Page 52 - ELD_NT_MiddleSchool_Sampler

aCTiviTy 1.3
Plan
Materials: Sequence of Events Time Line Graphic Organizer, sticky notes, note cards
Suggested Pacing: 2 50-minute class periods
California English Language Development Standards
ELD.PI.7.1 Exchanging Information and Ideas
ELD.PI.7.5 Listening Actively ELD.PI.7.6 Reading/Viewing Closely
ELD.PI.7.6a Explain Ideas, Phenomena, Processes, and Text Relationships
ELD.PI.7.6c Use Knowledge of Morphology
ELD.PI.7.7 Evaluating Language Choices ELD.PI.7.8 Analyzing Language Choices
DaY OnE Teach
1 Ask a student volunteer to read aloud the Learning Targets. When finished, explain to students that in the next two lessons, they will complete a close read of an exerpt from the novel Tangerine.
2 Introducethegenrebyreminding students that Tangerine is an excerpt from a novel, which is a long story. A novel is a work of fiction, so the events did not really happen. As they read,
tell students to notice the sequences of events because at the end of this unit, students will write and present their own work about _____.
3 Introducetheannotatingactivity
by calling students’ attention to the directions. Read the directions aloud. Clarify that a portable is a building similar to a trailer. Explain that some schools use them as classrooms when they have more students than they have room for in the school. Then model annotating the first and second paragraphs of the text for students doing a think aloud. Say: Water on a field is whooshing down. It is wet, muddy, and rainy. Buildings are cracking. Everyone seems scared. I am not certain exactly what is happening. I will keep reading to find out. Use the notes section to ask questions, such as: What is
TCB_SE_G7_U3_P1.indd 97
happening? Where does the story take place? Engage students in the model annotation by asking questions, including: Why is there whoosing? Why are the walkways heaving and splintering? What is going on?
4 Explain that the author uses similes to help readers understand what is happening. Read aloud this sentence from the first paragraph: I head a whooshing sound, like the sound you get when you open a vacuum-sealed can of peanuts. Write simile on the board and have students write the word in the My Notes section of their text. Explain that a simile uses the word like
or as to compare two things. Write the definition on the board and have students add it to the My Notes section. Say: In the first paragraph, the author says the field began to move like someone had pulled the plug out of a giant bathtub. Have students explain in their own words what happens when you pull a plug out of a drain.
21/04/15
4:55 PM
interpret the Text using Close Reading
Learning Targets
• Read closely and annotate the text. PI.7.6
• Understand how text is structured to express ideas. PII.7.1
Read and Annotate
Read the excerpt from Tangerine and annotate the text as you read.
■ Use the My Notes area to write questions or ideas you have about the story.
■ Underline the words and phrases that tell you how or when an action takes place.
■ Put a star next to the central incident in the story.
■ Put exclamation marks next to the students’ responses to the incident.
■ Circle unknown words and phrases.
novel excerpt
1 I stood there, trying to think of a comeback, when suddenly, I heard a whooshing sound, like the sound you get when you open a vacuum-sealed can of peanuts. The brown water that had puddled up all over the field began to move. It began to run toward the back portable, like someone had pulled the plug out of a giant bathtub. Next came a crack-crack-cracking sound. The boards began to come apart, and the loose mud under the walkways began to slide toward that giant bathtub drain.
2 One after another the doors of the portables opened and the teacher looked out, staring into the dense rain, trying to spot the cause of all this commotion. Mr. Ward opened the door of Portable 19. He stepped out onto the porch and looked around back. Across the field, the kids from Ms. Alvarez’s portable came walking out with their belongings, in single file, like they were supposed to do in a fire drill. Other teachers saw that and started their kids out too. But suddenly there was a larger sound. A louder whoosh turned every head and opened every eye in that rainy field. Then the walkways started to heave up and down making terrible splintering noises.
3 Immediately kids started screaming and vaulting over the handrails, landing in the ankle-deep mud. Another whoosh and more violent cracking sounds followed. Then every seventh and eighth grader started to pour out of those portables, some still calm, some panicking.
4 There was instant and total chaos in the back row, the one nearest to the football field, because the portables themselves were starting to break apart and move. The kids came diving out, jamming in the doorways, pushing into the backs of other kids, knocking each other flat on the disintegrating boardwalk. They knocked each other into the moving mudslide that was now swirling in a circle around them.
aCTiViTY 1.3
My notes
from
Tangerine
by Edward Bloor
portable: a moveable, temporary building
What is happening here? It must be a powerful flood from the rain. But why is everything swirling in a circle?
Unit 3 • Choices and Consequences • Part 1: Tangerine 97
148 SpringBoard® English Language Development Grade 7
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.