Step 2: Read/ Think Aloud of the First Part of What Means Switch (20 min) I will pass outWhat

t Means Switch. As I read aloud, please follow along in your own copies of the story. You will notice that next to some of the key vocabulary words that we studied yesterday is a number, which corresponds to a footnote at the bottom of the page. The footnotes contain the information that we have just discussed. I have also provided footnotes for some of the place names and cultural allusions that may impede your reading. Refer to these to remind yourselves what these words mean. Lets begin. I will stop at key places (every paragraph or so) and model making comments about aspects of strong voice (imagery, figurative language, tone, or any other aspect of voice we have discussed so far) and asking questions about parts that confuse me.

Step 3: Explanation and modeling of Say Something/Double-Entry Journals (10 min) Inform students that they will be working in assigned pairs to take turns reading passagesa couple paragraphs at a time--from What Means Switch until they finish the text. Tell them: When you come across a phrase, sentence, or paragraph in which the authors voice or tone stands out, stop reading and talk with your partner about why it pops out at you. How does that phrase, sentence, paragraph, etc. demonstrate strong voice? Then, both of you will copy the first few words of the sentence/ paragraph that you talked about in the left side of your double-entry journal along with the authors last name and the page number. In the other column, write down what you had to say about that particular passage. Students are already familiar with completing double-entry journals, so this will not need much further explanation. After both students copy down the journal entry, it will then be the other partners turn to read and say something. Bullet points 2 and 3 repeat. Tell them that if they come to the end of two paragraphs and they have nothing to say, they need to take a moment to re-read the passage to themselves and then say something about it. Remind students: Additionally, if you have a question about what you readmaybe a question about plot-- then you can write down your specific question instead of a comment in the right-hand column.

Tell students that by the end of the twenty-minute time limit, they need to have at least four journal entries. I will ask a volunteer to help me model the Say Something activity for a few paragraphs or so of the text. I will let the student read until she says something, reminding her to reread if need be. Great, lets fill out the double-entry journal. I will project the double-entry journal and model filling it out with a partner.

Step 4: Say Something (20 min) In a minute, I will post a slide with the reading pairs. You will then move with your partner and take turns reading and saying something just like I demonstrated. I will post the pairs, placing students of similar skill levels together. As students read, I will circulate around the room to listen in on the pairs and offer help/ advice on their double-entry journals.

Closure (5-10 min): I will give pairs the opportunity toward the end to share some of their journal entries from the Say Something activity. After each pair shares, I will ask the class if anyone else commented or asked a question about that particular passage. My goal is to hear a range of perspectives on the text.