Page 59 - ELD_NT_MiddleSchool_Sampler

Quick conversation
• Share your work with a partner. Discuss how the verbs and verb phrases that the author used in Tangerine produce different mental images for the audience. How would the story be different if the author had used different verbs? Be sure to think about the descriptive effect of a sentence during your conversation.
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I prefer the verb
I think the verb is effective because .
I think that if the author had used , it would .
because .
Write an Explanatory Text
After analyzing and evaluating verbs and verb phrases in Tangerine, you have enough information to write a short explanatory text about how the author’s use of verbs enhances the story. Choose one verb or verb phrase from your chart. Write a short text in which you explain the meaning of the verb or verb phrase and tell how it enhances the story. Before writing, read the model explanatory text provided. Notice what information is given in each of the sentences. Try structuring your text in the same way.
ModEl: EXPlANAToRY TEXT
The verb phrase “vaulting over the handrails” means that the students were leaping over the handrails of the walkways to get away from the portables as quickly as they could because they were scared. This verb phrase enhances the story because it gives the reader a clear and precise picture of the action taking place. The word “vaulting” reminds me of an Olympic athlete, so it shows that the students were putting a lot of effort into their escape.
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sentence of the paragraph 10. Write it on the board: We ditched my umbrella. Ask: What does ditched mean? Say:
I can use clues from the sentence to figure out the meaning of ditched.
The boys push through the kids. This
is difficult to do while holding an umbrella. I think ditched must mean “to toss away.” Rewrite the verb, replacing it with a word of similar meaning. Read the new phrase aloud: We tossed away my umbrella. Pass out the Word Choice Analyzer Graphic Organizer to students. Have them use it to help complete the rest of the chart, if needed.
8 Pair students of similar proficiency levels. Students at the Bridging level should be able to find two more examples to complete the entire practice chart on their own without support. Students at the Expanding level can work in pairs to complete the chart with very little support. Provide Emerging students with specific examples from the text to work on, such as the second sentence of paragraph 10, and provide support as needed. While students work, walk around the classroom answering questions and clarifying as needed.
9 When students are done, have each group share one verb phrase and how they rewrote it from their chart. Use this opportunity to informally assess student work using the following rubric.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the How English Works skill: Verbs and Verb Phrases.
Emerging: Are students able to use simple verbs in different tenses with support?
Student example: being swallowed up by the mud/covered by the mud
Expanding/Bridging: Are students able to use a variety of verbs and verb tenses with little to no support?
Student example: We pushed around the bottleneck/We shoved around the bottleneck.
DIFFErEnTIaTE How English Works: Verbs and Verb Phrases
6 Turn students’ attention to the activity in the chart on page 100. Model doing the first example for the entire class, using a think aloud. Begin by asking a student to read the verb phrase in the chart aloud. Write the phrase on the board as it is read: started to heave up
and down. Then say: I know everything is falling into a sinkhole, and the ground is moving. The verb heave is not familiar. So I will look for clues. Up and down are clues. I think heave must mean “to move up or down.” Now I can rewrite the verb phrase. Rewrite the verb phrase, replacing the verb with a word of similar meaning. Read the new phrase aloud: started to move up and down.
7 Then work together to complete a second example using one of the words listed on the board that students found during their Verb Treasure Hunt, such as one found in the first
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.