World Literature and
Composition
22 September 2014
Content Language Objective
• Students identify in writing speaker’s tone
and purpose using citation language
(Dumas explains, The speaker indicates,
Dumas’s tone is) after modeling
SOAPSTone strategy, using
• Collaborative grouping
• Graphic organizer
• Guiding questions
Warm-up
Academic Language
North:
East:
West:
Discourse Roles
North:
East:
West:
TASK:
• Write down two quotes
from Funny in Farsi that
help you to know who the
speaker is. Explain what
these quotes tell you about
her.
Agenda
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Seating/Attendance/Warmup
Learning Objectives
Literature Circles
Funny in Farsi analysis
SOAPSTone activity
Wrap-up, reflection on learning objectives
Week of 9/22 – 9/26 Lit Circles
• Focus on character development.
• What are struggles/conflicts the main
characters are facing.
• How are they responding to this?
• Text based predictions?
Excerpt from Funny in Farsi
• Use the SOAPSTone graphic organizer to help
analyze Funny in Farsi
• First, read silently the excerpt, annotating the
text for significant details that relate to main
idea, theme, tone, etc.
SOAPSTone Process
Groups of 6 (teacher selected)
– Use the Active Reading Activities sheet
– Number group members 1 to 6
– First we will be focusing on the Speaker and Occasion
sections, working individually and then in whole
groups
– Next we will be working on the Audience, Subject, and
Tone sections, working in pairs and then in whole
groups
– Finally, we will be working on the Purpose section
individually
SOAPSTone Process
• Round one: Look at the questions for Speaker
and Occasion that correspond with your number
– Skim the text and annotate for text support for your
question (you could annotate using a shorthand code,
such as S1 for Speaker question 1)
– Write down detailed, text-supported responses for
each of your questions
– Work together as a group to create a comprehensive,
text-supported document of the Speaker and
Occasion portions of the SOAPSTone
SOAPSTone Process
• Round two: Working in pairs, complete the
Audience, Subject, and Tone sections
– 1’s and 2’s work on Audience, 3’s and 4’s Subject, 5’s
and 6’s Tone
– Skim the text and annotate for text support for your
questions (you could annotate using a shorthand
code, such as A2 for Audience question 2)
– With your partner, write down detailed, textsupported responses for each of your questions
– Share your responses with the whole group