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ACTIVITY 1.9 continued
8 In Activity 1.5, students were asked to create a visualization of a poem. In this activity, students
will visualize, creating a self- representation based partly on Ellison’s prologue. Begin this process by asking students to visualize the prologue and sketch images on their own paper to reflect the ideas that describe the narrator’s multiple and conflicting images of self. The narrator spends time saying both what he is and what he is not.
9 Discuss both the significance and effect of these images and ideas.
10 In groups, students should review their sketched images, refine them, and arrange them to capture the essence of Ellison’s prologue.
11 Ask students to use the sentence models from the prologue to describe their self-perception in a quickwrite. Suggest that they think of it as if they were writing their life story.
12 The graphic organizer on the following page asks students to view the passage from the perspective of a writer focusing on the author’s craft. You might want to begin by asking, “What do you notice about the syntax, or sentence structure, of the piece?” Work with students to fill in the graphic organizer on syntax and to examine Ellison’s sentence patterns. Discuss how his use of language works to advance
his ideas.
32 SpringBoard® English Language Arts Senior English
SCAFFOLDING THE TEXT-DEPENDENT QUESTIONS
4. Key Ideas and Details (RL.11–12.1) What causes the narrator to reach a point at which “you begin to bump people back”? Find that phrase (at the end of paragraph 2). What does the speaker say before that? What leads him to feel that way?
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32 SpringBoard® English Language Arts Senior English
ACTIVITY 1.9
continued
Another Perspective on the World
INDEPENDENT
READING LINK
Read and Discuss
Select a passage from your independent reading that showcases the author’s writing style. Analyze the way the author’s style helps communicate a perspective. Share your analysis with
a partner and discuss how the styles of your authors compare.
My Notes
Working from the Text
5. The prologue contains images that represent Ellison’s multiple and conflicting ideas of self. Choose the most significant images, and create a visual (such as a sketch or other graphic) for each.
6. Review the visuals you made to capture the images in Ellison’s prologue. Choose one that captures the essence of the prologue. Refine it and sketch it in your Reader/Writer Notebook.
7. Using the following model, based on the structure of the opening of Ellison’s prologue, describe your perception of yourself in a brief quickwrite.
I am an invisible man. No, I am not a spook like those who haunted Edgar Allan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, of fiber and liquids—and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me.
I am
No, I am not
I am
and
might even be said to
I am , understand,
.
.
; nor am I
, —and I
.
.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.