WELCOME TO READING WORKSHOP... Agency and Independence: During this unit, you will author your own reading life and build a foundation for a year where we will become avid readers. We will work towards goals, such as practicing or having a mentor text. We will also spend some time analyzing our own reading lives, really evaluating and weighing where we are as readers, and set ambitious goals for ourselves. We will also explore our personal identities through a shared reading of Sandra Cisneros', House on Mango Street.
COMPARING AND CONTRASTING LAST KISS AND GROWING PAINS
Fletcher’s “Last Kiss.”
I can find similarities and differences between “Last Kiss” and “Growing Pains.”
Read “Last Kiss.” Write a narrative response that answers these questions or answer each question specifically. Work in your reading notebook, please.
I can find similarities and differences between “Last Kiss” and “Growing Pains.”
Read “Last Kiss.” Write a narrative response that answers these questions or answer each question specifically. Work in your reading notebook, please.
- What is the author teaching us about life in this short story? What evidence supports that theme-message?
- How does this short story show the young person is transitioning into adulthood?
- How does the young person feel about this change-transformation? How do you know?
- How is this short story similar to the poem, “Growing Pains?” (List two similarities. Explain them with evidence from the texts).
- Even though the two texts share similar themes, explain how they are different (with at least two specific examples).
| taskrevised_for_comparative_essays_using__last_kiss_and_growing_pains.docx |
| last-kiss__1_.pdf |
| growing_pains__2_.pdf |
SAMPLE COMPARATIVE ESSAY: IN THE YEAR OF THE BOAR AND JACKIE ROBINSON & BASEBALL SAVED US: LESSONS IN RESILIENCE IN THE FACE OF INTOLERANCE
As former president John F. Kennedy once noted, “Tolerance implies no lack of commitment to one's own beliefs. Rather it condemns the oppression or persecution of others.” Sadly, throughout history, people have been persecuted or discriminated against simply based on the color of their skin or their religious or cultural heritage. There have been so many instances of intolerance and lack of respect towards others. Yet amazingly, there is nothing as resound or strong as the human spirit. Despite dealing with adversity, so many heroic folks have been able to take a stand for what they believe in and accomplish amazing goals when they persevere despite facing prejudice and lack of respect from others. Like poet ee cummings remarked, “Once we believe in ourselves, we can risk curiosity, wonder, spontaneous delight, or any experience that reveals the human spirit.” This essay will explore the theme of resilience, having the courage to forge ahead despite facing obstacles, discrimination and adversity. It is an important theme in literature and in life since. I will show how resilience is evident in the two stories, “In the Year of the Boar and Jackie Robinson” and “Baseball Saved Us.”. Both of the main characters share a special affection and affinity for baseball and use the sport as a way of coping and dealing with adversity and prejudice in their lives. This essay will show how both of the main characters had a strong human spirit in the face of intolerance.
In the story, “In the Year of the Boar and Jackie Robinson,” the main character, Shirley Temple Wong arrives with her family from China in 1947, the year in which Jackie Robinson broke the color barrier by becoming the first African American major league baseball player. Jackie became rookie of the year for the Brooklyn Dodgers, despite facing taunting of opposing players, teammates and fans. He took the challenge of former Dodger owner Branch Ricky who told him, “I want a man with enough courage not to fight back.” Similarly, Shirley faced a lot of teasing and bullying from other kids in her class since she was the only Chinese American. She was also not used to American customs and got made fun of because of that. In one funny scene, she pledges allegiance to the “frog of United States of America” and in another, she thinks the wooden window pole will be used as a disciplinary tool on disobedient children. She gets called derogatory racial names in the school yard but soon earns the respect of the other kids when she becomes a great little baseball player. She shows resilience while wrestling with her conscience over retaining her Chinese heritage while battling to become a proud new American. In a telling dream, she came to a fork in the road and didn’t know where to turn—on one side was her grandma back in China and on the other were her parents and new friends in Brooklyn. She ultimately decided, she can be both—a little girl who can be loyal to her old traditions while embracing her new life as a proud American. One of the most touching moments is when Shirley and her classmates get an important lesson in the importance of being strong and resilient in the face of adversity. This occurs when her teacher, Mrs. Rappaport is addressing the class about why we should admire Jackie Robinson. The kids call Shirley “Jackie” because she is a good ball player. But they all learn that “Jackie stands for himself, for Americans of every hue for an American that honors fair play…He is making a difference. Jackie Robinson is making a difference…has changed what has been and is making a better America, And so can you, she reported. This was very inspirational to Shirley who at that moment felt very proud of herself, her heritage and new life—despite the difficulties she faced in assimilating. “Suddenly Shirley understood why her father had brought her ten thousand miles to live amongst strangers…Here Shirley Temple Wong was somebody…She felt as if she had grown as tall as the Statue of Liberty.”
Similarly in the book, “Baseball Saved Us,” the main character faced prejudice yet became strong and resilient through his love of baseball. This story takes place during World War Two. In it, a young Japanese-American boy and his family are sent to an internment camp after the attack on Pearl Harbor. Despondent in their desolate surroundings, father and son pull the camp together to build a baseball diamond and form a league. The story is told from the point of view of the boy, dubbed "Shorty" because of his size, who describes the camp's desolate environs, explaining what motivated father and son to pull the camp together to build a baseball diamond, improvise uniforms, and equipment, and finally, form a league. "People needed something to do," his father said. Furthermore, during a game, Shorty catches a glimpse of one of the ever-present guards and finds himself channeling his anger towards the man and his humiliation, from being a both prisoner and a mediocre player, into anger, giving him the strength to hit a game-winning home run. After the war and his return home, he continues to play baseball, while being subjected to racial taunts. Just as he did as a boy, Shorty is able to refocus his anger and produce positive results on the field.
To conclude we see how not only do both the main characters’ hopes and dreams come forth through the game of baseball. We also witness the strength of the human spirit. We meet two young people who persevere despite intolerance and discrimination. These stories are a special tribute to the power of resilience! As psychologist, Albert Bandura noted, In order to succeed, people need a sense of self-efficacy, to struggle together with resilience to meet the inevitable obstacles and inequities of life.” Bravo to Shirley, Shorty and all of those proud people who stand tall in the face of adversity.
ELA TEST PREP AND COMPARATIVE ESSAY WRITING
| 2016elapracticetest.pdf |
| 2016elapracticetest.docx |
| comparativeessaystructure__2_.jpg |
| comparativeessay__6_.doc |
CIVIL RIGHTS LITERARY ESSAY-DUE WEDNESDAY, MARCH 20
Civil rights book clubs: It’s a wrap. Literary essay: The Growth and Maturation of Phillip Enright OR the Growth and Maturation of Kenny Watson. DUE WEDNESDAY, MARCH 20TH.
We wrote these earlier in the year for the House on Mango Street. This is such an important task since so many essays will be required of you to do in the future (in all content areas and for state tests and entrance exams including the SAT’s).
You will write a literary essay in which you discuss three important ways in which either Phillip or Kenny or changes and evolves as a result of his gaining maturity as well as insights from their first hand experiences with facing racism and overcoming prejudice and stereotyping. You may also discuss how each one transitions from childish behavior into becoming mature and responsible young men. Show how your main character grows from becoming irresponsible or unaware (about important issues—which you will specify) into turning into compassionate and fair minded human beings. You also need to deal with the difficult circumstances they faced which made them mature and grow up in the face of adversity and difficult circumstances.
Do not forget the correct essay format:
ALTERNATIVE:
Select an alternate theme from your novel (ex: overcoming prejudice, tolerance, racism, stereotyping, discrimination, friendship, survival, etc) and use the essay format to explore your theme in-depth. Same format. First paragraph is your introduction where you discuss your theme in depth (and use a quote from brainyquote.com or quotegarden.com if you like). Second paragraph is an example of how the theme is relevant in the story. So is the third paragraph. The fourth paragraph is the most important example of how the theme is relevant in your book. The fifth paragraph contains the text to text connection followed by the sixth paragraph which is your conclusion. If you choose to do the alternative essay, please let your teacher know which theme or big idea you will be exploring.
Civil rights book clubs: It’s a wrap. Literary essay: The Growth and Maturation of Phillip Enright OR the Growth and Maturation of Kenny Watson. DUE WEDNESDAY, MARCH 20TH.
We wrote these earlier in the year for the House on Mango Street. This is such an important task since so many essays will be required of you to do in the future (in all content areas and for state tests and entrance exams including the SAT’s).
You will write a literary essay in which you discuss three important ways in which either Phillip or Kenny or changes and evolves as a result of his gaining maturity as well as insights from their first hand experiences with facing racism and overcoming prejudice and stereotyping. You may also discuss how each one transitions from childish behavior into becoming mature and responsible young men. Show how your main character grows from becoming irresponsible or unaware (about important issues—which you will specify) into turning into compassionate and fair minded human beings. You also need to deal with the difficult circumstances they faced which made them mature and grow up in the face of adversity and difficult circumstances.
Do not forget the correct essay format:
ALTERNATIVE:
Select an alternate theme from your novel (ex: overcoming prejudice, tolerance, racism, stereotyping, discrimination, friendship, survival, etc) and use the essay format to explore your theme in-depth. Same format. First paragraph is your introduction where you discuss your theme in depth (and use a quote from brainyquote.com or quotegarden.com if you like). Second paragraph is an example of how the theme is relevant in the story. So is the third paragraph. The fourth paragraph is the most important example of how the theme is relevant in your book. The fifth paragraph contains the text to text connection followed by the sixth paragraph which is your conclusion. If you choose to do the alternative essay, please let your teacher know which theme or big idea you will be exploring.
We wrote these earlier in the year for the House on Mango Street. This is such an important task since so many essays will be required of you to do in the future (in all content areas and for state tests and entrance exams including the SAT’s).
You will write a literary essay in which you discuss three important ways in which either Phillip or Kenny or changes and evolves as a result of his gaining maturity as well as insights from their first hand experiences with facing racism and overcoming prejudice and stereotyping. You may also discuss how each one transitions from childish behavior into becoming mature and responsible young men. Show how your main character grows from becoming irresponsible or unaware (about important issues—which you will specify) into turning into compassionate and fair minded human beings. You also need to deal with the difficult circumstances they faced which made them mature and grow up in the face of adversity and difficult circumstances.
Do not forget the correct essay format:
- Introduction (Abstract): Discuss what it means to change and/or mature. What does it mean to go from being childish and unaware into becoming a responsible young person who gains intuition and knowledge of human nature? (I strongly recommend you visit quotegarden.com or brainyquotes.com so you can review quotes on what it means to change or mature. You may even want to select a quote or two to use in your essay. But please make sure you give the person credit if you quote him or her. Therefore, you may begin your essay by saying something like this:
- Philosopher Bruce Barton once said, “When you are through changing, you are through.” Therefore, we all experience several changes in our lives that help us transition from carefree children into responsible young people. DON’T FORGET: YOU DO NOT EVEN MENTION YOUR BOOK OR MAIN CHARACTER IN THE INTRODUCTORY PARAGRAPH.
- Second paragraph: Concrete example #1. Begin by stating: In the novel, The Cay, by Theodore Taylor, the main character Phillip, a young white boy goes through many important changes while stranded on a deserted island with an African American man named Timothy. The first example is when…(State first example). Then explain why it is an important change.
- Third paragraph: Concrete example #2. Begin by stating: Another important change Phillip experiences is when…(State example) and tell why this is an important change.
- Fourth paragraph: Concrete example #3.This is your “knock ‘em-sock ‘em” moment. Use your most powerful example. Begin by stating: The most important change Phillip experiences is when…(State change) and tell why this is an important change.
- Fifth paragraph: Compare and contrast Phillip’s changes/maturation to another main character from another story/novel. (Text to text). But please make sure you explain how these two characters’ growth/changes are connected.
- Sixth paragraph: Conclusion. Restate what it means to change/mature/grow. You may even want to add another quote about change/maturity/growth. However, make sure the quotes you are using really fit in with the rest of your essay. Don’t just stick one in because it sounds great and does not really have anything to do with what you are writing about!
- Other hint: Do not hesitate to include relevant song lyrics from our civil rights unit. (Ex: Phillip learns “there is none so blind as he will not see” and explain how this line from Everything is Beautiful relates to Phillip’s growth and maturation).
ALTERNATIVE:
Select an alternate theme from your novel (ex: overcoming prejudice, tolerance, racism, stereotyping, discrimination, friendship, survival, etc) and use the essay format to explore your theme in-depth. Same format. First paragraph is your introduction where you discuss your theme in depth (and use a quote from brainyquote.com or quotegarden.com if you like). Second paragraph is an example of how the theme is relevant in the story. So is the third paragraph. The fourth paragraph is the most important example of how the theme is relevant in your book. The fifth paragraph contains the text to text connection followed by the sixth paragraph which is your conclusion. If you choose to do the alternative essay, please let your teacher know which theme or big idea you will be exploring.
Civil rights book clubs: It’s a wrap. Literary essay: The Growth and Maturation of Phillip Enright OR the Growth and Maturation of Kenny Watson. DUE WEDNESDAY, MARCH 20TH.
We wrote these earlier in the year for the House on Mango Street. This is such an important task since so many essays will be required of you to do in the future (in all content areas and for state tests and entrance exams including the SAT’s).
You will write a literary essay in which you discuss three important ways in which either Phillip or Kenny or changes and evolves as a result of his gaining maturity as well as insights from their first hand experiences with facing racism and overcoming prejudice and stereotyping. You may also discuss how each one transitions from childish behavior into becoming mature and responsible young men. Show how your main character grows from becoming irresponsible or unaware (about important issues—which you will specify) into turning into compassionate and fair minded human beings. You also need to deal with the difficult circumstances they faced which made them mature and grow up in the face of adversity and difficult circumstances.
Do not forget the correct essay format:
- Introduction (Abstract): Discuss what it means to change and/or mature. What does it mean to go from being childish and unaware into becoming a responsible young person who gains intuition and knowledge of human nature? (I strongly recommend you visit quotegarden.com or brainyquotes.com so you can review quotes on what it means to change or mature. You may even want to select a quote or two to use in your essay. But please make sure you give the person credit if you quote him or her. Therefore, you may begin your essay by saying something like this:
- Philosopher Bruce Barton once said, “When you are through changing, you are through.” Therefore, we all experience several changes in our lives that help us transition from carefree children into responsible young people. DON’T FORGET: YOU DO NOT EVEN MENTION YOUR BOOK OR MAIN CHARACTER IN THE INTRODUCTORY PARAGRAPH.
- Second paragraph: Concrete example #1. Begin by stating: In the novel, The Cay, by Theodore Taylor, the main character Phillip, a young white boy goes through many important changes while stranded on a deserted island with an African American man named Timothy. The first example is when…(State first example). Then explain why it is an important change.
- Third paragraph: Concrete example #2. Begin by stating: Another important change Phillip experiences is when…(State example) and tell why this is an important change.
- Fourth paragraph: Concrete example #3.This is your “knock ‘em-sock ‘em” moment. Use your most powerful example. Begin by stating: The most important change Phillip experiences is when…(State change) and tell why this is an important change.
- Fifth paragraph: Compare and contrast Phillip’s changes/maturation to another main character from another story/novel. (Text to text). But please make sure you explain how these two characters’ growth/changes are connected.
- Sixth paragraph: Conclusion. Restate what it means to change/mature/grow. You may even want to add another quote about change/maturity/growth. However, make sure the quotes you are using really fit in with the rest of your essay. Don’t just stick one in because it sounds great and does not really have anything to do with what you are writing about!
- Other hint: Do not hesitate to include relevant song lyrics from our civil rights unit. (Ex: Phillip learns “there is none so blind as he will not see” and explain how this line from Everything is Beautiful relates to Phillip’s growth and maturation).
ALTERNATIVE:
Select an alternate theme from your novel (ex: overcoming prejudice, tolerance, racism, stereotyping, discrimination, friendship, survival, etc) and use the essay format to explore your theme in-depth. Same format. First paragraph is your introduction where you discuss your theme in depth (and use a quote from brainyquote.com or quotegarden.com if you like). Second paragraph is an example of how the theme is relevant in the story. So is the third paragraph. The fourth paragraph is the most important example of how the theme is relevant in your book. The fifth paragraph contains the text to text connection followed by the sixth paragraph which is your conclusion. If you choose to do the alternative essay, please let your teacher know which theme or big idea you will be exploring.
| civilrightsliteraryessay.doc |
MYTHS: home.freeuk.net/elloughton13/mythindex.htm
myths.e2bn.org/mythsandlegends/
americanfolklore.net/folklore/myths-legends/
Introduction to Myths.
Teaching Point: I can understand myths by knowing that larger than life characters explain mysteries in life. This way we will understand how ancient people explain the unknown.Good readers of fictional stories understand myths by knowing that larger-than-life-characters explain mysteries in life. This way we will understand how ancient people explain the unknown.
CHARACTERISTICS OF MYTHS:
• Myths try to explain how something came to be in the universe (EX: Why does the elephant have a trunk? Why are there stars in the sky?)
• Characters may be gods, goddesses or superheroes who may appear in disguise
• Lessons are taught in myths
• Gods in myths have human feelings
• Magic is present in myths
I can understand myths by knowing that larger than life characters explain mysteries in life. This way we will understand how ancient people explain the unknown.Good readers of fictional stories understand myths by knowing that larger-than-life-characters explain mysteries in life. This way we will understand how ancient people explain the unknown.
CHARACTERISTICS OF MYTHS:
• Myths try to explain how something came to be in the universe (EX: Why does the elephant have a trunk? Why are there stars in the sky?)
• Characters may be gods, goddesses or superheroes who may appear in disguise
• Lessons are taught in myths
• Gods in myths have human feelings
• Magic is present in myths
Why Opossum Has a Pouch?http://americanfolklore.net/folklore/2010/09/why_opossum_has_a_pouch.html
1. What part of nature does this myth try to explain?
2. What problem did Mam Opossum have?
3. How did Turtle help solve her problem?
4. What lesson did Mam Opossum learn?
5. Re-tell your myth. At first, but then and finally…
For homework, choose your own myth and analyze:
http://home.freeuk.net/elloughton13/mythindex.htm
1. What part of nature does this myth try to explain?
2. What problem did main character have?
3. How did he or she solve problem?
4. What lesson did main character learn?
5. Re-tell your myth. At first, but then and finally…
Teaching Point: I can understand myths by knowing that larger than life characters explain mysteries in life. This way we will understand how ancient people explain the unknown.Good readers of fictional stories understand myths by knowing that larger-than-life-characters explain mysteries in life. This way we will understand how ancient people explain the unknown.
CHARACTERISTICS OF MYTHS:
• Myths try to explain how something came to be in the universe (EX: Why does the elephant have a trunk? Why are there stars in the sky?)
• Characters may be gods, goddesses or superheroes who may appear in disguise
• Lessons are taught in myths
• Gods in myths have human feelings
• Magic is present in myths
I can understand myths by knowing that larger than life characters explain mysteries in life. This way we will understand how ancient people explain the unknown.Good readers of fictional stories understand myths by knowing that larger-than-life-characters explain mysteries in life. This way we will understand how ancient people explain the unknown.
CHARACTERISTICS OF MYTHS:
• Myths try to explain how something came to be in the universe (EX: Why does the elephant have a trunk? Why are there stars in the sky?)
• Characters may be gods, goddesses or superheroes who may appear in disguise
• Lessons are taught in myths
• Gods in myths have human feelings
• Magic is present in myths
Why Opossum Has a Pouch?http://americanfolklore.net/folklore/2010/09/why_opossum_has_a_pouch.html
1. What part of nature does this myth try to explain?
2. What problem did Mam Opossum have?
3. How did Turtle help solve her problem?
4. What lesson did Mam Opossum learn?
5. Re-tell your myth. At first, but then and finally…
For homework, choose your own myth and analyze:
http://home.freeuk.net/elloughton13/mythindex.htm
1. What part of nature does this myth try to explain?
2. What problem did main character have?
3. How did he or she solve problem?
4. What lesson did main character learn?
5. Re-tell your myth. At first, but then and finally…
FOLKTALES: www.storiestogrowby.org/stories-for-kids/#Search-by-Theme
Teaching Point: Good readers of folktales learn important life lessons by examining folk tales’ themes, recognize the country of origin and by noticing they do not always have happy endings. I can examine folk tales’ themes by recognizing the country of origin and by noticing they don’t always have happy endings.
CHARACTERISTICS OF A FOLKTALE:
• The structure may be repetitive. Things that happen in threes are common.
• Original folktales, do not always have a happy ending (compared to fairytales).
• May contain animals
• Do not usually contain magic
• Oral narrative that does not have an identifiable author
Has been passed down from generation to generation
Reflects customs of culture it comes from
Concerned with life’s universal themes
SELECT FOLKTALE, AGES 6-12. YOU SELECT THE THEME-COUNTRY YOU WISH TO WORK ON. COMPLETE A SWBS CHART THAT'S IT
1. Folktales often start with, “Once upon a time” or “Long ago…” What phrase does this folktale start with? Does it fit the common characteristics?
2. In a folktale, phrases are repeated. What phrase is repeated here?
3. In a folktale, good characters have to solve problems. What problem does the good character have to solve here?
4. What important life lesson is taught?
5. Re-tell: At first…but then…finally.
CHARACTERISTICS OF A FOLKTALE:
• The structure may be repetitive. Things that happen in threes are common.
• Original folktales, do not always have a happy ending (compared to fairytales).
• May contain animals
• Do not usually contain magic
• Oral narrative that does not have an identifiable author
Has been passed down from generation to generation
Reflects customs of culture it comes from
Concerned with life’s universal themes
SELECT FOLKTALE, AGES 6-12. YOU SELECT THE THEME-COUNTRY YOU WISH TO WORK ON. COMPLETE A SWBS CHART THAT'S IT
1. Folktales often start with, “Once upon a time” or “Long ago…” What phrase does this folktale start with? Does it fit the common characteristics?
2. In a folktale, phrases are repeated. What phrase is repeated here?
3. In a folktale, good characters have to solve problems. What problem does the good character have to solve here?
4. What important life lesson is taught?
5. Re-tell: At first…but then…finally.
FABLES: www.worldoftales.com/fables.html
Reading workshop: I can be a good reader of fables by paying attention to animals’ conflicts by noticing their struggles over issues. This way I will understand the lesson they are teaching.
Teaching Points: I can be a good reader of fables by paying attention to how animals reveal human experiences which will help us understand the lesson-moral they are teaching. Good readers of fables learn about morals by paying attention to how animals reveal human experiences. This way will understand the lesson they are teaching.
http://read.gov/aesop/052.html
Good readers of fables pay attention to conflicts by noticing the struggles over issues. This way will understand the lesson they are teaching.
Today, we will continue in the land of make believe and explore fables.
CHARACTERISTICS OF FABLES:
• The characters are animals with human traits
• The plot involves wise or foolish characters
• Helps the reader understand human behavior
• Ends with a moral or lesson
Link: http://cfbstaff.cfbisd.edu./longwebquests/6.1folkliterature_alt/documents/FL_Fablealt.pdf
The Ant and the Grasshopper. Discuss-review:
1. What human traits do the characters in this story have? (What can the animals do that only really people can?)
2. What moral or lesson do the animals teach?
3. What can everybody learn from reading this story? (Make a real life connection).
4. In a fable, characters show wise or foolish traits. What traits does the grasshopper show? Explain.
5. Re-tell: At first…but then…finally.
Independent or with a partner: Choose your own. They are short. Complete the following:
6. What human traits do the characters in this story have? (What can the animals do that only really people can?)
7. What moral or lesson do the animals teach?
8. What can everybody learn from reading this story? (Make a real life connection).
9. In a fable, characters show wise or foolish traits. What traits does the grasshopper show? Explain.
10. Re-tell: At first…but then…finally.
Link: http://www.aesopfables.com/aesopsel.html
Homework: Analyze another fable for homework.
Teaching Points: I can be a good reader of fables by paying attention to how animals reveal human experiences which will help us understand the lesson-moral they are teaching. Good readers of fables learn about morals by paying attention to how animals reveal human experiences. This way will understand the lesson they are teaching.
http://read.gov/aesop/052.html
Good readers of fables pay attention to conflicts by noticing the struggles over issues. This way will understand the lesson they are teaching.
Today, we will continue in the land of make believe and explore fables.
CHARACTERISTICS OF FABLES:
• The characters are animals with human traits
• The plot involves wise or foolish characters
• Helps the reader understand human behavior
• Ends with a moral or lesson
Link: http://cfbstaff.cfbisd.edu./longwebquests/6.1folkliterature_alt/documents/FL_Fablealt.pdf
The Ant and the Grasshopper. Discuss-review:
1. What human traits do the characters in this story have? (What can the animals do that only really people can?)
2. What moral or lesson do the animals teach?
3. What can everybody learn from reading this story? (Make a real life connection).
4. In a fable, characters show wise or foolish traits. What traits does the grasshopper show? Explain.
5. Re-tell: At first…but then…finally.
Independent or with a partner: Choose your own. They are short. Complete the following:
6. What human traits do the characters in this story have? (What can the animals do that only really people can?)
7. What moral or lesson do the animals teach?
8. What can everybody learn from reading this story? (Make a real life connection).
9. In a fable, characters show wise or foolish traits. What traits does the grasshopper show? Explain.
10. Re-tell: At first…but then…finally.
Link: http://www.aesopfables.com/aesopsel.html
Homework: Analyze another fable for homework.
DIFFERENT TYPES OF FOLKLORE: www.vrml.k12.la.us/dozier2/fairytales/fairytales.htm
FAIRYTALES:
Introduction to Fairytales. I can be a good reader of fairytales by paying attention to magical events and transformations and relating them to real life issues. See chart and distribute: http://www.vrml.k12.la.us/dozier2/fairytales/fairytales.htm
Teaching Points: Good readers of fairy tales learn about real life problems by paying attention to magical events and transformation. This way we can relate then to real life issues.
Good readers of fairy tales recognize feelings and emotions by using their prior knowledge. This way we can relate them to real life issues.
Today, we will begin an in-depth study characterizing the different qualities of fairytales, folktales, legends, myths & tall tales. Sometimes, in the novels you read, there are allusions or references to some of these characters. For instance, in the House on Mango Street, Rafaela was compared to Rapunzel, sitting in her tower, waiting for someone to rescue her. The Chocolate Touch is patterned after King Midas. In the story, John Midas is a very greedy boy who only eats chocolate. The myth of King Midas, who loved gold above all things, targets greed as its main theme, while The Chocolate Touch highlights another of the Seven Deadly Sins, gluttony. Both stories deal with self-centeredness vs. compassion. John discovers that anything that touches his mouth transforms into chocolate whereas anything King Midas touched, turned to gold. So the better acquainted we are with these different genres, we will be better equipped to notice the allusions made to fairytale, folk heroes, mythical and legendary characters in our higher level books. Plus, we need to be able to distinguish the differences between fairytales, folktales, legends, myths & tall tales. So once upon a time, there was a class who was reading realistic fiction and historical fiction stories when there teacher suddenly took them away to a magical land of make believe, to a land of castles, to a land where good triumphs over evil. Let’s stop first in fairytale land.
QUALITIES OF FAIRYTALES
• Fairytales often begin with, “Once upon a time…”
• The number three often appears (ex: the Three Little Pigs, Goldie Locks and the Three Bears).
• There are good, evil and royal characters
• Magical elements usually appear
• There is some kind of moral or character change-transformation
• Good wins over evil—so there are usually happy endings
• Repetition is used (ex: In the Three Little Pigs, the wolf repeats, “Not by the hair of my chinny, chin, chin.” In Little Red Riding Hood, the wolf says, “What big (ears, eyes, teeth) you have
• May involve a character learning an important lesson. Heroes in mortal danger. May serve as cautionary tales to teach their listeners what not to do.
Let’s read a fairytale together today, and work together, charting the following (read from book):
1. Describe the princess. Is she good or evil? Explain.
2. What magical element was used in this story? (What occurred here that could not happen in real life?)
3. What made this story have a happy ending?
4. What life lesson did the main character learn? How did you know?
5. How did the main character change?
6. In your own words, explain three of the most important qualities of a fairytale.
7. Let’s retell: At first….But then…Finally…
INDEPENDENT or with partner: Choose a fairytale from the Grimms link: www.worldoftales.com/fairy_tales.html
http://www-2.cs.cmu.edu/~spok/grimmtmp/
Or Hans Christian Anderson link (harder): http://hca.gilead.org.il/
Complete the following:
1. Re-tell this fairytale in your own words in three sentences: At first, but then and finally.
2. What magical elements are used in this story? (What occurred here that could not happen in real life)?
3. What made this have a happy ending?
4. What life lesson did the main character learn? How did you know?
5. How did the main character change?
6. Describe and identify the good vs. evil character.
7. Was there any use of repetition (especially the number three)? Explain.
Introduction to Fairytales. I can be a good reader of fairytales by paying attention to magical events and transformations and relating them to real life issues. See chart and distribute: http://www.vrml.k12.la.us/dozier2/fairytales/fairytales.htm
Teaching Points: Good readers of fairy tales learn about real life problems by paying attention to magical events and transformation. This way we can relate then to real life issues.
Good readers of fairy tales recognize feelings and emotions by using their prior knowledge. This way we can relate them to real life issues.
Today, we will begin an in-depth study characterizing the different qualities of fairytales, folktales, legends, myths & tall tales. Sometimes, in the novels you read, there are allusions or references to some of these characters. For instance, in the House on Mango Street, Rafaela was compared to Rapunzel, sitting in her tower, waiting for someone to rescue her. The Chocolate Touch is patterned after King Midas. In the story, John Midas is a very greedy boy who only eats chocolate. The myth of King Midas, who loved gold above all things, targets greed as its main theme, while The Chocolate Touch highlights another of the Seven Deadly Sins, gluttony. Both stories deal with self-centeredness vs. compassion. John discovers that anything that touches his mouth transforms into chocolate whereas anything King Midas touched, turned to gold. So the better acquainted we are with these different genres, we will be better equipped to notice the allusions made to fairytale, folk heroes, mythical and legendary characters in our higher level books. Plus, we need to be able to distinguish the differences between fairytales, folktales, legends, myths & tall tales. So once upon a time, there was a class who was reading realistic fiction and historical fiction stories when there teacher suddenly took them away to a magical land of make believe, to a land of castles, to a land where good triumphs over evil. Let’s stop first in fairytale land.
QUALITIES OF FAIRYTALES
• Fairytales often begin with, “Once upon a time…”
• The number three often appears (ex: the Three Little Pigs, Goldie Locks and the Three Bears).
• There are good, evil and royal characters
• Magical elements usually appear
• There is some kind of moral or character change-transformation
• Good wins over evil—so there are usually happy endings
• Repetition is used (ex: In the Three Little Pigs, the wolf repeats, “Not by the hair of my chinny, chin, chin.” In Little Red Riding Hood, the wolf says, “What big (ears, eyes, teeth) you have
• May involve a character learning an important lesson. Heroes in mortal danger. May serve as cautionary tales to teach their listeners what not to do.
Let’s read a fairytale together today, and work together, charting the following (read from book):
1. Describe the princess. Is she good or evil? Explain.
2. What magical element was used in this story? (What occurred here that could not happen in real life?)
3. What made this story have a happy ending?
4. What life lesson did the main character learn? How did you know?
5. How did the main character change?
6. In your own words, explain three of the most important qualities of a fairytale.
7. Let’s retell: At first….But then…Finally…
INDEPENDENT or with partner: Choose a fairytale from the Grimms link: www.worldoftales.com/fairy_tales.html
http://www-2.cs.cmu.edu/~spok/grimmtmp/
Or Hans Christian Anderson link (harder): http://hca.gilead.org.il/
Complete the following:
1. Re-tell this fairytale in your own words in three sentences: At first, but then and finally.
2. What magical elements are used in this story? (What occurred here that could not happen in real life)?
3. What made this have a happy ending?
4. What life lesson did the main character learn? How did you know?
5. How did the main character change?
6. Describe and identify the good vs. evil character.
7. Was there any use of repetition (especially the number three)? Explain.
READING WORKSHOP-TEST PREP: I can read a poem with power by identifying the main idea and by discerning between tone and mood.
| poetrytesstpreplangstonhughes.pdf |
INTRO TO NAVIGATING COMPLEX TESTS WITH ANALYTICAL LENSES (ARGUMENTATIVE READING AND WRITING):
I can navigate complex informational texts by critically examining with analytical lenses.
Link: Now that we have finished our first non-fiction reading and informational-writing unit, we will move along to a more challenging level. Let’s stop for a moment and think about what this unit is all about by considering the title. Take a moment. Think about what you know about these words and try to put them together. Turn and talk to the person next to you about what you think this means.
Turn and talk: about meaning. Share and jot opinions on board.
Teach: In this unit, we will:
https://www.livestrong.com/article/118554-advantages-children-watch-tv/
Let’s notice how this informative argumentative piece is sectioned off with subheadings. Ask: What important claims are presented?
Independent: Please read another article on same topic with a similar viewpoint. Jot down the author’s claims using bullets. Are there any similarities? What about differences?
https://www.parentcircle.com/article/why-watching-tv-can-be-good-for-your-child/
Discuss findings.
Link: Now that we have finished our first non-fiction reading and informational-writing unit, we will move along to a more challenging level. Let’s stop for a moment and think about what this unit is all about by considering the title. Take a moment. Think about what you know about these words and try to put them together. Turn and talk to the person next to you about what you think this means.
Turn and talk: about meaning. Share and jot opinions on board.
Teach: In this unit, we will:
- Focus on comparing and contrasting texts
- Analyzing their claims and arguments
- Investigating authors’ perspectives or points of view
- Make connections across texts
- Draw conclusions
- Design our own informed opinions
- We will analyze multiple accounts of the same event or topic noting important similarities and differences
- We will ultimately be writing with authority about a topic of our own choice and a set topic about whether or not animals belong in zoos. We will need to form our opinions based on reliable multiple sources. What does this mean? We will then take our knowledge and share our learning in persuasive and convincing argumentative essays.
https://www.livestrong.com/article/118554-advantages-children-watch-tv/
Let’s notice how this informative argumentative piece is sectioned off with subheadings. Ask: What important claims are presented?
Independent: Please read another article on same topic with a similar viewpoint. Jot down the author’s claims using bullets. Are there any similarities? What about differences?
https://www.parentcircle.com/article/why-watching-tv-can-be-good-for-your-child/
Discuss findings.
ELA TEST PREP ONLINE LINK: ny.nextera.questarai.com/tds/#practice
BOOK CLUBS AND SIX PILLARS OF CHARACTER:
I can deepen my book club conversation by:
Readers you will continue to focus on what you are learning about the time period-Civil rights era of the book club book you are studying by paying attention to important details. We also want to pay attention to story elements like how and why characters change? How problems are resolved and how this will lead us to coming up with important theories about important ideas-themes and messages in the texts. We want to grow our ideas about books we are reading by considering the following important questions:
Book clubs meet, use rubric, questions and chapter essence. Share findings.
SIX PILLARS OF CHARACTER:
• Trustworthiness- TRUE BLUE
– Honesty
– Integrity
– Reliability (Promise-keeping)
– Loyalty
• Respect (MELLOW YELLOW)
– Civility, Courtesy and Decency
– Dignity and Autonomy
– Tolerance and Acceptance
• Responsibility (GO GREEN--TAKING CARE OF OUR ENVIRONMENT AND OURSELVES)
– Accountability
– Pursuit of Excellence
– Self-Restraint
• Fairness (THINK ORANGE--EQUAL PARTS)
– Process
– Impartiality
– Equity
• Caring (RED HEART)
• Citizenship (PURPLE)
- growing my ideas about the texts by incorporating key questions into our conversations..
- Identifying the essence of each chapter.
- Identifying the six pillars of character (values) promoted or violated
-
Readers you will continue to focus on what you are learning about the time period-Civil rights era of the book club book you are studying by paying attention to important details. We also want to pay attention to story elements like how and why characters change? How problems are resolved and how this will lead us to coming up with important theories about important ideas-themes and messages in the texts. We want to grow our ideas about books we are reading by considering the following important questions:
- What is the story really teaching us about life?
- What is the story telling us about the world in which we live in?
- What do you think the author is really trying to tell us about life?
- Whose story is being told? What group or groups are being represented? What groups may be left out? What does the author want me to think about these different groups of people?
- What values are upheld in this text? How do you know?
- What values are being challenged in the text? Explain.
Book clubs meet, use rubric, questions and chapter essence. Share findings.
SIX PILLARS OF CHARACTER:
• Trustworthiness- TRUE BLUE
– Honesty
– Integrity
– Reliability (Promise-keeping)
– Loyalty
• Respect (MELLOW YELLOW)
– Civility, Courtesy and Decency
– Dignity and Autonomy
– Tolerance and Acceptance
• Responsibility (GO GREEN--TAKING CARE OF OUR ENVIRONMENT AND OURSELVES)
– Accountability
– Pursuit of Excellence
– Self-Restraint
• Fairness (THINK ORANGE--EQUAL PARTS)
– Process
– Impartiality
– Equity
• Caring (RED HEART)
• Citizenship (PURPLE)
FUN WITH WORDS (PREFIXES, SUFFIXES AND ROOT WORDS):
http://www.readingrockets.org/article/root-words-roots-and-affixes
Distribute charts from above
http://betterendings.org/homeschool/words/root%20words.htm
http://teacher.scholastic.com/activities/athens_games/game.htm#
https://www.funbrain.com/games/rooting-out-words
https://www.learninggamesforkids.com/vocabulary-games/suffixes-and-prefixes.html
Distribute charts from above
http://betterendings.org/homeschool/words/root%20words.htm
http://teacher.scholastic.com/activities/athens_games/game.htm#
https://www.funbrain.com/games/rooting-out-words
https://www.learninggamesforkids.com/vocabulary-games/suffixes-and-prefixes.html
BOOK CLUBS: I can deepen my book club conversation by:
growing my ideas about the texts by incorporating key questions into our conversations.. Identifying the essence of each chapter.
Readers you will continue to focus on what you are learning about the time period-Civil rights era of the book club book you are studying by paying attention to important details. We also want to pay attention to story elements like how and why characters change? How problems are resolved and how this will lead us to coming up with important theories about important ideas-themes and messages in the texts. We want to grow our ideas about books we are reading by considering the following important questions: What is the story really teaching us about life? What is the story telling us about the world in which we live in? What do you think the author is really trying to tell us about life? Whose story is being told? What group or groups are being represented? What groups may be left out? What does the author want me to think about these different groups of people? What values are upheld in this text? How do you know? What values are being challenged in the text? Explain. Focus on one or more of these bullet points in your chats today. Also, try to summarize the important information in each chapter. This will help you keep track and look back at the whole book. Do you tell us where and who is in the book? Which chapter do you begin to see changes in the character or a problem resolved? Think, question and pay close attention as you read. Write down the most important thoughts of each chapter.
Book clubs meet, use rubric, questions and chapter essence. Share findings.
ORPHAN TRAIN ACTIVITIES-DUE FRIDAY, FEBRUARY 15-PACE YOURSELVES
| orphan_train_independent_activities.docx |
| orphan_train_rider.docx |
I can deepen my understanding of the Civil Rights era and of important themes in literature by engaging in historical fiction book clubs.
I can deepen my understanding of poetry by discerning between style, tone and mood and by applying the mood meter to monitor my reaction to what I am reading. (see powerpoint for more details). Mentor Text: I, Too, Sing America.
I, Too
BY LANGSTON HUGHES
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They’ll see how beautiful I am
And be ashamed--
I, too, am America.
BY LANGSTON HUGHES
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They’ll see how beautiful I am
And be ashamed--
I, too, am America.
DISCERNING BETWEEN STYLE, TONE AND MOOD:
| styles-tone-mood__2_.ppt |
RAN STRATEGY-NON-FICTION:
| ranstrategy__1_.doc |
| ranrubric.doc |
| ran_chart-analyzing_nonfiction.pdf |
CARL HIASSEN THEMES POWERPOINT:
| hootthemeandchangepresentation.pdf |
CARL HIASSEN INTERPRETIVE ESSAY IS DUE THURSDAY, DECEMBER 20:
| interpretative_essay_rubric_5th_grade.doc |
| carlhiasseninterpretiveessay.docx |
POHL'S THINK TO LEARN QUESTION STEMS: I can navigate complex text by utilizing Pohl’s Think to Learn Questions.
Questions for Remembering
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the meaning of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
Questions for Understanding
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
Questions for Applying
• Do you know of another instance where…?
• Can you group by characteristics such as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you develop a set of instructions about…?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
Question for Analyzing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the meaning of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
Questions for Understanding
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
Questions for Applying
• Do you know of another instance where…?
• Can you group by characteristics such as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you develop a set of instructions about…?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
Question for Analyzing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)
DISCERNING BETWEEN THICK AND THIN QUESTIONS-A PRESENTATION FOR YOU. I can deepen my understanding of text by asking questions before, during and after reading AND BY DISCERNING BETWEEN THICK AND THIN QUESTIONS.
| thick_vs_thin_questionsrevised__3_.ppt |
MENTOR TEXT: THE MAN WHO WALKED BETWEEN THE TOWERS:
https://www.riverdell.org/cms/lib05/NJ01001380/Centricity/Domain/201/Between%20Two%20Towers.pdf
REMINDER-DIFFERENT GENRES IN LITERATURE:
CHANGING AND REARRANGING:
| changingandrearranging.ppt |
| changerubricrevised__1_.doc |
| badroadforcats_take_a_stand_14-15__1_.pdf |
| change.pdf |
HOUSE ON MANGO STREET LITERARY ESSAY-DUE WEDNESDAY, NOVEMBER 7. TASK, SAMPLE AND RUBRIC:
| mangoessay__5_.doc |
| mangosampleessay__6_.doc |
| house_on_mango_street_literary_essay_rubric__8_.doc |
LINKS TO ASSIST YOU: TRANSITIONAL PHRASES: http://www.d41.org/curriculum/staff/literacy/Grade_5_documents/6_Fifth_Grade_WS_Transition_Words.pdf
Brainyquote: http://www.brainyquote.com/
Quotegarden: http://www.quotegarden.com/
GREAT PUMPKIN DEBATE-DUE FRIDAY, NOVEMBER 2 AFTER READING ARTICLES AND NOTING OPINIONS ON BOTH SIDES, COME UP WITH YOUR OWN CONCLUSIONS USING TEXT BASED EVIDENCE AND INSIGHT
| great_pumpkin_debate_articles.docx |
| greatpumpkin.pdf |
EXTENDED METAPHOR IN SONG ANALYSIS-DUE MONDAY, OCTOBER 22:
i_am_a_roc1.doc
Download File
Essential Questions
- What might people learn from music, or how might they be influenced or inspired by music?
- Why might the viewpoint of songwriters be important or relevant to society?
- Enduring Understandings:
- Songs can provide entertainment but can also help to bring people’s attention to world problems and to inspire people to find solutions to those problems.
- Songwriters often use the lyrics of songs to educate, inspire, influence and change society, and provide social commentary.
Born This Way-Lady Gaga
Fight Song-Rachel Platten
What's Going On? Marvin Gaye
The Friendship Trqin-Gladys Knight
Waiting for the World to Change-John Mayer
Reach Out of the Darkness-A Friend and A Lover (old song)
We Shall Overcome-Joan Baez
Make Your Own Kind of Music- Cass Elliot
Windmills of Your Mind (Dusty Springfield)
Playgrounds of My Mind (Clint Holmes)
A Place in the Sun (Stevie Wonder)
The River (Garth Brooks)
Come Sail Away (Styx)
Rollercoaster (The Partridge Family)
I’m on the Road (Partridge Family)
Blackbird (Beatles)
I Hope You Dance (Leann Womack)
Dust in the Wind (Kansas)
Full Circle (Miley Cyrus)
Time for Me To Fly (Jonas Brothers)
I Believe I Can Fly (R Kelly)
The Circle of Life (Elton John-the Lion King soundtrack)
I’d Like to Teach the World to Sing (The New Seekers)
Top of the World (The Carpenters)
The Climb- (Miley Cyrus)
- Who is the speaker in the poem? Explain your answer.
- What is the tone of the poem? (How does the speaker feel?) Give a specific example from the poem to support your answer.
- What is the mood of the poem? (How does it make you feel?) Explain your answer.
- Are alliteration and-or onomatopoeia present in the poem? If so, give examples from the poem of each device.
- Are similes, metaphor and-or personification present in the poem? If so, give examples.
- Is imagery (picture painting language that appeal to the five senses) present in the poem? If so, give specific examples to support each sense.
- What is the theme of the poem? Explain your answer with specific examples.
- What is the extended metaphor? Give three specific examples from the poem that support the extended metaphor.
- Explain how the extended metaphor supports the theme.
- Conduct research to learn the actual message of the song. There are several online sites you could use such as www.wikipedia.org, www.songfacts.com, and www.lyricinterpretations.com. Summarize what you learn below.
- Do you believe the message of the song is relevant today? If so, is it relevant in your school, your community, the nation, the world, or all of them? If not, why not?
- What words, lines or phrases in the song do you personally relate to?
- What might be an alternate title for the song?
IDENTITY
IDENTITY
Identity
by Julio Noboa Polanco
Let them be as flowers,
always watered, fed, guarded, admired,
but harnessed to a pot of dirt.
I'd rather be a tall, ugly weed,
clinging on cliffs, like an eagle
wind-wavering above high, jagged rocks.
To have broken through the surface of stone,
to live, to feel exposed to the madness
of the vast, eternal sky.
To be swayed by the breezes of an ancient sea,
carrying my soul, my seed,
beyond the mountains of time or into the abyss of the bizarre.
I'd rather be unseen, and if
then shunned by everyone,
than to be a pleasant-smelling flower,
growing in clusters in the fertile valley,
where they're praised, handled, and plucked
by greedy, human hands.
I'd rather smell of musty, green stench
than of sweet, fragrant lilac.
If I could stand alone, strong and free,
I'd rather be a tall, ugly weed.
IDENTITY QUESTIONS:
Answer the following questions in your partnership. You may discuss the questions and answers together; however, each individual in the group must have his/her own copy of the responses.
1. Who is the speaker of the poem? Explain your answer.
2. What is the tone of the poem? Give a specific example from the poem to support your answer.
3. What is the mood of the poem? Explain your answer.
4. Are alliteration and/or onomatopoeia present in the poem? If so, give specific examples from the poem of each device.
5. Are similes, metaphor, and/or personification present in the poem? If so, give specific examples from the poem of each device.
6. Is imagery present in the poem? If so, give specific examples from the poem to support each sense present.
7. What is the theme (s) of the poem? Explain your answer.
8. What is the extended metaphor? Give three specific examples from the poem that are components or extensions of this metaphor.
9. Explain how the extended metaphor supports the theme (s).
Identity
by Julio Noboa Polanco
Let them be as flowers,
always watered, fed, guarded, admired,
but harnessed to a pot of dirt.
I'd rather be a tall, ugly weed,
clinging on cliffs, like an eagle
wind-wavering above high, jagged rocks.
To have broken through the surface of stone,
to live, to feel exposed to the madness
of the vast, eternal sky.
To be swayed by the breezes of an ancient sea,
carrying my soul, my seed,
beyond the mountains of time or into the abyss of the bizarre.
I'd rather be unseen, and if
then shunned by everyone,
than to be a pleasant-smelling flower,
growing in clusters in the fertile valley,
where they're praised, handled, and plucked
by greedy, human hands.
I'd rather smell of musty, green stench
than of sweet, fragrant lilac.
If I could stand alone, strong and free,
I'd rather be a tall, ugly weed.
IDENTITY QUESTIONS:
Answer the following questions in your partnership. You may discuss the questions and answers together; however, each individual in the group must have his/her own copy of the responses.
1. Who is the speaker of the poem? Explain your answer.
2. What is the tone of the poem? Give a specific example from the poem to support your answer.
3. What is the mood of the poem? Explain your answer.
4. Are alliteration and/or onomatopoeia present in the poem? If so, give specific examples from the poem of each device.
5. Are similes, metaphor, and/or personification present in the poem? If so, give specific examples from the poem of each device.
6. Is imagery present in the poem? If so, give specific examples from the poem to support each sense present.
7. What is the theme (s) of the poem? Explain your answer.
8. What is the extended metaphor? Give three specific examples from the poem that are components or extensions of this metaphor.
9. Explain how the extended metaphor supports the theme (s).
I AM A ROCK-SIMON AND GARFUNKEL
Simon & Garfunkel Lyrics
"I Am A Rock"
A winter's day
In a deep and dark December
I am alone
Gazing from my window
To the streets below
On a freshly fallen, silent shroud of snow
I am a rock
I am an island
I've built walls
A fortress, steep and mighty
That none may penetrate
I have no need of friendship
Friendship causes pain.
It's laughter and it's loving I disdain.
I am a rock
I am an island
Don't talk of love
Well, I've heard the words before
It's sleeping in my memory
And I won't disturb the slumber
Of feelings that have died
If I never loved, I never would have cried
I am a rock
I am an island
I have my books
And my poetry to protect me
I am shielded in my armor
Hiding in my room
Safe within my womb
I touch no one and no one touches me
I am a rock
I am an island
And a rock feels no pain
And an island never crie
"I Am A Rock"
A winter's day
In a deep and dark December
I am alone
Gazing from my window
To the streets below
On a freshly fallen, silent shroud of snow
I am a rock
I am an island
I've built walls
A fortress, steep and mighty
That none may penetrate
I have no need of friendship
Friendship causes pain.
It's laughter and it's loving I disdain.
I am a rock
I am an island
Don't talk of love
Well, I've heard the words before
It's sleeping in my memory
And I won't disturb the slumber
Of feelings that have died
If I never loved, I never would have cried
I am a rock
I am an island
I have my books
And my poetry to protect me
I am shielded in my armor
Hiding in my room
Safe within my womb
I touch no one and no one touches me
I am a rock
I am an island
And a rock feels no pain
And an island never crie
| i_am_a_rock_simon___garfunkel_lyrics.docx |
EXTENDED METAPHORS: READ...WE WILL DISCUSS TOGETHER. REMEMBER THAT FOUR SKINNY TREES IS AN EXTENDED METAPHOR.
| extendedmetaphor4315.doc |
MORE ABOUT THEMES IN TEXT: THE AUTHOR'S MESSAGE TO YOU
| themesmoreabout.ppt |
THEME IN TEXT: AUTHOR'S MESSAGE TO YOU!!!
| themeinlit__3_.ppt |
SUMMARIZING REMINDER USING SWBST:
READING SURVEYS:
| reading_interest_survey.pdf |
PERSONAL IDENTITY POWERPOINT:
| personal_idenity_7-26-17__1_.pptx |
RULES OF READING WORKSHOP:
1. You must read a book. Magazines, newspapers and comic books don’t have the chunks of texts you need to develop fluency. They won’t help you discover who you are as a reader of literature. (Please note: they are acceptable during transitional periods of the day as well as for reading material at home or during indoor lineup days).
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great books out there waiting for you. However, you should try to give some books a chance. Sometimes, it takes a couple of chapters before you “settle in” and get used to and interested in a book.
3. If you really don’t like a book, find another one. Browse; ask me, the librarian or a friend for a recommendation.
4. It’s okay to re-read a book you love. This is what readers do.
5. Record every book you finish in your reading log and complete a reading journal entry for each book you read.
6. Collect information about yourself as a reader, look for patterns and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract the teacher or other readers. Don’t put words into our brains as we are trying to escape into the worlds created by the authors of our books.
8. When you confer with me or your partners use a soft voice as I use when I talk to you; whisper.
9. Read and write in your reading journal the whole time.
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great books out there waiting for you. However, you should try to give some books a chance. Sometimes, it takes a couple of chapters before you “settle in” and get used to and interested in a book.
3. If you really don’t like a book, find another one. Browse; ask me, the librarian or a friend for a recommendation.
4. It’s okay to re-read a book you love. This is what readers do.
5. Record every book you finish in your reading log and complete a reading journal entry for each book you read.
6. Collect information about yourself as a reader, look for patterns and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract the teacher or other readers. Don’t put words into our brains as we are trying to escape into the worlds created by the authors of our books.
8. When you confer with me or your partners use a soft voice as I use when I talk to you; whisper.
9. Read and write in your reading journal the whole time.
BOOK LOGS: USE THESE FORMS TO RECORD COMPLETED BOOKS:
| booklogs5315__1_.doc |
READING LOGS: USE THESE FORMS DAILY TO LOG IN:
| 3-5_reading_log__1_.docx |