M01 laws tm4 5700. indd

(page 31)
• Note: To make the best use of class time, 
have students read pages 31–35 at home 
before beginning work on this section. You 
may also want them to do Practice 8 on 
page 36 before class.
• Read the introduction, or have students take 
turns reading it. (If students have read this 
part at home, ask a few review questions 
in class: “What is the purpose of transition 
signals? What are some different kinds? 
How do they help readers?”) 
• Read the directions for Practice 7. Have 
students work with a partner or in a small 
group. Have them read the paragraphs and 
discuss the question in the instructions. Go 
over the answers with the class. 
• Read the explanation following 
Paragraph 2. 
Variation: 
Go through the transitions 
students circled in Paragraph 2 and have 
them say what each transition means. 
Transition Phrases and 
Conjunctive Adverbs 
(page 32)
• Note: For sentence practice with 
conjunctive adverbs, see Chapter 9, 
pages 179–180.
• If students have read this section at home, 
proceed with the variation. Otherwise, 
read the explanation and examples aloud. 
Have students look at the chart on page 33 
for examples of transition phrases and 
conjunctive adverbs. Elicit a few example 
sentences and write them on the board. 
Circle the transitions and point out the use 
of commas. 
• Have students look briefl y at the section 
on conjunctive adverbs in Appendix B, 
pages 294–298.
Variation: 
Create a handout or slide with 
the examples from this section. Omit all 
commas. Do not boldface the transitions. 
Have students go over the examples, 
underlining the transitions and inserting the 
commas. 
Coordinators