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aCTiviTy 1.4
Plan
Materials: Round Table Discussion graphic organizer
Suggested Pacing: 1 50-minute class period
California English Language Development Standards
ELD.PI.8.1 Exchanging Information and Ideas
ELD.P1.8.3 Supporting Opinions and Persuading Others
ELD.PI.8.5 Listening Actively ELD.PI.8.6a-c Using Knowledge of
Morphology
ELD.PI.8.12 Selecting Language Resources
ELD.PII.8.6 Connecting Ideas Teach
1 Ask a volunteer to be the “teacher” and read aloud the Learning Targets using the oral cloze strategy. When finished, explain to students that in this lesson, they will have academic discussions about the essay they read.
2 Explain that you will read some questions and that students are to write them. Explain that you will read all of the questions once quickly, then you will read each question more slowly, giving students time to write. Tell them that after you have read all the questions, they will have a chance to ask you to repeat any question they did not hear
or understand. Dictate the following questions: 1) Why do people laugh? 2) What did you learn about a comedian’s job? 3) What is one joke you remember from the reading? Place students in three groups and give each group one of the questions to answer. Have students read the question and discuss answers in their groups. Call on volunteers to read their question and share answers with the class when done.
DIFFErEnTIaTE Interacting in Meaningful Ways: Exchanging Information and Ideas
3 Have students look at the Academic Collaboration activity in their books.
TCB_SE_G8_U4_P1.indd 150
Invite a volunteer to read the question in each box of the chart. Do not invite or provide answers to the questions at this point. Point out that the language in the speech bubbles can be used as ideas for ways answers to the questions.
4 Model an academic discussion. Join three students to form your model group, and read the first question. Then guide the three students to provide an answer that could complete the first box of the chart. Allow students to flip back and forth through the text as needed. When the answer is complete, ask the students: What evidence from the text supports your answer? Have them identify the paragraph where the information is found and either read or paraphrase the information.
5 Collaborate Discreetly group students by proficiency level in groups of four. Students at the Bridging and Expanding levels can work in groups to complete the entire chart. Students at the
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aCTIVITy 1.4
Interact in meaningful Ways: academic Collaboration
Learning Targets
• Ask and answer questions about an informational text in collaborative conversations, demonstrating active listening, and drawing upon an expanding pool of language resources for discussing literature. PI.8.1, PI.8.5, PI.8.6a–c
• Express and support opinions of a personal narrative in conversation. PI.8.3
Turn to your partner or small group to discuss each question about “Made You Laugh.” After you have discussed a question, write notes about your answer before going on to the next question.
1. What is the key idea of the section “Comedy Is Serious Stuff,” paragraphs 8–11? What details in the section support this idea? ccSS.RI.8.2
The key idea of the section is that being a comedian is difficult work since no one can ever be sure of getting laughs. The audience, the time of week, and other variables can determine the reaction a comedian gets.
3. Why do you think there are so many “theories of funniness”? What can you conclude about humor from all these theories? ccSS.RI.8.2
I think that the number of theories suggests that no one can fully explain humor. This leads to the conclusion that humor is a very complex, even mysterious, aspect of life.
Asking Questions
2. Find one of the jokes included in the text of the essay. What key idea does this joke illustrate or support? ccSS.RI.8.1
Answers will vary. Students might say the joke about the hunters is explained by the superiority theory: we feel smarter than the hunter who shoots his friend. The incongruity theory also applies: we would not expect such an event to happen.
4. Look at the chart in the section “Got Laughs?” In general, as people age, how does the humor they enjoy change? ccSS.RI.8.1
As people age, their tastes become more sophisticated. They move from low comedy to high comedy.
The key idea of the section is .
I think the joke about illustrates the key idea that .
I think the number of theories suggests .
As people age, their tastes becomes more .
The author of “Made You Laugh” has chosen a broad and complex topic to write about. Do you think you understand all the points he made? With your partner or small group, look back at the whole essay. Discuss what questions you have about the text. Write one question you would like to ask the author to clarify a point he made. Share your question with the whole class.
150 SpringBoard® English Language Development grade 8
228 SpringBoard® English Language Development Grade 8
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