1. How did the narrator of “Marigolds” define “coming of age”?
Entry Task: 9/26
Materials Needed: Spring Board, journal, writing utensil

2. Literary Terms:
FORESHADOWING a literary device in which a writer gives an advance hint of what is to come later in the story

3. Literary Term:
JUXTAPOSITION the arrangement of two or more things for the purpose of comparison.

4. Examples of Juxtaposition Paragraph 60 is especially rich in juxtaposition. What textual examples of this did you find? What is the effect of the comparisons?
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.

5. Applicable versus Significant
Everyone has a tendency to grab the first few quotes they see that “fit” the claim. There’s nothing inherently wrong with this, but it does mean that you may not be finding the BEST evidence for your claim.
Significant evidence supports your claim clearly. It allows you to make a strong argument.
Applicable versus Significant

6. Think about persuasion
Would someone’s random opinions be a better piece of evidence, or would tested, scientific fact be more persuasive?
We all know which is stronger, but in literary analysis, we forget that maybe one specific quote will be better than a random quote found.
Think about persuasion

7. In a group of 4 (ish) Work together to complete the Graphic Organizer: fill it in with one significant example of diction and/or imagery that clearly shows voice for each identified section (just put the paragraph number and the first few words of the quote). Be ready to justify why it is significant to voice.
You can use the organizer on Page 23, but the teacher wrap suggested a 3rd column, so I made a new one. Copy document titled 1.5_DictionVoiceChart_SB9

8. CHECK YOUR UNDERSTANDING (page24) Using your Graphic Organizer and annotations, write a paragraph analyzing the voice of the narrator and analyzing the use of vivid imagery and diction to convey this significant incident. The claim needs to make a statement about what the overall voice is. Provide evidence from different sections of the story, and commentary connecting back to the claim of voice. Use you concluding sentence to connect the voice to her coming of age.
The Teacher-Wrap on Page 24 has several other ideas for this assessment if you want to slow down and include more writing instruction at this point. A SCAFFOLD is available that you should look at and consider using--especially with regular 9. It provides sentence frames to nudge students in the right direction for this early go at writing analysis of literary text. The document is titled 1.5_Marigolds_Paragraph

9. In “Marigolds,” Lizabeth’s voice is that of a reflective, thoughtful adult, but she recalls her experiences with the vivid detail of the child she was.
Example claim…