Page 133 - SpringBoard_ELA_CA_Smapler_Flipbook

acTIVITY 4.6 continued
0 Have students read the text another time individually; they should place an exclamation mark by the highly connotative diction and gauge its effect. Model annotating with the first two paragraphs if necessary.
a After students finish reading, check that students comprehend the passage and understand the source of its satire. Ask them to circle their reaction to the text. Have them
form partner groups or triads
with peers who circled a different reaction word. This is an attempt to group students who have varying responses to the satire to explore different points of view.
b Have students work in their new groups to have a collaborative discussion about the humor in
the text created by connotative words and to complete the
graphic organizer.
c Encourage students to complete their Independent Reading Link on page 278, recording their responses in their Reader/Writer Notebooks.
280 SpringBoard® English Language Arts Grade 8
280 SpringBoard® English Language Arts Grade 8
9781457304644_TCB_LA_SE_L8_U4.indd 280 15/04/15 1:48 A
aCTIVITy 4.6
continued
satirical Humor
my Notes
6. Reread the text and place an exclamation point by the highly connotative diction that stands out to you. Note the effect of those words in the My Notes space.
7. Circle and explain your response to this text. I think this text is:
hilarious funny clever ridiculous because ...
Discuss the parts of the text that made you laugh, and describe how the connotative words help create the humor.
8. Collaboratively, use the graphic organizer to explore the satire.
The vice or folly exposed in the text:
The loss of basic subject matter taught in schools associated with the reduction in school funding
Textual Evidence:
Irony:
The student quote all in present tense
Sarcasm:
“It’s about time we stopped wasting everyone’s time with who ‘did’ what or ‘went’ where.”
Ridicule:
“... students rarely use grammar at all.”
Writing an Analytical Paragraph
When writing about texts, use the “literary present” (e.g., “The article states ...,” not “The article stated ...”).
Also, remember to maintain coherence in your writing. Using a well-chosen transition word or phrase can help show the relationship (connection) between the ideas
in your writing. The following is a list of commonly used transitional words and phrases.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.
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