Page 50 - ELD_NT_MiddleSchool_Sampler

aCTiviTy 1.2
Plan
Materials: Sticky notes, Multiple Meaning Words Graphic Organizer
Suggested Pacing: 1 50-minute class period
California English Language Development Standards
ELD.PI.7.1 Exchanging Information and Ideas
ELD.PI.7.5 Listening Actively ELD.PI.7.6c Reading/Viewing Closely
Teach
1 Display each of the words from
the Academic and Social Language Preview. Distribute one sticky note to each student as they enter the room. Tell them that for this activity they will choose one of the words on display that they know very well. Explain that to know a word very well, they must know the word’s definition or be able to use
it in a sentence. They must write the word, a short definition, and their name on the sticky note. Once they have had the chance to respond, have students report out using a popcorn activity. Go around the room and have each student pop up and name aloud the word (not the definition) that they know well. Once they have said the word, they may sit back down. Create a tally chart to show which words most students understand. Then collect the sticky notes and use them later to gauge whether students have a correct understanding of key terms.
2 Ask students to chorally read the Learning Targets aloud with you. When finished, explain to students that they will learn the key language necessary to understand an excerpt from Tangerine.
3 Read each of the words in the language preview aloud and have students repeat after you. Then, review each word and its meaning, using
props, gestures, or miming to help make language comprehensible for students. Check frequently for understanding by asking questions, such as: Where could I find a boardwalk?
TCB_SE_G7_U3_P1.indd 95
4 Collaborate: Once you’ve reviewed each of the words and phrases, have students work in triads to complete the practice exercises. As students work, walk around the room, answering questions or clarifying as needed. When all students are done, have each group report out with at least one response. Clarify or confirm as appropriate.
DIFFErEnTIaTE InteractinginMeaningfulWays:reading/ViewingClosely
5 Say:SometimesinEnglish,wordshavemorethanonemeaning.Writethewordrightonthe board. Hold up your right hand. Then say: We know that the word right means “the opposite of left.” Ask student volunteers to share any other meanings they know for the word. Then explain that right can also mean “to correct” or “to straighten.” Say: For example, a ship that is tipping can right itself, or correct or straighten itself. Write the definition on the board and then ask
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academic and social Language Preview
Learning Targets
• Develop knowledge of a growing set of academic and social vocabulary to comprehend when reading and to create precision and shades of meaning in one’s own speaking and writing. PI.7.12a
• Use knowledge of morphology, context, and reference materials to determine the meaning of unknown and multiple-meaning words. PI.7.6c
VoCaBuLaRY PReVieW
boardwalk: (noun) a raised wooden path, usually built near the beach
bucket brigade: (noun) a chain of people that pass something from one person to the next commotion: (noun) a noisy excitement or activity
crater: (noun) a large round hole in the ground
din: (noun) loud noise
jamming: (verb) filling into a place
rim: (noun) the outside edge of a round object
right: (verb) to bring or restore to an upright position
sinkhole: (noun) a hole in the ground formed by water running underneath
sloshed: (verb) walked through a wet area
splintered: (adjective) broken into small pieces
swirling: (verb) moving in circles
vaulting: (verb) jumping over something
aCTiViTY 1.2
Unit 3 • Choices and Consequences • Part 1: Tangerine 95
146 SpringBoard® English Language Development Grade 7
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.