Page 66 - ELD_NT_MiddleSchool_Sampler

aCTiviTy 1.7
Plan
Materials: Word Choice Analyzer Graphic Organizer
Suggested Pacing: 2 50-minute class periods
California English Language Development Standards
ELD.PI.7.1 Exchanging Information and Ideas
ELD.P1.7.2 Interacting Via Written English
ELD.P1.7.4 Adapting Language Choices ELD.PI.7.5 Listening Actively ELD.PI.7.10b Writing
ELD.PII.7.5 Modifying to Add Details
DaY OnE Teach
1 Ask students to follow along as you read the Learning Targets aloud using the oral cloze strategy. When finished, explain to students that in the next two lessons they will write an expository analysis of the language used in Tangerine.
2 Collaborate: Have students
review their annotations and notes
on Tangerine. Then look at the chart
at the top of page 104. Read aloud
the sentences in each column. Have students look at their notes and annotations to think about words they could put in the first column. Write
three columns on the board labeled Language, Meaning, and Effectiveness. Model the activity by writing the word whooshing in column 1. Say: Whooshing is language used in the story. I can
write this word in column 1. In column
2 I can write the meaning: Whooshing
is a sound. I can hear the sound. It is
the same sound as the word itself. For column 3, I need to tell how whooshing is effective. I can write: Whooshing is effective because the sensory language helped me hear the sound that was made. Model another example on the board as a group. Write pour out on the board in column 1. Invite volunteers to explain the meaning of pour out, and write their ideas in column 2. Have
TCB_SE_G7_U3_P1.indd 104
students then explain the effectiveness of pour out, and write their ideas in column 3. Correct and affirm, as needed. Then have students work individually or collaboratively to do one more example on their own and share out. Give students ample time to complete the chart and then have students share what they wrote and why. Give feedback as appropriate.
3 Refer students to the activity that they completed on the top of page 104, and then introduce the Quick Conversation activity on the bottom of page 104. Have students turn and talk to the person to their right. to complete the Quick Conversation. Provide a few minutes for students to think and write answers to the questions. Then have pairs share ideas, and respond to each other's ideas. Have pair share with others the way they completed one of the sentences in the Quick Conversation box.
22/04/15
2:31 PM
ACTIVITY 1.7
Interacting in Meaningful Ways: Writing an Expository Analysis
Learning Targets
• Exchange information and ideas with a peer to deepen understanding of a text. PI.7.1
• Write a short informational text evaluating an author’s use of language. PI.7.10, PI.7.7, PI.7.8
Review your annotations and notes on the excerpt from Tangerine and use them to complete the graphic organizer.
Language
Meaning
Effectiveness
What language is used in the story?
What do the words and phrases mean?
What was effective about this language?
Quick Conversation
Share your work with your partner. Compare your ideas about the language used, its meaning, and its effectiveness.
Next, read aloud the first two sentences of paragraph 13 of the story:
Joey and I dug our heels into the mud about halfway down toward the bottom of the hole. We pulled and grabbed at kids as they made their way up the slippery incline to the top.
Discuss the sentences. What verbs and verb phrases does it use? What sensory language does it use? Record notes from your discussion.
The effect of the verb phrase is .
I think is effective at describing the action in the scene because .
104 SpringBoard® English Language Development Grade 7
The author uses the sensory language , which means .
What evidence supports your thinking?
162 SpringBoard® English Language Development Grade 7
© 2017 College Board. All rights reserved. © 2017 College Board. All rights reserved.