Page 175 - SpringBoard_ELD_Grade6_Flipbook

acTiViTY 2.4
interacting in Meaningful Ways: academic collaboration
Learning Targets
• Ask and answer questions about a poem in collaborative conversations, demonstrating active listening, and drawing upon an expanding pool of language resources for discussing literature.
• Express and support opinions of a poem in conversation.
Turn to your partner or small group to discuss each question about “Oranges.” After you have discussed a question, write notes about your answer before going on to the next question.
1. What imagery does the author use to describe the setting? Cite text evidence from the poem.
2. How did the author’s use of sentence structure in lines 40–42 develop the plot?
The sentence structure .
4. How do the last six lines of the poem contribute to the plot?
I think .
The author uses to describe the setting.
3. Why did the author use the phrase “I fingered a nickel in my pocket”? What effect does the use of the word fingered have on the meaning?
I think the word fingered helps me to visualize .
Asking Questions
Poems often use imagery to ignite a reader’s senses and give meaning to the plot. In this poem, Soto is writing about young love. With your partner or small group, read aloud “Oranges.” Discuss a question you have about an example of imagery that you found especially challenging. Write one question to share with the whole class.
152 SpringBoard® English Language Development Grade 6
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