Download Correlative Conjunctions

Lesson 40
(student pages 117–118)
Correlative Conjunctions
Objectives
• To learn that correlative conjunctions always
appear in pairs and that they connect words or
groups of words
• To identify correlative conjunctions in sentence
context
• To rewrite pairs of sentences as a single sentence
with correlative conjunctions
• To select the correct correlative conjunctions to
complete sentences and then use the sentences to
solve riddles
Options for Completing the Lesson
See page T10.
Objectives
• To learn that sentence diagrams with linking verbs
look different from those with action verbs
• To learn where to place predicate adjectives, predicate nouns, and adverbs in a sentence diagram
Diagraming Linking Verbs
Ask students what difference they see between the
two model sentence diagrams. Elicit that in the sentence
diagram with the action verb, the direct object is separated from the verb by a vertical line, and in the sentence
diagram with the linking verb, the predicate noun is
separated from the verb by a slanting line. Have students
diagram the three sentences.
1
2
Hawks
subject
verb
direct object
1
3
eat
rodents
2
3
Diagraming Predicate Nouns and Predicate
Adjectives
Have students examine the examples. (Students
should note that predicate nouns and predicate adjectives go after the linking verb, separated from the verb
with a slanting line.) Then have students diagram the
four sentences.
1
1
3
2
Ospreys
are
powerful
2
3
4.
Carp are
6.
osprey is hungry
5.
bottom-feeders
subject
verb
predicate adjective
carp
are orange
7.
cry
is shrill
Its
Talking Together
Write several correlative conjunctions on index cards.
Have student pairs pick a card and use the correlative
conjunctions in sentences about favorite pets or about
animals they have seen. (Example: I have both a dog and
a cat.)
(student pages 119–120)
at
Th
Options for Checking Understanding
See page T10.
Diagram sentences
e
ur
at
m y
an
M
Scaffolding for Students Acquiring English
Inform students that they are going to read about
pairs of animals that depend on each other for their
survival.
Read aloud the sentences in Part 1. Clarify the
meanings of symbiotic, parasites, commensal, and mutual
and of unfamiliar phrases, such as to build up immunity
to. Call on volunteers to name the words that make up
each correlative conjunction they identify. Ask others to
identify the coordinating conjunctions in the remaining
sentences.
Have students work with an English-proficient
partner to complete Part 2. Point out that they may
have to delete some words and add others when they
rewrite each sentence pair as one sentence. Model, using
item 17.
Have partners orally identify the correct correlative
conjunctions for Part 3. Then have them answer each clue.
(you)
Diagraming Adverbs
Recall with students that in sentence diagrams
containing adjectives, the adjective is connected to the
noun it modifies by a slanted line below the noun. Have
students look at the example; point out that an adverb is
connected to the verb it modifies by a slanted line below
the verb. Have students diagram the three sentences.
1
2
osprey
3
circled
1
river
2
th
3
e
4
e
wl
slo
Th
Extra Practice Activity
Assign the activity on page 238 for more practice.
4
y
4
5
5
11.
Steelhead are trout
12.
subject
verb
direct object
article
adverb
steelhead inhabit streams
l
ta
as
co
y
an
M
e
rg
la
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Proofreading
Steelhead are migratory
14.
They are swimmers
15.
I hooked steelhead
16.
It fought
po
13.
we
rfu
l
de
a
e
rg
la
sp
ce
on
er
at
ely
I was disappointed
It swam
nt
e
es
te
am
re
st
up
19.
18.
co
un
e
th
steelhead was victor
Th
17.
d
but
I was impressed
Practice
Have student pairs diagram the practice sentences.
Writing Sentences
(student page 121)
Tell students that the sentences in the top part of
page 121 need to be revised so that they make sense.
Read the first sentence aloud and call on a volunteer to
tell why the sentence does not make sense. (The phrase
that follows the subordinating conjunction although is
misplaced.) Call on another volunteer to correct the
sentence. (Although days grow longer after the winter
solstice, springtime is still months away.) Then have
students work independently or in pairs to correct the
remaining sentences. Point out that there may be more
than one way to revise each one. When the students have
finished, encourage them to compare their revisions.
Ask students to name the parts of a paragraph.
(topic sentence, supporting sentences, concluding
sentence) Then ask them to read the model paragraph at
the bottom of the page and to identify the time-order
words and the transition sentence (the fourth sentence).
Point out that writers often use a transition sentence to
go smoothly from one topic to the next; in the model
paragraph, the transition sentence ties the topic of the first
sentences (camping) to the topic of the last part of the
paragraph (fishing).
Writing a Paragraph
(student page 122)
Ask students to read aloud the instructions at the
top of the page and then to write a paragraph using the
sentences they revised on page 121. Tell students that
they may need to add a transition sentence to make the
sentences flow better. Encourage students to read aloud
their completed paragraphs.
Have students work independently to write their
personal narratives in the space provided or on another
sheet of paper. Remind them to check their work using
the checklist at the bottom of the page.
Scaffolding for Students Acquiring English
Have students work with a partner who is fluent in
English for the proofreading activities.
Proofreading Others’ Writing
Ask students to identify the topic of the report on
page 123. (the miniature ecosystem within an acorn)
Explain that the report contains several mistakes and
that as they read, they should look for these mistakes.
Review the Proofreading Marks chart and the
examples. Remind students that these marks are used by
professional writers to check their work before publication. Read the first sentence aloud. Discuss the error
(believe is spelled incorrectly) and how it should be
marked for correction.
After they have completed the proofreading activity,
ask volunteers to read each sentence aloud and to
identify errors. Ask students to mark overlooked errors
in another color. Note: Some errors can be corrected in
more than one way.
Proofreading Your Own Writing
Proofreading Checklist for Unit 4
Ask students to select a recent piece of their own
writing and to write the title of that piece at the top of
the chart. Ask students to put a check mark next to each
item in the checklist after they have checked it in their
work. Students might first work independently and then
trade papers with a partner to double-check each other’s
work. You might model, or ask a student to model,
using the Language Handbook (beginning on student
page 269) to clarify a concept or rule.
Also Remember…
Remind students that capitalization and punctuation are important for clear writing. If necessary, help
students use the Handbook to clarify when commas
should be used and to review the use of capital letters.
Your Own List
Suggest that students look at the errors they did not
find in the proofreading activity and add them to the
checklist. Ask students to think about other kinds of
errors they make and to add these to the checklist.
Ask students to place this page in their writing
portfolios. These pages may be used to assess students’
progress over the course of the year.
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(student pages 123–124)
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