Level III ©© EEMMCC PPuubblliisshhiinngg,, LLLLCC DDiiffffeerreennttiiaatteedd IInnssttrruuccttiioonn ffoorr EELLLL LLEEVVEELL IIIIII ii 000000ii--0000vvii__GG88__EELLLL__FFMM..iinndddd ii 44//2233//0099 88::2222::1155 PPMM Differentiated Instruction for English Language Learners, Level III Care has been taken to verify the accuracy of information presented in this book. However, the authors, editors, and publisher cannot accept responsibility for Web, e-mail, newsgroup, or chat room subject matter or content, or for consequences from application of the information in this book, and make no warranty, expressed or implied, with respect to its content. Trademarks: Some of the product names and company names included in this book have been used for identification purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers. The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or endorsement by, such owners. ISBN 978-0-82193-122-6 © 2009 by EMC Publishing, LLC 875 Montreal Way St. Paul, MN 55102 E-mail: [email protected] Web site: www.emcp.com All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature, Level III may photocopy complete pages in sufficient quantities for classroom use only and not for resale. Printed in the United States of America 18 17 16 15 14 13 12 11 10 09 1 2 3 4 5 6 7 8 9 10 000000ii--0000vvii__GG88__EELLLL__FFMM..iinndddd iiii 44//2233//0099 88::2222::2200 PPMM CONTENTS Introduction v Unit 1 Charles, by Shirley Jackson 1 Analyze Sequence of Events A Mother in Mannville, by Marjorie Kinnan Rawlings 12 Use Context Clues Unit 2 The Tell-Tale Heart, by Edgar Allan Poe 26 Understand Literary Elements Born Worker, by Gary Soto 37 Compare and Contrast The Medicine Bag, by Virginia Driving Hawk Sneve 53 Visualize The Story of Iqbal Masih, by David L. Parker 68 Make Inferences Luke Baldwin’s Vow, by Morley Callaghan 78 Analyze Cause and Effect Unit 3 Ishi in Two Worlds, by Theodora Kroeber 96 Author’s Perspective The Struggle to Be an All-American Girl, by Elizabeth Wong 108 Take Notes Appearances Are Destructive, by Mark Mathabane 117 Identify Main Idea Unit 5 Dreams /A Dream Deferred, by Langston Hughes 125 Identify Main Idea from Immigrant Kids, by Russell Freedman 132 Identify Main Idea Unit 6 Southbound on the Freeway, by May Swenson 142 Analyze Text Organization Ode to My Socks, by Pablo Neruda 149 Identify Author’s Purpose Birdfoot’s Grampa, by Joseph Bruchac 157 Compare and Contrast © EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III iii 000000ii--0000vvii__GG88__EELLLL__FFMM..iinndddd iiiiii 44//2233//0099 88::2222::2200 PPMM Unit 7 Sorry, Right Number, by Stephen King 163 Text Organization Unit 8 Where the Girl Rescued Her Brother, by Joseph Bruchac and Gayle Ross 188 Summarize John Henry Blues, Anonymous 198 Understand Literary Elements Annie Christmas, by Walker Brents 205 Compare and Contrast Paul Bunyan of the North Woods, by Carl Sandburg 214 Identify Author’s Purpose Answer Key Charles 221 A Mother in Mannville 222 The Tell-Tale Heart 223 Born Worker 224 The Medicine Bag 225 The Story of Iqbal Masih 226 Luke Baldwin’s Vow 228 Ishi in Two Worlds 229 All-American Girl 230 Appearances Are Destructive 232 Dreams /A Dream Deferred 233 from Immigrant Kids 233 Southbound on the Freeway 235 Ode to My Socks 235 Birdfoot’s Grampa 236 Sorry, Right Number 237 Where the Girl Rescued Her Brother 239 John Henry Blues 241 Annie Christmas 242 Paul Bunyan of the North Woods 243 Literary Credits 244 Photo Credits 245 iv LEVEL III Differentiated Instruction for ELL © EMC Publishing, LLC 000000ii--0000vvii__GG88__EELLLL__FFMM..iinndddd iivv 44//2233//0099 88::2222::2200 PPMM Introduction Differentiated Instruction for English Language Learners provides activities that increase students’ comprehension, vocabulary, oral language development, and English language skills. The lessons in this book can be used with equal success for all developing readers, not just English language learners. In English Language Learners, students interact with authentic selections from their Mirrors & Windows: Connecting with Literature textbook, applying reading strategies and skills to fiction, nonfiction, poetry, drama, and folk literature. The lessons include instruction and exercises for use before, during, and after selected readings, integrating the following instructional features to help students become active and successful readers. Lesson Features Before Reading • A bout the Selection builds background and engages students by giving a brief synopsis of the selection. • M ake Connections poses questions that help students connect new material with what they already know. • A nalyze Literature explains literary techniques and concepts and asks students to apply their understanding of those elements. • U se Reading Skills provides instruction and a full-size graphic organizer for the reading skill introduced in the textbook. • P review Vocabulary introduces the key vocabulary words and idioms that appear in the selection and that English language learners may be unfamiliar with. During Reading • N ote the Facts questions check comprehension by asking for answers that can be found directly in the text. • R ead Aloud prompts help develop fluency and comprehension by offering opportunities for students to read passages aloud and answer questions about them. • T hink and Reflect questions chunk the text into smaller sections and ask higher-level critical thinking questions that require students to interpret, infer, analyze, evaluate, or synthesize. • B uild Vocabulary questions and hints highlight vocabulary words and idioms as they are used in context. • A nalyze Literature notes ask students to apply literary analysis at point of use as they read the selection. • R eading Skills prompts follow up on the reading skill for each selection during reading. • C ulture Notes explain cultural traditions or practices that might be new to non-native speakers. • V ocabulary words are defined and accompanied by phonetic pronunciations. These pronunciations help students develop phonological awareness (the consciousness of the sounds of language). They also help students learn phonics (the methodology that deals with the relationship between alphabet letters and sounds). • Footnotes explain references, unusual usage, and uncommon terms or words. © EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III v 000000ii--0000vvii__GG88__EELLLL__FFMM..iinndddd vv 44//2233//0099 88::2222::2200 PPMM After Reading • R eading Check assesses literal reading comprehension with multiple-choice questions that focus on facts or conclusions about the selection. • V ocabulary Check uses multiple-choice questions to review the vocabulary and idioms that were covered in the selection. • A nalyze Literature follows up on the literary technique introduced before reading and applied during reading. • U se Reading Skills synthesizes the material gathered in the graphic organizer during reading. • B uild Vocabulary or Grammar & Style activities help English language learners develop vocabulary skills and review and apply grammar and writing concepts. • E xtension Activities provide individual and collaborative learning opportunities for students to develop and extend their skills in writing, speaking and listening, and working together with their classmates. Related Program Resources The Mirrors & Windows literature program is designed to help all students succeed. Differentiated instruction is included throughout the program to help you customize your lessons to meet the needs of all your students. You can quickly find all the components listed below in the lesson plans located in the Program Planning Guide. • V ocabulary & Spelling workshops in the Student Edition cover the basics and make sure your students can meet language-arts standards. • A pronunciation key for vowel and consonant sounds is included in the Glossary of Vocabulary Words in the back of the Student Edition. • T he Differentiated Instruction for Developing Readers supplement supplies reading-specific support for about twenty selections from the textbook. • T he Meeting the Standards unit resource books offer vocabulary-development and reading-skills activities for every lesson in the textbook. • E xceeding the Standards: Vocabulary & Spelling provides developmental lessons to build word study skills • T he bottom margins of the Annotated Teacher’s Edition contain hundreds of notes addressing English language learning, developmental reading, and reading styles. • T imed Reading Fluency Assessments in the Assessment Guide offer oral fluency practice and assessment. • T he Mirrors & Windows website (www.mirrorsandwindows.com) and EMC Launchpad offer additional support for English language learners and developing readers, including additional fluency activities to build word recognition skills, silent reading fluency, and oral reading fluency. vi LEVEL III Differentiated Instruction for ELL © EMC Publishing, LLC 000000ii--0000vvii__GG88__EELLLL__FFMM..iinndddd vvii 44//2233//0099 88::2222::2200 PPMM Name: ____________________________________________________ Date: __________________ BEFORE READING page 9 A Short Story by Shirley Jackson ABOUT THE STORY In “Charles,” a mother tells a story about her son, Laurie, who is starting kindergarten. He comes home with stories about a boy who often misbehaves. The story does not take place today. Look for behavior by the teacher that would not be tolerated today. MAKE CONNECTIONS What are your memories of elementary school? Was there a student who didn’t follow the rules? What did he or she do? ANALYZE LITERATURE: Plot A plot is a series of events related to a central conflict, or struggle. A plot usually involves the introduction of a conflict, the events that develop that conflict, and the eventual resolution of the conflict. © EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 1 00000011--00222200__GG88__EELLLL__TTEEXXTT..iinndddd 11 44//2233//0099 88::4444::0077 PPMM USE READING SKILLS: Analyze Sequence of Events As you read, write down what Charles does; these are the events that develop the conflict. When you are done reading, explain the resolution of the conflict. Note that the conflict has been indicated for you. Events That Develop the Conflict Conflict The impact Laurie’s parents think Charles is having on him. Resolution 2 LEVEL III, UNIT 1 Differentiated Instruction for ELL © EMC Publishing, LLC 00000011--00222200__GG88__EELLLL__TTEEXXTT..iinndddd 22 44//2233//0099 88::4444::1122 PPMM PREVIEW VOCABULARY Key Words and Words and Phrases in Definition Practice Phrases Context Write down what you Practice using the key Read each key word and Read to see how the key think the word or phrase words and phrases by rate it using this scale: word or phrase can be means. Then use a completing the following 1 I don’t know this word used in a sentence. dictionary to check your sentences. or phrase at all. definition. 2 I ’ve seen this word or phrase before. 3 I know this word or phrase and use it. insolently The girl spoke to her mom It’s best not to speak in•so•lent•ly insolently, calling her insolently to... (in s[e]> lent l7) names. adverb 1 2 3 elaborately Grandma embroidered Things that can be done e•lab•o•rate•ly elaborately, placing elaborately include... (i la> b[e] r@t l7) many details in a forest adverb scene. 1 2 3 mindful Craig was mindful that When traveling abroad, mind•ful he had homework to do it is important to be (m8n[d]> f@l) because he had written mindful about... adjective down his assignments. 1 2 3 matronly The matronly nurse put People who are matronly ma•tron•ly a bandage on Ashley’s cut like to... (m6> tr3n l7) knee, rubbed her arm, adverb and told her she was a brave girl. 1 2 3 haggard Having worked for The opposite of haggard hag•gard sixteen hours straight, is... (ha> g@rd) Bill the mechanic looked adjective haggard. 1 2 3 © EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 3 00000011--00222200__GG88__EELLLL__TTEEXXTT..iinndddd 33 44//2233//0099 88::4444::1133 PPMM DURING READING A Short Story by Shirley Jackson The day my son Laurie started kindergarten he renounced1 Note the Facts corduroy overalls with bibs and began wearing blue jeans with Is Laurie afraid of going to a belt; I watched him go off the first morning with the older girl kindergarten? How can you tell? next door, seeing clearly that an era of my life was ended, my 5 sweet-voiced nursery-school tot replaced by a long-trousered, swaggering2 character who forgot to stop at the corner and wave good-bye to me. He came home the same way, the front door slamming in•so•lent•ly (in s[e]> lent l7) open, his cap on the floor, and the voice suddenly become adverb, exhibiting boldness or contempt; insultingly 10 raucous3 shouting, “Isn’t anybody here?” At lunch he spoke insolently to his father, spilled his baby sister’s milk, and remarked that his teacher said we were not to e•lab•o•rate•ly (i la> b[e] r@t l7) adverb, involving many details; lengthy take the name of the Lord in vain. or exaggerated “How was school today?” I asked, elaborately casual. 15 “All right,” he said. Build Vocabulary “Did you learn anything?” his father asked. Laurie regarded his father coldly. “I didn’t learn nothing,” Idioms Fresh (line 24) means that Charles was rude or showed he said. disrespect. What do you think “Anything,” I said. “Didn’t learn anything.” he said to the teacher? See here 20 “The teacher spanked a boy, though,” Laurie said, (line 29) means “Give me your addressing his bread and butter. “For being fresh,” he added, attention.” What is the father with his mouth full. concerned about that Laurie does? “What did he do?” I asked. “Who was it?” Laurie thought. “It was Charles,” he said. “He was fresh. The 25 teacher spanked him and made him stand in a corner. He was awfully fresh.” “What did he do?” I asked again, but Laurie slid off his chair, took a cookie, and left, while his father was still saying, “See here, young man.” 30 The next day Laurie remarked at lunch, as soon as he sat down, “Well, Charles was bad again today.” He grinned enor- mously and said, “Today Charles hit the teacher.” “Good heavens,” I said, mindful of the Lord’s name, “I mind•ful (m8n[d]> f@l) adjective, bearing in mind; aware suppose he got spanked again?” 35 “He sure did,” Laurie said. “Look up,” he said to his father. 1. renounced. Gave up 2. swaggering. Walking with a boastful, arrogant air; strutting 3. raucous. Harsh, rowdy 4 LEVEL III, UNIT 1 Differentiated Instruction for ELL © EMC Publishing, LLC 00000011--00222200__GG88__EELLLL__TTEEXXTT..iinndddd 44 44//2233//0099 88::4444::1133 PPMM