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aCTiviTy 1.7 continued
Bridging Are students able to engage in academic conversations to cite evidence to discuss ideas about verb phrases and sensory language, and its the effectiveness?
Student example: The effect of the verb phrase pulled and grabbed is to help readers feel what happened, as the kids are helped out of the hole. This is evidenced by the fact that the author says the kids made their way up the slippery incline to the top.
adapt
If students need additional help understanding verbs, verb phrases, or sensory language, set aside time to provide personal one-on-one conferencing time to address any needs that arise on an individual basis.
4 Group students by proficiency level. Students at the Bridging level can work on their own to complete the graphic organizer. Students at the Expanding level can work together to complete the graphic organizer. Take the Emerging students aside and provide additional small group instruction to aid in understanding as they work to complete the graphic organizer. Make yourself available to other groups for questions and check in as you are able.
5 When students are finished, have them share out their ideas and add them to the example on the board. Use this opportunity to informally assess student work using the following rubric. Review the Planning an Expository Analysis graphic organizer on page 105.
6 As students work, walk around the classroom checking for understanding and answering any questions that may arise. When students are finished, have them submit their drafts to you for
a review or if available, students can use classroom computers
to type their analyses. Use this opportunity to informally assess student work using the following rubric.
assess
Emerging: With substantial support, are students able to understand and articulate the text structure of an expository analysis?
Student example: The author uses the words caked with mud to mean covered in mud. This is effective because it helps readers feel the dirt.
Expanding/Bridging: Are students able to analyze verbs, verb phrases, and sensory language to develop an expository analysis?
Student example: The verb phrase “came diving out” is an example of effective language. It helps readers see the action. It is effective at describing the action because it makes you see kids diving, like at a swimming pool, as they get out of the building.
adapt
If students need additional help understanding how to write an expository analysis, set aside time to provide personal one-on-one writing conferencing time to address any needs that arise on an individual basis.
Using Foundational Literacy Skills
Students whose first language is Haitian Creole, Hmong, or Spanish may use present tense in place of future tense or present perfect tense. Instead of saying or writing I will finish it tomorrow, they may say or write I finish it tomorrow. If this happens, simply restate the sentence using conventional English form and write it out for students to use as a model.
DaYTWO Teach
1 Warm Up: Write a list of sensory words from the text on the board. Distribute one sticky note to each student as they enter the classroom. Tell students that to get warmed up for this activity they will each pick one of the words on the board and write it
on the sticky note. Their task is to explain what sense the word appeals to by pointing to the body part to represent the sense (an ear for hearing, an eye for seeing, a nose for smelling, a finger
for touch, a mouth for taste). Then have students line up, read
the word they chose, and point to the part of the body the word appeals to.
2 Remind students that in the previous lesson, they learned about the effectiveness of the author’s use of language in Tangerine. Explain that they will use this information to write an expository analysis of Tangerine.
HEW DIFFErEnTIaTE How English Works:
Text Structure of an Expository analysis
3 Distribute a copy of the Word Choice Analyzer Graphic Organizer to each student. Explain that expository writing has a specific structure. Say: You will be using this text structure: language
→meaning →effectiveness. Draw arrows indicating the sequence of the writing. Then ask a volunteer to identify one example of a verb the author used they they found especially effective. As a class, model how to write the meaning of the verb, and then model how to describe the effectiveness of the verb.
164 SpringBoard® English Language Development Grade 7
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