Page 67 - ELD_NT_MiddleSchool_Sampler

Planning an Expository Analysis
Use the graphic organizer to plan your own expository analysis, following the language-meaning-effectiveness text structure used in the previous exercise. Think about the language the author uses in the story and make notes about it in response to the questions.
aCTiViTY 1.7
continued
Language
Meaning
Effectiveness
What language is used in the story?
What do the words and phrases mean?
What was effective about this language? How is it particularly effective at describing the action in the scene?
Expository Analysis Writing Prompt
Write your analysis. Be sure to:
■ Note and evaluate verbs and verb phrases.
■ Note and evaluate the use of sensory language.
Unit 3 • Choices and Consequences • Part 1: Tangerine 105
TCB_SE_G7_U3_P1.indd
105 21/04/15 DIFFErEnTIaTE Interacting in Meaningful Ways: Exchanging Information and Ideas
aCTiviTy 1.7 continued
follow-up questions, such as What does “dug our heels in” make you picture
in your mind? What is the effect on
the reader? Model taking notes as the student speaks, and paraphrasing.
The have the student ask you the second question from the box: What sensory language does it use? Answer the question, citing paragraph 13, and encourage the student to ask follow-up questions. Answer as appropriate.
6 Collaborate Group students by proficiency level. Students at the Bridging level can work in pairs to complete the entire chart. Students at the Expanding level can work in pairs
to complete the first three sentences in the speech bubbles. Take the Emerging students aside and provide additional small group instruction to aid in understanding as they work to complete the first two sentences in the speech bubbles. Make yourself available to other groups, and check in as you
are able.
7 When students are done, have each pair share out one of their sentences. Use this opportunity to informally asses students work using the following rubric.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Writing
Emerging Are students able to engage in academic conversations, with substantial support, to complete a sentence frame about verb phrases?
Student example: The effect of the verb phrase pulled and grabbed is to help readers feel what happened.
Expanding Are students able to engage in academic conversations, with little support, to complete a sentence frame about sensory language?
Student example: The author uses the sensory language slippery incline, which means sliding on a hill.
4:55 PM
5 Model an academic discussion. Call on a student to come to the front of the class to be your partner to complete the first sentence in the chart. Begin by asking the question: What verbs and verb phrases does it use? Have the student answer. As the student speaks, ask appropriate
4 Ask students to look at the chart on the bottom of page 104. Have students read the questions in each box chorally. Distribute a copy of the Collaborative Dialogue Graphic Organizer. Point out the wh- questions at the top of the graphic organizer. Ask a student volunteer to read the wh- words aloud.
Unit 3 • Choices and Consequences • Part 1: Tangerine 163
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.