Lesson 8 1.8 Two Versions of One Narrative

1. Lesson 81.8 Two Versions of One Narrative Purpose -to compare and contrast language and content in two texts in different genres -to explain how a writer’s choices regarding language and content construct the meaning of a text Define • Prose (pg33) Discuss with a partner • What is the difference between prose and poetry? Which do you prefer to read and why? What are the ups and downs of studying each?

2. Before Reading • You will read two texts about the same incident by the same author, Luis Rodriquez. Both texts tell the true story of the time when the writer and his brother were beaten up by a group of much older boys. One version is a poem; the other is prose. These texts are examples of nonfiction narrative. Nonfiction narratives have the same elements as fictional stories, but they are based on actual characters and events. • Before Reading Thoughts • 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 titles? How might the two versions be different based on the differences between poetry and prose?

3. During Reading • As you read the two texts, mark the key features of the voice that lead to inferences about the speakers. Fill in the graphic organizer on page 32 as you go. • Also as you read the two texts, highlight and annotate examples of diction, imagery, and syntax. • In yellow highlight examples of imagery • In blue highlight examples of diction • In orange highlight examples of diction • Make 2 annotations per story

4. Always Running‘Race’ Politics As a group, we will read “Always Running” on page 35. Once complete, read “’Race’ Politics” on page 37 in partners. After reading both pieces, fill in the graphic organizer on page 32.

5. After Reading • Use the graphic organizer on page 37 to collect details from Always Running that indicate differences in the way the prose story is told compared to the poetic version of “Race’ Politics.” Then discuss which components of coming of age are present in the two texts. Which choice do you think is more effective? Which is easier to visualize and understand? Why? Which version do you think is more powerful? Why? • Fill in graphic organizer on page 37

6. Introducing the Strategy: RAFT • RAFT is both a reading and writing strategy. The letters stand for Role, Audience, Format, and Topic. RAFT is a tool for responding to and analyzing the component parts of a text; i.e., your inferences as a reader about the roles of characters in the text, the intended audience, the format the writer uses, and the topic. • Now imagine the story is being told by a different narrator. Use the RAFT strategy to come up with different possible voices you could use to describe the same incident. Working with your partner, brainstorm some possibilities in each category of the chart on page 38.

7. Take on the Voice • With your group, pick several combinations of the RAFT organizer. Discuss how the writer’s or speaker’s diction, syntax, and imagery would like change based on a different audience, situation, and purpose. What sorts of details would be added, deleted, or altered? • Next, choose the voice of one of the characters and practice answering interview questions. With a partner, role play how the interview might sound. First, one of you can ask questions while the other answers in the voice of one of the characters. The interviewee should try to maintain the voice of the character by keeping word choice, language, and culture in mind. Then, switch roles.

8. Exit Ticket • How does changing the speaker, audience, or format influence the telling of an incident? Use your understanding from the last activity to construct a 1-2 paragraph response.

9. Exit Ticket Which version do you think is more powerful? Which is easier to visualize and understand? What components of coming of age are present in the two texts. Write a short, well written essay in which you argue your case.