Page 130 - ELA_CA_HighSchool_Sampler_Flipbook

36 SpringBoard® English Language Arts Senior English
ACTIVITY 1.10
continued
A Symbolic Perception of Self
My Notes
Second Read
• Reread the vignette to answer these text-dependent questions.
• Write any additional questions you have about the vignette in your Reader/ Writer Notebook.
1. Key Ideas and Details: What connection does the narrator make between herself and the trees growing outside her window?
She says that she is like the trees—skinny, pointy-elbowed, and out of place in the city. RL.11–12.3
2. Craft and Structure: What does the narrator’s use of the words ferocious, bite, violent, and anger in paragraph 2 suggest about the trees and the narrator’s character?
The narrator perceives the trees—and therefore herself—as secretly and ferociously strong and determined to survive in a challenging environment. RL.11–12.4
3. Craft and Structure: Why do you think the author chose to use internal rhyme— “reason,” “each,” “keep,” “trees,” “sleep,” and “teach”— in paragraph 3? What does it suggest about the narrator?
The internal rhyme adds a poetic element to the narrator’s thoughts and makes a playful connection among common words. The use of internal rhyme suggests that despite her feelings of being a scrawny outsider, the narrator is a creative and thoughtful individual. RL.11–12.5
4. Key Ideas and Details: What is the central idea of the final paragraph of the vignette? How does it build on the connection between the narrator and the skinny trees?
The central idea of the final paragraph is that the trees provide inspiration for the narrator because they survive “despite concrete” and “reach and do not forget to reach.” The narrator recognizes that she, like the trees, has “a reason to be.” RL.11–12.2
Working from the Text
5. What is your perception of the writer’s meaning for the four skinny trees? Describe the connections among the title, the speaker’s self-perception, and the imagery in this piece.
6. You have been asked to find a personal photo that presents a specific memory. Using the elements of a photograph discussed in Activity 1.6, write a brief description of the composition of the image.
Narrative Writing Prompt
Write a literary vignette exploring the memory represented by a photo of significance to you. Be sure to:
• Use imagery, diction, and details to evoke the memory.
• Provide a dominant symbol to make a statement about your self-perception.
• Use punctuation and polysyndeton for effect.
ASSESS ADAPT
ACTIVITY 1.10 continued
7 Have students answer the text-dependent questions. If they have difficulty, see the Scaffolding the Text-Dependent Questions box for suggestions.
8 Leadstudentsinaclassdiscussion to make connections among the title, the speaker’s self-perception, and the imagery. Make sure they pick up on the concepts of isolation and strength and the dominant symbol of the trees.
9 Have students examine the photographs they brought to class. Ask them to create a descriptive caption that provides context for the scene. Next, ask students to crop the picture to hone in on a particular image or meaningful object in the frame. Instruct students to write a brief description using language from Activity 1.6. Finally, have them create an appropriate title.
10 Guide students to respond to the writing prompt by drafting a literary vignette. In a way, they are converting their visual vignette to a written text. Remind them that the dominant symbol in the vignette should make a statement about their self-perception. Encourage students to incorporate a variety of grammatical structures, sentence lengths and types, and connecting words into their vignettes. Choose an oral reading method (paired reading, shared reading, read aloud), and have students read and discuss
their vignettes.
11 Ask students to share and peer edit their drafts, revising as needed to enhance diction and imagery. Students should publish their final drafts with photos attached.
Review students’ analyses to ensure they clearly understand the concept of a dominant symbol.
If students need additional help identifying a dominant symbol, have them verbalize the single most lasting idea they take away from the text.
SCAFFOLDING THE TEXT-DEPENDENT QUESTIONS
36 SpringBoard® English Language Arts Senior English
1. Key Ideas and Details (RL.11–12.3) What connection does the narrator make between herself and the trees? How is the narrator physically and emotionally like the trees?
2. Craft and Structure (RL.11–12.4) What
do the words “ferocious,” “bite,” “violent,” and “anger” suggest about the trees and the narrator? What qualities are linked to these words? How do they relate to the narrator?
3. Craft and Structure (RL.11–12.5) Why does the author use internal rhyme in paragraph 3? What does it suggest about the narrator? What do they tell you about how the narrator thinks?
4. Key Ideas and Details (RL.11–12.2) What is the central idea of the final paragraph? How does it build on the connection between the narrator and the trees? What is the narrator’s state of mind? Why would she look to the trees?
10/2/15 11:08 PM
9781457304682_TCB_SE_G12_U1_B1.indd 36
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.