Page 120 - ELA_CA_HighSchool_Sampler_Flipbook

ACTIVITY 1.4 continued
13 Discuss the two scenarios, encouraging students to think about the variables and how they might affect perception.
14 Ask students to brainstorm other scenarios that show the interdependent relationship among the parts of the diagram.
12 SpringBoard® English Language Arts Senior English
9781457304682_TCB_SE_G12_U1_B1.indd 12
10/2/15 11:08 PM
12 SpringBoard® English Language Arts Senior English
ACTIVITY
Introducing Reader Response Criticism
X.X
ACTIVITY 1.4
continued
My Notes
With this model—the Reading Situation/Reader/Text—the reader constructs meaning as a result of the interaction among all three factors. Consider the following examples:
Scenario 1: A senior is assigned to read a chapter from the book he is studying in English class. The senior has tickets to see a show that night but knows that there will be a quiz on the chapter the next day. He is a strong reader but has not enjoyed the book the class is studying.
• What factors are influential on the reader, situation, and text?
• How would these factors impact the student’s ability to make meaning of that chapter?
Scenario 2: A senior is part of a group of four students preparing a presentation about optical illusions. She volunteered to do Internet research to find information to bring back to the rest of the group. She is a computer whiz and is fascinated by the topic. She spends several hours on the Internet finding examples of optical illusions but hasn’t done much real reading or investigating of the information about optical illusions. The next day in class the group is expecting some material to read, but the senior brings a collection of optical illusions to show them instead.
• How did the reader, situation, and text impact the ability to make meaning?
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.