Page 5 - ELA_CA_HighSchool_Sampler_Flipbook

Narrative Voices
ACTIVITY 1.3
Learning Targets
• Apply a strategy for active reading and note-taking.
• Provide textual evidence to analyze and interpret writers’ choices that create voice, engage readers, and suggest meanings.
Introducing the Strategy: Double-Entry Journal
A double-entry journal is a note-taking strategy for actively reading a text. In your journal, you can connect your own experiences to those of the characters, share your opinions about what is happening, trace the development of the characters, and comment on the writer’s choices that create the voice of the narrator.
A double-entry journal can be used with any reading. In this unit, you will be reading texts written in a narrative structure. As you read these narratives, use
the format below as a model for recording notes in a double-entry journal. In the left column (“Vivid Text”), copy or summarize passages that spark your thoughts in some way, citing the page number with the quotation. In the right column, write your thoughts about the passage or some element of the narrative (character, plot, theme).
If you are having trouble thinking of what to write, try using these stems:
• I really like/dislike this part because ...
• I wonder why ... ?
• The diction/imagery creates a tone of ...
• This quote shows the narrator’s/character’s voice by ...
• I predict that ...
• This reminds me of the time when I ...
• If it was me, I would ...
Preview
In this activity, you will read a narrative and highlight quotes that give you pause, or stand out to you.
Setting a Purpose for Reading
• Underline words, phrases, or sentences that stand out to you.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
My Notes
ACTIVITY 1.3
Materials: SmartBoard or Document Camera, texts to demonstrate possible journal entries
Suggested Pacing: 1–1.5 50-minute class periods
LEARNING STRATEGIES:
Think Aloud, Note-taking, Predicting, Sharing and Responding, Generating Questions
TEACH
1 Have students keep a double- entry journal to monitor their understanding while they read. They may use the format shown, or you may expand this to a 3-column log, having students use column 3 to respond to each other’s comments.
To introduce the journal, use your SmartBoard or Document Camera to create possible entries. Read aloud from a sample text, and model the kinds of notations and responses students might include. For example, you might suggest the following possibilities for journal entries:
• Identify specific textual features that contribute to the writer’s voice.
• Select quotations that establish a characterization of the subject.
• Comment on the narrator’s use
of humor.
• React to emotional events that
happen in the text.
• Identify societal issues presented
in the texts and try to infer the
author’s stance on the issues.
• Predict how certain events relate to
a character’s coming of age.
2 Read the Preview and the Setting a Purpose for Reading sections with your students. Help them encounter how a writer’s choice of words creates voice, engages readers, and suggests meaning.
Literary Terms
A narrative is a story about a series of events that includes character development, plot structure, and theme. A narrative can be a work of fiction or nonfiction.
Vivid Text (The book says ...)
Analysis/Question/Opinion (I say ...)
INDEPENDENT
READING LINK
Read and Respond
As you study the first part of this unit, apply the strategies and information you learn to your independent reading.
For example, be aware of
your reactions to what you read. Then use a double-entry journal strategy to cite the text and note your thoughts, such as a personal experience, a question, or a prediction.
Unit 1 • Coming of Age 9
PLAN
9781457304651_TCB_SE_G9_U1_B1.indd 9
COMMON CORE STATE STANDARDS
motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 10/20/15 2:09 AM
Additional Standards Addressed: RL.9–10.4; W.9–10.10; SL.9–10.1a; L.9–10.6
Focus Standards:
RL.9–10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9–10.3: Analyze how complex characters (e.g., those with multiple or conflicting
A narrator is the person telling the story and is often the protagonist or main character of the story.
Unit 1 • Coming of Age 9
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.