M01 laws tm4 5700. indd

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© 2014 by Pearson Education, Inc. 

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INTRODUCTION 
(pages 171–172)
• Read the introductory text.
• Have students read the writing model either 
in class or at home. Have students work 
with a partner or in a small group to answer 
the questions about the model. 
• Go over the answers with the class.
INDEPENDENT AND DEPENDENT 
CLAUSES 
(pages 173–174)
• Have students read the explanatory text at 
home, if possible. If you cover this material 
in class, consider an inductive presentation. 
Instead of having students read silently, 
write the key terms (independent clause, 
dependent clause, subordinator) on the 
board and elicit defi nitions and examples 
from the class. 
• Read the directions for Practice 1. Have 
students do the exercise alone or with a 
partner. Go over the answers with the class. 
Elicit ways of expanding the dependent 
clauses so that they are complete sentences. 
KINDS OF SENTENCES 
(pages 174–184)
Simple Sentences 
(page 174)
• Read the introductory text. Then read the 
explanation and the instructions for the Try 
It Out! activity. Have students write their 
sentences on a separate sheet of paper. 
Have students exchange papers and correct 
each other’s sentences.
Variation: 
Collect students’ sentences 
and create an error-correction activity 
based on the errors in their sentences. Have 
students work in small groups to correct the 
errors. Then have them write the corrected 
sentences on the board. 
Compound Sentences 
(page 175)
• Have students read the text on pages 175–
176 alone.