Page 23 - ELA_CA_HighSchool_Sampler_Flipbook

Check Your Understanding
Read this sentence from “Marigolds.”
Each morning our mother and father trudged wearily down the dirt road and around the bend, she to her domestic job, he to his daily unsuccessful quest for work.
Circle words that you think have negative connotations. Replace them with words that have positive connotations. With a partner, take turns reading your sentences aloud. Discuss how the sentences have changed.
Writing to Sources: Explanatory Text
Explain how the author uses diction, imagery, and other literary devices such as juxtaposition and flashback to create the narrator’s voice and present a particular point of view. In your writing, be sure to:
• Begin with a clear thesis that states your position.
• Include multiple direct quotations from the text to support your claims. Introduce and punctuate all quotations correctly.
• Include transitions between points and a statement that provides a conclusion.
My Notes
ACTIVITY 1.5
continued
ACTIVITY 1.5 continued
19 Afterstudentscomplete
the graphic organizer, ask them to work in their small groups to discuss their responses to Check Your Understanding. Ask a variety of students to share their responses. Discuss why or why not the responses fit into “Marigolds.”
20 Ask students to draft a response to the writing prompt with a paragraph or two (or more at your discretion) in which they explain how the writer uses diction, imagery, and other literary devices to create voice and to present a particular point of view. Remind them to clearly state the thesis and to use direct quotations and transitions.
TO TEACHER
Have students complete a similar paragraph explaining how the author establishes a narrator’s voice in their independent reading selections.
Unit 1 • Coming of Age 27
TEACHER
ASSESS
Review the explanations students gave in discussion during the Check Your Understanding task. Responses should reflect students’ ability to understand the effects of connotation and why writers choose words that have implied meanings.
Evaluate responses to the writing prompt to ensure that students understand the use of literary devices so that they will use them purposefuly in their own writing as well as recognize them in other texts.
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If students need additional help understanding connotation and other literary devices, pair them and ask them to review their responses to
the graphic organizer. Ask the pairs to choose one response and rewrite the response by replacing key words such as verbs or adjectives with words that have a different connotation. Have the pairs share their revisions and discuss how the revisions change the author’s voice.
If your students still need support in writing explanatory texts, conduct a guided writing on the board in which you model drafting an analysis.
ADAPT
Unit 1 • Coming of Age 27
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.