Memoir: Evaluating personal narrative as a record of the past (2 of 2)
Lesson 10 of 11
Objective: SWBAT cite strong text evidence to support analysis of a short memoir by answering text dependent questions.
During yesterday's lesson, students read and annotated Alice Walker's Beauty: When the Other Dancer Is the Self. Today, students will be answering text dependent questions based on the text.
To get students warmed up, I am going to ask them to complete a Literary 3 x 3. I learned this strategy during an Advanced Placement training years ago. It is a great strategy to develop conceptual thinking of thematic elements in the text (RL.9-10.1, W.9-10.10). This video literary 3x3 explanation explains the 3x3.
Today students are answering text dependent questions. For the mini lesson, we will answer one together. I give students the question:
What do the people in the church mean when they say, "That little girl's a mess"?
I go back to the text and read the section where the people say this. I ask them if they literally mean she is messy. They will say no. Next, I will ask them how they know that. That will lead us back into the text to look for proof that they are calling her a mess as a term of endearment.
I want students to understand that text dependent questions require them to go back to the text and use evidence in their answers (W.9-10.9) (RL.9-10.1).
Student Work Time
During this time, I distribute the other text dependent questions and ask students to answer them on their own paper using evidence from the text in their analysis (w.9-10.9).
1. Describe how the narrator changes throughout the story? (RL.9-10.3)
2. Which sentence is repeated in the narrative and why is it repeated? (Rl.9-10.4)
3. Explain how the narrative is organized and why did Alice Walker choose to organize it in this way? (RL.9-10.5)
4. What is the conflict of the narrative? (RL.9-10.2)
5. Read the last paragraph. What sentence states the main idea of that paragraph? (RL.9-10.2)
As students work through the text and answer these questions, I read over their shoulders to assure they are using textual support.
As class is ending, students will turn in their assignments.