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Lesson 5 1.2 Talking About Voice & 1.3 Narrative Voices

Lesson 5 1.2 Talking About Voice & 1.3 Narrative Voices. Purpose To 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 To interpret writer's choices that create voice and suggest meanings.

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Lesson 5 1.2 Talking About Voice & 1.3 Narrative Voices

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  1. Lesson 51.2 Talking About Voice &1.3 Narrative Voices Purpose To 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 To interpret writer's choices that create voice and suggest meanings

  2. Bell RingerQuickwrite • When you think of pizza, what comes to mind? Write a paragraph describing pizza and showing your attitude toward it. You will come back to this later. Answer in provided space on page 5.

  3. Intro to Vocab Terms • In academic vocab binder, define (pg 5) • Diction • Syntax • Imagery • Inference

  4. Identify Voice • Listen as I read aloud speaker 1’s excerpt on page 5. • Discuss • Practice Reading • Fill in chart on page 6

  5. Voice Cont’d • Listen to speaker’s 2, 3, & 4 • Fill in the graph based on the speakers 2, 3, & 4

  6. 1.3 Narrative Voice • How to identify vocabulary terms. (Get etymology packet… watch as I demonstrate) • What is a double-entry journal? Why use them?

  7. Narrative • Define the term narrative on page 8

  8. Guided Reading of Speak • Create a double-entry journal. • Take notes as I read the novel excerpt

  9. Analyze Entries • Time to make inferences about what we read in our double-entry journals!

  10. Exit Ticket • 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 a quote you think sounds particularly authentic, and write a response in a double-entry journal that explains how the quote contributes to the narrator’s teen voice.

  11. Lesson 61.5 Defining Experiences Purpose To explain how a writer creates effects through the connotations of words and images To use textual details to support interpretive claims

  12. Bell RingerDiction, Denotation, Connotation • Define the following terms found on page 14 • Diction • Denotation • Connotation

  13. What does diction look like? • Diction is word choice. When writing, use vocabulary suited for the type of assignment. Words that have almost the same denotation (dictionary meaning) can have very different connotations (implied meanings). • Examples: Formal Diction Casual Diction Slang (very informal) are not angry aren't mad ain'tticked • What makes the previous phrases similar? Different?

  14. Denotation vs ConnotationHow to remember the difference • Denotation is the Dictionary Definition (literal) • Example: Home = the place you live • Connotation is the emotional meaning attached to the word • Example: Home = a loving place where family resides OR a battle field of conflict

  15. Tying it together… Diction, Denotation, Connotation Connotations • In the following sentences, choose between the words in parentheses to make the sentence have as negative a connotation as possible. • The leader was his nation’s most (notorious, well-known, famous) advocate. • Immigrants (thronged, flocked, swarmed) to the large cities. • A (trim, skinny, slender) woman entered the room. • The man was (inebriated, drunk, intoxicated). • Where did you find that (outfit, get-up, attire)?

  16. Guided Reading pages 15-17 • As you read, highlight the text for examples of diction, syntax, and imagery that creates the narrator’s voice. • Make sure to identify ONE word that you don’t know and see if you can figure it out based on your etymology packet.

  17. Partner Read 18-19, 20-22 • In small groups, you will read the next chunks of the text. Keep highlighting the diction, syntax, and imagery. We will stop after each chunk to go over what we find!

  18. Graphic Organizer • Fill in the following graphic organizer

  19. Exit TicketWriting Prompt • Check your Understanding • Answer the prompt on page 24 before leaving class.

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