Page 8 - ELA_CA_HighSchool_Sampler_Flipbook

12 SpringBoard® English Language Arts Grade 9
ACTIVITY 1.3
continued
Narrative Voices
My Notes
4. Key Ideas and Details: Melinda (the protagonist) has a vivid inner voice. What is significant, then, about the fact that she never actually speaks in this passage?
There is a stark contrast conveyed by the juxtaposition of Melinda’s interior voice with the exterior that she presents to the world. Like many adolescents, Melinda’s struggle to express her true nature is defining her coming-of-age experience. Until she gains the confidence to present herself honestly, her crippling self-doubt will prevent her from coming into her own and speaking her mind. RL.9–10.4
Working from the Text
Choose four examples from the text that stood out to you, making sure you
choose a variety of types. Record them below. Exchange with a partner and write responses to each other’s comments, explaining your own reaction to the vivid text or how you feel about your partner’s response. Did you see things the same way or differently? Why?
Vivid Text (The book says ...)
Analysis/Question/Opinion (I say ...)
Responses to Comments
Check Your Understanding
Anderson was 38 years old when Speak was published, yet she captures a teen girl’s voice through her diction, syntax, and imagery. To explore how, choose two quotes you think sound particularly authentic, and write a response in a double-entry journal that explains how the quotes contribute to the narrator’s teen voice. What inferences can you draw about the character of Melinda based on these quotes?
ASSESS
ADAPT
ACTIVITY 1.3 continued
10 Have students complete the Working from the Text activity by completing the graphic organizer and exchanging it with a partner to compare responses.
11 Check Your Understanding asks students to independently choose two quotes that depict the voice of a teenage girl through the author’s use of diction, syntax, and imagery. Call on a variety of students to share their quotations and resulting inferences about Melinda with the class.
12 Conductbriefbooktalksforthe books you recommend for independent reading (See Planning the Unit). Your summaries and a shared reading of an interesting passage can engage students in selecting texts. Students will encounter multiple activities in this unit that refer to their independent reading. Be sure that they select appropriate texts.
13 Remind students to complete the Independent Reading link on the first page of this activity.
Review the explanations students wrote during the Check Your Understanding task. The responses should demonstrate that students understand how diction, syntax, and imagery contribute to voice.
If students need additional help identifying inferences and using textual evidence to support inferences, ask students to work in pairs and exchange double-entry notebooks, reviewing each other’s Check Your Understanding response. Ask students to choose one quotation in their partner’s notebook and evaluate it for authenticity as the voice of a teenage girl. Then, ask students to check their partner’s inferences for soundness based on the text.
You might note for students the parallel series in two sentences of Paragraph 3 and the parallel sentences in Paragraph 13. Drawing their attention to these examples will preview the language focus of this unit—parallel structure—introduced in Activity 1.4 and then threaded throughout.
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10/6/15 12:37 PM
12 SpringBoard® English Language Arts Grade 9
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.