Add a Curriculum Bundle to Your Account!
Please select a bundle.
The Pack contains associated resources for the learning experience, typically in the form of articles and videos. There is a teacher Pack (with only teacher information) and a student Pack (which contains only student information). As a teacher, you can toggle between both to see everything.
Here are the teacher pack items for Author’s Voice:
Overview In this experience, students learn about author’s voice and how authors choose words to develop a unique style. Next, they read a variety of texts and identify the voice of the text. Then, students write their own stories and work on their voices as writers. Objectives Duration Two class periods. You may choose to have the students read the wolf’s version of Little Red Riding Hood before beginning the experience. Vocabulary Words Used in the “Little Red Riding Hood”
People can experience lots of different emotions; anger, sadness, happiness. These emotions are expressed through actions, the faces people make, or through body language. Authors try to do the same thing when they write. They give their characters and stories personalities. Each author’s unique style is called voice. In this experience, you will learn how authors choose their words to develop their voice.
Objectives
You may have heard the saying, “A picture tells a thousand words.” Look at the picture. What do you think the boy is thinking or would be saying? Use your imagination.
Most students will likely recognize that the boy is happy or excited to be in the sand.
I sat in bed, just waiting for the alarm to go off, but pleading with the alarm gods to have time stop. When the alarm starts beeping that awful ear-piercing screech, I know that the day is actually going to happen.
EEE-EEE-EEE-EEE
I toss the covers back, roll out of bed, and slink to the bathroom. I look at the boy in the mirror and I can’t believe he is looking back at me like that.
“What?” I say to him. “You think you would have done a better job if Sasha Gibson asked you to dance? You think you have better moves?”
I feel nauseous just thinking about it! I practiced that move for weeks! How was I supposed to know that Dylan had spilled his drink right in the middle of the gym floor? I spun around, trying to do a complete 360, and landed -SMACK- on the hard gym floor with a bloody nose.
Sasha Gibson would never, ever talk to me again.Use the Internet to find an image that matches the feeling—or mood—in the text.
Review the students’ posts and discuss why they chose the images that they did. Ask them to make connections between specific words and phrases in the passage and the images that they chose.
