Broken Chain by Gary Soto Broken Chain by Gary Soto Words7 Pages "broken chain" by gary soto item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing, conventions reading standard 1. Identify and use infinitives and participles and make clear references between pronouns and antecedents. Identify all parts of speech and types and structure of sentences. Demonstrate the mechanics of writing [quotation marks, commas at end of dependent clauses] and appropriate English usage [pronoun reference].
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Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Advanced Organizer 7 minutes To motivate and engage my students I will have the students pick up the Plot Structure diagram and fill it out about one of their favorite school appropriate movies.
I will ask them to think about how they would describe the movie to a friend. I will allow them time to work to complete the Plot Structure-Student Sample. As they are working, I will circulate through the room to make sure they are placing the events in the correct section.
This could be a good time to review the plot parts with the students who need a quick review. I may also have them use their interactive spirals and flip back to our notes on plot-if they need to review.
Once I have given them about five minutes, I will ask a student to describe the plot of his or her favorite movie. As they are describing, I will write the plot chart that I will display onto the board. Then, I will ask the students "What do these points tell us about the movie? I will need to guide them to understand that a good description restates the main ideas and most important points of the plot.
I will then tell the students that today we are going to learn the steps for creating a good summary of a reading passage. Plot Structure Instruction 20 minutes To help the students understand how to write a summary, I am going to start with a shorter passage.
This will allow them to really focus the skill and allow for me to assess their ability when working with text. I will read the passage aloud first, then read it again. The second time I read it, I will model how I will underline the important details in the text. As I am underlining, I will have the students do the same on their copy.
Modeling Text Annotations Next, I will display the graphic organizer and have the students work to complete it. I will have them work on their own first, pushing them to think about and engage with the text. Then, I will have them check their work with their Shoulder Partners.
While they are sharing, I can circulate through the room-listening to their discussion and assessing their understanding. Finally, I will ask a student to share their answers as I complete the graphic organizer.
I will have them explain their reasoning behind their thoughts. This is not only good for them to think about and explain how they got their answer, but also very good for the other students to hear a different way of thinking.
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