Page 62 - ELD_NT_MiddleSchool_Sampler

aCTiviTy 1.6
Plan
Materials: Word Choice Analyzer Graphic Organizer, sticky notes, note cards, Roots and Affixes Graphic Organizer
Suggested Pacing: 2 50-minute class periods
California English Language Development Standards
ELD.P1.7.1 Exchanging Information and Ideas
ELD.PI.7.3, Supporting Opinions
ELD.PII.7.5 Modifying to Add Details
ELD.PI.7.5 Listening Actively
ELD.PI.7.6c Use Knowledge of Morphology
ELD.PI.7.8 Analyzing Language Choices ELD.PI.7.10b Writing
ELD.PI.7.11 Justifying/Arguing
DaY OnE Teach
1 Ask alternating student volunteers to read the Learning Targets aloud. When finished, explain to students that in this lesson they will learn about sensory language.
2 Call students’ attention to the Word Connections box on page 102. Read the text aloud, as students follow along. Have students work with the Roots and Affixes graphic organizer and see how many words they can come up with that use the Latin root sens- (sentimental, sense, sensation, sensitive).
3 Give each student a sticky note. Assess background knowledge by asking students to write a sentence that describes or gives an example
of sensory language. Give students a minute to compose a response. Then go around the room asking each student to share what they wrote. Do not confirm or correct student responses at this time, but do write key words or phrases on the board as students give their responses. When everyone has had
an opportunity to respond, explain:
TCB_SE_G7_U3_P1.indd 102
Sensory language uses words that appeal to the sense of sight, hearing, touch, taste, or smell. For example, when my mom bakes bread, the whole house smells wonderful.
4 Ask a student volunteer to read the Language Resources aloud. Ensure student understanding of which sense different types of words appeal to. Say: If you can see something in your mind, it appeals to the sense of sight. If you can imagine the smell, it appeals to the sense of smell. If you can hear it, it appeals to the sense of hearing. If you can imagine the flavor, it appeals to the sense of taste. If you can imagine how it feels, it appeals to the sense of touch. Explain that some words appeal to more than one sense.
5 Explain to students that they are going to play a sensory language game. Segment the classroom into five heterogeneous groups. Give each group one of the five senses. Tell
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4:55 PM
aCTiViTY 1.6
interacting in Meaningful Ways: sensory Language
WoRd ConneCTions
Cognates
The English word sensory and the Spanish word sensorial are cognates. They both mean “relating to the senses” and come from the Latin root sen, which means “to feel.”
Learning Targets
• Analyze how writers use sensory language to convey ideas. PI.7.7 • Write short texts collaboratively and independently. PI.7.10
Authors use sensory language to appeal to the reader’s five senses: sight, hearing, touch, taste, and smell. The following examples of sensory language are used in Tangerine.
Language Resources: sensory Language
sensory Language from
Tangerine
Appeals to the Reader’s sense of...
whooshing
hearing
dense rain
sight, touch
splintering
hearing
swirling
sight
Skim through the excerpt from Tangerine, looking for sensory language. Write several examples in the chart. Then tell which sense the sensory language appeals to. Use the Language Resources: Sensory Language chart for support.
sensory Language from
Tangerine
Appeals to the Reader’s sense of...
giant bathtub drain
sight
102 SpringBoard® English Language Development grade 7
158 SpringBoard® English Language Development Grade 7
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