UNIT X UNIT 3 | 97 FORMATIVE ASSESSMENT Talk and write: Kiki’s Journey Retell the important events in the story. Retell the story to a partner, changing one important event. Your partner points out the event you changed. Do this until you have retold and reheard the story with three people. DIFFERENTIATED INSTRUCTION Scaffold Have students work in pairs to summarize what they just read. Tell them to act out and use expressions and gestures to retell the story. Pair students with the same home language so they can discuss the content and new vocabulary with home-language help. Amplify Tell students who have demonstrated proficiency to write their response to question 2 in complete sentences. Have them cite text evidence to support their answers. Provide students with a sentence frame, if necessary. I think this because_____. Reading • Build academic vocabulary Review with students what figurative language is. (language that is not meant literally but used for special effect in writing). Ask them to identify the figurative language the author uses on this page. (I felt a cool breeze two-step through my hair.) Direct students’ attention to the expression in bold and to the glossary at the bottom of the page. Ask: What is a two-step? (a type of dance) What do you think the author means in this sentence? (that the wind was moving through Kiki’s hair like a dancer moves across a floor) Explain that when something that is not alive is described as having the characteristics of a person (i.e. dancing), the author is using a type of figurative language called personification. Encourage students to come up with other examples of personification with everyday objects. • Use a resource to determine meanings of new words Have students locate the first boldfaced words on page 97. (excused myself) Then ask them to identify the resource on the page that can help them understand the words’ meaning. (the glossary) Ask students to use the phrase, Can I be excused? if they need to leave the classroom this week. • Explain character development Have students work in pairs to discuss how the character Kiki develops throughout the story plot. They should include evidence from the beginning, middle, and end of the story. • Connect to self Ask students if they have ever felt at home in two places. Ask: Do you feel at home in two places? Like feeling comfortable where you live and somewhere else? Where are these places? Are your feelings the same in each place? How are those places part of your roots? If students are reluctant to share, model by describing your own feelings. • Home-School Connection Have students talk with their families about their roots and how visiting where their families are from is important. If they don’t visit where they are from, have students talk to their families about how they get in touch with their roots. • Check In • Ask and answer questions Have students work in pairs to ask and answer the questions. Ask students to take notes on their answers and prepare to share responses in a class discussion. • Use evidence to support understanding Ask volunteers to share their answers with the class. Have one student share the answer to question 1 and another point out text evidence that supports the answer. Then have another pair share their answers to question 2. ANSWERS Sample answers: 1. She feels connected to the village. We know this because she makes time to go out and see it one more time before she leaves. 2. I think Kiki will miss the Pueblo but will also be happy in Los Angeles because she said her heart belongs to both places. PRACTICE The night before we were to leave the Pueblo to go back home to Los Angeles, Uncle Tim and Grandma sat and ate red chili stew with us. We laughed as Mom, Dad, and Uncle Tim told me about when they were my age. They laughed about the time Uncle Tim got chased by one of the reservation dogs. As everyone laughed and remembered, I excused myself from the dinner table and slipped out the front door. I wanted to see the village one more time before we left to go back to the city. As I walked through the village, I felt a cool breeze two-step through my hair. I thought about my parents’ hearts belonging to both the Pueblo and the city, and I knew then that mine did too. CHECK IN 1. Comprehension How does Kiki feel on her last night in the Pueblo? 2. Draw conclusions How do you think Kiki will feel about the Pueblo when she gets home to Los Angeles? GLOSSARY excused myself said in a nice way that I had to leave two-step a type of dance 97 UNIT 3 Kiki’s Journey UNIT 3 / READING
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