sell some products locally, but a lot of the food goes by truck to large warehouses. so gives a reason Bread is made with grains, so this area is sometimes called the Breadbasket. 103 UNIT 3 UNIT 3 / CONNECT TO GRAMMAR
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