Today is Model Monday. For more information see the warm up in an earlier lesson here. I want to give students a very basic reminder to help them improve their sentence quality -focusing today on using FANBOYS to create compound sentences.
Copy the following sentences:
1. John and Susie went to the movie.
2. John bought popcorn and a drink.
3. John loved the movie, but Susie thought it was boring.
Below these write:
What I notice about these sentences:
After their discussion time, I will ask students to share what they noticed and I'll steer them toward what I want them to notice. What I want students to notice is that these sentences utilize some type of compound. The first one has a compound subject, the second has a compound predicate. The third is a compound sentence joined with a FANBOY. We'll talk about the difference and review what a FANBOY is, and I'll have students record the acronym in their journals. I find that a lot of my students think the word "and" automatically indicates a compound sentence. Several thought 1 & 2 were compound sentences.
Then I will ask students to, write their own three sentences imitating the pattern of each of the three above. After writing time, students will share these at their table and choose one per table to share with the class.
We will build from here with in class writing and journal tasks and the next Model Monday.
Today I will introduce the OREO argument concept. To make this memorable, I have purchased cookies to match the task - Oreo Double Triple Cookies.
First, I will distribute a cookie to each student. I'll place them on a napkin in front of the student, and direct them not to touch the cookie. Instead I want to review what the cookie symbolizes. I'll put the Oreo Recipe for Argument handout on the screen and ask students to take one from the caddy.
After reviewing what each component represents, I'll ask students to compare their cookie to others and brig out that our cookies while made up of the same parts are actually different. One may have a broken corner, several a are lopsided in different ways, etc. My point with this is that our arguments are the made up of the same parts, but will be different.
Next students will take a handout from the caddy and read Saturday School, an argument written by a student. As they read silently, they'll eat their cookie and complete the Reading Circles -Oreo Style sheet on the back to prepare for discussion tomorrow.
To wrap up class today, I'll ask students if they noticed anything about how everyone ate their cookie. Of course, they did - some ate only the icing in the middle, others took it apart and ate a section at a time, some ate the whole thing in a few bites.
Point again- we will all work though argument differently, but it has the same parts.