M01 laws tm4 5700. indd

Variation: 
Have students exchange papers 
with a partner and evaluate each other’s 
topic sentences. Have them circle the topics 
and underline the controlling ideas in their 
classmates’ papers. (If they are unable to 
do this, it is possible that a sentence does 
not have a clear controlling idea.) Have 
students select examples of good topic 
sentences from their classmates’ papers and 
write them on the board. 
• Read the directions aloud for the Try It 
Out! activity. Choose one topic and have 
the class work together to write a topic 
sentence. Have students complete the 
exercise at home. Collect the papers and 
check that each sentence has a clear topic 
and controlling idea.
Variation: 
Post examples of well-written 
topic sentences on the board, your class 
blog, or class website. Have students 
identify the topic and controlling idea in the 
sentences. 
Supporting Sentences 
(page 11)
• Read the introduction. Elicit defi nitions of 
the types of supporting details mentioned 
(fact = something that is true; statistics = 
numerical facts; quotation = the exact 
words a person says).
• Read the directions for Practice 6. Have 
students read the paragraphs and answer the 
questions on page 12. Go over the answers 
with the class. For question 3, have selected 
students read the answer they wrote. 
Variation: 
Have students read their 
answers to question 3 to a partner. 
Opinions vs. Facts 
(page 12)
• Have students read the introduction silently. 
Variation: 
Select an object and show it 
to the class. (It can be an object in your 
classroom, something in your briefcase, a 
photo of an interesting item, etc.) Instruct 
students to write one factual statement 
and one opinion statement about the item. 
Collect the papers and shuffl e them. Select 
sentences randomly to read aloud. Students 
should respond to each sentence by saying 
“fact” or “opinion.”
Using Examples as Support 
(page 13)
• Have students read the introduction silently. 
Elicit examples showing the different uses 
of for example, for instance, and such 
as. (For example and for instance come 
before, in the middle of, or at the end of 
independent clauses. They are set off with 
commas. Such as comes before a noun or 
nouns. There is no comma after such as.)
• Read the directions for Practice 7, Parts A 
and B. Students can work alone, with a