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ACTIVITY 1.3 continued
3 FIRST READ: Based on the complexity of the passage and your knowledge of your students, you may choose to conduct the first reading in a variety of ways:
• independent reading • paired reading
• small group reading • guided reading
• read aloud
Text Complexity Overall: Accessible
Lexile: 740L
Qualitative: Low Difficulty Task: Moderate (Analyze)
4 Direct students’ attention to the information on dashes in the Grammar & Usage feature. Ask for volunteers to read paragraphs 2 and 4 and discuss the effect of the dash after each reading. Ask students to find other sentences with dashes and to think about how the use of dashes affects tone.
5 If you choose to lead a guided reading of the first page (the first four paragraphs) from Speak, use a think aloud to model the different types of responses, especially, but not exclusively, analytical responses.
• Paragraph 1, “swim” imagery: What does the image created by this metaphor suggest about the speaker’s feelings?
• Paragraph 2: High school can be so judgmental. “I remember ...” And make a personal connection.
• Paragraph 2: Why the rhetorical questions?
• Paragraph 3: What tone (her attitude) does her diction (word choice) suggest regarding school food?
• Paragraph 3: What is the hyperbolic description of a senior used to show?
• Paragraph 4: What is ironic about her calling Heather “the new girl?”
SCAFFOLDING THE TEXT-DEPENDENT QUESTIONS
10 SpringBoard® English Language Arts Grade 9
1. Key Idea and Details (RL.9–10.1) Who is 9781457304651_TCB_SE_G9_U1_B1.indd 10
narrating the story? What textual evidence supports your answer? Is the narrative written in first person? Third person? Read paragraphs 1 and 2 and look for clues about the narrator’s age and gender.
2. Key Ideas and Details (RL.9–10.1) The narrator’s observations of those around her
appear light and humorous. Do they reflect her true feelings about others? What evidence in the text supports your answer? Read paragraph 4. How does the narrator feel about the people she sees in the cafeteria? How can you tell? What action does she want to take after seeing them?
10/6/15 12:37 PM
10 SpringBoard® English Language Arts Grade 9
ACTIVITY 1.3
continued
Narrative Voices
ABOUT THE AUTHOR
Born in 1961, Laurie Halse Anderson always loved reading and writing. Even as a child, she made up stories and wrote for fun. As an adult, she did freelance reporting until she began publishing her work. Her novel Speak, which won numerous awards and was a best seller, was made into a movie. In 2009, she won the Margaret A. Edwards Award for Catalyst, Fever 1793, and Speak. She continues to write historical fiction, like Chains, and young adult novels, like Wintergirls. She says she is inspired by her readers, who write to her with comments or attend her readings.
My Notes
Novel
by Laurie Halse Anderson Spotlight
1 I find my locker after social studies. The lock sticks a little, but I open it. I dive
into the stream of fourth-period lunch students and swim down the hall to the cafeteria.
2 I know enough not to bring lunch on the first day of high school. There is no way of telling what the acceptable fashion will be. Brown bags—humble testament to suburbia, or terminal geek gear? Insulated lunch bags—hip way to save the planet, or sign of an over involved mother? Buying is the only solution. And it gives me time to scan the cafeteria for a friendly face or an inconspicuous corner.
3 The hot lunch is turkey with reconstituted dried mashed potatoes and gravy, a damp green vegetable, and a cookie. I’m not sure how to order anything else, so I just slide my tray along and let the lunch drones fill it. This eight-foot senior in front of me somehow gets three cheeseburgers, French fries, and two Ho-Hos without saying a word. Some sort of Morse code with his eyes, maybe. Must study this further. I follow the Basketball Pole into the cafeteria.
4 I see a few friends—people I used to think were my friends—but they look away. Think fast, think fast. There’s that new girl, Heather, reading by the window. I could sit across from her. Or I could crawl behind a trash can. Or maybe I could dump my lunch straight into the trash and keep moving right on out the door.
5 The Basketball Pole waves to a table of friends. Of course. The basketball team. They all swear at him—a bizarre greeting practiced by athletic boys with zits. He smiles and throws a Ho-Ho. I try to scoot around him.
Speak
GRAMMAR USAGE
Dashes
Writers use dashes to indicate a break in thought or speech. Dashes provide a sharper break than commas, and emphasize certain content. Dashes can also be used
to indicate an unfinished statement or question. Notice how Anderson uses dashes in paragraph 2 to call attention to the different types of lunch bags. Notice the dashes in paragraph 4. Think about what the dashes emphasize.
Find other sentences with dashes and consider how dashes are used to create voice and tone.
testament: evidence that something is true
terminal: extreme, severe inconspicuous: not easy to see or notice
reconstituted: to change something by adding water to it Morse code: a system of signals developed in the 1830s to send messages
From
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.