UNIT x 148 | UNIT 4 Instructional Routine: Tools for Writing p.Txxxv Tools for Writing: Italics • Understand italics Ask: What are italics? What do you know about them? Read aloud the explanation. Say: Use quotation marks for short texts, but use italics for the titles of books, plays, and long texts. Discuss the examples and elicit additional examples. • Play a game to confirm comprehension Have students write I for Italics and QM for quotation marks on two pieces of paper. Call out a list of items and have students raise the correct letter for punctuation. (sample list: Good for you: an article on farmers markets (QM); Mr. Jones asked, Do you have an apple? (QM); a book called All About Science (I). She is very smart! (I); Maya, a drama in two parts (I)) A Apply knowledge of italics Read aloud item 1 and copy it onto the board. Ask a volunteer to identify the part of the sentence that needs to be italicized. (The Call of the Wild) Then have students complete the rest of Activity A independently and check their responses with a partner once they have finished. ANSWERS 1. The Call of the Wild; 2. Beauty and the Beast; 3. [lifts up an apple]; 4. [smiles], [holds up a glass of water]; 5. What can we make with these vegetables? B Use italics for emphasis Read aloud each sentence emphasizing one word while students follow in a whisper read. Then have students complete Activity B independently and share answers. Have partners explain whether they agree or disagree and why. ANSWERS Sample answers: 1. very; 2. not; 3. told; 4. best; 5. biggest C Write a dialogue Have students look back at Healthy Bites on page 146. Explain that they will write a new scene. Remind students to include stage directions. ANSWERS Sample answer: [Jared and his sister are talking in the yard.] JARED: Mom and I are going on a hike. Do you want to go? SISTER: [excited] I would love to go! When? JARED: Saturday. We want to exercise to get healthier. EXPLORE AND LEARN PRACTICE COMMUNICATE DIFFERENTIATED INSTRUCTION Scaffold Not all languages have the same punctuation rules or use the same types of punctuation as English. Work together to identify titles, stage directions, emphasized words, and thoughts. Then go back and together underline text that should be italicized. Amplify Direct students to brainstorm books, articles, and plays they have seen or would like to see. Then create a conversation with a classmate discussing the works. Remind students to use italics to punctuate titles. Have partners check each other’s work for correct use of italics and quotation marks. UNIT 4 / CONNECT TO LANGUAGE ARTS Tools for Writing Italics You can use italics for titles of books or plays, stage directions, and emphasis. titles of books and stories: Read Healthy Bites. stage directions: [Jared’s grandpa is pouring chips from a bag into a bowl.] emphasis: I’ll try new things because a healthy diet is very important. to show thoughts in a story: What is he making? Zoey wonders. A Identify the parts of the sentences that need italics. 1. My favorite book is The Call of the Wild. 2. Did you see the play Beauty and the Beast? 3. JARED: [lifts up an apple] Apples are good for your teeth. 4. MOM: [smiles] We should drink a lot of water on the hike. [holds up a glass of water] 5. What can we make with these vegetables? Jared wonders. B Identify one word in each sentence that you think should be in italics for emphasis. Then, compare with a classmate. 1. I’m very excited today. 2. Soda is not a healthy drink. 3. The doctor told my dad to eat vegetables. 4. That was the best play I’ve ever seen. 5. I found the biggest strawberry! C Write a short scene to continue Healthy Bites. Jared tells his sister about the hike. Use italics when needed. CONNECT TO Language Arts UNIT 4 148
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