Page 61 - SpringBoard_ELA_CA_Smapler_Flipbook

UniT 3
Have students read the goals for the unit and mark any words that are unfamiliar to them. Have students add these words to the classroom Word Wall, along with definitions.
You may also want to post these goals in a visible place in the classroom for the duration of this unit, allowing you and your students to revisit the goals easily and gauge progress toward achieving them throughout the unit.
VOcaBULarY DeVeLOPMenT
Important terms in this unit are divided into Academic Vocabulary (those words that are used in multiple curriculum areas) and Literary Terms, which are specific to the student of literature and language arts.
Adding to vocabulary knowledge is essential for reading fluency. Students will encounter new vocabulary in this course in multiple ways:
• Academic Vocabulary
• Literary Terms
• Academic Vocabulary in Context (unfamiliar terms glossed in text selections)
• Word Connections
• Oral Discussions
Continue encouraging students to keep a Reader/Writer Notebook in which they record new words and their meanings and pronunciations. Studying key vocabulary terms in depth will greatly enhance students’ understanding of new words and their connection to unit concepts and to the broader use of academic terms.
See the Resources section at
the back of this book for examples of graphic organizers suitable for word study. As students become more familiar with using graphic organizers to explore the meaning of a word, you may want them to create their own graphic organizers.
160 SpringBoard® English Language Arts Grade 7 eLL Support (continued)
English Language Development Standards
ELD.PI.7.1 Bridging* Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback. ELD.PI.7.5 Expanding* Demonstrate active listening in oral presentation activities by
asking and answering detailed questions with occasional prompting and moderate support. ELD.PI.7.6b Bridging* Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs. ELD.PI.7.8 Bridging* Explain how phrasing, different words with similar meaning, or figurative language produce shades of meaning, nuances, and different effects on the audience. ELD.PI.7.10a
13/04/15
2:36 P
160 SpringBoard® English Language Arts Grade 7
9781457304637_TCB_LA_SE_L7_U3_P4.indd 160
UNIT 3
Choices and Consequences
aCademIC voCabULary
subordinate perspective interpret
Literary Terms
imagery
motif
mood flashback foreshadowing
GoaLS:
• To use textual evidence to support analysis and inferences
• To write a literary analysis essay
• To evaluate, analyze, and synthesize a variety of informational texts
• To create and present a biographical research project
Contents
Activities:
allusion
3.1 3.2 3.3
3.4 3.5 3.6 3.7
3.8
3.9 3.10 3.11 3.12 3.13
3.14
Previewing the Unit ..................................................................162 Peeling a Tangerine..................................................................163 Reading the Novel Tangerine ...................................................165 *Novel: Tangerine, by Edward Bloor
Introducing the Strategy: Questioning the Text
There’s a New Kid in Town....................................................... 168 Like Mother, Like Son? .............................................................172 Oh, Brother!..............................................................................176
September 11 Perspectives......................................................179 News Article: “A Stunning Tale of Escape Traps Its
Hero in Replay”
SIFTing Through Tangerine ......................................................185 Introducing the Strategy: SIFT
Same Sport, Different School.................................................. 188
A Good Sport ........................................................................... 191
Seeing Is Believing .................................................................. 194
Conflicts and Consequences ................................................... 197
Mourning and Night ................................................................ 200 Poetry: “To an Athlete Dying Young,” by A. E. Housman
The Final Score........................................................................ 203
Embedded Assessment 1 Writing a Literary Analysis Essay ............207
3.15 Previewing Embedded Assessment 2 and
Analyzing Words That Inspire.................................................. 209
3.16 Nelson Mandela in Hollywood .................................................211 *Film: Invictus, directed by Clint Eastwood
M
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.