OUTCOMES
•TSWBAT acquire and use
academic and coursespecific 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
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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—
VOICE
a writer’s (or speaker’s)
distinctive use of
language
DICTION
word choice intended to
convey a certain effect
SYNTAX
the arrangement of words
and the order of
grammatical elements in
a sentence
IMAGERY
the words or phrases a
writer uses to represent
persons, objects, actions,
feelings, and ideas
descriptively by
appealing to the senses
TONE
a writer’s or speaker’s
attitude toward the
subject. Tone is conveyed
through the writer’s
choice of words and
detail.
VOICE
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.
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.
NARRATIVE
•Tells a story about a series of
events
•Includes character
development, plot
structure, and theme
•Can be fiction or non-fiction
NARRATOR
•the person telling the story
•often the protagonist (main
character)
DOUBLE-ENTRY
JOURNALS
A note-taking strategy for actively
reading a text:
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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
Take out a new sheet of looseleaf.
Fold it in half
style.
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
1.
2.
3.
RESPONSE STEMS
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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!
CHECK YOUR
UNDERSTANDING
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