Page 176 - SpringBoard_ELD_Grade7_Flipbook

Interacting in Meaningful Ways: Academic Collaboration
Learning Targets
• Ask and answer questions about a narrative poem in collaborative conversations, demonstrating active listening, and drawing upon an expanding pool of language resources for discussing literature.
• Read closely to explain ideas, make inferences, and draw conclusions. • Express and support opinions of a narrative poem in conversation.
Turn to your partner or small group to discuss each question about “Little Red Riding Hood and the Wolf.” After you have discussed a question, write notes about your answer before going on to the next question.
ACTIVITY 2.4
1. The exposition of the tale occurs in lines 1–20. In one or two sentences summarize the setting, the main characters, and the central conflict.
2. What rhyme scheme is used throughout the poem? Where in the lines 1–10 does the rhyme scheme change? What does this change emphasize?
The main characters are ; the setting is ,and the central conflict is .
The only change in the rhyme scheme is in line , which helps to emphasize .
3. How does the author create humor in the dialogue in line 6? What is unexpected in this dialogue?
4. What can be inferred about Little Red Riding Hood’s character in lines?
From the last four lines, I can infer because .
The humor in line 6 comes from because .
asking Questions
Stories and narrative poems all have a climax in the plot. With your partner or small group, read aloud lines 40–47 of the poem. Discuss what questions you have about the climax. Write one question to share with the whole class.
Unit 4 • How We Choose to Act • Part 2: Little Red Riding Hood and the Wolf 153
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