OUTCOMES TSWBAT acquire and use academic and course- specific vocabulary. TSWBAT cite strong and thorough textual evidence to support analysis of text.

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OUTCOMES TSWBAT acquire and use academic and course- specific vocabulary. TSWBAT cite strong and thorough textual evidence to support analysis of text. TSWBAT analyze voice to make inferences about characters.

UNIT 1: COMING OF AGE

VOCABULARY LOGS Throughout the semester, you will create a VOCABULARY NOTEBOOK to keep track of your vocabulary words. As we encounter new vocabulary, we will stop and add them to our vocabulary notebooks.

VOCABULARY LOGS Unit 1 Vocabulary 1. vocabulary word: definition Notes— 2. vocabulary word: definition Notes—

a writer’s (or speaker’s) distinctive use of language VOICE

word choice intended to convey a certain effect DICTION

the arrangement of words and the order of grammatical elements in a sentence SYNTAX

the words or phrases a writer uses to represent persons, objects, actions, feelings, and ideas descriptively by appealing to the senses IMAGERY

a writer’s or speaker’s attitude toward the subject. Tone is conveyed through the writer’s choice of words and detail. TONE

VOICE IMAGERY DICTION TONE SYNTAX

FIND YOUR PARTNER

PIZZA!! PIZZA!! DESCRIPTIONS As we read the description for SPEAKER 1, pay attention to the elements of VOICE and see what you can infer! Examine each speaker’s DICTION, SYNTAX, and IMAGERY, and identify choices that create four distinctive voices. COMPLETE THE CHART ON SB6!!

PIZZA!! PIZZA!! DESCRIPTIONS NOW IT’S YOUR TURN... As you continue reading the other 3 pizza descriptions, work with your partner to examine the use of DICTION, SYNTAX, and IMAGERY, and identify choices that create four distinctive voices. COMPLETE THE CHART ON SB6!!

Tells a story about a series of events Includes character development, plot structure, and theme Can be fiction or non-fiction NARRATIVE

the person telling the story often the protagonist (main character) NARRATOR

DOUBLE-ENTRY JOURNALS A note-taking strategy for actively reading a text: connect your own experiences to those of the characters share your opinions about what is happening track the development of the characters comment on writer’s choices about voice

DOUBLE-ENTRY JOURNALS 1. Take out a new sheet of looseleaf. 2. Fold it in half style. 3. Label the left side “The book says...” Label the right side “I say...” 4. As you read, record text evidence that triggers your thoughts in some way. 5. Write your thoughts, opinions, or connections to each piece of text.

RESPONSE STEMS If you are having trouble thinking of what to write, try using these stems: I really like/dislike this part because... I wonder why... The diction/imagery creates a tone of... This quote shows the narrator/character’s voice by... I predict that... This reminds me of the time when I... If it was me, I would...

FIND YOUR PARTNER

TURN AND TALK READ and DISCUSS the CHECK YOUR UNDERSTANDING prompt at the bottom of SB11. You will have 3 MINUTES to discuss the prompt with your partner before you write your response!

GRADED! Anderson was 38 when Speak was published, yet she captures a teen girl’s voice through her diction, syntax, and imagery. To explore how, choose 3 quotes you think sound particularly authentic, and write a response that explains how each quote contributes to the narrator’s teen voice. What inferences can you draw about the character of Melinda based on these quotes? CHECK YOUR UNDERSTANDING