E.Q.: What inspires me?
•What is an epigraph?
•a relevant quotation at the beginning of a book or chapter
1. Read each epigraph.
2. Rewrite it in your own words to demonstrate that you
understand the main point.
3. Decide if you agree or disagree with it. Does it inspire you
or does it confuse you? Explain.
•The Introduction
•“How to Read This Book”
•jumping around
•poetry, prose, fiction, non-fiction
•Vocabulary:
1. raggedy
2. profession
3. brilliance
4. shadowing
5. consolation
6. astonished
7. content
8. mediocrity
9. vulnerable
10. spontaneous
•Written Response
•Select one quote that inspires you.
•Write a paragraph explaining what it
means to you and why you like it.
E.Q.: How do authors use main ideas and supporting
details to develop a story’s theme?
•Have you ever been disappointed by
your birthday?
•Write a paragraph describing a birthday that
was a disappointment.
•Write another paragraph about a birthday
that was fantastic!
•“Eleven” by Sandra Cisneros
•As you read, think about the theme of the story.
•Applying Theme to a Thinking Map
•Complete a Brace Map that allows you to
extract the theme of the story.
•Writing Response: “Eleven”
•Choose two of the response choices below to
complete in your sourcebook.
1. Do you agree with Rachel’s idea that, no
matter how old we are, we always have all the
ages we have been inside of us? Why or why
not?
2. If you were Mrs. Price, how would you have
handled the situation with Rachel?
3. Why do you think Phyllis Lopez at first didn’t
say the sweater was hers?
4. How does Cisneros make us understand how
Rachel feels? Give examples from the story of
descriptions and language that helped you
understand Rachel’s feelings.
•Writing Response: “Eleven”
•Choose one of the response choices below to
complete in your sourcebook.
1. If you were Rachel, what would you have
done? To answer this, write a dialogue
between Rachel and Mrs. Price. Begin your
dialogue with:
Mrs. Price: Of course the sweater’s yours. I remember
you wearing it once.
(Continue the dialogue any way you want.)
2. What sense do you have of Rachel from
reading this story? Write a description of
Rachel – how she looks, what she’s like as a
person, what her family is like, what she
wants to do in the future – based on the
information in the story and your
imagination.
E.Q.: How do I select important details from texts to
help me compare them?
•Describe your favorite teacher of all
time.
•Use a Bubble Map
•Include as many adjectives as you can to
describe this teacher.
•“Mrs. Virginia DeView, Where are
You?”
•Read this selection on page 157.
•Compare the teachers in this story and in
“Eleven.”
•Create a Double Bubble Thinking Map to
compare the two teachers.
•Which teacher would you rather have? Why?
•Writing Response
•What are the qualities of an ideal teacher?
•Describe this teacher.
•Make sure to be realistic, practical, and logical.
•Write your response in your sourcebook.
•Writing Response
•What are the qualities of
an ideal teacher?
•Describe this teacher.
•Make sure to be
realistic, practical, and
logical.
•Write your response in
your sourcebook.
•Then draw a diagram of
the ideal teacher. Make
sure to label the
elements.
eyes to
read and
look at the
teacher
brain for
thinking
ears to
hear
heart for
caring
mouth
to share
ideas
The
Perfect
Student
hands for
writing
feet for moving
toward success
hands for
opening
books
E.Q.: How do I determine the author’s purpose and use
that purpose to compare texts?
•What kind of character are you?
•Make a list of character traits that would be used to
describe you.
•Write a paragraph describing yourself.
•“Sparky” page 179
•As you read, think about the author’s purpose.
•What is the author trying to tell us?
•Write a sentence identifying the author’s purpose.
•List three (3) details from the story that supports
your purpose.
• http://www.youtube.com/watch?v=GsSXMT0N
rB4&NR=1&feature=fvwp
•Written Response: Comparing Traits
•Compare the traits of Sparky with those of
Charlie Brown.
•Read “Zuri at Bat.”
•How would you compare Charlie Brown and
the football to “Zuri at Bat.”
•Who do you relate to more?
•Write an argumentative paragraph to support
your opinion on the author’s purpose.
•Write your response in your sourcebook.
•Written Response: Comparing Traits
•Compare the traits of Sparky with those of
Charlie Brown.
•Read “Zuri at Bat.”
•How would you compare Charlie Brown and
the football to “Zuri at Bat.”
•Who do you relate to more?
•Write an argumentative paragraph to support
your opinion on the author’s purpose.
•Write your response in your sourcebook.
•Now create a comic strip for “Zuri at Bat.”
E.Q.: How do I craft a personal essay in response to what I
have read?
B
O
N
U
S
•Choose any three selections to read on
your own.
•List the titles and page numbers for these
selections in your sourcebook.
•Choose the selection that had the greatest
impact on you.
•How do you relate to this selection?
•What does this selection mean to you?
•What does it make you think about?
•What did you learn?
•Write a multi-paragraph response in your
sourcebook.
E.Q.: How do I use the main idea of the text to form the
basis of analysis?
•Describe a time when you got in
trouble or upset your parents or
guardian and learned from your
mistake?
•Write about this experience in your
sourcebook.
•Read these selections.
•While reading, complete this chart.
Story
What does
the teen do
wrong?
How does his
or her parent
react?
What did the
teen learn?
“Egg Lessons”
“The Cost of
Gratefulness”
“Unconditional
Mom”
•“Egg Lessons” page 146
•“The Cost of Gratefulness” page 150
•“Unconditional Mom” page 70
What can
readers
learn?
•Written Response: Essay
•Compare the teen protagonists in the three
stories. Tell how they are alike and how they are
different.
•Determine which teen learned the most
valuable life lesson and which parent did the
best job teaching a lesson. (The teen and parent
do not have to come from the same story.)
•Write this essay in your sourcebook.
•Remember, essays need an introduction, a
body, and a conclusion.
E.Q.: What are the causes and effects of
bullying?
•How can you prevent bullying?
•Write an answer in your sourcebook.
•Focus on actions!
•Reading Selections
•“The Gossiper” page 36
•“A Simple Christmas Card” page 38
•Vocabulary: Homework Due 11-2-12
1.
2.
3.
4.
5.
6.
7.
8.
9.
gossip
rumor
sage
interfered
occasional
sincerely
claim
counterpoint
coherent
10. transitions
•Written Response
•
•
•
Write about a time when you or a
friend were hurt by gossip or bullying.
Make sure to include the outcome;
what happened.
Write an alternative outcome either
positive or negative. What might have
happened if the situation would have
been handled differently.
•Written Response
•Write about a time when you or a friend were
hurt by gossip or bullying.
• Make sure to include the outcome; what
happened.
• Write an alternative outcome either positive
or negative. What might have happened if
the situation would have been handled
differently.
•Write a letter to a student who is being bullied.
Give advice on how they should handle this.
Make suggestions for what they should do.
•Write these responses in your sourcebook.
E.Q.: How can I read a writing prompt closely to fully
understand my topic?
•Reading Questions
•How do you feel about this book?
•Who would you recommend this book to?
•Who would you say should read this book?
•How can I organize my ideas before writing?
•List some choices that you can use for prewriting.
•In your sourcebook, list and explain at least
three (3) different strategies that you could use
for prewriting.
•Tell which strategy works best for you and
why.
•Use the RAFT strategy to analyze the
assessment prompt.
R
A
F
T
ROLE
AUDIENCE
FORMAT
TONE
What is your job as a
writer? What is the
purpose of this essay?
Who are you
speaking to? What
vocabulary does this
audience expect to
hear? What does
the audience
already know, and
what do they need
to know about your
topic?
What structural
elements are
required in this
essay?
What is the
appropriate attitude
for you to have as
the writer? How do
you feel about your
topic, and how can
you communicate
that to your
audience?
•Analyze the Writing Assessment.
•Does this Chicken Soup truly soothe the soul?
•This is to be an argumentative (persuasive) essay.
•In the introduction, the claim is made that “This is a
book you never finish.” This phrase has two possible
meanings. It could mean that you will love the book so
much that you will read it over and over again. However,
it could also mean that you will hate it so much, you will
quit reading it.
•Based on what you have read so far, which opinion of
the book do you hold?
•Use evidence from the book (quotes, summaries of
stories, explanations of cartoons, etc.), write an
argument to defend your opinion on the book and to
convince your audience to love or hate this book.
•Make sure to use at least five words from your
vocabulary lists in your essay.
•Plan the Writing Assessment.
•Use a Tree Map to Plan for Writing
Your Claim
First Point
Second Point
Third Point
Counterpoint
Ideas
Evidence
&
Supporting
Details
Ideas
Evidence
&
Supporting
Details
Ideas
Evidence
&
Supporting
Details
Ideas
Evidence
&
Supporting
Details
•Share your plan with your partner. Give each other feedback.
E.Q.: How can a writing plan make writing a rough
draft easier?
•Parts of an Essay
•What are the basic parts of an essay?
•Which part of your writing plan will you use to
create which part of your essay?
•What is a thesis statement?
•Writing Topic Sentences
•Each paragraph in an essay needs a topic
sentence matched with supporting details.
Don't Touch That Towel!
By Shannon C.
I think our school would benefit by investing in automatic motion-sensing
hand dryers. I have several reasons for this. Children can get sick from the germinfested paper towel dispensers we now have. There is also terrible waste when
students continuously pull the lever, dispensing towels they don't really need.
First of all, this automatic hand dryer is very sanitary. Instead of pulling on
a lever that has been touched by a large number of students, users can just stick their
hands under the blow-dryer. No germs can get on them because there is nothing to
touch.
In addition, if we buy this automatic hand dryer, we can save the school
budget and trees. The money we save by not wasting paper towels can be used for
educational things, such as field trips. We could even go to a tree farm and see how
many trees we saved. Cutting fewer trees will make a big difference in the
environment.
If the electricity happens to go out, the hand dryer, like all electric
appliances, will go out too. That is ONE bad thing, but we know the lights don't go
out that often. We will store extra paper towels in the custodian's room for
emergencies.
So I think there is much to be said for this automatic motion-sensing hand
dryer. Administrators will be glad to know that absenteeism will be lowered. Money
can be saved. Finally, if the trees could talk, they would probably shout for joy,
knowing that a whole school is saving a forest. Let's install automatic hand dryers at
our school as soon as possible.
•Writing Time: The Rough Draft
•Write your essay one paragraph at a
time.
•Make sure to follow your writing
plan.
•Allow your partner to read your
paragraphs, compare them to your
writing plan, and give you feedback.
E.Q.: How can I use transitions to make my writing
more coherent?
•Transitional Words
•Using transitional words and phrases helps
papers read more smoothly, and at the same
time allows the reader to flow more smoothly
from one point to the next.
•Transitions enhance logical organization and
understandability and improve the connections
between thoughts.
•They indicate relations, whether within a
sentence, paragraph, or paper.
•Place the word list in your sourcebook and refer
to this list as you write your essay.
•Writing Time: Revising & Editing
•Make changes to your rough draft to
include transitional words and phrases.
•Make changes to make sure you have
included all the required elements.
•Use your writing plan as a check-list.
•Have your partner re-read your essay to
give you feedback on the changes you
have made.
•Editing
•Check your essay for errors in spelling,
punctuation, capitalization, and grammar.
•Final Drafts
•Make sure to follow the format rules for your
final draft.
•Final Drafts are DUE MONDAY!
E.Q.: How do authors use contradictions in their
writing and what does it reveal about their purpose?
•Family & Home
•Using your own words, write a definition for
each word.
•Write these entries in your source book.
•Vocabulary: Homework Due 11-9-12
1. hallowed
2. enchanted
3. wretched
4. vengeance
5. pompous
6. linger
7. flounces
8. luminous
9. indignant
10. finale
•Pre-Reading Discussion
•Look at the quote on page 61. Do you agree or
disagree?
•If you had to describe your family as an animal,
which one would it be and why?
•Contradiction
•Which part of the quote contains a
contradiction?
•Give other examples of situations that you may
want to escape from but at the same time you
wish to remain in…like family.
•“My Childhood Home I See Again”
•http://showcase.netins.net/web/creative/lincol
n/speeches/poetry.htm
•Look for contradictions and annotate this
poem.
•Complete Part I, discuss your annotations with
your partner.
•What contradictions did you find?
• Now read Part II. Discuss those annotations
you made in Part II as well.
•Contradictions
•Sadness & Pleasure
•Earth & Paradise
•Vile & Pure
•Living in the Tombs
•Written Response
•What is Lincoln experiencing emotionally?
•What does he say is more dreadful than
death?
•Is Matthew a contradiction?
•Write a response explaining how Lincoln
personifies death and answer each of these
questions.
E.Q.: How do poets use imagery to engage the reader?
•What is Imagery?
•Using your own words, write a definition of
imagery in your sourcebook.
•What is Imagery?
•Imagery is not only visual images.
•It incorporates imaginative language that describes all
sensory experience including sound, taste, touch, smell,
and sight.
•“My Grandmother is waiting for me to come
home.”
•Before reading...
•Divide one page of your sourcebook in half. On the left
draw a picture or write a description of your
grandmother’s house.
•After reading…
•On the right, draw a picture or write a description of what
you remember from this poem.
•After receiving the poem, underline the details you
remembered, circle the details you forgot.
•What examples of imagery do you find in
this poem?
•Create a graphic organizer to show the imagery
in the poem.
•This should be drawn and completed in your
sourcebook.
•Written Response - “Fifth Grade
Autobiography”
•Write a poem that contains detailed imagery
describing you and your family or you and your
home at an earlier point in your life.
•Use the themes of home and family.
•Incorporate the picture you brought of your
younger self.
E.Q.: How can different authors offer unique
perspectives on the same topic?
•Family & Home
•Look back at your first definitions.
•Rewrite those definitions now that we have read
more selections.
•Traits List
•Create a chart in your sourcebook with traits
down the column on the left and the titles of the
four stories across the top. (This will later
become a larger chart you will present to the
class.)
•Complete these checklists as you read today.
Traits of Family
Trait
Caring/Love
Rely/Trust
Related
(Blood or
Marriage)
Friendship
Constant
Never-ending
“She
didn’t
give up
on me”
“Lessons in
Baseball”
“The
Champ”
“I am
Home”
•Jigsaw Activity
•Read the story you have been assigned.
•Complete the chart in your sourcebook.
•Reading Selections
1.
2.
3.
4.
“She Didn’t Give Up On Me” page 63
“Lessons in Baseball” page 89
“The Champ” page 92
“I am Home” page 97
•Group Assignments
•Work with your group to answer the questions
about your specific selection.
•Complete the chart to be presented to the class.
•Make sure to include vocabulary words from
your selection to share with the class.
•Family Quotes
•Refine your definition.
•Create a quote that you will use in our next
writing assessment.
E.Q.: How do authors use symbolism to further their
arguments?
•Love & Kindness
•Look back this epigraph.
•How do you reflect on this quote now?
•Write this in your source book.
•Choice Reading
•Read one of these stories.
•“Tigress” page 102
•“Bright Heart” page 106
•Written Responses
•Debate: Can animals be family members?
•How do you reflect on this quote now that you
have completed the reading?
•Write a journal entry that answers this
question.
•To Hug or Not to Hug?
•In both stories, characters show their kindness
and love by offering a hug to a virtual stranger.
•Are there times when hugs are and are not
appropriate?
•Why are hugs so powerful?
•Write a journal entry about a time when you
needed, received, or gave a hug that either
comforted you or someone else.
E.Q.: How can paying close attention to details such as
dialect help you uncover the author’s purpose?
•Dialect List
•Make a list of words or phrases that are
examples of dialect.
•Remember, dialect is a regional variety of
language distinguished by features of
vocabulary, grammar, and pronunciation from
other regional varieties and constituting together
with them a single language.
•Vocabulary: Homework Due 11-16-12
1. suede
2. frail
3. ominous
4. discrimination
5. astounded
6. bigotry
7. resolve
8. egregious
9. prejudice
10.prestigious
•“Thank You, Ma’m” by Langston
Hughes
•
Dialect
ain’t
•
Draw this dialect chart in your source book.
Context
Meaning
I ain’t gonna
do that.
aren’t, are not, or
am not
Rewrite the sentence without the
unique dialect to demonstrate
comprehension.
I am not going to do that.
As you read today, write examples of dialect
that you notice in the story.
•Written Response
•
•
•
•
Imagine that you are the boy.
Write a journal entry detailing what happened
and how you felt as you walked home.
Make sure to refer to specific events that
happened in the story as you write your
reaction.
Think about these questions:
•
•
•
•
•
•
How did the woman’s kindness affect the boy?
What lesson did she think she was teaching him?
What was the author’s purpose in writing this
story?
What did he hope readers would learn from it?
How could you apply the lesson in this story to your
life?
How is this story a tale of love and kindness?
E.Q.: How do personal essays and news articles differ in
purpose and tone?
•What is tone?
•Write a definition for the literary term, tone,
in your own words.
•Tone is the mood or emotion that the writer
expresses in the story. Language elements
help to tell us the tone of a story.
•“Mason Dixon Memory” page 119
•
•
Draw this chart in your source book.
After reading this selection, we will compare
it with two news stories.
Story
“A Mason Dixon Memory”
Examples from the Text
“Country Club Reviews
Policy Banning Blacks”
Examples from the Text
“Golfing World Must Still
Deal with Club Racism”
Examples from the Text
Dialect
Tone
Purpose
•“Mason Dixon Memory” page 119
•“Country Club Reviews Policy
Banning Blacks”
•http://articles.latimes.com/1991-04-22/sports/sp448_1_country-club
•“Golfing World Must Still Deal with
Club Racism”
•http://articles.baltimoresun.com/1991-0426/sports/1991116035_1_shoal-creek-country-clubs-black
•Express Yourself
•Write a reflection in your sourcebook that
expresses your feelings and your opinions
about any form of discrimination.
•Make sure to include references to the texts
that we have read. Use your chart to help you
add details.
•Use at least three reasons to defend your
opinion.
E.Q.: How can I use textual evidence to support an
argumentative essay?
Writing Assessment #2.
Argumentative
Elements to include:
Claim
Reasons & Evidence
Call to Action
What thinking map could you use as your
pre-writing/writing plan?
Writing Assessment #2.
What is a family? (Argumentative):
1. Sections 3 and 4 of Chicken Soup for the Teenage Soul feature
stories of love, kindness, and the complicated nature of
families.
2. After reading these sections, write an argumentative essay
that takes a stance on the following question: What is a
family?
3. Do you believe that families only consist of people who are
related by blood, or can people who are not biologically
related, like stepsiblings or an adoptive parent and child,
become just as close as traditional families?
4. To begin this essay, write your own definition of family.
5. Then use examples from Chicken Soup, other stories and
poems read in class, movies and television, or your life to
defend your point.
6. In your conclusion, summarize your main points to convince
your audience to agree with your definition of family.
7. You must use at least 5 vocabulary words from the last two
lists in your essay.
E.Q.: How can I use textual evidence to support an
argumentative essay?
Writing Assessment #2.
Today:
Focus on Revising & Editing
Use Your Writing Plan as Your
Checklist
Be prepared to complete your
Final Drafts!
Final Drafts are DUE FRIDAY!!
E.Q.: How can I follow specific procedures to move my
essay from a rough draft to a final draft?
Writing Assessment #2.
Argumentative
Final Drafts
DUE
TODAY!!!!!
Vocabulary Homework is DUE TODAY!
E.Q.: What are the pronoun cases and how do I know
when to use each case?
•Pronouns:
•List the seven (7) types of pronouns,
their definitions and at least two (2)
examples.
•Pronoun Case: Notes
•Vocabulary List: Homework Due 11-30-12
1. intact
2. daze
3. pursued
4. complication
5. endure
6. elated
7. euphoria
8. dedicated
9. placidly
10. feign
•Relationships:
•Read the Jamison Quote on page 1.
•In your source book, discuss the quote
and give an example of a time when you
drifted apart from someone.
•Reading Selections:
•“Losing the Us” page 3
•“The Story of Us” by Taylor Swift
•Compare these two selections using an
appropriate thinking map or graphic
organizer.
•Include comments about Pronoun Use!
•Written Response
•Craft a written response that includes
the following information:
•How are the texts similar?
•How are they different?
•Which one represents how you think most
teens about breakups? Explain.
•If the story was rewritten as a song and
recorded by Taylor Swift, what would the video
look like?
•Written Response
•Craft a written response that includes
the following information:
•How are the texts similar?
•How are they different?
•Which one represents how you think most
teens about breakups? Explain.
•If the story was rewritten as a song and
recorded by Taylor Swift, what would the video
look like?
•Now, adapt the story into a song.
E.Q.: How is irony used in literature?
•What is irony?
•Write a definition of this literary
element in your sourcebook.
•Irony is the use of words to convey the
opposite of their literal meaning; a
statement or situation where the meaning
is contradicted by the appearance or
presentation of the idea.
•Example: It is ironic that the name of
Britain’s biggest dog is Tiny.
•Reading Selections:
•“After Awhile” page 7
•“The Miss of a Great Miss” page 11
•As you read, create a list of
pronouns.
•Identify the type and case.
•List examples of irony.
•Written Response
•Find other examples of irony.
•Locate poems or stories. (You can
also use library books, the literature
books, or music that you already
know.)
E.Q.: What resources can I use to help my peers deal
with tough challenges?
•Challenges:
•Make a list of challenges that teens face
today.
•Reading Choices
•“Gabby, You’re so Skinny” page 208
•“8th Grade Petitions Seventeen Magazine to
Feature Un-Airbrushed Photos” by Lindsey
Davis and Jenna Millman
•Written Response
•Create a poster or brochure to help
teens deal with a challenge.
•Choose any challenge that you would
like.
•Create a sign to help teens deal with
this challenge.
•We will be posting these around the
school.
E.Q.: How can our peers become our inspiration?
•What inspires you?
•Make a list of things, people, or events that
inspire you.
•Reading Choices
•“I’ll always be with you” page 186
•Yellow Cards
•http://www.yellowribbon.org/
•http://my.hsj.org/DesktopModules/ASNE/ASNE.
Newspapers/Mobile.aspx?newspaperid=2526&edit
ionid=0&categoryid=0&articleid=427050&userid=
0
•Written Response
•“Desiderata” page 214
•Complete a reflection that includes the
answers to these questions:
1. Would these words provide comfort to
someone facing a challenge? Give
examples.
2. Who needs to hear these words the most?
3. Who would you share these words? Why?
E.Q.: How can I synthesize lessons I’ve learned from this
unit into a clear and coherent argument?
•Focus!
•Copy the essential question into your
sourcebook.
•Underline the critical terms.
•Write the definitions for these terms.
•Review the 100 Minute Writing Model
Writing Assessment #3: Is Love Worth the Cost of Loss?
(Argumentative): Due MONDAY –a.t.e.o.c.
1.
In his poem, “In Memorium A.H.H.”, Alfred, Lord
Tennyson writes, “I hold it true, whate’er befall;/ I feel it,
when I sorrow most;/’Tis better to have loved and
lost/Than never to have loved at all” after the death of a
close friend.
2. In her essay, “Losing the “Us”,” Lia Gay alludes to
Tennyson’s poem when discussing a painful breakup. Do
you agree with this perspective? Is the joy of love worth
the pain of loss?
3. Write an argument to express your opinion on this
statement.
1.
2.
3.
4.
Begin by stating your thesis, or point of view, in the introductory
paragraph.
Then use examples from Chicken Soup for the Teenage Soul, your
life, other books, movies, or songs to provide evidence for your
argument.
In your conclusion, summarize your main points to convince your
audience to agree with your thesis.
Use at least five (5) new vocabulary words in your essay.
E.Q.: How can I revise my writing to strengthen my
voice so my purpose and tone are clear to my audience?
•R.A.F.T.
•Create a R.A.F.T. chart in your sourcebook.
•Read back over your rough draft to check on
these elements.
•Make the changes you need to strengthen
your voice before completing your final draft.
•Final drafts are due by the end of the class
period.
R
A
F
T
ROLE
AUDIENCE
FORMAT
TONE
What is your job as a
writer? What is the
purpose of this essay?
Who are you
speaking to? What
vocabulary does this
audience expect to
hear? What does
the audience
already know, and
what do they need
to know about your
topic?
What structural
elements are
required in this
essay?
What is the
appropriate attitude
for you to have as
the writer? How do
you feel about your
topic, and how can
you communicate
that to your
audience?
•Vocabulary List: Homework Due 12-7-12
1. redeemed
2. betrayal
3. commitment
4. cringe
5. passionate
6. reinforce
7. discord
8. diligent
9. confounding
10. sensation
E.Q.: How do you define success?
•What is Success?
•Define the word “success” in your own words.
•Make three different lists of people who you think are
successful.
People in Your Family
People in Your School
People in the World
•Name at least three (3) things all of these people have
in common.
•Reading Selections
•“What is Success” page 218
•“Be Cool – Stay in School” page 219
•Written Response
•How would Jason Summey define success?
•Using 2-3 examples from the text, write a
paragraph that answers this question.
•Reading Selections
•“What is Success” page 218
•“Be Cool – Stay in School” page 219
•Written Response
•How would Jason Summey define success?
•Using 2-3 examples from the text, write a
paragraph that answers this question.
•We are going to gather these paragraphs into
a booklet. As a class, write an introduction
explaining that success means different things
to different people. Then write a conclusion
examining why people have different opinions
on success.
E.Q.: How can stories about other
students teach us how to succeed?
•Reflection
•Reflect on the quote on page 240.
•What does this “sentiment” mean to you?
•Reading Selections
•“Broken Wing” page 240
•“Passing Dream” page 243
•Paraphrasing:
1. A paraphrase is a restatement of
a text or passage in another form
or other words, often to clarify
meaning.
•Written Response
•Write an analysis of the poem.
•Paraphrase each stanza.
E.Q.: What does it mean to “go for it”?
•Describe a time when you had to “go for
it.”
•Reading Selection
•“Helen Keller and Anne Sullivan” page 264
•Movie – “The Miracle Worker”
•As we experience this true story, think about
how you will answer this question:
•How does Helen Keller’s story relate to
the prejudice many people deal with
disabilities face?
•Written Response
•Write an essay that answers this question:
•How does Helen Keller’s story relate to
the prejudice many people deal with
disabilities face?
•Make sure to include references to the texts
(this includes the movie).
E.Q.: How can literature teach readers to be
more tolerant people?
•“From what we get, we can make a living,
what we give however, makes a life.”
•Write this in your own words.
•Explain what it means and decide if y ou agree or
disagree with it.
•Vocabulary List: Homework Due 12-14-12
1. frantic
2. convulsing
3. jarring
4. extent
5. scrutinize
6. agonize
7. remedy
8. podium
9. resurrect
10. disregard
•Reading Selection
•“The Boy Who Talked to Dolphins”
page 274
•“No Hair Day” page 291
•Life Lessons
•Make a list of life lessons that are taught in
these stories.
•In Class Essay
•Write an in class essay comparing Jeff and
Allison.
•The introduction should include a thesis
statement that states the lesson readers can
learn from the two stories.
•Each body paragraph should include textual
evidence that demonstrates how the story
communicates that lesson.
•The conclusion should suggest some
behaviors or actions students should engage
in after reading the selections.
E.Q.: What rights do we have and what rights
do we need?
•The first ten amendments of the U. S.
Constitution are known as the Bill of
Rights.
•Name as many of the amendments as you
know.
•Write down the rights that you think U. S.
citizens should have.
•http://www.archives.gov/exhibits/charters/bill_of_rights_t
ranscript.html
•Reading Selection
•“Teenagers Bill of Rights” page 272
•How does it relate to the Bill of Rights?
•Do you like its organization, or could it be made
more clear?
•Should it contain more than three sections?
•Do you agree with it?
•Is it missing anything?
•Written Response
•Make a list of rights that you believe middle
school students should have.
•Explain each right and why you believe it is
important.
•Reading Selection
•“Teenagers Bill of Rights” page 272
•How does it relate to the Bill of Rights?
•Do you like its organization, or could it be made
more clear?
•Should it contain more than three sections?
•Do you agree with it?
•Is it missing anything?
•Group Activity
•Create a Middle School Students’ Bill of
Rights.
•You should follow the same format as the U.
S. Bill of Rights.
•Ten Rights
•A paragraph that explains each right.
•Writing Assessment #4: Middle School Survival Guide (Informative
/Explanatory)
1. Chicken Soup for the Teenage Soul contains many stories of teens in
crisis due to problems with their peers, relationships, families, and
schools. Using stories from Chicken Soup for the Teenage Soul as
inspiration, create a guide to help middle school students in crisis.
2. In your introduction, discuss how to identify a friend who is in need of
help.
3. Then, create at least four sections to discuss how to handle problems
with 1) peers, 2) relationships, 3) families, and 4) school. Each section
must:
● Begin with an inspirational or thought-provoking quote with a cited source
and an explanation of the quote.
● Include an original short story, poem, or short essay on the topic.
● Include an annotated list of at least three resources that can help middle
school students. These resources can include books, websites, and
programs.
 Finally, this guide must contain an interview with an adult who is not
related to you. Think about counselors, teachers, clergy, club sponsors,
or people who work for organizations geared towards teens. In your
interview, ask the adult his or her advice on how to help out a friend in
need.
Remember! You cannot solve all of lives problems on your own. Include
information on programs like the Yellow Ribbon Program, featured in
Chicken Soup, programs in your community, and programs in your school
that can help other students.
•Writing Assessment #4: Middle School
Survival Guide (Informative /Explanatory)
•Brochures
•Booklets
•PowerPoint Presentations
•Oral Presentations
E.Q.: How can I determine whether or not a
quote is inspirational and then communicate
its power to an audience?
•Quotes of Inspiration
•Which quote from a reading selection has
been most inspirational to you?
•Research & Writing
•Use sources to locate information for your
survival guide.
E.Q.: How can I use research tools to find
services to help others in need?
•Research & Writing
•Today you need to focus on reliable
resources.
•What makes a resource reliable?
E.Q.: How can I synthesize information,
research, and writing from multiple genres to
create a coherent whole?
•Research & Writing
•Today you need to focus on how your
information is related.
•Organize the different pieces into a structure
that puts like parts together.
E.Q.: How can I use research tools to find
services to help others in need?
•Research & Writing
•Try out different search engines.
•Revise & Edit
•Final Drafts are DUE WEDNESDAY
E.Q.: How can I communicate my written word
through an oral presentation?
•Research & Writing
•Complete Final Drafts
•Final Drafts are DUE WEDNESDAY
•Oral Presentations
•Prepare to Present your Survival Guide
E.Q.: How can I communicate my written word
through an oral presentation?
•Oral Presentations
•Brochures
•Booklets
•PowerPoint Presentations