Page 56 - ELD_NT_MiddleSchool_Sampler

aCTiviTy 1.4
Plan
Materials: Roots and Affixes Graphic Organizer, Collaborative Dialogue Graphic Organizer, note cards
Suggested Pacing: 1 50-minute class period
California English Language Development Standards
ELD.PI.7.1 Exchanging Information and Ideas
ELD.PI.7.2 Interacting Via Written English
ELD.PI.7.5 Listening Actively ELD.PI.7.6a Explain Ideas, Phenomena,
Processes, and Text Relationships
ELD.PI.7.6b Express Inferences and Conclusions
ELD.PI.7.6c Use Knowledge of Morphology
ELD.PI.7.12 Selecting Language Resources
Teach
1 Ask a student volunteer to be the “teacher” and read aloud the Learning Targets using the oral cloze strategy. When finished, explain to students that in this lesson, they will have academic discussions about the text they read.
2 Collaborate: Distribute a copy of the Roots and Affixes Graphic Organizer to each student. Ask a student volunteer to read the Academic Vocabulary. Point out the word endings “ing” and “-ed.” Say: Endings are word-parts (affixes) that are added to the end of a verb to change the word's meaning. The ending -ed tells you that an action happened in the past. The ending -ing tells you that an action is happening right now. However, an -ing ending that follows a word in past tense, shows an action that happened
in the past. For example, came diving out. Came is the past tense of come. So the phrase came diving out refers to an action that happened in the past. Write the word setting on the board. In a story, the setting is where and when a story takes place. Have student write the suffix -ing in the center of their graphic
TCB_SE_G7_U3_P1.indd 99
organizer and provide dictionaries for student use. Then, have them work in pairs to come up with as many words as they can that use the suffix -ing When finished, have students act out their findings and correct or affirm as appropriate.
DIFFErEnTIaTE Interacting in Meaningful Ways: Exchanging Information and Ideas
3 Introduce the Academic Collaborations activity by asking students to look at the chart on the middle of page 95. Ask students to read the questions in each box chorally one at a time, in order. Distribute a copy of the Collaborative Dialogue Graphic Organizer. Point out the wh- questions at the top of the graphic organizer. Ask a student volunteer to read the wh- words aloud.
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interacting in Meaningful Ways: academic Collaboration
Learning Targets
• Ask and answer relevant questions about a text in a collaborative conversation, demonstrating active listening. PI.7.1, PI.7.5
• Express and support opinions about a story in a conversation. PI.7.3
Turn to your partner or small group to discuss each question about the excerpt from Tangerine. After you have discussed a question, write notes about your answer before going on to the next question.
aCTiViTY 1.4
1. What is the specific setting of this story? How can you tell? ccss.RL.7.1
Based on the students and the teachers, I think the setting is a school.
3. How did the kids start acting in response to the sinkhole? How do you know? ccss.RL.7.2
The text evidence that the students were screaming and pushing each other suggests that the kids were acting terrified.
Asking Questions
2. What is happening to the portable buildings? Give textual evidence. ccss.RL.7.1
The text evidence that the portables were breaking apart and moving shows that they were being swallowed by the sinkhole.
4. What is the narrator’s role in the rescue of the students? Exactly what is he doing? ccss.RL.7.3
Based on the narrator’s quick response to the emergency, I think the narrator’s role is to organize and inspire others to help with the rescue.
Based on ,I think the setting is .
The text evidence shows that .
The text evidence suggests that the kids .
Based on , I think the narrator’s role is .
Authors often use imagery and sensory language to describe what is happening rather than tell the reader directly. With your partner or small group, read aloud the first paragraph of the excerpt from Tangerine. Discuss what questions you have about what is happening in this paragraph. Write one question to share with the whole class.
Unit 3 • Choices and Consequences • Part 1: Tangerine 99
152 SpringBoard® English Language Development Grade 7
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.