UNIT X 280 | UNIT 7 DIFFERENTIATED INSTRUCTION Scaffold • It may be helpful to review the concepts of setting, main characters, and main events. Write these questions on the board: Setting = Where did it happen? Main characters = Who is in the story? Main events = What happened? • To help students identify the main events in a story, it can be helpful to use a storyboard graphic organizer. Draw a series of numbered boxes on the board. Have students take turns reading lines from the story as a class. Ask students to raise their hands whenever they hear an important event. Elicit the event and add it to the graphic organizer. Amplify Have students take notes on their discussions about the Student Model and turn those notes into written statements. Tell students to restate the questions in their responses to reinforce writing complete, thorough sentences. Post written statements around the room and have the class do a gallery walk to read them. Instructional Routine: Tools for Writing p. Txxxvi Narrative Writing: Write a Science Fiction Story Identify characteristics of text type. Ask: What are some characteristics of a science fiction story? Elicit answers before referring students to the description on the page. Check that students understand the meaning of future technology and unrealistic events, providing examples as needed. Writing Strategy: Use Dialogue Understand inner and outer dialogue Read the Writing Strategy box text aloud as students follow along. Remind students that dialogues can include inner dialogue (when a person thinks) and outer dialogue (when a person speaks). Prompt Activate prior knowledge Read the prompt aloud. Review the meanings of ecosystem, damaged, and destroyed. Ask: What do you think life will be like 100 years from now? Elicit answers and write notes on the board. Student Model • Listen actively Point out that the Student Model includes inner dialogue and outer dialogue. Read the Student Model aloud as students follow along. Ask: What is an example of inner dialogue? What is an example of outer dialogue? • Understand phrasal verbs and idioms Check comprehension of the terms got back to, take care of, and went out of control. Point out that these expressions make the story seem less formal and more conversational. • Identify features of a science fiction story Write these headings on the board: setting, main characters, types of technology, and main events. Put students in groups of four. Assign one feature to each student in the group to look for and make notes about it. Have the students in each group take turns reading lines from the story. Ask them to share their notes in groups. Ask: What was the setting? Who were the main characters? What types of technology did they use? What were the main events? Elicit answers. EXPLORE AND LEARN Narrative Writing Write a Science Fiction Story Science fiction writing includes setting, characters, and a plot, like other types of narrative writing. In addition, it tells a story based on scientific ideas, and it often takes place in the future. This kind of writing includes: • future technology • unrealistic events The Great Pod Adventure by Anna Vasiliev Danny woke up to a cold, black morning. There was no sunlight on Earth. The Sun was gone because people did not take care of the universe. Danny learned about the Sun, plants, and animals in his landscape pod. There was a red button for each biome. One day, Danny pressed the rain forest button. The pod went out of control! Suddenly, Danny was in a huge tropical rain forest. Then, he saw a girl. “Hello. I’m Myrina,” she said. “Who are you?” He answered, “I’m Danny. I’m from the future. I’ve never seen the Sun, plants, or animals.” Myrina took Danny on a walk in the rain forest. He saw amazing butterflies with blue wings. Then, he saw birds with larger, bluer wings! Danny’s favorite part was seeing the Sun through the leaves. When they got back to the landscape pod, it roared. It was the scariest noise in the world! Danny said, “I have to go. I think my pod is leaving.” “Here, take this,” Myrina said. She gave Danny a tiny, green plant. Danny got in the landscape pod. There was a new button. It was a green home button. I'll go home later, Danny thought. Then, he pushed the red tundra button. Student Model WRITING STRATEGY Use Dialogue Show some of what is happening in the story through dialogue. What do the characters say to each other? Write a science fiction story. Imagine it is 100 years in the future, and Earth’s ecosystems have been damaged or destroyed. Your story can show what life is like as a result. CONNECT TO Writing UNIT 7 280 UNIT 7 / CONNECT TO WRITING
RkJQdWJsaXNoZXIy MjUyNzA0NQ==