Chicken Soup for the Teenage Soul Stories of Life, Love, and Learning Created and Compiled by Sally C. Shoemaker.

Chicken Soupfor the Teenage Soul

Stories of Life, Love, and Learning

Created and Compiled by Sally C. Shoemaker

•Vocabulary List #11. raggedy (Literature p. 300)

2. vulnerable - 1473. spontaneous - 1504. profession - 1575. brilliance - 1576. shadowing - 1607. consolation - 1798. astonished - 1799. content - 17910.mediocrity - 179

E.Q.: How does chicken soup act like medicine?

•When you are sick, what makes you feel better?

•Write this question in your journal.•Make a list of items or actions that make you feel better when you are sick.•Be prepared to share your list and explain each item.

•What is an epigraph?•a relevant quotation at the beginning of a book or chapter1.Read each epigraph.2.Choose which one is your favorite.3.Copy this in your journal. 4.Explain why you chose this particular quote.

•The Introduction•“How to Read This Book”

•jumping around

•poetry, prose, fiction, non-fiction

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!

What is theme?

•Look for the definition in the reference section of your literature text.

•Read this definition and discuss it with your partner.•Re-write this definition in your own words.

•“Eleven” by Sandra Cisneros•As you read, think about the theme of the story.

•Writing Response: “Eleven”•Choose two of the response choices below to complete in your journal.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 journal.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 journal.

•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 journal.•Then draw a diagram of the ideal teacher. Make sure to label the elements.

brain for thinking

eyes to read and

look at the teacher

ears to hear

heart for caring

hands for writing

hands for opening books

mouth to share

ideas

feet for moving toward success

The Perfect Student

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.

•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 journal.

•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 journal.•Now create a comic strip for “Zuri at Bat.”

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 journal.

•Read these selections.•While reading, complete this chart.

•“Egg Lessons” page 146•“The Cost of Gratefulness” page 150•“Unconditional Mom” page 70

Story What does the teen do

wrong?

How does his or her parent

react?

What did the teen learn?

What can readers learn?

“Egg Lessons”

“The Cost of Gratefulness”

“Unconditional Mom”

•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 journal. •Remember, essays need an introduction, a body, and a conclusion.

•Vocabulary List #2

1. gossip - 362. sage - 363. interfered - 384. occasional - 385. beheld - Brooks

6. lingers - Brooks

7. flounces - Dove

8. luminous - Dove

9. indignant - 9010.finale - 93

E.Q.: What are the causes and effects of bullying?

•How can you prevent bullying?

•Write an answer in your journal.•Focus on actions!

•Reading Selections

•“The Gossiper” page 36•“A Simple Christmas Card” page 38•“Betty Ann” by Ina Hughs

•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 journal.

E.Q.: How do poets use imagery to engage the reader?

•Family & Home•Using your own words, write a definition for each word.•Write these entries in your journal.

•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.

•What is Imagery?•Using your own words, write a definition of imagery in your journal.

•Painting a picture with words. The words engage all your senses to create a full picture.

•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 journal in half. On the left write a description of your grandmother’s house.•After reading…•On the right, write a description of what you remember from this poem.•Go back to the poem, underline the details that engage the five senses.

•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.•You can incorporate a picture 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 journal 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.

Trait “She didn’t

give up on me”

“Lessons in Baseball”

“The Champ”

“I am Home”

Caring/Love

Rely/Trust

Related (Blood or Marriage)

Friendship

ConstantNever-ending

Traits of Family

•Jigsaw Activity•Read the story you have been assigned first.•Complete the chart in your journal.•Read another story of your choosing and complete the chart.•Read as many as you can. (Look for vocabulary words!)

•Reading Selections1.“She Didn’t Give Up On Me” page 632.“Lessons in Baseball” page 893.“The Champ” page 924.“I am Home” page 97

•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 at this epigraph.•How do you reflect on this quote now?•Write this in your journal.

•Choice Reading•Read one of these stories.•“Tigress” page 102•“Bright Heart” page 106

•Written Responses•For “Tigress” - Can animals be family members?

•How do you reflect on the quote on page 101 now that you have completed the reading?•Write a journal entry that answers this question.

•For “Bright Heart” - 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.

•Vocabulary #31. suede – Hughes 18

2. barren – Hughes 19

3. ominous - 1224. discrimination - 1235. astounded - 1246. bigotry - 1247. resolve - 1258. egregious - Littwin

9. prejudice - Littwin

10.prestigious - Littwin

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.

•“Thank You, Ma’m” by Langston Hughes

• Draw this dialect chart in your journal.

• As you read today, write examples of dialect that you notice in the story.

Dialect Context Meaning Rewrite the sentence without the unique dialect to demonstrate

comprehension.

ain’t I ain’t gonna do that.

aren’t, are not, or am not

I am not going to do that.

•Written Response: Roger’s Point of View

• 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 journal.• After reading this selection, we will

compare it with two news stories.Story Dialect Tone Purpose

“A Mason Dixon Memory”Examples from the Text

“Golfing World Must Still Deal with Club Racism”Examples from the Text

•“Mason Dixon Memory” page 119

• “Golfing World Must Still Deal with Club Racism”

•http://articles.baltimoresun.com/1991-04-26/sports/1991116035_1_shoal-creek-country-clubs-black

•Express Yourself

•Write a reflection in your journal 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: What is Family? Argumentative

Elements to include:

ClaimReasons & EvidenceCall to Action

What writing plan could you use as your pre-writing?

Writing Assessment: 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.

•Plan the Writing Assessment.•Use a Tree Map to Plan for Writing

Your Claim (Introduction)

First Point Second Point Third Point Conclusion

IdeasEvidence

&Supporting

Details

IdeasEvidence

&Supporting

Details

IdeasEvidence

&Supporting

Details

Summarize&

Make your Final Point

•Share your plan with your partner. Give each other feedback.

•Plan the Writing Assessment.•OR - Use a Box Chart THIS IS THE MINIMUM!

•Share your plan with your partner. Give each other feedback.

Paragraph Task

Introduction Define Family and Make Your Claim

Reason #1 Ideas, Evidence & Supporting Details

Reason #2 Ideas, Evidence & Supporting Details

Reason #3 Ideas, Evidence & Supporting Details

Conclusion Summarize & Make Your Final Point

•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?

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 germ-infested 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.

E.Q.: How can I follow specific procedures to move my essay from a rough draft to a final draft?

What is the difference between revising & editing?

•Focus on Revising•Focus on Editing•Check for Writing Felonies!

Focus on Revising & Editing

Writing Time:

Use Your Writing Plan as Your Checklist

Peer Edit with your writing partner.

E.Q.: How can I follow specific procedures to move my essay from a rough draft to a final draft?

Writing Assessment: What is family? Argumentative

Final Drafts

DUE

MONDAY!!!!!

Vocabulary Homework is DUE TODAY!

•Vocabulary List #41. intact - 12. daze - 43. pursued - 54. complication - Swift

5. endure - 76. lisp - (Literature, p. 307)

7. lithe - (Literature, p. 307)

8. revolting - (Literature, p. 318)

9. spectacle - (Literature, p. 319)

10.respectable - (Literature, p. 325)

E.Q.: What are the seven types of pronouns and how can I use them in my writing?

•Pronouns:•List the eight(8) types of pronouns, their definitions and at least two (2) examples.

•Notes: Types of Pronouns•Pronoun Chart – You will complete this as we read this week.

•Relationships:•Read the Jamison Quote on page 1.•In your journal, 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!

E.Q.: How do relationships effect how we see ourselves?

•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 feel 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 feel 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 journal.

•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•Draw this chart in your journal.

•As you read, remember to add to your pronoun chart.

Example of Irony What do they really mean.

•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 families face today.

•Reading Selections•“My Parents” Literature p. 307•“Same Song” Literature p. 311•“The All-American Slurp” Literature p. 317

•Written Response•Create a sign or brochure to help students deal with a challenge.•Choose any challenge that you would like.•Create a sign or brochure to help students deal with this challenge.•These should be positive and encouraging.•We will be posting these here at school.

•What inspires you?•Make a list of things, people, or events that inspire you.

•Reading Selection•“Speak Life” TobyMac

E.Q.: How can our peers become our inspiration?

•Written Response•Create a sign or brochure to help students deal with a challenge.•Choose any challenge that you would like.•Create a sign or brochure to help students deal with this challenge.•These should be positive and encouraging.•We will be posting these here at school.

•Vocabulary List #51. redeemed - 2182. betrayal - 2183. commitment - 2204. cringed - 2405. passionate - 2416. reinforce - 2427. discord - 2448. diligent(ly) - 2449. confounding - 26610.sensation - 266

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.

•Name at least three (3) things all of these people have in common.

People in Your Family People in Your School People in the World

•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?

E.Q.: What does it mean to “go for it”?

•Movie – “The Miracle Worker”

•Graphic Organizer

•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 who 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 who deal with disabilities face?

•Make sure to include references to the texts (this includes the movie).

• What characteristics or behaviors does a “good” writer have?• Write this question in your

journal.• Write a description of what a

good writer IS and what a good writer DOES.

E.Q.: How will you know when you have “become” a writer?

• Being the Writer

• A Good Story to Tell• Small Moments• “The” + a Noun

• Think of a person who matters to you• Think of a place that matters to you - perhaps where you lived for

a long time• Think of an event that has significance in your life• Create this list in your journal.

• Writers look for Help• Peers• Teachers• Texts

• “The Jacket” by Gary Soto• Ai’s Personal Narrative

• What makes this good writing?• What did the authors’ do that makes

this successful.

• How to Write Powerful Personal Narratives

• Focus on One Episode• Write with Detail• Don’t Summarize a Stretch of

Time• Help Readers Picture the

Episode - a small action and exact dialogue

• Look back at your story list.

• Read through your list.• Have you thought of anything else you would like

to add.• Which one of these titles is “playing” in your brain?• Circle your top 3 titles.• Now…WRITE UP A STORM!

• Your Turn to Write

• Explain to your partner what you have accomplished today.

• Set a goal for what you need to complete for homework.

• Make a plan for success.

• Time to Reflect

• Where do you think authors get their story ideas?

• Write this question in your journal.

• Make a list of “things” that you believe give authors story ideas.

E.Q.: How can I generate topics for a personal narrative?

• Think about a person who matters to you, list Small Moment stories, choose one and write the whole story.

• Think about a place that matters to you, use pictures and quick notes to jot about the small moments that occurred there, choose one, and write the whole story.

• Think of first times or last times you did something, list Small Moment stories you could tell about each, choose one, and write the whole story.

• Think of moments that really mattered because you realized or learned something, list those moments, choose one, and write the whole story.

Strategies for Generating Personal Narrative Topics

• Write to bring out a feeling.• Help your reader use their senses to

see, hear, taste, touch and/or smell the experience.

• You are the narrator - tell the story the way you see things at the moment.

Writing Time Reminders

• Focus on One Episode• Write with Detail• Don’t Summarize a Stretch of Time• Help Readers Picture the Episode - a

small action and exact dialogue• Think of a person, place, or moment

in your life (maybe a first or last time, or a time when you realized something) that matters, and write a story about it.

• Climb inside the moment and write within the narrator’s point of view.

How to Write Powerful Personal Narratives

• Choose a new topic.• Write up a STORM.• Edit as you write. (Use the checklist in

your journal.)

Clarify & Strengthen

• Who is your favorite author and why?

• Write this question in your journal.

• Write a paragraph explaining why you like this author.

E.Q.: How can I use a mentor text to help me improve my writing?

Our Mentor Text

“Everything Will Be Okay” by James Howe

•What was it you were most affected by ?•How can you use it in your own writing?•What did the author do here?

Lessons from Our Mentor Text

What has the author done that you can try?–List Three (3) new things to TRY.

–“What do I need to do to complete this narrative?”

–Self Assessment

How to Write Powerful Personal Narratives

• Focus on One Episode• Write with Detail• Don’t Summarize a Stretch of Time• Help Readers Picture the Episode - a small action and exact

dialogue• Think of a person, place, or moment in your life (maybe a first

or last time, or a time when you realized something) that matters, and write a story about it.

• Climb inside the moment and write within the narrator’s point of view.

• Make Characters say the words and use the tone that shows their personalities and hints at the bigger meaning of the moment.

• Explain why characters act the way they do.• Zoom in on the small but powerful details

that really capture big moments and feelings.• Use the Narrative Writing Checklist to ask,

“As a writer, what are my strengths? What are my needs?” Then, plan your next steps as a writer.

• Look back to our mentor text.• What did Jim Howe do to make

his lead (beginning) a memorable one?

• Write this question in your journal.• Write a paragraph explaining how the

author got and kept your attention.

E.Q.: How can I write a beginning that is memorable and engages the reader?

• Look back at your story list.• Choose a new story to write.• We are going to write three

(3) different beginnings using different strategies.• Dialogue or Quote• Action• Setting

Rehearsing for Writing

Dead men tell no tales.Or so he had heard.

Yet these dead men seemed somehow to cry out in silence, noiselessly shrieking out a story that had been kept secret for nearly four hundred years. Their skeletal remains lay about eerily, some held together by the remnants of rusted armor, one with its head uncannily perched on the desk beneath it. The sword that had probably brought about his death lay at his side. Perhaps it had once pierced through him, through flesh and sinew and organs; perhaps it had once been bathed in blood. Now the sword lay on the handsomely carved desk where the pieces of the dead man remained, side by side with the small bones of what had been a human hand, almost as if it was waiting to be used again. To be picked up and wielded in some form of ghostly revenge.

Dead men tell no tales….But this one shouted silently of his own murder.

“Eyes of Fire”

“Bushie, come back!” I yelled sternly. Bushie, my dog, was running wildly all over the park. She is an eight-year-old dog, and although I take her for a walk everyday (and have been for the past 7 ½ years), she acts as though she has never seen the outside world before. She is extremely moronic, which is surprising because soft-coated Wheaton terriers are supposedly a bright breed. She is also hyperactive – even though she is almost 60 years old in dog years, I can barely keep up with her. When she runs, her matted, tan hair flies back, as do her black, long ears. Her tongue always hangs to the left. She ends up looking like a tan, furry rocket guided by a black nose.

“The Mangled Manslaughter Mistake”

It was the place of my heritage. It was the place of my roots and where my family lived. It possessed the most glorious palm trees I had ever seen. The mountains would stretch as far as the eye could see. Great clouds would cover the mountaintops. The place was my homeland, Cuba.

I remember that when I used to live there I would leave my house and climb a small hill to get to my grandparents’ house. I would slowly climb the metal poles in their backyard and steal all of the grapes. They came in different shades of green and purple. Their sweet aroma would make my senses tingle. It was a feeling of ecstasy when their sweet nectar would pour into my mouth. The juice was so warm and refreshing.

“The Island”

• Write three (3) different beginnings using different strategies.

• Dialogue or Quote• Action• Setting

Rehearsing for Writing

Rehearsing for WritingTalking Lead

(Dialogue or Quote)Action Lead Flashback Lead

(Setting)

E.Q.: How can our journals help us complete a better writing piece?

•What do successful learners do?•Write this question in your journal.•Make a list of actions that a learner does to be more successful.

•Zoom in on small details when the moment is really big.•Put yourself back in the moment.

Looking at Our Mentor Text

Look back at your own writings.

•Look at all your writing practice.•Choose your favorite paragraph.

•How do these relate to our mentor text?

•How did the mentor text help you?

Sharing Our Best

Reading a text is NOT enough!

•We MUST•Study It•Scrutinize It•Analyze It

•Choose one of your beginnings.•List 3 goals for your new essay.

1. 2. 3.

Continuing Our Practice

Write On!

•Complete this essay for homework tonight.

E.Q.: How can I improve a first draft?

•Revising•What do we do when we focus on Revision?

•Making Changes•Choose your most important scene and elaborate on it.•This should be a scene that is most important to the central meaning of the story.•Work with your partner if you are having trouble choosing.

•ZOOM IN•Stretch Out•Take it Moment by Moment•Give ALL the Details•Take it Down to Slow Motion

•ZOOM OUT•See how it fits in the entire story.•See how it puts the whole story in context. (Think Time and Place)•See how it connects past and future events.

ZOOM WRITING

•WHAT’S THE POINT?•To Bring Out Your Intended Meaning

•Volume is Important•As you continue to work on your draft, you might add a scene from the past, or a scene from the future – or maybe you’ll try both.•Either way, don’t forget what your story is about and how new scenes show the meaning to the reader.

HOMEWORK

E.Q.: How can I craft an ending that is both a resolution and connects to the big meaning of

the story?

•How does your favorite story end?

•Write this question in your journal.•Write a paragraph telling

•What your favorite story is,•How it ends,•And why you like the ending.

•An Effective Ending•Ties up all details,•Completes the story,•Has the power to make your reader understand your story’s big meaning,•And gives last words to leave with your reader.

•The House on Mango Street•The last five paragraphs demonstrates the real struggle in Esperanza’s life.

•Here is the important question to ask yourself.•What do I want my readers to truly understand about my journey as a character in this story?

•BEWARE and BE AWARE•Your story builds up to your ending.•Don’t let it be a disappointment to your reader.

•HOMEWORK.•Finish your story.•Go back and make sure your story has no potholes.

E.Q.: How is editing different from revising?

•What do you do when you focus on editing?

•Write this question in your journal.•Make a list of actions that you perform when editing your writing.

•EDITING STRATEGIES•Read it Out Loud•Use your Partner to help you Check•Sentence Length

•Graphing for Variety

•Spelling•Capitalization•Punctuation•Self-Assessment•HOMEWORK

•Complete your Final Drafts

E.Q.: How can I prepare for my writing test?

•Vocabulary Test #2•Clear your desk.•All you need is something to write with.•Put the test in the basket when you are finished.

•NOTES: The 100 Minute Writing Plan

Part 1: Planning/Prewriting (15 minutes) Part 2: Draft (35 minutes)Part 3: Revise (20 minutes)Part 4: Prepare Final Draft (20 minutes)Part 5: Proofread (10 minutes)

•Preparation for Writing

•Read these two selections:•“Eleven” - 298•“Same Song” - 309

E.Q.: How can I analyze text and create an effective piece of writing that responds to

that text?

•Narrative PromptReread the story of “Eleven” by Sandra Cisneros. From Rachel’s point of view, continue the story in a manner that details how Rachel felt once she arrived at home. A well written narrative will provide the audience with the following:•realistic character and setting development,•descriptive details,•dialogue,•a logical sequence of events,•narrative techniques,•effective transitions,•precise vocabulary,•and closure/ resolution.

Directions for Writing

•Follow the Writing Process•Look to Your Instructions for Writing a Powerful Narrative•Follow the 100 Minute Writing Plan•Use Other Resources in your Journal

•You will turn in prewriting, a rough draft, and a final draft.

•All Narratives are due by the end of the class period on Tuesday.

E.Q.: How can analyze text to understand meaning and purpose?

•Wonderful Wednesday•Selection Test

•Refer to “Eleven” (298) and “Same Song” (309)•Use a sheet of paper to create your own answer sheet.•Number 1-17.•Make sure #17 is answered in 1-2 paragraphs. •There are 3 separate questions to answer – make sure to answer all 3 questions, give details and examples to support your answers, as well as your personal perspective.

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?

•Reflective Writing•Complete the Unit Reflection Guide•Use the quote you selected as the beginning of your reflective essay.•Write an essay that communicates what you have learned in this unit and how you will use it in your own life.

E.Q.: How can I express how something I have read has effected me personally?

•Writing Day 1•Revise and Edit your Reflective Essay•Look Back at the Reflection Guide to make sure you included everything.

•Writing Day 2•Follow the procedures to complete your final draft.•These completed essays are due by the end of the class period.

E.Q.: How do I craft a personal essay in response to what I have read?

•Choose any three selections to read on your own.

•List the titles and page numbers for these selections in your journal.•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 journal.

BONUS