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aCTiviTy 1.6 continued
Say: In paragraph 3, I read “Another whoosh and more violent cracking sounds followed.” Whoosh is a sensory word. It appeals to the sense of hearing. Then have students help you complete the chart. Cracking sounds are also sensory words. They also appeal to the sense of hearing from paragraph 3. Finally, have students do one row of the chart independently with the sentence from paragraph 10 “We sloshed . . . through the mud.” Provide ample time for students to complete their example and then ask a student volunteer to share their response.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Analyzing Language Choices.
Emerging: Are students able to identify sound sensory language and explain its effect?
Student example: A louder whoosh turned every head. Whoosh lets me hear what the sound was like.
Expanding: Are students able to identify sight and sound sensory language the author uses and explain how it makes the sentence better?
Student example: The walkways started to heave up and down making terrible splintering noises. The words “heave up and down” make the sentence better by helping readers see what is happening. “Splintering noise” helps readers hear what is happening.
Bridging: Are students able to identify sight, sound, and touch sensory language the author uses, and explain its effect?
Student example: They knocked each other into the moving mudslide that was now swirling in a circle around them. (touch, sight, sight). These examples of sensory language make the sentence better because the reader actually can feel, see, and smell what is happening in the sentence.
adapt
If students need additional help understanding how to analyze language choices, provide students with index cards, each with a sentence written on them, such as: The bike tire hissed as I rode over the piece of glass. The black bike tire was perfectly inflated. The tire felt warm in the sun. The cookie tasted sweet. The perfume smelled flowery. Read the first sentence aloud. After you read the sentence, ask students to repeat the sensory word, list the sense it appeals to, and describe the effect of the language on them. Then read the second sentence aloud. Have students answer questions like these for each example: What effect does hissed produce? What other words could be used? Why did the writer choose that one? Repeat the process for all of the senses. Ask students to use the same format to create two original sentences of their own— one with sight sensory language, and one with hearing sensory language. You may need to provide sentence frames or starters if students have difficulty.
DaYTWO Teach
1 Warm Up: As students enter the classroom, hand them a sticky note. Write the words Sight, Hearing, Touch, Taste, and Smell on the board. Tell students that to get warmed up for this activity, they must each write a sentence using sensory language on their sticky note. Have the students work together as a whole group to take turns reading each of their examples aloud. Have listeners identify the sensory words and which sense each word appeals to and the effect it produces on the reader. Affirm or correct if needed. Have students put their sticky notes under the correct word on the board to show what sense their sensory language appealed to.
2 Remind students that in the previous lesson, they learned about sensory language. Explain that in this lesson, they will continue their work on sensory language and begin to write a short argument.
3 Collaborate: Read the directions for the Quick Conversation aloud. Have students take part in a think-write-pair-share to complete the Quick Conversation.
HEW DIFFErEnTIaTE How English Works: Modifying to add Details
1 Explain that a short argument gives your opinion about something, and tells why you feel the way you do. Justifying or explaining your opinion is important because it can help others understand your idea.
2 Call on a student to tell you their favorite food to eat for lunch. Then have the student tell why it is a favorite food. Say: This is an opinion. Not everyone feels the same way, but if you can justify, or explain why, you feel the way you do, others will understand your reasoning.
3 Read the model for students. Call on a student to read aloud paragraph 3 and have students identify sensory language. Then work together to copy the model for a phrase such as ankle-deep mud. Write on the board and say: The phrase “ankle-deep mud” is sensory language. It helps the reader feel how deep the mud was. The phrase “ankle-deep mud” is effective because it helps the reader feel what it would be like to be standing there.
Using Foundational Literacy Skills
In Chinese, Hmong, and Vietnamese, there are no tense inflections. Tense is usually indicated through context or by adding an expression of time. For example, a speaker of one of these languages might say, She take geometry next year. If you notice these difficulties in speaking or writing, simply restate the standard form.
160 SpringBoard® English Language Development Grade 7
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