WR.2.E INFORMATIVE SUPPLEMENTAL SKILLS INSTRUCTION Varying Sentence Length Lessns WR.2.A G ffer direct instructin n discrete skills and shuld be implemented between Lessns 10 and 11. Students may benefit frm sme r all f the instructin in these lessns; nly thse lessns r activities that address student needs shuld be implemented. Intrductin This lessn is cmpsed f tw distinct but related activities that center n skills fr effectively varying sentence length t imprve infrmative writing. Each activity may last an entire class perid. Writing Instructin Optins: Cmbining Sentences Using Semiclns and Clns Splitting Sentences In this lessn, the teacher prvides direct instructin t students n cmbining sentences using semiclns and clns. Students als practice splitting sentences t imprve the clarity f their writing. Students fcus n revising their wn infrmative drafts fr effectively cmbining sentences using semiclns and clns r fr splitting sentences befre transitining t a peer discussin f revisins. Student learning is assessed via the cmpletin f the WR.2 Revisin Exit Slip: Varying Sentence Length, n which each student recrds ne example f a successful revisin. Fr hmewrk, students chse three different passages frm their infrmative papers and revise each passage fcusing n effectively cmbining sentences using semiclns and clns r splitting sentences as necessary t strengthen their writing. Students als write a few sentences explaining whether r nt they will keep the revisins they drafted and the impact this decisin has n their infrmative papers. Standards Assessed Standard(s) W.9-10.5 Develp and strengthen writing as needed by planning, revising, editing, rewriting, r trying a new apprach, fcusing n addressing what is mst significant fr a specific purpse and audience. 1
L.9-10.1 L.9-10.2.a, b Addressed Standard(s) W.9-10.2.c W.9-10.6 SL.9-10.1 Demnstrate cmmand f the cnventins f standard English grammar and usage when writing r speaking. Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing. a. Use a semicln (and perhaps a cnjunctive adverb) t link tw r mre clsely related independent clauses. b. Use a cln t intrduce a list r qutatin. Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. c. Use apprpriate and varied transitins t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. Use technlgy, including the Internet, t prduce, publish, and update individual r shared writing prducts, taking advantage f technlgy s capacity t link t ther infrmatin and t display infrmatin flexibly and dynamically. Initiate and participate effectively in a range f cllabrative discussins (ne-n-ne, in grups, and teacher-led) with diverse partners n grades 9 10 tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. Assessment Assessment(s) Student learning is assessed via cmpletin f the WR.2 Revisin Exit Slip: Varying Sentence Length. Students recrd the riginal passage frm their infrmative papers as well as the revised passage. Students then explain why the revisin is effective. Cnsider assessing these revisins using the Infrmative Writing Checklist. High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Recrd the riginal passage (e.g., The authr s family als avided wasting anything. Instead f thrwing away cttn bags, the material was washed, bleached, and cut int dish clths and twels (Hastings).). Revise the riginal passage, fcusing n cmbining sentences using semiclns and/r clns r 2
splitting sentences (e.g., The authr s family als avided wasting anything: instead f thrwing away cttn bags, the material was washed, bleached, and cut int dish clths and twels (Hastings).). Explain why the revisin is effective (e.g., I cmbined these sentences using a cln t highlight hw the secnd part f the sentence prvides infrmatin t supprt the first part.). See the Mdel WR.2 Revisin Exit Slip: Varying Sentence Length fr mre examples. Lessn Agenda/Overview Student-Facing Agenda Standards: Standards: W.9-10.5, L.9-10.1, L.9-10.2.a, b, W.9-10.2.c, W.9-10.6, SL.9-10.1 Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Writing Instructin Optins: Cmbining Sentences Using Semiclns and Clns Splitting Sentences 4. Infrmative Writing Checklist 5. Individual Revisin 6. Revisin Discussin 7. WR.2 Revisin Exit Slip: Varying Sentence Length 8. Clsing % f Lessn 1. 5% 2. 0% 3. 30% 4. 5% 5. 30% 6. 20% 7. 5% 8. 5% Materials Student cpies f the up-t-date Infrmative Writing Checklist (refer t WR.2 Lessn D Mdel Infrmative Writing Checklist) Cpies f the WR.2 Revisin Exit Slip: fr each student (refer t WR.2 Lessn A) students will need additinal blank cpies Cpies f the Semicln and Cln Handut fr each student 3
Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda. In this lessn, students learn hw t cmbine sentences using semiclns and clns r hw t split sentences t strengthen their writing. Students revise their wn drafts befre participating in a peer discussin f their individual revisins. Students lk at the agenda. Activity 2: Hmewrk Accuntability 0% Students will be held accuntable fr hmewrk during Activity 6: Revisin Discussin. Activity 3: Writing Instructin Optins 30% Based n student need, select frm the tw ptins belw: Cmbining Sentences Using Semiclns and Clns (See Appendix 1) Splitting Sentences (See Appendix 2) Activity 4: Infrmative Writing Checklist 5% The fllwing activity addresses the expectatins f SL.9-10.1. Instruct students t take ut their cpies f the Infrmative Writing Checklist. Cnsider psting r prjecting the Infrmative Writing Checklist. Instruct students t Think, Pair, Share abut the fllwing questins: 4
Based n this lessn s writing instructin, what items shuld the class add t the Infrmative Writing Checklist? In which categries d these items belng and why? Student respnses will vary but shuld include pints that address the fllwing: Crrectly incrprate semiclns and clns t make my writing clearer? This item belngs in the Cntrl f Cnventins categry, because it is abut prper use f punctuatin. Include sentences f varied length that cntribute t the chesin and clarity f my infrmative writing? This item belngs in the Cherence, Organizatin, and Style categry, because varying sentence length affects bth the cherence and style f infrmative writing. Lead a brief whle-class discussin f student respnses. Guide students t a cnsensus n what items the class will add t the Infrmative Writing Checklist and in which categry each item belngs. Instruct students t add the new items in the apprpriate categries t their cpies f the Infrmative Writing Checklist. Students add new items in the apprpriate categries t their cpies f the Infrmative Writing Checklist. Cnsider adding the new items in the apprpriate categries t the displayed cpy f the Infrmative Writing Checklist. Activity 5: Individual Revisin 30% The fllwing activity addresses the expectatins f W.9-10.2.c. Instruct students t independently revise their drafts fcusing n whichever f the fllwing writing skills they learned in this lessn: Cmbining Sentences Using Semiclns and Clns Splitting Sentences Fr example, if students cmpleted the writing instructin activity n Cmbining Sentences Using Semiclns and Clns, then their revisins will fcus n using semiclns and clns t cmbine sentences rather than n splitting sentences. Explain t students that they shuld revise at least three passages fr effectively cmbining sentences using semiclns and clns r fr splitting sentences. Remind students t refer t the Infrmative Writing Checklist as they revise their drafts. Transitin t individual revisin. 5
Students independently revise their drafts fr effectively cmbining sentences using semiclns and clns r fr splitting sentences. Fr sample revisins, see the Mdel WR.2 Revisin Exit Slip: Varying Sentence Length. Activity 6: Revisin Discussin 20% The fllwing activity addresses the expectatins f SL.9-10.1. Instruct students t frm pairs r small grups t share at least ne f the passages they revised during the previus activity and ne passage they revised during the previus lessn s hmewrk assignment. Explain t students that in additin t receiving feedback n their revisins, this discussin is als an pprtunity t cnsider hw they can use similar revisins r try similar techniques as their peers in their wn papers. In this discussin, students prvide brief cnstructive criticism t their peers. Remind students that cnstructive criticism helps them share advice with their peers in a psitive and academic manner. Refer t Lessn 8 fr a discussin f cnstructive criticism. Instruct students t fllw these steps t cmplete the revisin discussin: 1. Shw yur peers the riginal passage and the revised passage. 2. Explain t yur peers hw the revisin imprves yur draft. 3. Ask yur peers t prvide brief cnstructive criticism n yur revisins. Students share and discuss with peers at least tw effective revisins they made t their drafts. In lessns that include the Revisin Discussin, cnsider maintaining the same peer pairs r small grups fr several lessns, s that students can benefit frm a reviewer wh is familiar with their drafts. Activity 7: WR.2 Revisin Exit Slip: Varying Sentence Length 5% Explain that fr this lessn s assessment, students recrd and explain ne example f a successful revisin. Distribute blank cpies f the WR.2 Revisin Exit Slip: t each student. Instruct students t fill in the title Varying Sentence Length n their exit slips. Instruct students t cmplete the exit slip independently. Infrm students that their revisins will be assessed with the Infrmative Writing Checklist. See the High Perfrmance Respnse and Mdel WR.2 Revisin Exit Slip: Varying Sentence Length fr sample student respnses. 6
Activity 8: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t chse three different passages frm their drafts. Fr each passage, students revise their drafts fcusing n whichever f the fllwing writing skills they learned in this lessn: Cmbining Sentences Using Semiclns and Clns Splitting Sentences Instruct students t respnd briefly in writing t the fllwing questins fr each revisin: Will yu keep the revisin yu drafted? Why r why nt? Explain the impact f yur decisin n yur infrmative paper. If an nline writing cmmunity has been established fr the class, instruct students t pst their revised drafts fr sharing with peers and/r assessment. (Students use f the nline writing cmmunity addresses the expectatins f W.9-10.6.) Students fllw alng. Hmewrk Chse three different passages frm yur draft. Fr each passage, revise yur draft fcusing n whichever f the fllwing writing skills yu learned in this lessn: Cmbining Sentences Using Semiclns and Clns Splitting Sentences Respnd briefly in writing t the fllwing questins fr each revisin: Will yu keep the revisin yu drafted? Why r why nt? Explain the impact f yur decisin n yur infrmative paper. 7
Mdel Infrmative Writing Checklist Name: Class: Date: Directins: Use this template t recrd the checklist items that cnvey the cmpnents f an effective infrmative paper established as a class. Cmmand f Evidence Des my respnse Drafting Finalizatin Use relevant and sufficient evidence t develp my subtpics? Integrate evidence (qutatins and paraphrasing) t supprt the claim and develp subtpics? Anticipate and address the audience s knwledge level? Cherence, Organizatin, and Style Des my respnse Drafting Finalizatin Clearly intrduce a tpic? Develp a precise claim abut the tpic? Include subtpics that develp the tpic and supprt the claim? Adapt cntent and language t my specific audience? Clearly state each subtpic? Have an intrductin that engages the reader s attentin and interest? Prvide a cnclusin that fllws frm and supprts the infrmative paper? Establish and maintain a frmal style and bjective tne? Use precise language t clearly explain the tpic? Use dmain-specific vcabulary t clearly explain the tpic? Include varied syntax t cntribute t a chesive infrmative paper? 8
Include transitinal wrds and phrases that clearly shw the relatinship between sentences and paragraphs? Include sentences f varied length that cntribute t the chesin and clarity f my infrmative writing?* Cntrl f Cnventins Des my respnse Drafting Finalizatin Cite surces using prper MLA style and frmatting? Use prper punctuatin fr qutatins and citatins? Crrectly incrprate semiclns and clns t make my writing clearer?* *Asterisks indicate new items added in this lessn. 9
Mdel WR.2 Revisin Exit Slip: Varying Sentence Length Name: Class: Date: Directins: In the first clumn, recrd the riginal passage frm yur infrmative paper. In the secnd clumn, recrd the revised passage. In the third clumn, explain why the revisin is effective. Original Passage Revised Passage Explanatin Millins f Americans struggled t meet their basic needs. This struggle frced many peple t find creative ways t survive and prmpted them t use gvernment prgrams fr help. The authr s family als avided wasting anything. Instead f thrwing away cttn bags, the material was washed, bleached, and cut int dish clths and twels (Hastings). The 1920s in America were prsperus times, but starting in 1929 and lasting ver a ten-year perid, the Great Depressin affected all Americans, rich and pr alike. Millins f Americans struggled t meet their basic needs; this struggle frced many peple t find creative ways t survive and prmpted them t use gvernment prgrams fr help. The authr s family als avided wasting anything: instead f thrwing away cttn bags, the material was washed, bleached, and cut int dish clths and twels (Hastings). The 1920s in America were prsperus times. But starting in 1929 and lasting ver a ten-year perid, the Great Depressin affected all Americans, rich and pr alike. I used a semicln t cmbine independent clauses in rder t shw that these ideas are cnnected. I cmbined these sentences using a cln t highlight hw the secnd part f the sentence prvides infrmatin t supprt the first part. I split this lng sentence t emphasize and clarify the difference between the 1920s and what happened in 1929. 10
Appendix 1: Cmbining Sentences Using Semiclns and Clns Explain t students that they can strengthen the clarity with which they cmmunicate the claim, subtpics, and evidence in their infrmative papers by using semiclns and clns prperly and effectively. Varying sentence length by cmbining sentences with semiclns r clns cntributes t an engaging, chesive infrmative paper. Differentiatin Cnsideratin: If necessary, explain that chesin in writing refers t hw well the paragraphs and sentences link the claims and evidence f a text tgether int a cherent whle. Students write the definitin f chesin in the apprpriate sectin f their vcabulary jurnals. Explain t students that they must understand what an independent clause is in rder t use semiclns and clns prperly. Students may be familiar with the cmpnents f an independent clause. Cnsider asking students t vlunteer an explanatin f what an independent clause is and prvide an example befre prviding the definitin f an independent clause t the class. Prvide students with the fllwing definitin: independent clause means a clause that can stand alne as a sentence, cntaining a subject and a predicate with a finite verb. An independent clause cmmunicates a cmplete thught. Students write the definitin f independent clause in the apprpriate sectin f their vcabulary jurnals. Pst r prject the fllwing example f an independent clause. The fllwing example is taken frm paragraph 1 f the article The New Deal (refer t Lessn 3). Rsevelt wrked quickly upn his electin t deliver the New Deal. Ask a student vlunteer t identify the elements f the independent clause given abve. Student respnses shuld include: The subject is Rsevelt. The predicate is everything fllwing Rsevelt with wrked as the main verb f the sentence. Differentiatin Cnsideratin: Students may need mre supprt in understanding the cmpnents f a cmplete sentence in rder t understand independent clauses. Cnsider reviewing and psting the definitins and examples fr the parts f speech such as subject, predicate, and verb. 11
Students write the definitins f subject, predicate, and verb in the apprpriate sectin f their vcabulary jurnals. Explain t students that semiclns are a type f punctuatin that can be used t cnnect tw independent clauses and shw they are related. Pst r prject the fllwing example fr students: The fllwing examples have been mdified frm paragraph 5 f the article Firing, Nt Hiring by Nancy Hayes (refer t Lessn 5). Example 1: They pstpned plans t expand. They reduced prductin levels, laid ff emplyees, r clsed stres and ffices altgether. Then, pst r prject the fllwing example f the tw sentences linked with a semicln: Example 2: They pstpned plans t expand; they reduced prductin levels, laid ff emplyees, r clsed stres and ffices altgether. Explain t students that it is pssible t keep tw distinct sentences instead f jining the independent clauses with a semicln, but when the ideas are clsely linked, cmbining the sentences can cntribute t the chesin and flw f the passage. Infrm students that semiclns are just ne way f cmbining sentences. Writers can use cmmas and cnjunctins r transitinal wrds r phrases t cmbine independent clauses (e.g., They pstpned plans t expand, and they reduced prductin levels, laid ff emplyees, r clsed stres and ffices altgether.). Students fllw alng. Lessn D and Lessn F prvide instructin n transitinal wrds and phrases and cmma usage, respectively. Pst r prject the fllwing paragraph and instruct students t wrk in pairs r small grups t practice cmbining sentences using semiclns, cnjunctins, r transitinal wrds r phrases. Encurage students t vary their methds f cmbining sentences. Explain t students that they may want t leave sme shrt sentences t vary the length f sentences thrughut the paragraph and t emphasize certain ideas with shrt sentences. The fllwing example is mdified frm paragraph 6 f the Mdel Infrmative Paper (refer t WR.2 Lessn 10). The Great Depressin was the lngest and mst severe ecnmic crisis f the twentieth century. It deeply affected the peple wh lived thrugh it. Millins f Americans struggled t meet their basic needs. This struggle frced many peple t find creative ways t survive. This hardship prmpted them t use gvernment prgrams fr help. Americans faced unimaginably difficult times. They had t use available resurces. They were able t persevere thrugh the end f the Great Depressin. 12
Lead a brief whle-class discussin in which vlunteers share hw and why they cmbined sentences. The fllwing sample student respnse is taken frm paragraph 6 f the Mdel Infrmative Paper (refer t Lessn 10). Student respnses may include: As the lngest and mst severe ecnmic crisis f the twentieth century, the Great Depressin deeply affected the peple wh lived thrugh it. Millins f Americans struggled t meet their basic needs, but this struggle frced many peple t find creative ways t survive and prmpted them t use gvernment prgrams fr help. Althugh Americans faced unimaginably difficult times, their ability t use the resurces available t them ultimately helped them persevere thrugh the end f the Great Depressin. Differentiatin Cnsideratin: Sme students may struggle t immediately grasp the prper use f semiclns. If students struggle, wrk with them individually t write ut 5 10 examples f the prper use f semiclns. Explain t students that a cln is anther type f punctuatin that is useful fr cmbining related independent clauses. Pst r prject the fllwing examples: The fllwing examples can als be fund n the Semicln and Cln Handut. Example 1: The newly hmeless endured awful living cnditins: In larger cities, the hmeless cngregated in abandned lts and cnstructed makeshift hmes f scrap wd (Hayes). Example 2: The men were all sent t d the fllwing frestry wrk: digging ditches, building reservirs, and planting trees. Example 3: In additin t lsing jbs, many Americans als lacked any savings t use during such an emergency: millins f peple lst their entire life savings when banks cllapsed (Hayes). Cnsider infrming students that in Example 3, a semicln is als apprpriate. Instruct students t wrk in pairs r small grups t describe the three different uses fr clns. Student respnses shuld include: In example 1, the cln links tgether ne independent clause and a qutatin that is a cmplete sentence. This suggests that a cln can be used t intrduce a qutatin after an independent clause when the qutatin itself is als an independent clause. In example 2, the cln cmes after an independent clause and befre a list. This shws that a cln can be used t intrduce a list. 13
In example 3, the cln is between tw independent clauses. The secnd independent clause seems t explain the idea in the first clause that many Americans als lacked any savings. This suggests that a cln can be used t link tw independent clauses when the secnd clause prvides mre detail abut r emphasizes the first clause. Lead a brief whle-class discussin f student respnses. Distribute the Semicln and Cln Handut t each student. Encurage students t use this handut as a reference fr prper and cmmn uses f semiclns and clns. Students examine the handut. Differentiatin Cnsideratin: Sme students may struggle t immediately grasp the prper use f clns. If students struggle, wrk with them individually t write ut 5 10 examples f the prper use f clns. 14
Semicln and Cln Handut Remember that an independent clause is a clause that can stand alne as a sentence, cntaining a subject and a predicate with a finite verb. An independent clause cmmunicates a cmplete thught. Cmmn and Prper Uses f the Semicln: Use a semicln t cnnect tw independent clauses that are related t ne anther. Example: They pstpned plans t expand; they reduced prductin levels, laid ff emplyees, r clsed stres and ffices altgether. Cmmn and Prper Uses f the Cln: Use a cln when intrducing a qutatin after an independent clause. The qutatin must als be an independent clause. Example: The newly hmeless endured awful living cnditins: In larger cities, the hmeless cngregated in abandned lts and cnstructed makeshift hmes f scrap wd (Hayes). Use a cln when intrducing a list. Example: The men were all sent t d the fllwing frestry wrk: digging ditches, building reservirs, and planting trees. Use a cln between tw independent clauses when the secnd clause prvides mre detail abut r emphasizes the first clause. Example: In additin t lsing jbs, many Americans als lacked any savings t use during such an emergency: millins f peple lst their entire life savings when banks cllapsed (Hayes). Further reference: The Purdue University Online Writing Lab (OWL): http://wl.english.purdue.edu (search terms: semi-clns and clns). 15
Appendix 2: Splitting Sentences Explain that writers ften cmbine sentences t shw cnnectins between ideas and t make writing flw smthly; hwever, smetimes writers split lng sentences int shrter sentences in rder t vary sentence length r make ideas stand ut. Splitting lng sentences can als help writers express cmplex ideas in a clearer way that may be easier t read and understand. Pst r prject the fllwing paragraph and instruct students t wrk in pairs r small grups t practice splitting sentences by replacing cmmas and cnjunctins r transitinal wrds and phrases with perids. Explain t students that they may nt want t split all f the sentences in rder t vary the length f sentences thrughut the paragraph. The fllwing example is taken frm paragraph 5 f the Mdel Infrmative Paper (refer t Lessn 10). Farmers culd take advantage f the Agricultural Adjustment Act, which subsidized farmers fr reducing crps and prvided lans fr farmers facing bankruptcy ( The New Deal ). Paying farmers t plant less and lending them mney t supprt their farms helped farmers stay in business thrugh the Great Depressin. By ffering wrk and relief, the New Deal prgrams encuraged Americans facing many different situatins t lk t the gvernment fr help surviving the Great Depressin. Lead a brief whle-class discussin in which vlunteers share hw and why they split sentences. Student respnses may include: Farmers culd take advantage f the Agricultural Adjustment Act. The act subsidized farmers fr reducing crps and prvided lans fr farmers facing bankruptcy ( The New Deal ), and farmers stayed in business thrugh the Great Depressin. They were paid t plant less and were lent mney t supprt their farms. New Deal prgrams encuraged Americans t lk t the gvernment fr help surviving the Great Depressin. 16