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acTIVITY 4.8 continued
c Ask students to use think-pair- write-share for Student Step 14; this will promote collaborative discussion and diverse ideas.
d Then guide students to participate in a class discussion about the humorous text they enjoyed most
and how the elements of humor contributed to the text’s overall effect.
e Direct students to respond to the expository writing prompt.
f Prompt students to complete the Independent Reading Link, reminding them to record responses in their Reader/Writer Notebook.
aCTIVITy 4.8
continued
14. What is the level of comedy of this text? What is a universal truth, or theme, of this text? Write a thematic statement. Be sure to support your ideas with textual evidence.
my Notes
Twain – “All in a Day’s Work”
Level of Comedy: High Theme subject(s): Work
Theme statement: Work that is shared is always easier. Getting others to do your work is always a joyful experience.
Check Your Understanding
WRITING to SOURCES Expository Writing Prompt
Explain how Mark Twain uses comic characters and situations to convey a universal truth through humor. Be sure to:
• Establish a controlling idea and support it with textual evidence and commentary.
• Use transitions to create cohesion and clarify the relationships among ideas and concepts.
• Use precise diction and maintain a formal style.
• Use verbals.
Elements of Humor
Add your notes about comic situations to the Elements of Humor graphic organizer in Activity 4.11.
INdepeNdeNT
readING lINk
Read and Research
Research other humorous works by Mark Twain. Choose one of these works and create a one-paragraph summary of a comic situation in your Reader/ Writer Notebook. Note the level of comedy and identify the theme statement.
aSSeSS
In looking at students’ graphic organizers, note whether they are able to visualize and explain the comedic situation using the information from the beginning of the activity.
As they answer the writing prompt, check that students are able to analyze the text for a universal truth by looking at their graphic organizer responses and use of textual evidence to defend their ideas. The controlling idea or topic sentence needs to be about Tom’s ability to get others to do work for him.
aDaPT
M 9781457304644_TCB_LA_SE_L8_U4.indd 295
Br Ask students to be sure they answered the prompt
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Unit 4 • The Challenge of Comedy 295
Challenge students to find the comic situations in the texts they are reading independently.
Leveled Differentiated Instruction
In the upcoming expository writing prompt , students may need help with supporting their controlling idea.
Em Havestudentsusethe Paragraph Frame for
Conclusions with a partner in order to organize the evidence that supports their controlling idea before writing.
Ex Havestudentsusethe Paragraph Frame for
Conclusions with a partner in order to organize the evidence that supports their controlling idea before writing. Have students replace the transitions in the paragraph frame with a variety of transition words and phrases from the list they made in Activity 4.6.
completely by checking the following items. Did you use evidence from Mark Twain’s writing to explain
how he uses comic characters and situations? Did you add commentary about how Twain’s writing conveys a universal truth?
Unit 4 • The Challenge of Comedy 295
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.