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ACTIVITY 1.5 continued
18 Be sure students make inferences about Lizabeth’s attitudes and realizations. You might have them add another column to the graphic organizer as a place to record their inferences.
Leveled Differentiated Instruction
In this activity, students may need support writing an explanatory essay that studies diction, syntax, and imagery.
Em Havestudentscollaborateon the graphic organizer. Provide
students with sentence stems to use in response to the prompt. One example of word choice that establishes character is ..., This impacts the character’s voice by ...
Ex Priortowriting,havestudents choose evidence from the graphic organizer to use in their
written response and explain verbally to a partner why they selected this evidence. During writing, encourage students to use stems such as, The author’s choice of
suggests that ... or This image creates the impression that ...
Br Have students identify the textual evidence from the
graphic organizer they intend to use in their response to the prompt. After writing, instruct students to label the parts of their response to ensure all elements are present (i.e. topic sentence, evidence of imagery, concluding statement, etc.). Finally, have students highlight the transition words/ phrases they used in their writing.
Support Priortowriting,generatea class list of possible thesis
statements to the prompt using student suggestions. Ask students to explain to a partner which thesis statement they will use and why.
Stretch Have students rewrite one example of textual
evidence (of diction, imagery, or juxtaposition) used in their written responses in another voice. Ask them to explain how these changes aided in creating this new voice.
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26 SpringBoard® English Language Arts Grade 9
26 SpringBoard® English Language Arts Grade 9
ACTIVITY 1.5
continued
Defining Experiences
Diction and Imagery That Convey Voice:
Opening
“dry September of the dirt roads” “arid, sterile dust”
“brown, crumbly dust of late summer”
“as I recall that devastating moment when I was suddenly more woman than child, years ago in Miss Lottie’s yard”
“as I recall that devastating moment when I was suddenly more woman than child, years ago in Miss Lottie’s yard”
“the dust and squalor of our lives”
“the beginning of the experience that in some inexplicable way marked the end of innocence”
“days are ill-defined in my memory, running together and combining like a fresh watercolor painting left out in the rain”
First encounter with Miss Lottie
“we children hated those marigolds. They interfered with the perfect ugliness of the place”
“Then I lost my head entirely, mad with the power of inciting such rage, and ran out of the bushes in the storm of pebbles, straight toward Miss Lottie, chanting madly, ‘Old witch, fell in a ditch, picked up a penny and thought she was rich!’
Overheard conversation
“Where did I fit into this crazy picture?”
“But the room was too crowded with fear to allow me to sleep”
Final act of destruction
“... whatever was of love and beauty and joy that had not been squeezed out by life, had been there in the marigolds”
“I leaped furiously into the mounds of marigolds and pulled madly, trampling and pulling and destroying the perfect yellow blooms.”
“The fresh smell of early morning and of dew-soaked marigolds spurred me on as I went tearing and mangling and sobbing”
Closing
“Of course I could not express the things that I knew about Miss Lottie as I stood there awkward and ashamed.”
“In that humiliating moment I had looked beyond myself and into the depths of another person. This was the beginning of compassion, and one cannot have both compassion and innocence.”
“The years have taken me worlds away from that time and that place, from the dust and squalor of our lives”
My Notes
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.