Page 170 - SpringBoard_ELD_Grade6_Flipbook

Poetry
Part
Two
Selecting language Resources
Learning Targets
• Develop language resources to use in one’s speaking and writing about poetry. • Use an expanded set of words to create precision while speaking and writing.
acTiViTY 2.1
WORd cOnnecTiOnS
Cognates
The English word sensory and the Spanish word sensorial are cognates. They both mean “of or relating to the senses” and come from the Latin word sens. The five senses are touch, smell, taste, hearing, and sight.
•
Adjust language choices to suit the academic setting.
The chart presents words and phrases you will use in discussion and writing. Think about each word or phrase. Circle Q, H, or T to indicate how well you know it. Work with a partner, asking your partner to explain each word or phrase. Listen closely to the explanation, and then write your partner’s name in the In Our Own Words column along with his or her condensed idea.
Rating
Q
H
T
I have seen this word or phrase, but I have questions about its meaning.
I have heard this word or phrase, but do not know it well.
I know this word or phrase so well that I could teach it to someone else.
Word or Phrase
Definition
In Our Own Words
rhythm
Rating Q H T
a sound that is repeated in a pattern
rhyme scheme
Rating Q H T
a pattern of rhymes that is used in a poem
free verse
Rating Q H T
a kind of poetry that uses no rhyme
imagery
Rating Q H T
words that cause people to think of images or pictures
sensory language
Rating Q H T
words and details that are used to appeal to a reader’s five senses
Unit 4 • The Final Act • Part 2: Oranges 147
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