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Working from the Text
10. Choose one of the examples of vivid imagery that you marked in the text. Visualize and sketch it in the margins. Then, discuss how the imagery helped you understand Nelson Mandela’s tone, voice, or personality.
11. Use your text markings and notes to add to your KWHL chart as follows:
• Add new questions to your “W” column.
• Add new information to your “L” column.
• In the “H” column, describe how helpful this source was in helping you understand what kind of leader Nelson Mandela was.
Check Your Understanding
Based on the two different versions of Nelson Mandela’s life that you have read, analyze how biographical and autobiographical sources emphasize different evidence and interpret facts differently. Also think about the benefits and limits of each. Make one observation in each section of the chart below, and then add to or modify your response during class discussion.
my Notes
Unit 3 • Choices and Consequences 219
aCTIvITy 3.17
continued
Genre
Biography
Autobiography
How Evidence Is Emphasized
Evidence is presented in a third-person account and as a timeline of Mandela’s life.
Evidence is presented in a first-person account. Evidence is more poetic and narrative in nature.
How Facts Are Interpreted
Facts and details
are presented as straightforward information to show major events in his life.
The facts and details are connected to the theme of “freedom” and what Mandela learned about being free in his life.
Benefits of the Genre
Literal facts and details allow the reader to make own inferences without the opinion of the author.
The reader feels the emotion and may be inspired and interested in his life.
Limits of the Genre
The reader does not get an account of feelings and emotions.
Because there is no imagery, the reader is less likely to see, hear, feel, touch, smell, or taste the “sense” of the events.
Only one perspective
12. Brainstorm: Besides print texts of biography and autobiography, what other kinds of sources could you use to answer your questions about Nelson Mandela? Where would you find them?
INdepeNdeNT
readING LINk
Read & Connect
Identify the genre of
the text you are reading independently and consider its benefits and limitations. Find another source online about the same person or time period, and create a graphic organizer like the one on this page to compare and contrast the information.
acTiViTY 3.17 continued
a Allow students to work with partners or small groups to complete the graphic organizer for evaluating the benefits and limits of biographical and autobiographical texts. Have them share their conclusions in a class discussion.
b Give students time to brainstorm other research sources via a think- pair-share.
c Remind students to respond to the Independent Reading practice.
If necessary, provide students
with two different accounts of a historical event or person, preferably one fictional portrayal and one nonfiction text.
ScaFFOLDinG The TexT-DePenDenT QUeSTiOnS
8. Key Ideas and Details (RI.7.1) Quote the part of this text in which Mandela describes what true freedom is. Demonstrate your understanding by putting it in your own words. Reread paragraph 5. Which words and phrases explain what freedom is? According to Mandela, what does it mean to be free?
9. Key Ideas and Details (RI.7.1) Reread and compare the details in paragraph 4 of the Mandela biography on page 215 and
paragraph 5 of Mandela’s autobiography. How does each paragraph interpret his mission once out of prison? As we reread the paragraphs, let’s look for words related to goals — striving, attain, tried — to determine what Mandela hoped to accomplish as president of South Africa. Which paragraph tells the facts of Mandela’s accomplishments? Which focuses on the emotions experienced during the process of reaching for goals?
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.