UNIT X UNIT 1 | 27 DIFFERENTIATED INSTRUCTION Scaffold • Read each option provided for Activity A so students understand how to match the explanation with the idea. • Guide students through the same process with Activity B, to see if they can find evidence in the story and write how the setting influences the characters’ actions. Amplify Students write their ideas for Activity C in a paragraph or as a diary entry and then present it to the class. COMMUNICATE TEXT ELEMENTS: Setting Influences Plot Analyze setting Read and discuss the information in the box. Say: Define setting. Define plot. Explain in your own words how the setting influences the characters’ actions and the plot. Provide different weather conditions and brainstorm their influences. A Explain influences Read the directions aloud. Model how to find supporting evidence in the text, pointing out the words that support how the setting influences the characters’ actions. Have students complete Activity A in pairs, and then review answers, supporting responses with text evidence. ANSWERS 1. b; 2. c; 3. a B Support answers Read the directions aloud and ensure students understand that they now have to find another example from the text, using Activity A as an example. Have students work independently. Call on volunteers to share their findings. ANSWERS Sample answer: “They washed the truck’s windows, which were loaded with red dust.” The dust is so thick, they have to clean the windows on their truck so they can see to drive. C Apply new knowledge Read the directions aloud and ensure students understand expectations. Direct students to brainstorm the answers to the questions on the board. In the center, write cold and wet place. Provide supporting evidence, pointing out the words that support how the setting influences the characters’ actions. Then direct students to complete Activity C in pairs. ANSWERS Sample answers: In a cold place, Wallace and Agatha do not have cows. They chop down trees and sell firewood in town. They shovel a lot of snow to get to their truck. They eat a lot of hot soup. Wallace might joke, “The soup isn’t frozen and icy today!” At the end, they see one blade of grass coming through the snow. Practice Book p. 14 Assessment Program p. 6 EXPLORE AND LEARN PRACTICE A Read the examples from Will the Rain Ever Come?. Choose the explanation that shows how setting influences the characters’ actions. B Find one more example of how setting influences plot. Explain how the setting influences the plot. C Pretend the setting of the story is a cold and wet place. How does this change the plot? What do Wallace and Agatha do? What do they eat? What joke does Wallace make? What happens at the end to make them hopeful? 1. Wheat and corn shriveled in the drought, so Wallace planted thistle and even dug up weeds to feed the cows. 2. “The toast isn’t sandy and dusty today!” he said. Wallace often tried to lighten the mood. 3. They put the milk in jars and cleaned the jars of dust. a. The characters have to clean the jars because the dust gets everywhere. b. Cows eat wheat and corn normally. During a drought, wheat and corn can’t grow. Farmers have to feed their animals other foods. c. This joke is specific to the setting. The dust gets everywhere, including on the toast. TEXT ELEMENTS Setting Influences Plot In a story, the setting is the place and time. The plot is the sequence of events in the story. The setting influences the characters’ actions and the plot. In the 1930s, Wallace and Agatha Hastings lived in an area of Texas that was part of the Dust Bowl. When the rain stopped, it caused a drought. Then, the soil blew away. In Will the Rain Ever Come?, Wallace and Agatha are fictional characters, but the Dust Bowl was a real place. The drought in the 1930s was a real event, but other events in the story aren’t true. 27 UNIT 1 UNIT X1 / CONNECT TO LANGUAGE ARTS
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