My students will be soon taking their Unit Assessment and I want to be sure that they understand clauses. I tell students that they we will be reviewing how to correctly identify and create dependent and independent clauses during this grammar lesson. I tell them that someone of them may or may not remember what the different clauses are but that they all will all master this because I know they already use independent clauses in their daily communication through writing and speaking.
To access their prior knowledge, I project Clauses Notes.on a screen the words Independent and Dependent (slide 1) and ask them to discuss with a partner, SL.9-10.1 what these two words mean. Those who want to work independently I circulate among them and ask them for their definitions. After a few minutes I ask a few students to share their definitions with the class. As a class, we then discuss how the prefix "in" changes the meaning of dependent. I ask for other words that begin with "in" meaning not, and how it changes the word, ex. insane.
I begin the building knowledge activity by projecting (slide 2) the word clause and its definition and ask students to write it in their journals. I then read the definition to the students and show an example sentence (slide 3) of an independent clause, ex. "Jacob studied in the library for his English quiz." In the sentence I use a student's name because I have found it increase their attention when a classmates name is used.
I next emphasize that a clause has both a subject and a verb and ask students to think of a few examples of sentences that have a subject and predicate. I interchange the words verb and predicate as a reminder to students.
I project the definition of a dependent clause (slide 4) and an example that students are asked to write in their journals. I stress that a dependent clause also has a subject and a verb and ask "Why can't this clause stand alone?"
We talk through another example and I point out the word "when" and ask if anyone remembers its part of speech. I then remind them how subordinating conjunctions (slides 5-6) such as "when" are also called "dependent markers" and are great clues that the clause that follows is dependent. We review the handout for subordinating conjunctions Subordinating Conjunctions or Dependent Markers, and I then ask students to write the notes on dependent markers in their journals clauses notes.
Why and How to Teach Clauses? As required in common core standard L.9-10.1b, students are required to use independent and dependent clauses to convey specific meanings. I pass out a quiz I designed dependent clause and dependent markers. Students are given the option of working individually or with a partner. After they complete the quiz they hand them in to me and I correct them, Student work dependent clause. As I'm correcting the first quiz I hand out they their second quiz on independent and dependent clauses.
After they complete quiz number two, I return the scored first quiz and we review the answers as a class. I then ask the students to switch papers and correct each others second quiz as I call on students for the correct answers. I use this formative assessment procedure because my objective is for students to understand and retain the information by practicing answering the questions and correcting the answers in several ways.
Ticket to Leave
Students write on a half piece of paper the definition of an independent and dependent clause as well as an example of a dependent marker or subordinating conjunction. They hand the papers to me as they put their folders away and get ready for the bell. I will read their ticket to leave and return them the following day with a check on them if they are correct, or a written comment asking the students to look at their notes and correct their definition.