CA – California K-12 Academic Content Standards Subject: English Language Arts; Grade: Grades Eleven and Twelve; Area: Reading 3.0 Literary Response and Analysis 3.1: Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. Chain of Events Diagram

Description of how the strategy meets the needs of the EL population: Instruction focuses on content, rather than learning a new language Frequent opportunities to practice their English in social situations (working in pairs and during whole class discussions) Practice in reading materials (text) at own instructional levels – Vocabulary list provided for the lower-level learners (to assist with reading comprehension and meaning of words) Read at own pace, when looking for events to include in diagram Partially filled out diagram, used as a prompt for the lower-level learners

I created a Chain of Events diagram. The easy to read graphic organizer helps students keep track of a series of events (cause-and-effect) that occur within a text.

A vocabulary list was also created for the ELL students. It will assist them as they fill in their diagrams using events from the text.

First, I model how to add information into the first two boxes on the diagram, using the overhead projector. I write the first event from the text into the box #1. The second event happens because of the first. By writing it in box #2, I am showing the class that the events affect one another.

Josie pays close attention as I model the correct way to fill in the diagram. She wants to make sure she knows what to do.

After I show the students how to fill in the first two boxes on the chain diagram, they are able to complete the rest of the diagram with a partner. Before I pair them up, the Josie volunteers to tell me the event that goes in box #3. She was able to provide me with the correct information, since she listened attentively and easily understood how to use the graphic organizer.

The students are now able to work individually and collaboratively to complete the activity.

Caroline uses her vocabulary list to define terms and check her spelling as she adds events into her graphic organizer.

Josie has finished her chain diagram. She goes back to box #1 and reads over her work before handing it in.