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Lesson Objective:
Design of this phase for the IF:

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Objective: Find the theme of the short story "Seventh Grade"
Design: Think-Pair-Share -What is a theme and how to do you find theme in a story?

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Lesson Objectives:  RL 9-10.1: I can cite relevant text evidence  and draw inferences from a text.

RL 9.10-2: I can analyze how complex characters develop, interact with other characters and advance the plot in a text.

Design of this phase for the IF: **Based on a 90 minute class period** Bell Work (Quick write): Give an example of a conflict you’ve had with another person recently--what started the conflict?  What was said?  Was the problem resolved and if so, how? (7-10 minutes--if in person, use a timer to hold students accountable).

(Students can complete in writer’s notebook or on a Padlet if during NTI)

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Lesson Obj: Students will gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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Lesson objective: We will  identify and explain how the author's choices about character development work to affect the story, "Fiesta 1980"

Opening Question: Students answer the following question in a journal: What do you think makes a character in a show, movie, or book interesting?

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Objective:We will analyze how the character traits of Nya and Salva affect the plot of A Long Walk to Water. (RL.7.3)
I started off with bell work on prior knowledge and had a short discussion.

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Lesson Objective: Students can analyze how themes develop throughout a text.

Opener: WNB Entry: How have you changed over the years? In what ways have you remained the same?

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As students enter the classroom they will be presented with an image that is associated with the article we would be reading for the day. I would pose 2/3 questions for them to answer in their journals and remind them that they will be sharing their thoughts with a neighbor

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I can determine the central idea of “Seventh Grade” by Gary Soto. (RL7.2)I can determine the theme of “Seventh Grade” by Gary Soto. (RL7.2)
(5 minutes)Reading Response-incorporate low stakes writing to answer to the following prompt:

Describe your first day of the 7th grade.  Think about what you saw, smelled, heard, and/or felt.  What was one important lesson you learned on that day?

(3 minutes)Think, Ink, Pair, Share.  Share for 1 minute to your elbow partner what you wrote about.  Make sure you include your important lesson.  Make connections with your partner.  Did you all have any similar experiences?

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Lesson Objective: analyze the impact of word choices (and phrases) on developing meaning.

I created many options for this depending on the structure of the class. I thought a share-out from each group could work, or an exit post-it on the door with one of the answers from the activity.

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We will: Discuss and Identify  direct/indirect characterization of X Character by reading Everyday Use (if i'm allowed to choose, I would like to use Soj. Truth's Ain't I a Woman)

1. Bell Ringer - Write what you know about direct/indirect characterization, one thing you don’t know, and one question )

2. Define characterization (direct and indirect) on guided notetaking sheet (first column) second column will be their own interpretation of these definitions

3. Listen to the audio reading of the speech.

4. On note taking sheet (third column) take notes on speech and what they would like to discuss as far as what they come up with characterization

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Students can explore authors intent via literary devices and word choice. This can be expressed via low stakes writing. Also uses of an LOL strategy with an essential question.

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Reader Response (The stem/reflection choices would be intentionally demonstrating their vocabulary usage for those specific content driven words.)

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Once students have had a chance to share their thoughts and ideas with each other, I would model & show my students what I thought about the image and why I thought those things.
To extend this activity I would ask them to think of words or phrases associated with the image and why they felt the way they did.
I would then ask & then tell what we would be reading about for the day.

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Modeling how to find theme using different passage and a video.
Guided Practice where students use a short passage to find theme.

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Lesson Objective: analyze the impact of word choices (and phrases) on developing meaning.

While my bellwork is typically more of a behavior management tactic rather than super dooper content related, to create a generic lesson --> I would probably do a quick write connected to the text that relates their personal experiences to the content of "Everyday Use" (What's an item that's special to you? for example)

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1. Think/Pair/Share--students turn and talk to their elbow partner about their writing. (5 minutes--if in person, use a timer to hold students accountable).

2. Brief whole class academic discussion: Allow a few students to share out.  Review previously taught concepts of dialogue, character traits, and external and internal conflict--refer to interactive word wall in the classroom or on Padlet (10 minutes--if virtual, students can create videos on Padlet and respond to each other).

3. Review expectations for a double-entry journal.  Assign students a double-entry journal for “Everyday Use” with the EQ at the top: How does Walker use dialogue to develop her characters and advance the conflict in “Everyday Use”?  Students will collect two quotes for EACH character (Maggie, Mama, Dee/Wangero) on the left side of the journal.  They will record their thoughts about the quote, focusing on the EQ, on the right side of the journal (10 minutes--if virtual, I can record a review video and post for students to view on Google Classroom).

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The teacher  guides students through a mini lesson using nearpod about how authors develop characters in a story.There are questions and polls embedded in the presentation.

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Mini-lesson on character traits and their effects on plot. List common character traits.
Quick write: Describe the character traits of your best friend with student share outs.
Close reading activity of chapter two using double entry journal, focused on character traits
Discussion of double entry findings in small groups
Share out: what traits were common among the group members?

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(10 minutes) Pre Reading Activity: Students will receive a copy of a DEO to define “main idea” and “theme.”  They will receive my definition for the left side.  Students will then have the choice to either write their own definition, create a picture or symbol to represent the words, or to give a specific example from another text or movie and explain.  These keywords will be added to the Interactive Vocabulary Wall

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Students begin working independently on reading the story and completing the double-entry journal.  The teacher circulates the room to answer questions and check on progress (30 mins--if in person, use a timer to hold students accountable).

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1. In 4-5 groups, students will discuss their findings with one another. One speaker should be prepared to share out for the group

2. Record answers on white board

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Students complete an anticipation guide prior to reading the first 4 pages of fiesta 1980. As they read, students will complete the text coding activity. There are also questions in the margins that students answer as they read.

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1. Ask students to look up from their work.  Have students turn to their elbow partner and discuss their quotes/findings from the double-entry journal.  (10 minutes--if in person, use a timer to hold students accountable; if virtual, have students add their thoughts to a slide deck--they must also respond to another person’s slide on their own slide).

2. Whole class discussion about the EQ: How does Walker use dialogue to develop her characters and advance the conflict in “Everyday Use”?  Connect back to bell work--how was Mama/Dee’s  handling of the conflict the same or different from your response to your own conflict?  (10 minutes--if virtual, students can respond to each other using videos on Padlet).

3. Exit slip--Write down “One thing I learned…” and “One thing I’m still wondering about…” on a post-it (if virtual, submit on slide deck).  Turn in double-entry journal in person or submit via Google docs if virtual (5 minutes).

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Write to learn showing the extension of vocabulary usage applied to a different text or have students show mastery of word usage by writing the words in their own explanation of this content. Students could use the Frayer Model to choose one of the specific words and show mastery of their own use. Graffiti conversation: Teacher poses a prompt for students to use these words in a new context. Students visit the butcher paper or virtual link to reflect using images and words. Students may build

off one another’s contributions--Academic Dialogue. Padlet connections would be useful. The teacher uses student thinking, as reflected through their

“graffiti,” to spur classroom thinking and discussion.

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(20 minutes)  Students will add to their DEO the main idea/detail frame strategy to the right side, as well as another one that will be to collect notes for the theme.  Mid reading, their goal is to find 3 pieces of evidence to support both the main idea and the theme from the text.  I will model one example for them, then they will complete the last 2 with their elbow partner. (Academic Dialogue)

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Independent Practice - Students watch a short video then discuss with their partners what they believe the theme is and why. Pairs will share and then class will discuss.

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Independent Practice- Students read the article one time through by themselves using a double entry notebook method within their journals.
Students are expected to annotate.
Group Work- Students share their annotations/thoughts about article.
Students respond to essential questions posed about our reading & share these thoughts with each other

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Students will complete an a timed writing that explains at least two of the text codings that they used to describe characters with explanations.

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(10 minutes) I will give students an example of a main idea and theme for the text and students will add them to their DEO on the left side.  Students will reflect on my examples and their examples to answer the following prompt:

Is my example similar to your example?  Explain any similarities and/or differences.  Which one do you think is better?  Why?

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Introduce Alice Walker and Everyday Use to the class. Read text together as a class and discuss questions related to the text.

Students now have the opportunity to review the text again on their own. Students use text coding strategies to identify key ideas and details that contribute to themes.

Discuss possible themes in table groups. Come together to discuss as a class, ask students for evidence of identified themes.

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Students wrote in their literary notebook about one of the character's traits and its effect on the plot.

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Have students write an essay about how one or two themes developed throughout the text, using key ideas and details from the text in order to demonstrate how they arrived at their conclusions.

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Lesson Objective: analyze the impact of word choices (and phrases) on developing meaning.

Students work in pairs to complete the activity modeled in Guide and Engage.

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Exit Slip: Ask students to describe how they chose specific key ideas and details that contributed to the development of themes in the text.

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Exit Slip - Students will come back to the short story and do a reader's response on what they believe the theme is and how they determined the theme.

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Lesson Objective: analyze the impact of word choices (and phrases) on developing meaning.

I would have students do a mini activity where they match words to pictures that reflect connotative meanings of words.
Then a 3 column activity that takes phrases from the texts, identifies the tone, and then translates the phrase to its literal/denotative meaning.

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Begin with List, Group, Label activity when given a specific content related word list.

Guided: Write to learn doing Parking Lot strategy when given a text that uses the specific words from the list provided.

Independent: Reader response to reflect and provide a mastery demonstration of word usage for this specific content word list.

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Exit Slip: How did Nya’s actions in chapter two illustrate one of her character traits?

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1. On the back side of note-taking, pick one person in your group and ask them to tell you about someone they know (Family/friend). Try indirectly and directly characterizing them based off what they tell you.

2. If students find themselves struggling, they are able to ask questions to the person in order to characterize and gain clarity.

3. (For enrichment, have them try drawing a picture, if they can’t draw picture, they may be missing direct characterization information)

4. (For students who need more time or are struggling - look back at their own synthesis of the definition and find where they may be misguided, use others and me for help)

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Openly discuss as closure if their own definition interpretation is similar to what they have learned and are practicing.

Exit Slip: Was your question answered from your bell ringer? Explain why or why not.

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I do, you do, we do. I would model proficent, novis, distinguished according to standard. I would also use the socratic method to discuss the expectations and standards.

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As an exit ticket I use post it notes to be stuck to a piece of chart paper on their way out (parking lot) There they can share their struggles, successes or suggestions.

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Introduce the lesson and standard via mini lesson. Then through use of the socratic method, begin to explore various perspectives before practicing.

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Speak to students one on one, in groups, and as a class to enhance comprehension of standards.

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Writing to Learn Prompt: “Define ‘characterization’ and list the 5 methods of characterization. Then cite one example of characterization for Mama in ‘Everyday Use.’”

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Students will have a Google Slide with a chart on it. The chart will have common “tone” words such as happy, sad, scary, and funny. In each column, students will complete a Quick Write (Writing to Learn) where they see how many words they can generate under each column. Students will be pulling words from their own knowledge to upgrade these “boring” words. The goal of this activity is to open up their minds to the specifics and details of descriptive words. (7 minutes)

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objective - I can compare and contrast texts in different forms or genres in terms of theme and/or topic 

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objective - I can compare and contrast texts in different forms or genres in terms of theme and/or topic 

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anticipatory - think-ink-pair-share - Respond to the quote, "There is no fate but what me make"

(Do you believe in fate?  That is, do you believe everyone has a destiny that has been pre-planned by some higher power?  Or do you think your life’s plan is all about your choices?)

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Students will be reading a chapter from our novel. As they are reading, they will be completing a Double Entry Journal (Writing to Learn). When come across a phrase, quote, or passage that represents a tone, students will record that passage (quote and page number), and then respond in the next column to explain their rationale.

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Journal entry: I can summarize yesterday’s reading of chapter 1 in “A Long Walk to Water.”

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To develop students' social-emotional skills in order to engage in an open and supportive classroom community.

Students reflect on their own name and identity in a writer’s notebook response.

Students consider the many ways in which a community, especially a classroom community, can impact an individual’s sense of identity and belonging and will discuss specific actions that teachers and students can take to foster an inclusive and welcoming classroom space.

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Bellringer: “Why do we have learning targets? What is the purpose of learning targets?” W2L

TPS(Think/Pair/Share)Academic Dialogue

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Once students have completed the chapter and the DEJ, they will be directed to a Padlet (Academic Dialogue). On this Padlet, students will create a shelf from each tone word they came across. Under each shelf, students will add any quotes or evidence they found from their DEJ. If someone has already created a shelf for their word, then they just add their evidence to the column. After completion, there should be several columns, each one with examples of evidence that supports the word choice of that shelf.

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Students explore the factors that make up their individual identities and how the ways in which they perceive themselves are similar to and different from the ways that others may perceive them.

Students create individual identity charts.

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Part 2 of a 2 Day Lesson

Standard(s):
RL.9.1 Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text.
RL9.3  Students will analyze how and why individuals, events and ideas develop and interact over the course of a text.

I will…cite textual evidence supporting the inference I identified yesterday about the story Everyday Use.
We will...determine whether Dee is a Static or Dynamic character in the story Everyday Use.

Bell Ringer: Give me your best guess. What is a static and dynamic character?

-Watch a short video of “what is” a static and dynamic character.

Guiding Purpose: Students will be given the first half of the text and expected to read; pages 314-319. As they are doing so, they will annotate and highlight the textual evidence that supports their inferences from the day before.

Independent Practice: With a different color highlighter they will identify Dee as a static or dynamic character based on 1-3 quotes.

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“Based on this portion of the short story (p319-320), what kind of relationship does Dee/Wangero have with her mother and sister?”

RL.9-10.1 Cite relevant and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I will:

Make inferences based text.

Restate supporting details.

Draws conclusions based on text.

RL 9-10.3   Analyze how complex characters interact with other characters and advance the plot.

I will:

Identify how characters’ motivations and traits affect the plot.

We will:

Complete a graphic organizer that illustrates the relationship between Dee/Wangero and her mother and sister.

Journal Response: “What traits make up a healthy relationship between family? Unhealthy relationship?”

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1. Students will read “Everyday Use” by Alice Walker. As they read, they will analyze Mama (narrator), providing textual evidence of her thoughts, words, and actions in a 3 column graphic organizer. (20 minutes to read and reflect) Use of textual evidence is required in the chart.

2. Once the reading is complete along with the chart, students will be provided 3 minutes to describe Mama in their notebooks. What kind of person is she? What does she value?

3. Students will Four-Square with their tablemates listing descriptive words for Mama. They will take 30 seconds to generate their list, then they will have 5 minutes to discuss their lists. The group must agree on five descriptive words by the end of their time and determine whether their list depicts Mama as a good person, an admirable person, or not.

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Upon completion of the evidence activity, students will be directed to a different Padlet. This is going to be a reflection of the process they just went through. They can either post a short video or write out a paragraph that shows their learning process (Academic Dialogue). They will be responding to the following prompt: “Choosing only one word, how would you describe the tone of this chapter? What evidence helped you come to this conclusion?” Students can see each other’s responses.

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I can determine the central ideas of a literary text. 

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I can determine the central ideas of a literary text. 

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Writer’s Notebook Entry: Think about the words central idea. In your own words describe what each word means. Then, putting your two thoughts together tell me what central idea means to you.

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Bell ringer: why is vocabulary important? Why do you need to be able to understand vocabulary for reading comprehension?

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I would then have students discuss their ideas in groups and walk around the room to see if students grasp the ideas. Students can share out their ideas at this point.

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We will have a mini lesson on central idea based around using these four steps to identify the central idea.

The steps are:

1.  Read the text and pay attention to the text features and text structures to determine the subject.

2.  Ask yourself  "What is the main subject of the text and what does the author reveal about the subject?"  (That's the central idea!)

3.  Turn the central idea into a question.

4.  Answer the question.  The answers are the supporting details! (which leads to citing evidence!)

I will show a short simplified video clip that supports this work.

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Students will be given a copy of the vocabulary words. They will then define them in their own words based on context clues and use them in a sentence.

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Opening Activity: Journal Prompt

Many times authors include a dedication in their writings to honor people who inspired and nurtured them. In your life today, who would you honor and dedicate? Why does this person deserve your thanks, your pride, your admiration, your trust?

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Ask:

“What does infer mean? If you are going to infer the topic, what does that mean?”

Show how to look up definitions using dictionary resource

record the meaning of infer on the academic word wall(Voc)

Distribute the Infer the Topic: I Notice/I Wonder note-catcher or Infer the Topic: I

Notice/I Wonder note-catcher . Focus students on the question at the top and read

it aloud:

“What do you think you will be learning about in this module?”

Refocus whole group. Think-Pair-Share:Academic Dialogue

“Now that you have looked at some resources, what do you think this module might be

about?”

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1. Students will briefly review how to analyze a character (thoughts, words, actions). Use Khan Academy short clip on character thoughts and feelings: https://www.khanacademy.org/ela/cc-4th-reading-vocab/x5ea2e43787f7791b:cc-4th-journeys-west/x5ea2e43787f7791b:journeys-west-close-reading-poetry/v/characters-thoughts-and-feelings-reading

2. Provide students with a brief mock scenario (teacher choice or teacher created) and have students determine the character’s thoughts, words, and actions together, modeling in a graphic organizer to be used for the reading. Whole class review.

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Start to learn about each other’s identities in concentric circles. Teacher facilitates small group conversations via Google Meets or Flipgrid.

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I will be sure to have an exemplar posted on the board of a section of the story. I will use mama’s character to provide an example for the students.

I will then engage the room by using timers and proximity to ensure that the students are on task and managing their time wisely.

I will be there to answer any questions they have about citing textual evidence.

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Mini Lesson- Video- Central Idea
Video- Snippet- What is the central idea conveyed in the video shown? Class discussion- How did you determine what the important information is?

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Guiding Purpose: What id Community & How do your ideas of  community connect to the text.

Opening Activity: Students will write/record their views of 5 key concepts from the: Community; Adversity; Southwest U.S.; Undocumented; MIT

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They are given a recording document with the vocabulary provided in the lesson (analyze, develop, contrast, points of view, characters, determine, central ideas, text features; wander (4), littered (8), rebels (10), hesitate (11), scurry, protested, objected (12) ) and room to answer questions/take notes. Students will make notes as we encounter terms.  This is a starting point for later vocab work.

We  will group read aloud/ think aloud chapter 2 of “A long Walk to Water.“ There will be several points that we stop to discuss points with table partners and make notes on our recording sheet.  Important points include:

Are there text features (bold words, chapter titles, italics) that call our attention before we read?

What is happening and where are they at the beginning of the chapter?

Who is the main person/character in the chapter?supporting characters?

What is the most important event that takes place during the chapter?

What is happening at the end of the chapter?

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Station Work: Put in groups of two or three.  Each station will get five minutes to read the passage given, discuss with group members what each member believes the main idea to be, and construct one sentence that includes each student’s thoughts.

(Tally chart for academic dialogue)

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Students will then have access to the internet to look up the words and compare the actual definition to what they thought the definition was before they looked it up. If students' work needs to be revised, they will rewrite their sentences using the proper, dictionary definition.

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1. Students go back to their opening journal reflections and edit their responses. What else can they do to “prove” their dedication? Or do they want to consider someone new and why?

2. Have 1 or 2 students share their dedication with the class.

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Writing to Learn: Using a (modified) double entry organizer, the teacher leads students in completing a characterization chart for Mama. Left column: 5 methods of characterization. Middle column: examples from the text. Right column: inferred personality traits.

Academic Dialogue: Think/pair/share in response to the question, “Based on Walker’s use of characterization, what traits would best describe Mama and why?” The teacher writes students’ responses in the right column.

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Move students into pairs and invite them to label themselves partner A and partner B.

Distribute the text, Percy Jackson and the Olympians: The Lightning Thief.

Tell students to take 2 minutes to look through the book with a partner and discuss what

they notice and wonder about the book, including the cover, synopsis, and chapter titles.

Partner B shares a notice or a wonder first, then partner A, then partner B again, and so on. (Academic Dialogue/W2L)Double Entry

After spending some time looking through the book, invite students to spend 1 minute

reflecting silently. Ask:

“What does what you read or saw in the book make you think about? Why?”

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Share an important truth (about self or another) in an exit card response. Teacher creates a Google Form for which students can submit responses.

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The students will continue working using the text, Everyday Use,  2 colors of highlighters, and annotating the margins. The students are learning to cite relevant textual evidence.

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Close reading of pages 319-320 of the text along with RATATA

Close reading for half the class will focus on the actions and words of Dee/Wangero, notating how she speaks to her mother and what she asks of her.
Close reading for the other half of the class will focus on the actions and words of the mother and Maggie and how they react to Dee/Wangero.

RATATA-teacher reading the story and stopping to talk about important aspects of the story while asking questions of the students.

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At the end of the period, the students will ensure that they answer the exit slip and turn in their findings at the bell.

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Exit slip- Students will write one paragraph  in their journal that states the central idea and supports why they believe it to be to be the central idea.  It will be supported with at least 2 pieces of evidence.

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*Students will reflect on the day’s lesson in a notebook entry. Think about the following questions and respond accordingly. How do author’s signify what is important in their writing? In your writer’s notebook, write a reflection in which you discuss how author’s use words to explain information. How did you know what information was important to the author of each passage? How would today’s lesson help you with your own writing?

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Writing to Learn and Academic Dialogue: Students work in pairs to complete characterization charts for either Maggie or Dee. Once completed, pairs form quads and compare their work. Quads negotiate to select the five strongest examples of characterization, write them on butcher paper, and post their paper. Students use the examples on the posters (textual evidence) to infer character traits.

Writing to Learn: Students write a paragraph (or more) in response to the prompt, “Based on Walker’s characterization of Dee or Magee (CHOOSE ONE), she can best be described as . . . WRITE 2-3 CHARACTER TRAITS.”

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Students will partner up with a student that focused on the opposite character(s) during the close read to cre
ate a graphic organizer answering the question “Based on this portion of the short story (p319-320), what kind of relationship does Dee/Wangero have with her mother and sister?”

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Use the double-entry journal to respond to chapter 2, “Three Old Ladies Knit the Socks of Death.”

Double entry journal will have vocabulary to own,  summary checkpoints,  connection collections, character quirks, etc. (a more ‘guided’ approach)

After reading and completing the DEJ, Students will share with their clock partners, making revisions to the final formative question:  infer an INTERNAL conflict Percy is having right now (review pages 21-23 for help).  How does this conflict contrast with what we typically think about HEROES? (connection to the essential question- what makes a hero?)

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Students will share their organizer with another group to compare information.

Exit Slip:

Students will share their organizer with another group and write comments on it.

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Academic dialogue: Think/pair/share in response to the question, “Which character--Mama, Dee, or Maggie--is most completely drawn? Explain why.”

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Gallery walk - look at the three different ancient greek images/descriptions of the Three Fates.  Use the Frayer model to define the three Fates based on the ancient images/descriptions versus chapter 2 -Percy and Grover’s descriptions and reactions to the three ‘old ladies.’ (can be done in pairs)

Independent task - Using these organizers, compose a paragraph in which you compare and contrast the ancient Greek representation to Rick Riordan’s representation of the Three Fates.

Extend your learning - writer’s craft - how does an author’s use of foreshadowing contribute to creating suspense for the reader?  Can you identify two examples of foreshadowing from chapter 2 that helped create suspense for you

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Reflect and predict:  Based on Grover’s reaction, what can you INFER the cutting of the yarn means?

Why do you think many ancient civilizations, like the Greeks, believed in fate?

Do you think modern society is more or less likely to believe in fate?  Why or why not?

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Vocabulary Development (Lesson Obj. clarification): Analyze,  Contrast, Point of view utilizing Academic Dialogue - students will give teacher their own definition… chapter words: skirmish, gorge, wail - add to weekly vocabulary list (students may use an image to define the word)

Character Traits: Ask various students to share their character traits; encourage students to listen and add traits that they didn’t consider

Chapter Questions regarding characters

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Activate the Lesson  (5 minutes):

Writing to Demonstrate Learning (Review previous chapter, Skirmish) Describe Toby and Donavon (list at least (3) character traits about each character in your Character Trait Chart.

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Closing Activity - (5 minutes)

What was Toby’s point of view regarding the skirmish?

What was Donovan’s point of view regarding the skirmish?

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Process the Information Needed for Success (20 minutes)

Pair Share: allow students to work with a partner to answer

questions; then do a partner rotation to share with a second partner

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1. Review the 5 terms from the opening activity: share padlet screen w/ class

2. Introduce Alphablocks strategy.  Model the strategy by placing the 5 terms from the opening activity on the Alphablocks grid

1. Alphablocks Doc

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Exit Ticket: Invite students to reflect on their progress toward the learning target, using a checking for

understanding technique—for example, Thumb-O-Meter.

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The text has been chunked into 4 parts.  As the students  read "La Vida Robot" P1 they will record concepts and important terms that connect to the central idea using the Alphablocks Doc

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In their English journal students will complete a “Reader Response” sentence starter.  Students may choose more than one sentence starter to express their thoughts.