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Entry Task 10/2/2014

Write a strong possible 1 st question for your interview (the one you will be conducting with an adult). Entry Task 10/2/2014. Materials Needed: SB text, journal, highlighter, writing utensil. LUIS J. RODRIGUEZ. 1.8: TWO VERSIONS OF ONE NARRATIVE (pages 32-39). LUIS J. RODRIGUEZ.

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Entry Task 10/2/2014

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  1. Write a strong possible 1st question for your interview (the one you will be conducting with an adult). Entry Task 10/2/2014 Materials Needed: SB text, journal, highlighter, writing utensil.

  2. LUIS J. RODRIGUEZ 1.8: TWO VERSIONS OF ONE NARRATIVE (pages 32-39)

  3. LUIS J. RODRIGUEZ • Read the Author Bio (page 33). Pair-share: What predictions can you make about Rodriguez’s writings based on the information you learned about his life?

  4. BEFORE READING Note the titles of the two texts that we are about to read: • from Always Running: A Memoir • “’Race’ Politics” In your journals, write: • What do you notice about the difference in the two titles? • What can you infer about the different focus of each version based on these two titles? • How might the two versions be different based on the differences between poetry and prose?

  5. 1ST READ: • Read Always Running aloud as a class. • While I read, use a highlighter to mark: • DICTION • SYNTAX • IMAGERY that the author uses to develop his voice.

  6. 2ND READ GO back to the story. Respond to the “Key Ideas and Details” questions in the “My Notes” sections in the margins.

  7. 1ST READ: • Follow along as I read“’Race’ Politics” aloud (page 35). • While I read, use a highlighter to mark: • DICTION • SYNTAX • IMAGERY that the author uses to develop his voice.

  8. Following the first read of the poem, what new information can you glean from the poem that was not mentioned in the first text? • Why would Rodriguez include these details in the poem? How do they change the reader’s impression of the event?

  9. SENTENCE FRAGMENT • What is it? • AN INCOMPLETE SENTENCE • Example from the text? • “Thought about that” (10).

  10. CLOSE READ • Underlineat least three FRAGMENTS that Rodriguez uses in the poem. • To the right of the line, explain what the purpose and effect of his use of the FRAGMENT is?

  11. CLOSE READ • Circle three examples of REPETITION in the poem. Annotate:how does Rodriguez’s use of repetition affect TONE?

  12. Entry Task: finish this chart in your journal Today you will need SB text, journal, writing utensil, loose paper.

  13. Review: Reciprocal Pronouns • Look at these examples: • John and Mary love each other. • Peter and David hate each other. • The ten prisoners were all blaming one another. • Both teams played hard against each other. • We gave each other gifts. • Why don't you believe each other? • They can't see each other. • The gangsters were fighting one another. • The boats were bumping against each other in the storm.

  14. RECIPROCAL PRONOUNS • Put a star next toRodriguez’s use of RECIPROCAL PRONOUNS in the text. • Annotate: what is the effect of this on his voice and tone?

  15. AFTER READING • Discusswith a partner or group of 3: • Which components of coming of age are present in the two texts? • Which voice do you think is more effective? • Which is easier to visualize and understand? Why? • Which version do you think is more powerful? Why?

  16. RAFT • Role: • Audience: • Format: • Topic: Individually, imagine the story is being told by a different narrator and format. Brainstorm possible Roles, Audiences, and Formats. Topic will stay the same.

  17. RAFT • Role: Rano, one of the teenagers, police officer, community activist, news reporter, their mother. • Audience: the police, their mother, his friends, a reporter, self. • Format: a news report, a letter to the editor, police report, anti-racism rally speech, journal entry.

  18. With a partner • Choose on of the new roles, audience, and format to rewrite the narrative of the incident. • After you have rewritten it, answer the following question below it: How did changing the speaker, audience and format influence the telling of the incident.

  19. Beginning your Interview Narrative

  20. UPCOMING TASK (EMBEDDED ASSESSMENT 1) This weekend youwill make plans to conduct an INTERVIEW. You will select the person and contact him/her to schedule a time and place. On the green half sheet of paper, you will fill in the required information, have a parent (or the person you will be interviewing) sign. Next week you will write an INTERVIEW TRANSCRIPT. The transcript will be the written form of the interview, including the contact information and brief background of the interviewee. The following week youwill write an INTERVIEW NARRATIVE. The narrative will have the elements of a good story: plot, character, setting, conflict, point of view, and theme. Youwill use 3 descriptive categories to bring life to the character (interviewee): appearance, speech, and actions.

  21. On the back of the green sheet • Write out an explanation of the assignment, and what you hope to accomplish. This will then be used to ask your interviewee for permission to interview, record, and share his/her story.

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