Name: _____________________________________ Date: __________________ Periods: ______________
Summarizing and Theme Reading Response Journal
Above 230
Directions: Read the following short story and poem. Then, read and respond to the questions that follow.
Passage 1:
from Life on the Mississippi
by Mark Twain
1
2
3
By the time we had gone seven or eight hundred miles up the river, I had learned to be a tolerably
plucky upstream steersman, in daylight; and before we reached St. Louis I had made a trifle of progress in
night work, but only a trifle. I had a notebook that fairly bristled with the names of towns, “points.” bars,
islands, bends, reaches, etc.; but the information was to be found only in the notebook-none of it was in my
head. It made my heart ache to think I had only got half of the river set down; for as our watch was four
hours on, day and night, there was a long four-hour gap in my book for every time I had slept since the
voyage began…
The face of the water, in time, became a wonderful book—a book that was dead language to the
uneducated passenger, but which told its mind to me without reserve, delivering its most cherished secrets as
clearly as if it uttered them with a voice. And it was not a book to be read once and thrown aside, for it had a
new story to tell every day. Throughout the long twelve hundred miles there was never a page that was void
of interest, never one that you could leave unread without loss, never one that you would want to skip,
thinking you could find higher enjoyment in some other thing. There never was so wonderful a book written
by man; never one whose interest was so absorbing, so unflagging, so sparklingly renewed with every
reperusal. The passenger who could not read it was charmed with a particular sort of faint dimple on its
surface (on the rare occasions when he did not overlook it altogether) ; but to the pilot that was an italicized
passage; indeed, it was more than that, it was a legend of the largest capitals, with a string of shouting
exclamation points at the end of it, for it meant that a wreck or a rock was buried there that could tear the
life out of the strongest vessel that ever floated. It is the faintest and simplest expression the water ever
makes, and the most hideous to a pilot’s eye. In truth, the passenger who could not read this book saw
nothing but all manner of pretty pictures in it, painted by the sun and shaded by the clouds, whereas to the
trained eye these were not pictures at all, but the grimmest and most dead earnest of reading matter.
Now when I had mastered the language of this water, and had come to know every trifling feature
that bordered the great river as familiarly as I knew the letters of the alphabet, I had made a valuable
acquisition. But I had lost something too. I had lost something which could never be restored while I lived. All
the grace, the beauty, the poetry, had gone out of the majestic river! I still kept in mind a certain wonderful
sunset which I witnessed when steamboating was new to me. A broad expanse of the river was turned to
blood; in the middle distance the red hue brightened into gold, through which a solitary log came floating,
black and conspicuous; and in one place a long, slanting mark lay sparkling upon the water; in another the
surface was broken by boiling, tumbling rings, that were as many tinted as an opal; where the ruddy flesh
was faintest, was a smooth spot that was covered with graceful circles and radiating lines, ever so delicately
traced; the shore on our left was densely wooded, in one place by long, ruffled trail that shone like silver;
and high above the forest wall a clean stemmed dead tree waved a single leafy bough that glowed like a
4
5
flame in the unobstructed splendor that was flowing from the sun. There were graceful curves, reflected
angles, woody heights, soft distances; and over the whole scene, soft distances; and over the whole scene,
far and near, the dissolving lights drifted steadily, enriching it every passing moment with new marvels of
coloring.
I stood like one bewitched. I drank it in, in a speechless rapture. The world was new to me, and I had
never seen anything like this at home. But as I have said, a day came when I began to cease noting the
glories and the charms which the moon and the sun and the twilight wrought upon the upon the river’s face;
another day came when I ceased altogether to note them. Then, if that sunset scene had been repeated, I
should have looked upon it without rapture, and should have commented upon it, inwardly, after this fashion:
“This sun means that we are going to have wind tomorrow; that floating log means that the river is rising,
small thanks to it; that slanting mark on the water refers to a fluff reef which is going to kill somebody’s
steamboat one of these nights, if it keeps on stretching out like that; those tumbling ‘boils’ show a dissolving
bar and a changing channel there; the lines and circles in the slick water over yonder are a warning that that
troublesome place is shoaling up dangerously; that silver streak in the shadow of the forest is the ‘break’
from a new snag, and he has located himself in the very best place he could have found to fish for
steamboats; that tall dead tree, with a single living branch, is not going to last long, and then how is a body
every going to get through this blind place at night without the friendly old landmark.
No, the romance and beauty were all gone from the river. All the value any feature of it had for me
now was the amount of usefulness it could furnish toward compassing the safe piloting of a steamboat. Since
those days, I have pitied doctors from my heart. What does the lovely flush in a beauty’s cheek mean to a
doctor but a “break” that ripples above some deadly disease? Are not all her visible charms sown thick with
what are to him the signs and symbols of hidden decay? Does he ever see her beauty at all, or doesn’t he
simply view her professionally, and comment upon her unwholesome condition all to herself? And doesn’t he
sometimes wonder whether he has gained most or lost by learning his trade?
Part 1: Tone
Directions: Identify 2 tones that accurately describe “Life on the Mississippi.” Then find a piece of text
evidence to support each.
Tone Bank (These are options-you may choose one not on this list!)
accusatory
malicious
pessimistic
outraged
apathetic
optimistic
serious
aggravated
bitter
joyful
hopeful
dramatic
cynical
reflective
appreciative
sincere
critical
sarcastic
relaxed
nervous
Tone #1: __________________________________
Tone #2: ___________________________________
Text Evidence: _____________________________
Text Evidence: _____________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Part 2: Main Idea:
Directions: Write the main idea of each paragraph of Passage #1. Each main idea should be one sentence and
should written in your own words.
Paragraph
1
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Paragraph
2
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Paragraph
3
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Paragraph
4
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Paragraph
5
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Passage 2:
Nothing Gold Can Stay
by Robert Frost
1
5
Nature’s first green is gold,
Her hardest hue to hold.
Her early leaf’s a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
Part 3: Compare Themes
Directions: Answer each question comparing the themes from Passage #1 and Passage #2.
_____ 1. After reading “Life on the Mississippi” and “Nothing Gold Can Stay” which best compares the themes
in each text?
a. There is great beauty on the Mississippi River.
b. All beautiful sights become ugly and depressing.
c. As seasons change and evolve natural scenery loses its beauty.
d. Beauty is not permanent and can be lost through time or disinterest.
_____ 2. Which evidence from “Life on the Mississippi” best supports the answer to the above question?
a. “Throughout the long twelve hundred miles there was never a page that was void of interest,”
(paragraph 2)
b. “No, the romance and beauty were all gone from the river.” (paragraph 5)
c. “Since those days, I have pitied doctors from my heart.” (paragraph 5)
d. “Throughout the long twelve hundred miles there was never a page that was void of interest, never
one that you could leave unread without loss,” (paragraph 2)
3. Identify a piece of text evidence from “Nothing Gold Can Stay” that supports your answer to #1.
_________________________________________________________________________________________
_________________________________________________________________________________________
Part 4: Review Questions
Directions: Answer each of the following review questions by writing the correct answer on the line.
_____ 1. Which of the following best describes an objective summary?
a. a restatement of the main idea of the text without the addition of the writer’s opinion of the main
idea.
b. a paraphrase of the text with a focus on the writer’s opinion and how it affects the main idea of the
passage
c. a paraphrase of the text with a focus on the reader’s opinion
d. a restatement of the main idea of a text with the addition of the writer’s opinion on the main idea
_____ 2. An objective summary should:
a. include the reader’s opinion of the text
b. include both main points and supporting details
c. be brief, accurate and neutral
d. include supporting details
_____ 3. What is the difference between a theme and a main idea?
a. a theme is what a student writes, and a main idea is what the story is mainly about
b. a theme tells what the symbols mean, and the main idea is a symbol
c. a theme is a summary, and the main idea is a paraphrase
d. a theme is the message of a story, and the main idea is what the story is mostly about
_____ 4. What is a universal theme?
a. a story that takes place in outer space
b. a theme that is implied
c. a common theme that could apply to anyone, anywhere, anytime
d. a theme that includes an adventure across the universe
_____ 5. Can a story have more than one theme?
a. yes
b. no
_____ 6. What is the best way to find a theme in a story?
a. Look at the first sentence of a story.
b. Look at the names of the characters in a story.
c. Look at the major events in the story to find a larger meaning.
d. Determine how you feel about the supporting details in a story.
Name: _____________________________________ Date: __________________ Periods: ______________
Summarizing and Theme Reading Response Journal
220-229
Directions: Read the following short story and poem. Then, read and respond to the questions that follow.
Passage #1
1
Papa Who Wakes Up Tired in the Dark
By Sandra Cisneros
Your abuelito is dead, Papa says early one morning in my room. Esta muerto, and then as if he
just heard the news himself, crumples like a coat and cries, my brave Papa cries. I have never seen my
Papa cry and don't know what to do.
2
I know he will have to go away, that he will take a plane to Mexico, all the uncles and aunts will be
there, and they will have a black-and-white photo taken in front of the tomb with flowers shaped like
spears in a white vase because this is how they send the dead away in that country.
3
Because I am the oldest, my father has told me first, and now it is my turn to tell the others. I will
have to explain why we can't play. I will have to tell them to be quiet today.
4
My Papa, his thick hands and thick shoes, who wakes up tired in the dark, who combs his hair with
water, drinks his coffee, and is gone before we wake, today is sitting on my bed.
5
And I think if my own Papa died what would I do. I hold my Papa in my arms. I hold and hold
and hold him.
Tone Bank (These are options-you may choose one not on this list!)
accusatory
hateful
pessimistic
outraged
sad
optimistic
serious
aggravated
bitter
joyful
hopeful
dramatic
cynical
reflective
appreciative
sincere
regretful
sarcastic
relaxed
nervous
Tone #1: __________________________________
Tone #2: ___________________________________
Text Evidence: _____________________________
Text Evidence: _____________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Part 2: Main Idea:
Directions: Write the main idea of each paragraph of Passage #1. Each main idea should be one sentence and
should written in your own words.
Paragraph
1
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Paragraph
2
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Paragraph
3
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Paragraph
4
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Paragraph
5
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Passage #2
Those Winter Sundays
by Robert Hayden
5
Sundays too my father got up early
and put his clothes on in the blueblack cold,
then with cracked hands that ached
from labor in the weekday weather made
banked fires blaze. No one ever thanked him.
I’d wake and hear the cold splintering, breaking.
When the rooms were warm, he’d call,
and slowly I would rise and dress,
fearing the chronic angers of that house,
10
Speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
What did I know, what did I know
of love’s austere and lonely offices?
Part 3: Compare Themes
Directions: Answer each question comparing the themes from Passage #1 and Passage #2.
_____ 1. After reading “Papa Who Wakes Up Tired in the Dark” and “Those Winter Sundays” which best
compares the themes in each text?
a. Fathers do not get to spend enough time with the children they care for dearly.
b. Fathers are often very restless and bored in their daily family life.
c. Fathers are hardworking and love their children and families greatly.
d. Fathers are often unappreciated by the children they devote their lives to.
_____ 2. Which evidence from “Papa Wakes Up Tired in the Dark” best supports the answer to the above
question?
a. “Your abuelito is dead, Papa says early one morning in my room. “ (paragraph 1)
b. “My Papa, and is gone before we wake, today is sitting on my bed.” (paragraph 3)
c. “Because I am the oldest, my father has told me first,” (paragraph 3)
d. “I know he will have to go away, that he will take a plane to Mexico,” (paragraph 2)
3. Identify a piece of text evidence from “These Winter Sundays” that supports your answer to #1.
_________________________________________________________________________________________
_________________________________________________________________________________________
Part 4: Review Questions
Directions: Answer each of the following review question by writing the correct answer on the line.
_____ 1. Which of the following best describes an objective summary?
a. a restatement of the main idea of the text without the addition of the writer’s opinion of the main
idea.
b. a paraphrase of the text with a focus on the writer’s opinion and how it affects the main idea of the
passage
c. a paraphrase of the text with a focus on the reader’s opinion
d. a restatement of the main idea of a text with the addition of the writer’s opinion on the main idea
_____ 2. An objective summary should:
a. include the reader’s opinion of the text
b. include both main points and supporting details
c. be brief, accurate and neutral
d. include supporting details
_____ 3. What is the difference between a theme and a main idea?
a. a theme is what a student writes, and a main idea is what the story is mainly about
b. a theme tells what the symbols mean, and the main idea is a symbol
c. a theme is a summary, and the main idea is a paraphrase
d. a theme is the message of a story, and the main idea is what the story is mostly about
_____ 4. What is a universal theme?
a. a story that takes place in outer space
b. a theme that is implied
c. a common theme that could apply to anyone, anywhere, anytime
d. a theme that includes an adventure across the universe
_____ 5. Can a story have more than one theme?
a. yes
b. no
_____ 6. What is the best way to find a theme in a story?
a. Look at the first sentence of a story.
b. Look at the names of the characters in a story.
c. Look at the major events in the story to find a larger meaning.
d. Determine how you feel about the supporting details in a story.
Name:___________________________________________________ Date:_______________ Periods: _____________
Reading Response Journal – F Group – Independent
Focus Skill: Summarizing and Theme
Pinky’s Promise by Trish Howell
1
2
3
4
5
6
Amelia Lerner was a peculiar young lady who loved the color pink. Every day she wore pink socks with her pink
sneakers to school. She had a pink scrunchie she wore in her hair. Even her backpack was, you guessed it, pink. Because
of her love of the color pink, she got the nickname “Pinky.” Even her teachers would call her Pinky Lerner. Pinky was all
about pink. Pink pens. Pink notebooks. Pink eyeshadow. She'd unsuccessfully even asked her mom if she could dye her
hair from brown to pink.
Pinky also had another obsession: rose bushes. She loved the beautiful pink and crimson petals on the flowers. For
most of her life, she'd watched her neighbor, Mrs. Cranthorpe, trim and prune her bushes. Every year Mrs. Cranthorpe
had the most beautiful roses in the neighborhood. About three years ago, when Pinky was ten, she had asked Mrs.
Cranthorpe about her roses and had offered to help with them. Three years later, Pinky had her own roses growing. All
types were in her yard. Day Dreams and Knockouts, Starry Nights, and Lady Mays surrounded the garden shed in the
back yard. Every day she would spend hours pruning and picking on her rose bushes. While her friends were at the
skate park, she would be taking soil samples to the local offices to find out if she needed more fertilizer. While her
sisters were hanging at the mall, she would take exact measurements to make sure that her rose bushes were watered
perfectly. Soon, her bushes were blooming with gorgeous flowers of red, crimson, white, and yellow. She even began
experimenting with breeding her own variety of roses in, of course, pink. It was a lot of work, but Pinky didn't mind. In
her mind, it was worth the effort.
Many of Pinky's classmates thought she was weird. “Pinky,” she would often hear, “you are just plain weird.” She
didn't care. She'd zip her pink hoodie, shrug her shoulders, and move along. Everyone talked about how strange Pinky
Lerner was.
One day, Mrs. Cranthorpe brought by a flyer for a large state-wide flower show and competition that was to be
held near her hometown. First prize was $5000 and a feature in a major flower magazine. She asked Pinky if she
would be entering it, to which Pinky immediately stated that she would. At school, she began telling her classmates
about the big upcoming flower show and how she was going to enter her own hybrid that she had named Pinky's
Promise. They just rolled their eyes and said how weird Pinky Lerner was. She shared it with her teachers who just
smiled and looked amused at the thirteen year old. “Good Luck.” they would say. In private they would laugh and
hope she wasn't too disappointed. They didn't give Pinky a chance.
The big day came, and she got her mom and Mrs. Cranthorpe to help her crate her roses and transport them to the
Convention Center in town. As she walked in, she saw all varieties of beautiful flowers. Strong aromas mixed to create
a pleasant scent that was better than any perfume that could be bought at the fancy perfume store. She set up her
roses in booth 17C and placed the hand-written placard out front with the words “Pinky's Promise developed by
Amelia Lerner.” Once everything was in place, she spent her day looking at the other contestants’ flowers. There were
other roses as well as irises, lilies, orchids, and other kinds she'd never seen. Many were very beautiful, and she began
to lose confidence.
When it became time to announce the winners, everyone gathered at the stage, where the head judge was
reading off the results. As third and second place went to other people, Pinky grew more worried. She was turning to
leave when she heard, “In first place we have Pinky's Promise by Miss Amelia Lerner.” Pinky couldn't believe it. Her feet
barely touched the ground as she raced to the stage and stood beside the judge. Flash bulbs went off everywhere as
this local thirteen year old girl had grown “Best of Show” at the largest flower show in the state. Her picture was on the
cover of all of the local papers, and her Pinky's Promise rose became very popular among gardeners. Suddenly at
school, she became very cool. Her teachers told her how all her hard work had paid off. But through it all, Pinky never
changed. She still preferred the company of her roses. She also continued to grow and develop new types of roses in
various shades of, you guessed it, pink.
Name:___________________________________________________ Date:_______________ Periods: _____________
Reading Response Journal – F Group – Independent
Focus Skill: Summarizing and Theme
Reading Selection: __Pinky’s Promise___
Part 1: Fill out the chart below by focusing on the most significant information from the story. Include 1-3 complete
sentences in each box.
Somebody
Wanted
(Describe the main
character)
Part 2:
But
(What is the character’s (What is the conflict or
goal/motivation)
problem)
So
Then
(How did the character try to (Describe the resolution of
solve the conflict?)
the conflict)
Find two pieces of text evidence from the story to support the theme that you should always be true to
yourself, no matter what other people say. Be sure to write your text evidence in complete sentences and use a
sentence starter. Then, explain how your text evidence supports your theme in each commentary.
Text Evidence:
In the text it says, “Many of Pinky's classmates thought she was
__________________________________________________________________________________________
weird...She didn't care. She'd zip her pink hoodie, shrug her shoulders,
__________________________________________________________________________________________
and move along.”
__________________________________________________________________________________________
Commentary
(In at least 3 sentences, summarize your text evidence in your own words, and then explain to your reader how your
evidence supports and relates back to your assertion. Be sure to tie the assertion and evidence together and connect your
commentary back to an important definition or topic.)
___This quote
shows_________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Text Evidence:
In the text it states, “
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Commentary
(In at least 3 sentences, summarize your text evidence in your own words, and then explain to your reader how your
evidence supports and relates back to your assertion. Be sure to tie the assertion and evidence together and connect your
commentary back to an important definition or topic.)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Rubric:
2
COMMENTARY
Explanation was attempted but does not fully
connect assertion and evidence
Explanation does not simply restate the text
evidence
Explanation summarizes both pieces of text
evidence but does not prove each individually
Explanation is missing connection to an
important idea or concept
No personal connections included
Two or more sentences in length
Explanation was attempted but does not
connect assertion and evidence clearly
May have mostly restated text evidence
Explanation summarizes both pieces of
text evidence but does not prove each
individually
May have included personal connections
May have written in first person
Less than two sentences in length
0.5
0
Relevant and sufficient evidence cited to
support answer
Text evidence uses a lead in
2
Text evidence does not use a lead in
EVIDENCE/
EXAMPLE
COMMENTARY
CONVENTIONS
0
1
Explanation clearly proves how text
evidence connects to the assertion,
demonstrates a thorough understanding of
text
Explanation does not simply restate the text
evidence
Explanation connects to an important
definition or concept
No personal connections included
Third person point of view
Minimum length of 2-3 sentences
1
1
Evidence was irrelevant or insufficient
0
Explanation clearly proves how text
evidence connects to the assertion,
demonstrates a thorough understanding of
text
Explanation does not simply restate the text
evidence
Explanation connects to an important
definition or concept
No personal connections included
Third person point of view
Minimum length of 2-3 sentences
Explanation was attempted but does not fully
connect assertion and evidence
Explanation does not simply restate the text
evidence
Explanation summarizes both pieces of text
evidence but does not prove each individually
Explanation is missing connection to an
important idea or concept
No personal connections included
Two or more sentences in length
Explanation was attempted but does not
connect assertion and evidence clearly
May have mostly restated text evidence
Explanation summarizes both pieces of
text evidence but does not prove each
individually
May have included personal connections
May have written in first person
Less than two sentences in length
1
0.5
0
Includes quotation marks around direct
text evidence
Includes commas before beginning a
direct text quotation
Utilizes proper spelling and capitalization
One or more of the following is present:
Inconsistent use of quotation marks around
direct text evidence
Inconsistent use of commas before beginning
a direct text quotation
Improper use of spelling and capitalization
All of the following are present:
Inconsistent use of quotation marks
around direct text evidence
Inconsistent use of commas before
beginning a direct text quotation
Improper use of spelling and capitalization
Part 3: Identify the tone of the passage, using the multiple choice options provided. Then, support your choice of
tone by providing one piece of evidence from the text.
Tone Options:
a. Irritating
b. Sad
c. Bleak
d. Inspiring
Text Evidence:
Tone: ______________________ (Assertion)
Part 4: Read the poem and answer the questions that follow.
“Future” by Mathew Miller
Your journey starts here it starts now
Your future is in your hands and no one shows you how
To make it, unfold, and have it turn out what you want it to be
Not anybody, not me
Take it a step at a time
Even if your plans are stopped on a dime
Be careful, and listen, learn from your mistakes
Because one day you'll advance on the choices you make
Your future is here, your future is now
But don't worry, you'll show yourself how
1. Which is the best theme of “Future”?
a. Use the mistakes of others to help guide you to the correct path for your future.
b. You are responsible for your own future so make thoughtful decisions.
c. If you make mistakes be sure to find a way to fix it or you won’t be successful in the future.
d. It is worthless to worry about the future. What will be will be.
2. Which key details best support the theme you chose for number 10? Choose all that apply.
a. “Not anybody, not me/ Take it a step at a time ”
b. “Be careful, and listen, learn from your mistakes”
c. “Even if your plans are stopped on a dime”
d. “Because one day you'll advance on the choices you make”
e. “Your future is here, your future is now”
f. “Your future is in your hands and no one shows you how”
3. Choice relates to the theme of the poem in the following way:
a. It is important to avoid mistakes when making choices in life, or you may live with regret.
b. It is important to learn from others so that you make the best choices possible in life.
c. Make decisions thoughtfully because the choices you make will impact your future.
d. The choices we make won’t impact our future because life is unpredictable.
4. You have read a story “Pinkie’s Promise” and a poem “Future.” Which statement best compares the themes in each text?
a. The decisions you make today will impact your success in the future.
b. Failure only occurs to those who don’t work hard.
c. Don’t let the words of others determine your future
d. Our happiness is determined by how many goals we accomplish
Name:___________________________________________________ Date:_______________ Periods: _____________
Reading Response Journal – 210-219 – Independent
Focus Skill: Summarizing and Theme
Reading Selection: The Bridge
Part 1: Fill out the chart below by focusing on the most significant information from the story. Include 2-3 complete
sentences in each box.
Somebody
(Describe the main
character)
Wanted
But
(What is the character’s (What is the conflict or
goal/motivation)
problem)
So
Then
(How did the character try to (Describe the resolution of
solve the conflict?)
the conflict)
Part 2: Find two pieces of text evidence from the story to support the theme that two people can make a
connection if they work at it. Be sure to write your text evidence in complete sentences and use a
sentence starter. Then, explain how your text evidence supports your theme in each commentary.
Text Evidence:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Commentary
(In at least 3 sentences, summarize your text evidence in your own words, and then explain to your reader how your
evidence supports and relates back to your assertion. Be sure to tie the assertion and evidence together and connect your
commentary back to an important definition or topic.)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Text Evidence:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Commentary
(In at least 3 sentences, summarize your text evidence in your own words, and then explain to your reader how your
evidence supports and relates back to your assertion. Be sure to tie the assertion and evidence together and connect your
commentary back to an important definition or topic.)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Rubric:
1
EVIDENCE/
EXAMPLE
COMMENTARY
EVIDENCE/
EXAMPLE
COMMENTARY
Relevant and sufficient evidence cited to
support answer
Text evidence uses a lead in
2
Explanation clearly proves how text
evidence connects to the assertion,
demonstrates a thorough understanding of
text
Explanation does not simply restate the text
evidence
Explanation connects to an important
definition or concept
No personal connections included
Third person point of view
Minimum length of 2-3 sentences
1
Relevant and sufficient evidence cited to
support answer
Text evidence uses a lead in
2
Explanation clearly proves how text
evidence connects to the assertion,
demonstrates a thorough understanding of
text
Explanation does not simply restate the text
evidence
Explanation connects to an important
definition or concept
No personal connections included
Third person point of view
Minimum length of 2-3 sentences
1
CONVENTIONS
Includes quotation marks around direct
text evidence
Includes commas before beginning a
direct text quotation
Utilizes proper spelling and capitalization
0.5
Text evidence does not use a lead in
0
Evidence was irrelevant or insufficient
1
0
Explanation was attempted but does not fully
connect assertion and evidence
Explanation does not simply restate the text
evidence
Explanation summarizes both pieces of text
evidence but does not prove each individually
Explanation is missing connection to an
important idea or concept
No personal connections included
Two or more sentences in length
Explanation was attempted but does not
connect assertion and evidence clearly
May have mostly restated text evidence
Explanation summarizes both pieces of
text evidence but does not prove each
individually
May have included personal connections
May have written in first person
Less than two sentences in length
0.5
Text evidence does not use a lead in
1
Explanation was attempted but does not fully
connect assertion and evidence
Explanation does not simply restate the text
evidence
Explanation summarizes both pieces of text
evidence but does not prove each individually
Explanation is missing connection to an
important idea or concept
No personal connections included
Two or more sentences in length
0.5
One or more of the following is present:
Inconsistent use of quotation marks around
direct text evidence
Inconsistent use of commas before beginning
a direct text quotation
Improper use of spelling and capitalization
0
Evidence was irrelevant or insufficient
0
Explanation was attempted but does not
connect assertion and evidence clearly
May have mostly restated text evidence
Explanation summarizes both pieces of
text evidence but does not prove each
individually
May have included personal connections
May have written in first person
Less than two sentences in length
0
All of the following are present:
Inconsistent use of quotation marks
around direct text evidence
Inconsistent use of commas before
beginning a direct text quotation
Improper use of spelling and
capitalization
Part 3: Identify the tone of the passage, using the multiple choice options provided. Then, support your choice of
tone by provided two pieces of evidence from the text.
Tone Options:
a. objective
b. subjective
c. aggressive
d. sarcastic
e. miserable
f. optimistic
g. ironic
h. regretful
i. serious
j. heart-warming
Tone: ______________________ (Assertion)
Text Evidence: j. lighthearted
Text Evidence:
Part 4: Read the poem and answer the questions that follow.
“Future” by Mathew Miller
Your journey starts here it starts now
Your future is in your hands and no one shows you how
To make it, unfold, and have it turn out what you want it to be
Not anybody, not me
Take it a step at a time
Even if your plans are stopped on a dime
Be careful, and listen, learn from your mistakes
Because one day you'll advance on the choices you make
Your future is here, your future is now
But don't worry, you'll show yourself how
1. Which is the best theme of “Future”?
a. Use the mistakes of others to help guide you to the correct path for your future.
b. You are responsible for your own future so make thoughtful decisions.
c. If you make mistakes be sure to find a way to fix it or you won’t be successful in the future.
d. It is worthless to worry about the future. What will be will be.
2. Which key details best support the theme you chose for number 10? Choose all that apply.
a. “Not anybody, not me/ Take it a step at a time ”
b. “Be careful, and listen, learn from your mistakes”
c. “Even if your plans are stopped on a dime”
d. “Because one day you'll advance on the choices you make”
e. “Your future is here, your future is now”
f. “Your future is in your hands and no one shows you how”
3. Choice relates to the theme of the poem in the following way:
a. It is important to avoid mistakes when making choices in life, or you may live with regret.
b. It is important to learn from others so that you make the best choices possible in life.
c. Make decisions thoughtfully because the choices you make will impact your future.
d. The choices we make won’t impact our future because life is unpredictable.
4. You have read a story “The Bridge” and a poem “Future.” Which statement best compares the themes in each text?
a. It is never too late in life to learn from mistakes and begin a fresh start
b. Failure only occurs to those who don’t work hard.
c. Don’t let the words of others determine your future
d. Our happiness is determined by how many goals we accomplish
Name:___________________________________________________ Date:_______________ Periods: _____________
Reading Response Journal – Shared Reading
Focus Skill: Summarizing and Theme
Reading Selection: The Noble Experiment
Part 1: Fill out the chart below by focusing on the most significant information from the story. Include 2-3 complete
sentences in each box.
Somebody
(Describe the main
character)
Wanted
But
(What is the character’s (What is the conflict or
goal/motivation)
problem)
So
Then
(How did the character try to (Describe the resolution of
solve the conflict?)
the conflict)
Part 2: Find two pieces of text evidence from the story to support the theme that social change comes through
non-violence and personal courage in the face of adversity. Be sure to write your text evidence in
complete sentences and use a sentence starter. Then, explain how your text evidence supports your
theme in each commentary.
Text Evidence:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Commentary
(In at least 3 sentences, summarize your text evidence in your own words, and then explain to your reader how your
evidence supports and relates back to your assertion. Be sure to tie the assertion and evidence together and connect your
commentary back to an important definition or topic.)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Text Evidence:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Commentary
(In at least 3 sentences, summarize your text evidence in your own words, and then explain to your reader how your
evidence supports and relates back to your assertion. Be sure to tie the assertion and evidence together and connect your
commentary back to an important definition or topic.)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Rubric:
1
EVIDENCE/
EXAMPLE
COMMENTARY
EVIDENCE/
EXAMPLE
COMMENTARY
Relevant and sufficient evidence cited to
support answer
Text evidence uses a lead in
2
Explanation clearly proves how text
evidence connects to the assertion,
demonstrates a thorough understanding of
text
Explanation does not simply restate the text
evidence
Explanation connects to an important
definition or concept
No personal connections included
Third person point of view
Minimum length of 2-3 sentences
1
Relevant and sufficient evidence cited to
support answer
Text evidence uses a lead in
2
Explanation clearly proves how text
evidence connects to the assertion,
demonstrates a thorough understanding of
text
Explanation does not simply restate the text
evidence
Explanation connects to an important
definition or concept
No personal connections included
Third person point of view
Minimum length of 2-3 sentences
1
CONVENTIONS
Includes quotation marks around direct
text evidence
Includes commas before beginning a
direct text quotation
Utilizes proper spelling and capitalization
0.5
Text evidence does not use a lead in
0
Evidence was irrelevant or insufficient
1
0
Explanation was attempted but does not fully
connect assertion and evidence
Explanation does not simply restate the text
evidence
Explanation summarizes both pieces of text
evidence but does not prove each individually
Explanation is missing connection to an
important idea or concept
No personal connections included
Two or more sentences in length
Explanation was attempted but does not
connect assertion and evidence clearly
May have mostly restated text evidence
Explanation summarizes both pieces of
text evidence but does not prove each
individually
May have included personal connections
May have written in first person
Less than two sentences in length
0.5
Text evidence does not use a lead in
1
Explanation was attempted but does not fully
connect assertion and evidence
Explanation does not simply restate the text
evidence
Explanation summarizes both pieces of text
evidence but does not prove each individually
Explanation is missing connection to an
important idea or concept
No personal connections included
Two or more sentences in length
0.5
One or more of the following is present:
Inconsistent use of quotation marks around
direct text evidence
Inconsistent use of commas before beginning
a direct text quotation
Improper use of spelling and capitalization
0
Evidence was irrelevant or insufficient
0
Explanation was attempted but does not
connect assertion and evidence clearly
May have mostly restated text evidence
Explanation summarizes both pieces of
text evidence but does not prove each
individually
May have included personal connections
May have written in first person
Less than two sentences in length
0
All of the following are present:
Inconsistent use of quotation marks
around direct text evidence
Inconsistent use of commas before
beginning a direct text quotation
Improper use of spelling and
capitalization
Part 4: Identify the tone of the passage, using the multiple choice options provided. Then, support your choice of
tone by provided two pieces of evidence from the text.
Tone Options:
a.ironic
b. subjective
c. determined
d. sarcastic
e. wretched
Text Evidence:
Text Evidence:
f. optimistic
g. ironic
h. ashamed
j. lighthearted
Tone: ______________________ (Assertion)