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aCTiViTY 1.3
continued
My notes
interpret the Text using Close Reading
5 “What is it?” I yelled to Joey. “An earthquake?”
6 “No! Sinkhole, man! It’s a sinkhole! It’s opening up under the field. Look at 19.”
7 I looked and saw the entire portable being swallowed up by the mud, its roof
now where its porch steps should be. I yelled, “That’s my math class!”
8 Joey shouted back over the din. “They must all be trapped in there!”
9 I didn’t even think about it. I yelled back, “Come on.”
10 We ditched my umbrella and jumped out of the way as the first panicked wave
reached the building. We pushed around the bottleneck of screaming kids forming at the door. Stepping carefully we sloshed and fought our way through the mud to Portable 19.
11 We joined some eighth graders in a kind of bucket brigade extending from the field down into the sinkhole. They were grabbing the hands of the kids who were trapped in the portable and pulling them up, step-by-step, to the edge of the hole. Some of those guys must have been ten feet below ground level at this point, and the sinkhole was still deepening and spreading. The mud continued to swirl around us in a rapid clockwise motion.
12 Empty of kids, Portable 16 fell right over, roof first, into the far end of the hole. Portables 20 and 21 were balanced on the rim of the crater, about to go.
13 Joey and I dug our heels into the mud about halfway down toward the bottom of the hole. We pulled and grabbed at kids as they made their way up the slippery incline to the top. Some of them were so frightened that they didn’t want to let go of us, but we pushed them along anyway, up to the next guys. I lost my balance twice and fell into the mud, but I managed to right myself quickly. My glasses were so caked with mud that I could no long see anything clearly. I must have pulled twenty kids up before I heard Mr. Ward’s voice yell, “That’s it! That’s everybody! Let’s get out of here!”
14 Those of us in the middle of the line helped the guys from the bottom to climb out. Then they pulled us up. I heard Mr. Ward yell again, “There go 17 and 18!” and I heard the sounds of Portables 17 and 18 splitting apart. The whooshing was getting louder, and I felt afraid for the first time, afraid that we might all get sucked down and drown in the mud. We moved out in a tight group, holding on to each other through the field of moving slop and splintered boards.
98 SpringBoard® English Language Development grade 7
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aCTiviTy 1.3 continued
any questions they might have. Ensure each pair shares out one point, and encourage students to help answer
the questions their peers have. Make sure students place a star next to the sixth paragraph that indicates the main incident (a sinkhole opening up).
HEW DIFFErEnTIaTE How English Works: Understanding Text Structure
7 Keep students in pairs. Distribute a Sequence of Events Time Line Graphic Organizer to each student. Write: First? Next? Then? Finally? on the board.
Say: It is important to understand the order in which things happen when we read. This is called sequence. Underline the word First on the board. The things that happen first, happen at the beginning. What happens in the first two paragraphs? This is the first event. Accept student responses and clarify, if necessary that a whooshing sound happened and everything was sucked downward. Write this on the board underneath the word First. Then have students look at paragraphs 3–4 to identify what happened Next. Say: In this part of the story, there is more whooshing, and everyone runs out
of the buildings. Then have students look at paragraphs 5–6 to identify
what happened Then. Say: In this
part of the story, the narrator finally understands what is happening. List student ideas on the board under Then, and clarify as needed. Say: Tell the
most important ideas in the first six paragraphs in your own words. Students at higher proficiency levels can help their partners by reading and saying aloud the words, first, next, and then. If needed, provide additional support by numbering the events 1, 2, and 3.
8 As students work, walk around the classroom checking for understanding and answering any questions that may arise. When students are finished,
have each pair share a response. Use this opportunity to informally assess student work using the following rubric.
5
6 Collaborate: Pair students (students at a higher proficiency level with students at a lower proficiency level) and have them work together to round robin read paragraphs 5–6 and annotate them. As students work, walk around the room assisting as needed. When everyone is done, have students note the narrator’s responses, words they don’t know, and
Read aloud the third and fourth paragraph and have students annotate as you read. Once students have completed their annotation, call their attention to the last sentence in paragraph four. Read the sentence aloud and then ask: What would it be like to be in the middle of a swirling mudslide? Engage students in discussion about what total chaos is like. Point out
the Spanish cognate caos if appropriate for your student audience. Then refer students to the definition of swirling from page 91. Clarify that the buildings, walkways, and ground are being sucked down.
Unit 3 • Choices and Consequences • Part 1: Tangerine 149
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© 2017 College Board. All rights reserved.