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Jacqueline Woodson
Jacqueline Woodson
Woodson reads from her memoir Brown Girl Dreaming and makes connections to the text through interview questions. She clarifies how she learned to deal with segregation, and her families focus on identity and in the equal rights movement. Woodson elaborates on details not given in the text and focuses on her priorities as an adult.
Format
Format
NPR online archived interview
Complexity
Complexity
Complexity is low for this text and at grade level. The interviewers questions are unambiguous and interviewees answer are complete and detailed for easy understanding.
Potential Use
Potential Use
This interview gives students an opportunity to see Jacqueline Woodson as a real person and understand her point of view. She answers questions surrounding her family, blackness, religion, her adult family, and hope. After listening teachers may model how to compare and contrast what information was included in her book and what was left out and why. Also, discuss what actions that took place as a child might have influenced what she shared about her adult life.
Model Library Standards
The student will independently pursue information to become a lifelong learner. 4.1
Read widely and use various media for information, personal interest, and lifelong learning:
a. Read a good representation of grade-level-appropriate text, making progress toward the goal of reading one million words annually by grade eight (e.g., classic and contemporary literature, magazines, newspapers, online information).
L.6.1e.Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.3a.Vary sentence patterns for meaning, reader/listener interest, and style.***
L.6.3b.Maintain consistency in style and tone.
Grade 5 Reading Standards
3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language standards 4–6 for additional expectations.) CA
6. Describe how a narrator’s or speaker’s point of view influences how events are described.
7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Reading Standards for Informational Text
3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4–6 for additional expectations.) CA
5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Reading Foundational Skills
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
References
Davies, D. (Interviewer) & Woodson, J. (Interviewee) (2015) On Growing Up, Coming Out And Saying Hi To Strangers retrieved from NPR Fresh Air
Additional interview links can be found at
https://www.teachingbooks.net/tb.cgi?tid=39186#RelatedBooklists
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