Lesson 4: SpringBoard Lesson Goals: *Look through and understand textbook layout/design *Acquire/use academic words in context

SpringBoard Textbooks ▪ Sign out on textbook sign out to acknowledge you received a book ▪ If lost, $20-$30 replacement fee ▪ Online Access – avoncommunityin.springboardonline.org avoncommunityin.springboardonline.org – Period 1 Access Code: EXJLKG – Period 4 Access Code: WUAHIR – Period 5 Access Code: NAWKYD – Period 7 Access Code: WXHTBL

Content Look Through ▪ Open to Table of Contents (Page V) ▪ Bracket in Unit 1 Activity 1.1 to EA 1 ▪ Bracket in Unit 2 Activity 2.1 to 2.10 ▪ These two combined are Unit 1 ▪ Unit Concepts: Coming of Age & Defining Style – Focus: Literary Terms and Ideas through short stories

Coming of Age: Page 1 ▪ Based on the passage, what are some of the things your are going to be doing or learning about? ▪ How does SSRAW tie into this? ▪ What do you think Coming of Age means? – Jot down “buzz” words and phrase to the left of the unit overview

Coming of Age: Table of Contents Page 2-3 ▪ Cross out the following activities: – 1.6: Learning How to Interview – 1.7: Conversations with Characters – 1.9: Reading an Interview Narrative – 1.10: Examining the Art of Questioning – 1.11: Transforming the Transcript – 1.12: Planning an Interview – All of Page 3 Activities – Change Embedded Assessment 1 to: ▪ Writing a Personal Narrative Essay

Unit Goals and Academic Vocab + Lit Terms ▪ Understand the concept of coming of age ▪ Identify diction, syntax, imagery, and tone—and to understand the way they work together to convey an author/speaker’s voice ▪ Incorporate voice effectively in writing ▪ Strategize ▪ Inference ▪ Denotation ▪ Connotation ▪ Voice ▪ Tone ▪ Narrative ▪ Narrator ▪ Diction ▪ Juxtaposition

Previewing EA 1.1: Writing a Personal Narrative Essay

EA 1.1 Rubric Primary Focus: Development of Ideas

Activity 1.2: Talking About Voice Page 5 ▪ Learning Goals: – Identify and analyze how a writer’s use of language creates a distinct voice – Cite textual evidence of voice to support inferences about a speaker ▪ Quickwrite: When you think of pizza, what comes to mind? Write a paragraph describing pizza and showing your attitude toward it.

SSR: 7 Minutes ▪ At end of 7 minutes, I’ll call for journal entry. You’ll receive 5 minutes to complete your journal!

Key Terms! ▪ Voice ▪ Tone ▪ Diction ▪ Syntax ▪ Imagery ▪ Infer/Inference ▪ As you define the terms, how might these apply to your quickwrite on pizza? ▪ What do they tell us about you?

Making Inferences ▪ By making an inference, you’re drawing a conclusion based on the information provided for you (remember the song lyrics?) ▪ As I read Speaker 1’s view on pizza down at the bottom, I’d like you to mark the text, identifying diction, syntax, and imagery – Highlight in three different colors? – Circle, square, triangle? – Underline, squiggly, mountain?

Making Inferences: Page 6 ▪ Based on what you marked, fill in the boxes for speaker 1 for diction, syntax, imagery and tone. ▪ What might you be able to say about the speaker from the evidence you gathered? Write this in the Inferences box. ▪ Speak Out: What did the class say?

Page 7: Speakers 2, 3, 4 ▪ With a partner, read the remaining speaker’s descriptions on pizza. Remember to highlight and annotate each speaker’s passage for diction, syntax, and imagery that help contribute to the voice and tone of the speaker. ▪ Once you’ve read and annotated, what inferences can you make about the speaker?

Discussion Norms for Partners, Groups, and Class ▪ Some listed on page 7… ▪ …but we’re creating our OWN. ▪ What norms/rules do you want for this class while we’re working in groups, partners, or discussing in a whole class?