PowerPoint Presentation

1.5 Defining Experiences: Marigolds

pages 14-24UNIT 11In your spiral

Brainstorm a list of things you might write about if you were asked to write a coming of age story.Give students time to write lists- then pair-share or ask for volunteers, etc.2When does the process of coming of age start and end?

Instruct kids to draw a timeline. Work together to determine when coming of age starts and ends (likely around 12 to 30). It doesnt have to be exact and not everyone has to agree- think approximate ages.

3

Class Definitionof Coming of Age

Refer students back to their notes for the Essential Question on page 4.Ask for volunteers to offer up possible definitions.Write 3 up on the board/screen. Ask for input on any natural combining. Arrive at a workable class definition.

HAVE STUDENTS COPY THE CLASS DEFINITION INTO THEIR COMPBOOKS. THIS WILL COME UP AGAIN LATER.

4Timeline: The Heartbeat of Your Life(12yrs old- 30 yrs old)

1. Brainstorm milestones in addition to those we noted as a class.

2. Place dots for positive milestones above the line with the associated age, dots for negative below the line, and dots for neutral on the line.

3. Connect the dots with straight lines to show the heartbeat of your life.

The teacher-wrap says to color code- not the heartbeat. However- this can be a faster way to get through the activity without having to pass out 3 colors, etc.

Have students share- if time. 5Academic Vocabulary:

DENOTATION & CONNOTATION

Literary Terms: DICTIONLink the positive and negative heartbeat/color-coding with the idea of connotation. Read the Academic Vocab box aloud. Use the next set of slides to review/introduce the concept. If your students have already studied this, then skip the next set of slides.6Connotation & Denotation

Connotation is the emotional andimaginative association surrounding a word.

Denotation is the precisedictionary meaning of a word.

Example: inexpensive : cheapAdd these to Academic Vocab. Explain how inexpensive and cheap both mean the same thing, but inexpensive is rather neutral/denotation compared to the connotation of cheap.7Cars of the 1960s:Thunderbird, Falcon, Charger, Comet, Mustang, Barracuda.

Talk about how cars are named purely based on the connotations of words . . . They know that people load their own associations onto these words. Funny, also, to look at the muscle 60s ands the hippie granola 70s names for the cars.8

Thunderbird falcon mustang barracuda9Cars of the 1970s:Rabbit, Pinto, Colt, Civic, Starlet, Gremlin.

Pinto starlet gremlin11

You can delete this one- its our car and it makes me laugh to hear what the kids infer about the driver before I tell them 14

In your table groups: For each list, choose the word that is mostly neutral (the denotation of all the other words) and which is the most positive and negative in terms of connotation List One: Thin, slim, lanky, skinny, gaunt, slender

List Two: Aggressive, assertive, domineering, dynamic, pushy, forceful

List Three:Bright, clever, brilliant, cunning, smart, intelligent, brainyAs a large group, have kids choose which word in each list is mostly neutral/the denotation of all of the other words, and which is the most positive and most negative in terms of connotation.15LEARNING TARGETS

1. Explain how a writer creates effects through the connotations of words and images.

2. Use textual details to support interpretive claims.

BEFORE READING

Complete prompts 1-4 on Page 14.

Be prepared to share your work.

Read the intro to Before Reading aloud to students before they work on Questions 1-4. The teacher-wrap doesnt suggest a particular way of doing these questions, but it seems they would be best done together somehow. Have students write them independently, and then go over them with them- sharing out the answers to the large group17About the Author: Eugenia Collier

Introduction: A Shared Reading

Read the author info aloud.18DURING READING . . . As you read, highlight and annotate the text for examples of diction, syntax, and imagery that create the narrators voice.

Use the My Notes (and other margins) to annotate the connotative effect of word choices, and explain the inferences they lead you to make regarding the tone, character, or the significance of the event.

Stop reading to respond in writing to Key Ideas and Details when you are prompted.Do a Shared Reading of the first 7 paragraphs, stopping to fill in the Key Ideas and Details- discuss them before moving on. Use the Teacher-Wrap to be sure students are notes important aspects of the 1st 7 paragraphs.

They can read the rest independently, Then, using the next slides which include the only directions in the teacher-wrap (all other notes in the wrap are suggested responses to the Key Ideas and Details prompts as they read), I am going to go back and close read a few sections with them.

19Literary Term: FORESHADOWING

a literary device in which a writer gives an advance hint of what is to come later in the story

Close Reading: Page 18

In Paragraph 22, why are the marigolds so important to Miss Lottie, and why do the children hate them?You can put students in groups to share these responses with one another, or draw popsicle sticks/names/etc for students to share their written responses with the large group. The poverty and hopelessness represented by the dust is highlighted by its juxtaposition against the hope and beauty represented by the Marigolds. The children cant understand the need for beauty or hope as a way to break through the impoverished and ugly situation of their lives. The marigolds confuse them with false hope and anger them as a reminder of the beauty that seems beyond their reach. 21Close Reading: Page 19

Describe the internal conflict going on in the narrator, Lizabeth. What textual evidence did you find to support your statement?You can put students in groups to share these responses with one another, or draw popsicle sticks/names/etc for students to share their written responses with the large group. Lizbeth does not want to be seen as a coward; Lizabeth is young enough to be driven by childish ignorance, yet old enough to be ashamed; Lizabeth has inklings that her conflict is an attempt to strike out with a hopelessly desperate act 22Close Reading: Page 20

Put a box around the entire overheard conversation between the parents.

How does this make Lizabeth feel, and what is the consequence of her hearing this conversation?The box will go around Paragraphs 35-41. Students can identify it on their own, or you can tell them right away so their box is accurate.

You can put students in groups to share these responses with one another, or draw popsicle sticks/names/etc for students to share their written responses with the large group. 23Close Reading: Page 21Paragraphs 53-58

Highlight the phrases in the text, describing the incident of destruction, that give clues to the reasons for her actions.

You can put students in groups to share these responses with one another, or draw popsicle sticks/names/etc for students to share their written responses with the large group. 24Literary Term: JUXTAPOSITION

the arrangement of two or more things for the purpose of comparisonClose Reading: Page 21

Paragraph 60 is especially rich in juxtaposition. What textual examples of this did you find? You can put students in groups to share these responses with one another, or draw popsicle sticks/names/etc for students to share their written responses with the large group. 26Close Reading: The Last Sentence

Discuss in your groups: Is the narrator speaking literally, metaphorically, or both?

You can put students in groups to share these responses with one another, or draw popsicle sticks/names/etc for students to share their written responses with the large group. 27Think-Pair-Share

What are some ways in which people plant metaphorical marigolds?This refers back to the Key Idea on Page 18 about why the marigolds are so important- symbol of hope, etc.

What are some ways in which people try to hold onto hope? 28

1.5 Springboard: MarigoldsIn Groups Share examples of diction and imagery from your annotations.Work together to complete the Graphic Organizer worksheet (add your names to the worksheet) CYU: Discuss the voice of the narrator and how the use of vivid imagery and diction is effective in conveying this significant incident (see page 24 if needed). Write your group response on the back of the worksheet. Be prepared to share with the class!You can use the organizer on Page 23, but the teacher wrap suggested a 3rd column, so I made a new one. Separate Word document. 29Revisiting the ESSENTIAL QUESTIONpage 4

What does it mean to come of age?

How did the narrator of Marigolds define coming of age?After discussion, have students go back to the class definition of coming of age and add another definition including the new elements after having read this story. This list of possible definitions will help them later.30WORD WALL Check-In

After having completed this analysis, do you better understand the concept of VOICE? What can you add to your Word Wall definition?Teachers may need to revise these 2 slides based on the initial approach used to set these up!31QHT

Review your QHT Chart in your Journal.

Are there any words you need to move into a different column?1.5 Marigolds Check Your Understanding Paragraph +Check Your Understanding page 24Describe the voice of the narrator. Then, explain how the writers dictionand imagery create this voice. You might also mention other literary elements, such as juxtaposition, and syntax (i.e. parallel structure, hyphens, etc.) that contribute to the narrators voice or point of view. You paragraph must: Begin with a clear thesis (claim) for your position. Include multiple direct and indirect quotes to support your claim, and punctuate them correctly. Include transitions and a concluding statement. +What is the prompt?The prompt asks to describe the NARRATORS voice, not the authorsThe author did not have this childhood experience, it is a fictional story, her character, Lizabeth, experiences this eventDiction, imagery, syntax & other elements used that fall within one of these categories (parallel structure is an example of syntax) +How to begin (see scaffolded thesis handout) Introduce the title and author and give a little background on the main character NOT A SUMMARY (this is only one sentence)Write a thesis (see scaffolded thesis on worksheet as well)-The narrator, Lizabeths ______________ (insert word or phrase)voice is developed through the use of diction and imagery to reflect her _________ (adjective; description of voice) tone.

+How to integrate quotesUse manageable quotes, one or two phrasesIf it is longer than a sentence, then break up the quote into manageable pieces (use ellipses) Integrate each quote into your writingAnalyze different parts of the quote in depth, choose one or two words to analyze at a time+Example of integrating quotesThe narrator conveys a reflective voice by using imagery such as everything was suddenly out of tune, like a broken accordion. The narrator uses a simile to compare her life to a broken accordion. Her worldview shatters because the problems of her father gives her a glimpse of reality. The narrators diction further conveys feelings of confusion and frustration, through words such as broken and bewilderment.

+TipsFurther elaborateAnalysis, not summary (why), reference coming of age moment WITHOUT saying coming of age Talk about narrators voiceHow is it conveyed: through imagery and diction, you can also use other literary elements to discuss, figure of speech, figurative language (metaphor, simile, hyperbole, etc.), characterization, dialogue, syntax etc. End with conclusion, restate what the voice is, and how you can tell (uses diction and imagery, etc.)+