2 March - 6 March

Mastery List:

• 4th grade CC.8, GG.4, LL.2, KK.2, HH.11, GG.2
• 8th grade AA.3, AA.4

3/2

IN: After meeting new proximity group, students share their graphic from Friday's IN. Then, each student copies another student's graphic organizer from Friday on today's IN.

Create a graphic organizer that shows how ICs and DCs fit together.

• Practice 5 vs 1
• Practice 7 vs 1
• Practice 7 vs 8
• Explain appositive with IXL 7th grade Z.2
• Students write a paragraph about a favorite activity using and labeling patterns with appositives (show examples on whiteboard from above handout).

OUT: Students write patterns 1-6 adding an appositive.

MAKE UP WORK: IN: IN: If a little green man from Mars wanted to learn about sentence patterns, what would he ask? Brainstorm and list questions. Practice 5 vs 1, 7 vs 1, and 7 vs 8 eliminating introductory phrases. Explain appositives using link and write patterns 1-6 adding an appositive phrase to each sentence. Create sentences for OUT. You can submit the notes (include the IN and OUT) to my in-box. Please make sure the date of the absence is identified on the make-up work.

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3/3 What is a compound-complex sentence?

In: Sentence Puzzle

• Explain to green man compound-complex. Next, explain an appositive phrase.
• Join 2 ICs 3 ways
• Join 1 IC and 1 DC 4 ways
• Introductory Phrases
• Students write two of each pattern 1-9 without handout.
  • IXL switching partners: 6th grade: X.5, 7th grade: Z.2, Z.3, Z.4
• Adding your own conjunctions and punctuation and using R8, take the following eight clauses (simple sentences) and combine them into four sentences (two compound and two complex). : SAT scores are important. Colleges determine scholarships based on SAT scores. Being a student is my job. I want to learn. Scholarships are determined by GPA. I need to do well in my classes. Teachers care about their students. Teachers work hard to help students learn.
  • Remember to add conjunctions and punctuation.

Out: Identify a sentence: identify pattern number, underline IC, put parentheses around DC, and label S, CPD, or CX: The teacher, a very short man, teaches students the importance of voting because he teaches government. (Hint: phrases do not affect patterns.)

MAKE UP WORK: Complete both the IN and OUT per instructions; write two of each patterns 1-8. Also, create two graphic organizers: one showing three ways to join two ICs to make compound sentences and one showing four ways to join ICs and DCs to make complex sentences. Take notes on the IXL exercises. You can submit the notes (include the IN and OUT) to my in-box. Please make sure the date of the absence is identified on the make-up work.

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3/4 ER How do I write a compound-complex sentence?

IN: Analyze the following sentence by writing the word "phrase" above the phrase, underlining the IC, putting parentheses around the DC, and identifying the pattern number and type of sentence:

• The student, a committed learner, was fearless and took risks.
• Read the definition of pattern #9 on handout
• Identifying IC & DC in #9
• Write five #9
• Switching partners IXL: 6th grade: X.8 7th grade: HH.1 9th grade: X.2, X.3, X.4, X.5

Out: Take the following eight clauses (simple sentences) and combine them into four sentences (two compound and two complex). You will need to add conjunctions/DM and change punctuation:

• Writing skills are important.
• Colleges determine admission based on an admission essay.
• Free education is a privilege.
• Expensive college preparatory schools create an American class system.
• I want to have choices in my life.
• I need to do well in my classes.
• Teachers care about the future of their students.
• Teachers want students to be successful.

MAKE UP WORK: Take notes on the handout. Take notes on the IXL exercises. Write five sentences for pattern 9. Complete the IN and OUT for the day. You can submit the notes (include the IN and OUT) to my in-box. Please make sure the date of the absence is identified on the make-up work.

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3/5 What is the implied that?

IN: Label sentences: I think that you are nice. I believe you will be successful.

• Students write one of each of the following patterns: 2, 3, 5, 6, 7. Next, turn into a #9.
• Identifying conjunctions
• Identifying patterns in paragraph
• IXL: 5th grade: AA.7, AA.8, AA.9
• Grammar puzzle

OUT: List all grammar terms that you've learned so far.

MAKE UP WORK: Write one of each of the following patterns: 2, 3, 5, 6, and 7, and then turn into a #9 (look at the label sentences handout for the patterns). Take notes on the handouts linked on the date of the absence-identify conjunctions and the patterns in paragraph. Take notes on the IXL exercises. You can submit the notes (include the IN and OUT) to my in-box. Please make sure the date of the absence is identified on the make-up work.

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3/6 Which sentence pattern concepts do I need to review?

IN: Sentence Puzzle

• Label Sentences
• Label 1-5 sentences for types: simple, compound, complex, or compound-complex
• Switching partners IXL: 8th grade GG.7, GG.8 , II.1, AA.1, AA.2, AA.3, AA.4, GG.2
• Grammar Puzzle

OUT: Summarize everything that you learned today. What is the implied that? What do you know about conjunctions and dependent markers?

MAKE UP WORK: Complete the sentence puzzle for the IN. Take notes on the IXL exercises. Label 1-5 sentences for types: simple, compound, complex, or compound-complex. Complete the OUT activity. Please make sure the date of the absence is identified on the make-up work.