Unit
1
Coming of
Age
Essential Questions
?
What does it mean to
“come of age”?
?
How are rhetorical
appeals used to influence
an audience?
Unit Overview
Ninth grade marks many important transitions.
Whether through physical changes (changing
schools, moving to a new area, growing
older) or emotional changes (new friends or
new teachers), each student comes of age.
This unit introduces the theme of “coming of
age” and explores how each of us shapes our
unique voice though our experiences and our
exposure to the strong voices around us. You will
interview others and produce a narrative of your
experiences in this important transition. This unit
also explores the ways that we are influenced
through advertising techniques and rhetorical
appeals in media. By studying an independent
novel as well as the likes and dislikes of your
classmates, you will begin to understand the
complex relationship between an author’s
purpose, the intended audience, and the ways
in which the author appeals to your needs and
desires. Your “coming of age” will not only be
marked by physical and emotional changes, but
also by a heightened understanding of voice,
appeals, and persuasive techniques.
1
Coming of Age
Goals
CTo understand the
concept of coming of age
CTo identify diction,
syntax, and tone and the
way they work together
to convey an author’s or
speaker’s voice
CTo incorporate voice
effectively in your own
writing
CTo analyze and use
rhetorical appeals to
influence an audience
Academic VocaBulary
Voice
Advertising Techniques
Rhetorical Appeals
Contents
Learning Focus: Let’s Hear It for Voice! . . . . . . . . . . . . . . . . . . . . . . . . 4
Activities:
1.1 Previewing the Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.2 Coming of Age: Let Me Count the Ways!. . . . . . . . . . . . . . . . . . . . . . 6
1.3 What’s in a Name?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Fiction: “My Name,” excerpt from The House on Mango Street,
by Sandra Cisneros
Personal Narrative: “Why Couldn’t I Have Been Named Ashley?”
by Imma Achilike
1.4 I’d Like to Introduce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1.5 Introduction to Learning Logs and Word Walls . . . . . . . . . . . . . . . 16
1.6 Introducing Independent Reading. . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.7 Defining Moments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Short Story: “Eleven,” by Sandra Cisneros
Poetry: “Oranges,” by Gary Soto
Novel: “Spotlight,” from Speak, by Laurie Halse Anderson
1.8 Getting Cut: Coming of Age the Hard Way. . . . . . . . . . . . . . . . . . . . 26
Nonfiction: “Cut,” by Bob Greene
1.9 Two Versions of One Memory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Memoir: from Always Running, by Luis J. Rodriguez
Poetry: “‘Race’ Politics,” by Luis J. Rodriguez
1.10 Conversations with Characters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Personal Narrative: “First Love,” from Silent Dancing, by Judith
Ortiz Cofer
1.11 Creating a Playlist for a Novel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
1.12 Viewing an Interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
1.13 Reading an Interview Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Article: “Bethany Only Looking Ahead,” by Jan TenBruggencate
1.14 Interviewing Together. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
1.15 Planning an Interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Embedded Assessment 1 Presenting an Interview Narrative. . . . . 60
SpringBoard® English Textual Power™ Level 4
© 2011 College Board. All rights reserved.
Unit
Learning Focus: How Can You Appeal to Readers?. . . . . . . . . . . . . . 63
1.16 Teens and Books: What Are the Influences?. . . . . . . . . . . . . . . . . . 64
Article: “As If! Marketing to Older Teens,” by Judith Rosen
1.17 Examining Ads and Reviewing Appeals. . . . . . . . . . . . . . . . . . . . . . 69
1.18 Using Rhetoric and Persuading an Audience . . . . . . . . . . . . . . . . . 73
1.19 Sampling Ads and Planning a Campaign. . . . . . . . . . . . . . . . . . . . . 77
Embedded Assessment 2 Creating an Ad Campaign for a Novel . . 80
© 2011 College Board. All rights reserved.
Unit Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84