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ACTIVITY 1.10 continued
7 Based on the observations you made during the first reading, you may want to adjust your reading mode. For example, you may decide for the second reading to read aloud certain complex passages, or you may group students differently.
8 SECOND READ: During the second reading, students will be returning to the text to answer the text- dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently
• in pairs
• in small groups
• together as a class
9 Have students answer the text-dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text Dependent Questions boxes for suggestions.
10 Have students complete the Working from the Text exercises by evaluating the questions on a scale of 1–3. Discuss their rankings by asking students to raise fingers as you read the questions. With 1s and 3s, stop to discuss why the question was effective or ineffective. Then generalize some criteria for evaluating questions; record these on chart paper or the board.
52 SpringBoard® English Language Arts Grade 9
9781457304651_TCB_SE_G9_U1_B1.indd 52
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52 SpringBoard® English Language Arts Grade 9
ACTIVITY 1.10
continued
Examining the Art of Questioning
My Notes
Second Read
• Reread the interview to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer Notebook.
1. Craft and Structure: Explain the connection between Liddell’s nickname, “The Iceman,” and his demeanor before a fight.
Someone who doesn’t get nervous could be described as being “cool as a cucumber” or “having ice in his veins.” Liddell’s cool demeanor led to his nickname. RI.9–10.4
2. Key Ideas and Details: Reorder the interviewer’s questions to create a clear sense of progression and to form stronger connections between the questions and responses.
Possible answer: Which schools did you apply to?; 2. Did you get into all of them?; 3. What did you like most and least about your school?; 4. What was your favorite hangout spot?; 5. Do you keep in touch with any of your college friends?; 6. How and why did you choose your major?; 7. Did you have a role model when you were in college?; 8. Were you a bookworm or a slacker?; 9. Were you a part of any activities like sports, music, clubs, or theater?; 10. What was the biggest obstacle you overcame in college?; 11. Tell us one way in which college changed you.; 12. If you could go back, what about college would you do differently? RI.9–10.3
3. Craft and Structure: Where do you find examples of parallel structure in Liddell’s responses? Why do you think he uses parallel structure in each instance?
Liddell uses parallel structure in his responses: “I learned how to take care of myself. I learned how to prioritize things. I learned how to get things done.” People often use parallel structure in speech as they clarify a point, select from options, or list things in order of importance. RI.9–10.5
4. Key Ideas and Details: After reading this interview, what inferences can you make about Liddell’s character traits?
Possible answer: He’s hard-working and self-motivated. RI.9–10.1
Working from the Text
Reread each question from the transcript and annotate the text as follows:
• Label each question as an open-ended or a closed question. Focus on the question itself, rather than on the answer. Not every interviewee will generously answer a closed question with an extended response.
• Evaluate each question on a scale of 1–3 in terms of its effectiveness. Keep
in mind the goals of the interview you will soon be conducting (to explore the significance of the person’s college experience—how it contributed to his or her coming of age and becoming successful).
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.