WIXLIB

Choices and Consequences:Paired PoetryLearning Targets Analyze choices and consequences presented in a text. Analyze and compare diction choices in two different texts on the same topic.Before ReadingACTIVITY1.3LEARNING STRATEGIES:Activating Prior Knowledge,Webbing, Marking theText, Close Reading,Brainstorming, Drafting1. In the poem you will be reading, the narrator comes to a “fork in the road.” Thisis an example of figurative, not literal, language, as the phrase does not refer toan eating utensil in a driving lane. How would you describe a “fork in the road”?My Notes2. In your Reader/Writer Notebook, create a web titled “My Choices” to brainstormthe choices you have faced and decisions you have made in your life. Thinkabout large and small choices from the past and in the present. You will returnto this web throughout the unit.Add these ideas to the second section of your portfolio cover. Use words,phrases, or pictures, and then label this section “personal choices.” 2014 College Board. All rights reserved.3. Poetry is a literary form you probably have had experience with as a readeror writer or both. What do you know about poetry as a literary form? How is itdifferent from prose writing?Literary TermsA word’s denotation isits exact, literal meaning.Connotation is thesuggested or impliedmeaning or emotionassociated with a word,beyond its literal definition.A stanza describes adivision of lines into equalgroups. Robert Frost’s“The Road Not Taken” isdivided into 4 stanzas of5 lines each.Like narratives, poetry is written from a point of view. Remember thatfirst-person point of view is written from a character’s point of view and useswords like “I,” “me,” and “mine.” Third-person point of view is written from anarrator’s point of view and uses works like “he,” “she,” and “they.”During Reading4. Mark the text by highlighting or underlining unfamiliar words. Marking thetext helps you engage in close reading and organize your textual evidenceafter reading. During your second reading, paraphrase each stanza. It is alsoimportant to examine both denotation and connotation of unfamiliar words as apart of close reading.WORDCONNECTIONSRoots and AffixesNarrative comes from the Latinword narrare, which means“to tell” or “to make known.”The root narra- appears inthe English words narrate,narration, and narrator.Unit 1 The Choices We Make9

ACTIVITY 1.3continuedGRAMMARChoices and Consequences:Paired PoetryUSAGEPunctuationWriters use punctuation inpoetry to cluster ideas andcommunicate meaning for thereader. A period ends a thoughtand creates dramaticeffect. An exclamation pointadds emphasis. The semicolon combinestwo like ideas withoutadding the finality of aperiod. The comma marks apause and may buildon or clarify somethingpreviously stated. The dash indicatesanticipation of somethingto follow.ABOUT THE AUTHORRobert Frost (1874–1963) was one of America’s most popular twentiethcentury poets. For much of his life, he lived on a farm in New Hampshire andwrote poems about farm life and the New England landscape. His apparentlysimple poems, however, have many layers of meaning.PoetryThe RoadNot Takenby Robert FrostTwo roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodSummarize each stanza ofthe poem, and then explainhow the poem’s meaningis developed through theprogression of the fourstanzas.My NotesAnd looked down one as far as I could5 To where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claimBecause it was grassy and wanted wear,Though as for that the passing there10 Had worn them really about the same,And both that morning equally layIn leaves no step had trodden black.Oh, I marked the first for another day!Yet knowing how way leads on to way15 I doubted if I should ever come back.I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I,I took the one less traveled by,20 And that has made all the difference.10SpringBoard English Language Arts Grade 7 2014 College Board. All rights reserved.KEY IDEAS AND DETAILS

ACTIVITY 1.3continuedABOUT THE AUTHORNikki Giovanni is a popular poet and professor of English. Over the years, shehas won numerous writing awards. Her writing often focuses on individualsand their choices to make a difference.My NotesPoetryChoiceshoi esby Nikki Giovanniif i can’t dowhat i want to dothen my job is to notdo what i don’t want5 to do 2014 College Board. All rights reserved.it’s not the same thingbut it’s the best i candoif i can’t have10 what i want . . . thenmy job is to wantwhat i’ve gotand be satisfiedthat at least there15 is something moreto wantsince i can’t gowhere i needto go . . . then i must . . . goKEY IDEAS AND DETAILSExamine Giovanni’s diction.Notice the choice of theword jobjob. Use resources tolook up the denotation ofthis word, and then thinkabout the connotation ofthe word. How does it addto a sense of Giovanni’stone or attitude?KEY IDEAS AND DETAILSNotice how each stanzais set up in a similar way,beginning with an adverbialclause (if I can’t . . . ;since I can’t . . . ; when Ican’t . . . ) followed by a“then . . .” phrase.Summarize each stanza toshow their similarities inmeaning.20 where the signs pointthough always understandingparallel movementisn’t lateralwhen i can’t express25 what i really feeli practice feelingwhat i can expressand none of it is equali know30 but that’s why mankindalone among the animalslearns to cryUnit 1 The Choices We Make11

continuedMy NotesChoices and Consequences:Paired PoetryAfter Reading5. Use the graphic organizer to compare and contrast the two poems.“The Road Not Taken”12“Choices”Examples of connotative diction andimplied meaning/emotionExamples of connotative diction andimplied meaning/emotionWhat do you notice about how thespeaker responds to “choice” in thispoem?What do you notice about how thespeaker responds to “choice” in thispoem?Theme: What is the message aboutlife implied in this poem?Theme: What is the message aboutlife implied in this poem?SpringBoard English Language Arts Grade 7 2014 College Board. All rights reserved.ACTIVITY 1.3

ACTIVITY 1.3continuedCheck Your UnderstandingWriting Prompt: Use evidence from the text and your analysis to complete theMy Notessentence starter below. Be sure to: Use precise language when referring to the poems. Start your paragraph with a topic sentence that finishes the sentence starter.My attitude about “choices” is most like the speaker from (Frost’s poem “A RoadNot Taken” or Giovanni’s poem “Choices”) because . . .Choices and Consequences 2014 College Board. All rights reserved.Many choices have consequences. Create a web to explore the meaning ofconsequences. What synonyms do you know? Consult a dictionary or thesaurus tohelp you find synonyms.ACADEMIC VOCABULARYWhen discussing theconsequences of anaction, you are referring tosomething that logicallyor naturally follows froman action or condition. Butif you say “money is of noconsequence to me,” youare using the word to mean“importance” or “relevance.”ConsequencesGo back to your “My Choices” web and add the consequences for the choicesyou labeled. Some choices may have several consequences. Add just the mostimportant ones that resulted from your choice.Unit 1 The Choices We Make13

ACTIVITY1.4Exploring the Personal NarrativeLEARNING STRATEGIES:Activating Prior Knowledge,Graphic Organizer, Note-taking,Metacognitive MarkersLearning Targets Identify the components that provide the organizational structure of a personalnarrative. Write a narrative that includes an incident, a response, and a reflection.Before ReadingMy Notes1. Complete the graphic organizer below to explore your prior knowledge aboutpersonal narratives. You have read narratives in earlier grades. A personalnarrative tells a story about something that happened in the writers’ life.Exploring Personal NarrativesWith what kinds ofnarrative texts are youfamiliar?A narrative tells a story ordescribes a sequence ofevents in an incident.What are some of yourfavorite narratives?Explain what makesreading a narrativeenjoyable.What elements would youexpect to find in a goodstory?What is the purpose of anarrative?14SpringBoard English Language Arts Grade 7 2014 College Board. All rights reserved.Literary Terms

ACTIVITY 1.4continuedIntroducing the Strategy: Metacognitive MarkersUsing metacognitive markers involves marking the text with symbols to reflectthe thinking you are doing as you read. After reading, you can scan the textand use your metacognitive markers to quickly find evidence when you aretalking or writing about a text. Here are the markers:?!*My NotesUse a question mark for questions you have about the text.Use an exclamation point for a reaction to what you are reading.Use an asterisk for a comment about the text.Use an underline to identify a key idea or detail in the text.During ReadingAs you read “Staying Fat for Sarah Byrnes,” use metacognitive markers to interactwith the text.ABOUT THE AUTHORChris Crutcher grew up in Idaho and now lives in Washington State. A highlyrespected writer of novels for young adults, Crutcher has won awards for hisfiction, much of which takes place against sports backgrounds. He likes toplace characters in realistic and difficult situations and explore what drivesthese characters as they are forced to make tough choices.Novel Excerpt 2014 College Board. All rights reserved.Staying Fatby Chris Crutcherfor Sarah ByrnesChunk 1When I got to the field for our first game, I was so excited I thought I wouldthrow up. I hadn’t slept a wink the night before and spent the entire day throwingmy baseball against the side of the garage, grossly exaggerating the speed of thegrounders, dribbling back as I snapped them into the merciless trap of my gloveand threw the runner out.I didn’t catch one ball in warm-ups. They dropped to the right of me. Theydropped to the left of me. They hit my arms and fell harmlessly to the grass. But Iwas just so happy to be there, to belong with these other kids with ‘Junior Oilers’across their chests that it didn’t matter.Chunk 2When coach called us into a huddle before the umpire yelled, “Batter up!” hewent over our positions and the batting order one last time, but he didn’t need tofor my sake because I had memorized those things from the first practice. I battedninth. I played right field. I knew what that meant. I knew I was the very worsthitter on the team and the very worst fielder. But I didn’t care, because I had a newglove and a green-and-gold uniform and I belonged.Unit 1 The Choices We Make15

ACTIVITY 1.4Exploring the Personal NarrativecontinuedGRAMMARUSAGEConventionsA dash is used: to mark a parentheticalthought to indicate an unfinishedsentence to show an abrupt changein thought when a periodis too strong and a commais too weak.My NotesWe were the home team and batted the bottom half of the inning, so wetouched our gloves together in the middle of the huddle and yelled, “Go Oilers!”and broke to take our position. I was so proud. But before I got even to the baseline,Coach’s hand was on my shoulder, and when I turned around, Ronnie Callendarstood next to him. And he said, “I want you to give Ronnie your glove.”I said, “What for?”He said, “He doesn’t have one.”Chunk 3Coach watched my face fall—I know he did—and I think he knew how I feltbecause he was very kind, but he said, ‘Cindy, if we’re going to win this, Ronnie hasto have a mitt. A shortstop has to have a mitt, that’s just all there is to it.’ I lookedat the glove on my hand; I bit my lower lip while I read Warren Spahn’s name, andI handed it over. Coach told me to play as far back in right field as I could so noballs could get over my head—that I could run faster forward than backward—andsent me on my way. I walked so far back I almost disappeared into the playgroundswings beyond the field.Just that quick I didn’t belong, and I remember thinking something always hasto spoil it. I was hurt and embarrassed and I wanted to go back to being invisibleme again, but I couldn’t because I had on the green shirt and cap, and all of asudden that uniform was my enemy. I remember hating Ronnie Callendar for beingpoor, and I hoped his father never got a job and they’d have to move away.KEY IDEAS AND DETAILSSummarize the eventsleading up to the point whenthe narrator says “Just thatquick I didn’t belong . . .”After Reading3. During class discussion, use the graphic organizer on the next page to takenotes on the key parts of a personal narrative. Describe the incident in thisselection. Find textual evidence to support your ideas. Remember to use yourmetacognitive markers to find evidence in the text.4. Locate the narrator’s response to the incident. What does she say about herfeelings? Use textual evidence (a quote or a paraphrase) to support your ideas.16SpringBoard English Language Arts Grade 7 2014 College Board. All rights reserved.Every game after that was miserable. I couldn’t quit because we would haveonly eight players and all the kids would hate me. Coach didn’t always take myglove; in fact, I don’t know that he ever took it again. But each time I walked downthat hot, dusty summer road toward the playing field, I knew he might, that I didn’treally belong because they could take my glove.

ACTIVITY 1.4continuedIncident(what happened)Response(your feelings andthoughts about peopleinvolved at the time)Reflection(the lesson you learnedfrom this experience)5. Summarize the reflection in this selection. Looking back, how does the speakerunderstand the incident? Find textual evidence to support your ideas. How isthe reflection different from the response?Reflection(how you will use thislesson in the future)WORDCONNECTIONSRoots and AffixesReflection comes from theLatin prefix re- (“back”) andthe root flectere (“to bend”),so it carries the meaning of“bending or turning back.”When you reflect, you turnyour thoughts back to thinkagain about a subject. 2014 College Board. All rights reserved.My Notes6. Have you thought of additional choices since the last activity? Add them to your“My Choices” graphic organizer.7. Select a choice and freewrite about it as a way to explore the topic. Be preparedto share in a collaborative group. Be sure to: Explain the incident. (What was the choice? What took place when the choicepresented itself?) Fully discuss your response. (What did you choose? How did you react?) Communicate your reflection. (What did you learn from this choice and itsconsequences?)Check Your UnderstandingWrite a definition of a personal narrative.Unit 1 The Choices We Make17

Analyzing Incident, Response,ReflectionACTIVITY1.5LEARNING STRATEGIES:Activating Prior Knowledge,Graphic Organizer, Notetaking, Metacognitive Markers,Revisiting Prior Work, Webbing,Drafting, LoopingMy NotesLearning Targets Analyze a narrative work using incident, response, and reflection. Analyze the organizational structure of a personal narrative.Before Reading1. Quickwrite: Recall an early memory from childhood that stands out to you.Think about stories that your family has shared about you growing up. Forexample, what were some milestones (your first toy, bike, or game) or asignificant celebration or family event? Write freely to explore your memorywhile thinking about any choices you made.During Reading2. Use metacognitive markers to make mental notes as you read. Pay particularattention to any words or phrases that stand out to you as confusing, powerful,or interesting.ABOUT THE AUTHORBorn in 1891, Zora Neale Hurston was an American anthropologist andwriter. Hurston grew up in the small town of Eatonville, Florida, the firstincorporated black township. Hurston’s idyllic childhood was interrupted bythe death of her mother when Hurston was only 13. She struggled to finishhigh school, which she still had not accomplished by age 26. Despite herearly struggles, Hurston went on to graduate from Barnard College in 1928.She wrote several short stories and novels. Their Eyes Were Watching God isconsidered her master work. She died in 1960.GRAMMARUSAGEVerb TensesVerb tenses show time.Progressive tenses describea continuing action. You formthe progressive tenses witha form of the verb be and thepresent participle of the verb.For example, Hurston usesthe past progressive tense toindicate an ongoing action inthe past:“Everything was going alongall right . . .”“I was messing with . . .”18Dust Tracks on a Roadby Zora Neale HurstonBut nine months rolled around, and I just would not get on with the walkingbusiness. I was strong, crawling well, but showed no inclination to use my feet. Imight remark in passing, that I still don’t like to walk. Then I was over a year old,but still I would not walk. They made allowances for my weight, but yet, that was noreal reason for my not trying.They tell me that an old sow-hog taught me how to walk. That is, she didn’tinstruct me in detail, but she convinced me that I really ought to try.It was like this. My mother was going to have collard greens for dinner, soshe took the dishpan and went down to the spring to wash the greens. She left mesitting on the floor, and gave me a hunk of cornbread to keep me quiet. Everythingwas going along all right, until the sow with her litter of pigs in convoy came abreastof the door. She must have smelled the cornbread I was messing with and scatteringcrumbs about the floor. So, she came right on in, and began messing around.SpringBoard English Language Arts Grade 7 2014 College Board. All rights reserved.Autobiography

ACTIVITY 1.5continuedMy mother heard my screams and came running. Her heart must have stoodstill when she saw the sow in there, because hogs have been known to eat humanflesh. But I was not taking this thing sitting down. I had been placed by a chair, andwhen my mot

Your Choices as a Reader One choice that you will make is what you will read in your own time. Respond to the following questions in your Reader/Writer Not