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Quick conversation
• Share your work with a partner. Take turns describing the examples of sensory language that you found in the text. Listen to your partner to see if they found similar examples and whether your partner agrees with your analysis of which sense the language appeals to. Record notes from your conversation.
aCTiViTY 1.6
continued
One example of sensory language that I found is .
This example appeals to the reader’s sense of .
Write a short Argument
After identifying and analyzing the sensory language in Tangerine, you have enough information to write a short argument. Choose one example of sensory language from your chart. Write a short argument in which you explain the meaning of
the sensory language, state your opinion about how effective the language is at describing the action of the scene, and why. Before writing, read the model short argument provided. Notice what information is in each of the four sentences. Try structuring your argument in the same way.
Do you agree with my analysis of the sensory language?
I agree/disagree with your analysis because .
ModEl: SHoRT ARguMENT
The word “whooshing” is an example of sensory language the author uses in Tangerine. This word helps the reader understand the sound that the author heard as the sinkhole began to form. The word “whooshing” is effective at describing the action of the scene because it helps the reader imagine how it would feel to experience the events in the story. When you say the word “whooshing” out loud, you can hear the sound that the word describes.
Unit 3 • Choices and Consequences • Part 1: Tangerine 103
Language
Resources
Language for Justifying Opinions
These phrases will be helpful when you speak and write to justify your opinion.
• The language is effective because...
• The language is not effective because...
• This word is especially effective...
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aCTiviTy 1.6 continued
correct column of the chart. stood (sight), whooshing (hearing), brown (sight), puddle (sight), crack-crack- cracking (hearing), loose mud (touch), slide (touch). Have students add the examples to the chart in the Student Workbook. Continue with the second paragraph and have students add the examples to their chart. Turn students’ attention to the activity in the chart on the bottom of page 102. Model doing one example for the entire class, using a think aloud. Begin by asking a student to read the sensory language in the chart aloud. Write the phrase on the board as it is read: giant bathtub drain. Then say: When I think of a bathtub drain, I picture it in my mind. It is something I can see. So this language appeals to my sense of sight. It is telling me that the water looks like it is going down a giant bathtub drain. I can write the word sight in column 2.
DIFFErEnTIaTE Interactingin Meaningful Ways: analyzing Language Choices
7 Pair students by proficiency level. Distribute the Word Choice Analyzer Graphic Organizer to each student. Have students at the Expanding proficiency level work to find examples of sight
and sound sensory language from paragraph 3 of the text and complete the graphic organizer. Have them explain the how the sensory language makes the sentence better. Students
at the Bridging level can scan the text to find any examples of sight, sound, and touch sensory words to add to the graphic organizer. Have them explain the effect of the sensory language on the sentence. Work individually with students at the Emerging level to help them complete the chart, as needed. As students work, walk around the room answering questions or clarifying as needed. When students are done, have each pair share their findings. Use the rubric to assess student understanding.
8 Direct students to the Language Resources box on page 102. Read the directions for the activity aloud and review the first example. Then model a second example using a think aloud.
students that you are going to read examples of sensory language. If the example appeals to the sense assigned to their group, then all the members of the group should stand. Remind students that they should only stand if they think the phrase appeals to the sense assigned to their group. Model the activity first and then begin reading examples of each, such as: a soft pillow (touch), a red book (sight), a stinky garbage truck (smell), a chocolate cake (taste), a booming voice (hearing). The intent is to engage students in active listening and ensure their grasp of the difference between the senses used in sensory language.
6 Have students return to their original seats. Create a chart on the board with the headings Sight, Hearing, Touch, Taste, Smell. Say: I am going to read aloud a paragraph from our text Tangerine. As I read, raise your hand when you hear a sensory word. Read the first paragraph aloud, deliberately and slowly. When students raise their hands, have them tell you which sensory language example they heard. Confirm or correct and write the example under the
Unit 3 • Choices and Consequences • Part 1: Tangerine 159
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.