KWL Chart - MS. GEORGOPOULOS · KWL Chart Before you begin your research, list details in the first two columns. Fill in the last column after completing your research. K ... Student

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8 Resource 1.1

Name: _____________________________ Date: __________________________ Team: _______ Grade: ____

KWL Chart

Before you begin your research, list details in the first two columns. Fill in the last column after completing

your research.

K What do you think you know

about Vietnam War?

W What are things that they have

always wondered about Vietnam

War?

L

What did you learn about the

Vietnam War?

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8 Resource 1.2


After watching the clip write three adjectives to describe your physical and/or mental reactions to the footage

from the clip.

1. ________________

2. ________________

3. ________________

1. How did this film make you feel and why?

2. Do you know anyone that fought in the Vietnam War or any war?

3. Have they ever spoken about it?

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GALLERY WALK - Respond to each image or quote by recording:

Any connections you can make to information you already know

What you observe

Anything you may be able to figure out by studying the image

Any questions you may have Any predictions you have about the short story

Picture My Observation

Number 1

Number 2

Number 3

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8 Resource 1.4


Think and Predict

Ponder this quote, “The beginning of knowledge is the discovery of something we do not understand.” ~

Frank Herbert.

Write a short prediction about how the quote you just read may relate to the story you are about to read. Use

specific examples from the video and pictures/graphics to support your prediction.

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Think and Respond

First, read the prompt in the box below.

Using this paper given to you, spend a short amount of time for pre-writing activities such as brainstorming,

reviewing, and free writing your thoughts.

After you finish your prewriting activity Write a response that you will be able to share and discuss with your

classmates. Make sure you include specific details to support your explanation.

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What do you think makes people different from each other, what they find as acceptable behavior in

society, and the behavior that they don’t find acceptable about people?

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8 Resource 2.1


Question Chart

Right There Questions

Think and Search Questions

Author and Me Questions

On My Own Questions

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8 Resource 2.1B


Student Question Chart

Instructions: Write one or two questions for each category.

Title of text: ___________________________________________


The answer to these questions is in one place and often the words from the question and the

answer are in the same sentence.


These answers are in the text, but may be a little harder to find.

Author and Me Questions The answer is not in the text. You must think

about what you learned from the text and what you know to get an answer.

On My Own Questions The answer is not in the text. You must rely on

what you know to answer.

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8 Resource 2.1C


Question Prompts


The answer to these questions is in one place and often the words from the question and the

answer are in the same sentence. “In the Book” Questions Right There

These are basic recall questions. The answer is in one

place and often the words from the question and the

answer are in the same sentence.

For example:

a. Where does this person live?

b. What does this person do for a living?

c. When does this story take place?


These answers are in the text, but may be a little harder to find.

Think and Search

These answers can be found in the text, but involve higher

level thinking like comparing/contrasting, drawing

inferences, describing the mood, setting, or symbolism.

For example:

a. What are the important ideas in this text?

b. What are the character traits that you see in the

main character?

c. What does this person look like?

d. What kinds of challenges did the person face?

e. What are the persons’ major accomplishments?

f. How can you prove that this person is (brave,

loyal, kind, etc.)?

g. Based on the text, what conclusion can you draw

about…?

h. What clues in the text help us understand the

word…?

i. What does this article mostly describe…?

Author and Me Questions The answer is not in the text. You must think

about what you learned from the text and what you know to get an answer.

“In Your Head” Questions Author and Me

The answer is not in the text. Students must think about what they learned from the text and what they know to generate an answer.

For example: a. Why did the author…? b. What was the most surprising part of the book or

article? c. If you could interview the author, a character,

historical figure, or person of interest what would you ask?

d. If you could add to, take away, or change a part of the book or article what would you change and why?

e. What questions do you still have about this topic? f. Why should/shouldn’t people (use something from

the article – exercise every day, bite their fingernails, etc.)?

On My Own Questions The answer is not in the text. You must rely on

what you know to answer.

On My Own

The answer is not in the text. Students must rely solely on their own interpretation experience to answer the question.

For example: a. Have you ever (done something brave, competed

in sports, climbed a mountain, etc.)? b. What was it? c. When have you (felt proud, rode your bike for the

first time, felt ashamed, etc.)? d. What do you think it would be like to (climb a

mountain, fly a plane, compete in the Olympics)? e. What do you think about (kids having a hobby that

could be possible dangerous, etc.)?

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Vocabulary Preview

Turn to page 1006 of the packet and preview the vocabulary and synonyms. Identify the vocabulary and

Copy the sentence from the story.

Word Definition Sentence/Page

Syndrome (SIN drohm) n.

Dry (dry) adj.

Foundered (FOWN durd) v

inert (in URT) adj.

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8 Resource 2.4


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Close Read: Read the selection below. Use the symbols from the Close Read Symbol chart below to do a close read of

the text. (This means that you will underline the part you want to put a symbol next to, and put the symbol in the

margin next to what you underlined.)

1. Number the paragraphs.

2. Use the symbols below to actively read the short story and take additional notes in the margin

Close Read Symbol Chart

Symbol Comment/Questions

* • This is the Main Idea

! • Important part/detail

• Surprising or Interesting

? • I have a question about this.

• Important word

• I do not know what this word means.

C • I have a connection

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8 Resource 3.1


Literature Circle Roles

In your Literature Circles, you will be responsible for preparing information for each meeting according to your

role.

Discussion Leader: Your job is to develop a list of questions you think your group should discuss about the

assigned section of the book or story. Use your knowledge of levels of questions to create thought-provoking

literal, interpretive, and universal questions. Try to create questions that encourage your group to consider many

ideas. Help your group explore these important ideas and share their reactions. You will be in charge of leading

the day’s discussion.

Diction Detective: Your job is to carefully examine the diction (word choice) in the assigned section. Search

for words, phrases, and passages that are especially descriptive, powerful, funny, thought-provoking, surprising,

or even confusing. List the words or phrases and explain why you selected them. Then, write your thoughts

about why the author might have selected these words or phrases. What is the author trying to say? How does

the diction help the author achieve his or her purpose? What tone do the words indicate?

Bridge Builder: Your job is to build bridges between the events of the book and other people, places, or events

in school, the community, or your own life. Look for connections between the text, yourself, other texts, and the

world. Also, make connections between what has happened before and what might happen as the narrative

continues. Look for the characters’ internal and external conflicts and the ways that these conflicts influence

their actions.

Reporter: Your job is to identify and report on the key points of the reading assignment. Make a list or write a

summary that describes how the writer develops the setting, plot, and characters in this section of the book.

Consider how characters interact, major events that occur, and shifts in the setting or the mood that seem

significant. Share your report at the beginning of the group meeting to help your group focus on the key ideas

presented in the reading. Like that of a newspaper reporter, your report must be concise, yet thorough.

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Discussion Leader Role Sheet

Your job is to develop a list of questions that you think your group should discuss about the assigned section.

Use your knowledge of levels of questioning to create thought- provoking literal, interpretive, and universal

questions. Try to create questions that encourage your group to consider many ideas. Help your group explore

these important ideas and share their reactions. You will be in charge of leading the day’s discussion.

Name: Book/Short

Story:

Group: Pages:

Discussion Questions:

Sample question ideas:

What kinds of conflicts are the characters facing?

What do you think about the way the author _________________________________?

What if ______________________________________ had happened instead?

What would you have done had you been in this character’s shoes?

What did you think about this event?

Did this surprise you? Why or why not?

What do you think will happen next?

Questions that should be revisited the next time the group meets:

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Diction Detective Role Sheet

Your job is to carefully examine the diction (word choice) in the assigned section. Search for words, phrases,

and passages that are especially descriptive, powerful, funny, thought- provoking, surprising, or even confusing.

Complete the graphic organizer below on the selected words, phrases, or passages. During the discussion, you

can read the words, phrases, or passages yourself; ask someone else to read them; or have people read them

silently before sharing your thoughts on it.

Name: Book/Short

Story:

Group: Pages:

Page # Word, Phrase, or

Passage

Reason for Selecting Word,

Phrase, or Passage

Why did the author select this word or

phrase? What is the author trying to

say? How does the diction help the

author achieve his or her purpose?

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Bridge Builder Role Sheet

Name: Book/Short

Story:

Group: Pages:

Your job is to build bridges between the events of the book and other people, places, or events in school, the

community, or your own life. Look for connections between the text, yourself, other texts, and the world. Also,

make connections between what has happened before and what might happen as the narrative continues. Look

for the characters’ internal and external conflicts and the ways that these conflicts influence their actions.

Event from Story/Book

Types of Connections

Text to self

Text to text

Text to world

Connection



Text to self

Text to text

Text to world

Connection



Text to self

Text to text

Text to world

Connection

What has happened previously in the book/story?

(if this is a short story this question may not

apply)

Predict what will happen if the book or story

continues.

Discuss a character’s internal and/or external conflict, and the ways that conflict has influenced or will

influence his or her actions.

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Reporter Role Sheet

Your job is to identify and report on the key points of the assigned section. Make a list or write a summary that

describes how the writer develops the setting, plot, and characters in this section of the book. Share your report

at the beginning of the group meeting to help your group focus on the key ideas presented in the reading. Like

that of a newspaper reporter, your report must be concise, yet thorough.

Name: Book/Short

Story:

Group: Pages:

Setting (Consider shifts in the setting or mood that seem significant.)

Plot (Consider major events that occurred in the assigned section.)

Characters (Consider how characters interact and how characters have changed.)

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8 Resource 3.2

Name: _____________________________ Date: __________________________ Team: _______ Grade: ____ Close Reading Exercise

Stop the Sun

Directions: draw an inference from a text by using background knowledge and quoting evidence from the text. Refer to what the text states explicitly to

determine an inference. Ask and answer questions determine understanding of a text

Question 1: Why do you think the mom doesn't want to talk in detail about Vietnam to her son? Reread to find evidence to prove your thinking.

Steps Guide Comment/Notes

1) Reread the text and

look for evidence to

answer the question

What is the question asking?

2) Highlight or

underline evidence

found within the text

to support your

thinking.

A. In what paragraph to you see evidence to form an inference? (write out the

sentence)

B. What do these clues make you think?

3) Construct a

response, using

evidence from the

text, to answer the

question in your own

words.

A. Now that you’ve made an inference about why the mom doesn’t want to give

details to her son, reread that section again to see if your inference makes sense

with the text.

B. What is a clue in the text to support your inference?

C. Now, you need to put all of your thoughts into writing. Start off with answering the

question and including the sentence that you’re talking about. Here is how I would

start it off: In the first paragraph, the mom doesn’t want to talk in detail to her

son…

D. Next, explain where you found your evidence to support this inference.

E. You can either paraphrase or use quotes from the text. In the next paragraph, when

she says… “….”Another example is in the fourth paragraph when she says, “…..”

I know this is true for me personally, because ….. Finally, explain your thinking.

Your Response

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Directions: draw an inference from a text by using background knowledge and quoting evidence from the text. Refer to what the text states explicitly to

determine an inference. Ask and answer questions determine understanding of a text

Question 2: Why did the father want to "stop the dawn"?

Steps Guide Comment/Notes/Response



answer the question


2) Highlight or

underline evidence

found within the text

to support your

thinking.

A. In what paragraph to you see evidence to form an inference? (write

out the sentence)

B. What do these clues make you think?

3) Construct a

response, using

evidence from the

text, to answer the

question in your own

words.

C. Now that you’ve made an inference…reread that section again to see

if your inference makes sense with the text.

D. What is a clue in the text to support your inference?

E. Now, you need to put all of your thoughts into writing. Start off with

answering the question and including the sentence that you’re

talking about. Here is how I would start it off: In the first paragraph,

the mom doesn’t want to talk in detail to her son…

F. Next, explain where you found your evidence to support this

inference.

A. You can either paraphrase or use quotes from the text. In the next

paragraph, when she says… “….”Another example is in the fourth

paragraph when she says, “…..” I know this is true for me

personally, because ….. Finally, explain your thinking.



answer the question


Your Response

27

Directions: interpret figurative language by analyzing how literal words can have deeper meaning

Question 3: What literary device that is used in the phrase "his voice flowed like a river breaking loose"? What is the effect of this device on the reader? What does

it make you think of? Why would the author use this particular image?


1) Reread the section

of the text that is in

the question. Ask

yourself, “What is the

author literally saying

in that sentence?”

A. When you need to look at a specific sentence straight from the text, first always

go back into the text and reread that section.

A. Make sure that you have a complete understanding of what the author is saying

“literally,” which means the actual words that are written, before you try to

figure out what the deeper meaning is.

2) Next, ask yourself,

“What is the meaning

of the figurative

language in relation to

the character? Since

the text says_____, I

think it means______

about the character.”

So now that you know what the literal, or real, meanings of the words are, it is time

to see if there could be a deeper meaning to these words…

3) Next, link the

figurative language to

the author’s message

by using text

evidence: “Because

the author wrote ____

and _____, I think the

bigger

meaning/message is

______.”

A. What figurative language does the author use?

B. Why does the author use it in this piece?

C. Reread the text to see if you notice anything around the original sentence.

Your Response

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Directions: interpret figurative language by analyzing how literal words can have deeper meaning

Question 4: What literary device is used in the phrase "like some kind of hurt animal" and what is its effect?

Steps Guide Comment/Notes 1) Reread the section of the text

that is in the question. Ask

yourself, “What is the author

literally saying in that

sentence?”

B. When you need to look at a specific sentence straight from the text, first

always go back into the text and reread that section.

C. Make sure that you have a complete understanding of what the author is saying

“literally,” which means the actual words that are written, before you try to

figure out what the deeper meaning is.

2) Next, ask yourself, “What is

the meaning of the figurative

language in relation to the

character? Since the text

says_____, I think it

means______ about the

character.”

So now that you know what the literal, or real, meanings of the words are, it is time

to see if there could be a deeper meaning to these words…

3) Next, link the figurative

language to the author’s message

by using text evidence: “Because

the author wrote ____ and

_____, I think the bigger

meaning/message is ______.”

D. What figurative language does the author use?

E. Why does the author use it in this piece?

F. Reread the text to see if you notice anything around the original sentence.

Your Response

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Directions: determine the theme of a story by examining how the main character responded to challenges. Question 5: Terry concludes by saying that he will never know what his father went through, but that it might help for him to keep on trying to understand. What

is the historical background involved in the story? What do you think Paulson is trying to say about the Vietnam War?



highlight or underline where

characters interact in words or

actions.

2) Look at the quotations that

are in the story, and ask,

“What does this say about the

character?”

3) Consider how the text

ended, in relation to the

characters’ actions, thoughts

and words. Ask yourself,

“What is the author trying to

teach me through these

characters?”

Your Response

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8 Resource 4.1

Name: _____________________________ Date: __________________________ Team: _______ Grade:____

5 Steps to Writing an Expository Essay

Expository Essay Structure The expository essay is composed of five paragraphs.

1. The introductory paragraph contains the thesis or main idea.

2. The next three paragraphs, or body of the essay, provide details in support of the thesis.

3. The concluding paragraph restates the main idea and ties together the major points of essay.

Step 1: Prewriting for the Expository Essay Take time to brainstorm about the topic and main idea.

1. Next, do research and take notes.

2. Create an outline showing the information to be presented in each paragraph, organized in a logical

sequence.

Step 2. Drafting the Expository Essay When creating the initial draft of an expository essay, consider the following suggestions:

1. The most important sentence in the introductory paragraph is the topic sentence, which states the

thesis or main idea of the essay. The thesis should be clearly stated without giving an opinion or taking

a position.

2. Each of the three body paragraphs should cover a separate point that develops the essay’s thesis. The

sentences of each paragraph should offer facts and examples in support of the paragraph’s topic.

3. The concluding paragraph should reinforce the thesis and the main supporting ideas. Do not

introduce new material in the conclusion.

4. Since an expository essay discusses an event, situation, or the views of others, and not a personal

experience, you should write in the third person (“he,” “she,” or “it”), and avoid “I” or “you”

sentences.

Step 3: Revising the Expository Essay Review, modify, and reorganize your work with the goal of making it the best it can be.

Keep these considerations in mind:

1. Does the essay give an unbiased analysis that unfolds logically, using relevant facts and examples?

2. Has the information been clearly and effectively communicated to the reader?

3. Watch out for “paragraph sprawl,” which occurs when the writer loses focus and veers from the topic

by introducing unnecessary details.

4. Is the sentence structure varied? Is the word choice precise?

5. Do the transitions between sentences and paragraphs help the reader’s understanding?

6. Does the concluding paragraph communicate the value and meaning of the thesis and key supporting

ideas?

Step 4: Next, proofread and correct errors in grammar and mechanics, and edit to improve style and clarity.

Having a friend read the essay helps writers edit with a fresh perspective.

Step 5: Publishing the Expository Essay Turn in your assignment on time to your teacher.

https://www.time4writing.com/writing-paragraphs/topic-sentence/

https://www.time4writing.com/writing-paragraphs/supporting-details/

https://www.time4writing.com/writing-resources/writing-a-good-conclusion-paragraph/

https://www.time4writing.com/writing-paragraphs/unity-coherence/

https://www.time4writing.com/writing-mechanics/

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8 Resource 4.2

Name: _____________________________ Date: __________________________ Team: _______ Grade:____

Example Expository Essay.

This is an example of the first few paragraphs of writing of an expositor essay.

Prompt: Students were asked to take a position on whether their school should participate in the

national “Shut Down Your Screen Week.”

The children in my class have been talking about the proposal that some of you have made which is

whether or not our school should participate in the national “Shut Down Your Screen” week. I don’t think that

if we did that, it would have a positive effect on the children in our school. There are a few reasons that we

might want to participate but I weighed it out and I don’t think that we should participate. These are the

reasons.

One reason that I don’t think that our school should participate in the

national “Shut Down Your Screen” week is that when we can use computers,

we can get assignments done faster during the school day so that we can move

on to other things. For example, when you are given a task to type, if you write

it by hand, it will take a much longer time then if we just decided to type it. If

we are given an assignment that we have to do research on, we can usually get a

lot more useful information from the internet then even from a book sometimes.

Also, we will be able to move on to our next subject much faster because our

research or typing will be finished.

Another reason that I don’t think we should shut down our screens for a

week is because the Internet is the most reliable source for information. In the

article “Is Google Making Us Stupid” it said the

Supports the claim with

clear reasons and

relevant evidence.

Evidence here is from

writer’s own experience,

and demonstrates an

understanding of the

topic

Organizes the reasons and

evidence clearly

Uses words, phrases,

and clauses to clarify

the relationships among

claims and reasons

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8 Resource 4.3


Close Read: Read the selection below. Use the symbols from the Close Read Symbol chart below to do a close read of

the text. (This means that you will underline the part you want to put a symbol next to, and put the symbol in the

margin next to what you underlined.)

3. Number the paragraphs.

4. Use the symbols below to actively read the short story and take additional notes in the margin

Close Read Symbol Chart

Symbol Comment/Questions

* • This is the Main Idea

! • Important part/detail

• Surprising or Interesting

? • I have a question about this.

• Important word

• I do not know what this word means.

C • I have a connection

Bill Hunt, Former U.S. Army Advisor

MACV Team 85

Tieu Can District

Vinh Binh Province, Republic of Vietnam, 1972

Hi Bill, My name is Michele Maberry and I got your name from Paul De Cillis. I am doing a research paper for my English class

and the topic is "How Vietnam Vets were Treated Upon Arriving Back in the United States". Paul told me that you might

be willing to help me with this.

What I would like from you is your feelings about the way you were treated when you arrived home. Why you felt you

were treated the way you were.

How it differed from the way other vets from previous wars had been treated. Did the way you were treated have any

affect on you?

I know that I will have more questions, but these are the ones that come right to me. If you don't mind helping me out, I

would really appreciate it. If this topic bothers you, I completely understand and am sorry to have bothered you.

Thank you for your time

Michele Maberry

Interview: Bill Hunt --

"How Vietnam Vets Were Treated Upon Arriving Back In The United States"

Of course, there have been numerous magazine articles devoted to this subject. They all say about the

same thing: Vietnam Vets were treated poorly, and spat upon, etc., etc.

Your theme by title is limited to a short time frame: the homecoming experience. Vets were often met in

airports by protestors, and that is the substance of most of the stories that surround this particular post war

experience.

If a vet did not experience protestors at airports, and most did not, then the homecoming story is more

limited to how they were treated by family and friends and strangers.

33

I was met at the airport by my Korean War brother, and I remember being silent and bitter after he made an

innocent comment. He noted in jest that I was now home and no longer "surrounded by the Viet Cong and

all that jazz." It was said in jest, but it sounded as though he was not inclined to believe that the war in

Vietnam was a real war, a war were in fact I felt the whole time that I was there that I was indeed

surrounded by a hostile force.

I got on another plane the next morning to be reunited with my wife and her family. I'll never forget being

re-introduced to my 16-month old daughter, who treated me as a complete stranger. That was really hard.

My wife had no real concept of where I had been, even though I had written every day. There was a new

stress in our relationship that is hard to describe.

But more toward your theme, my wife's family barely acknowledged that I had ever been gone. Did they

know I had just returned from war? If they did, they acted as though it didn't matter.

In about a week I checked in with the rest of my family, and I swear it was as if I had been down the street

buying a loaf of bread. They were very casual about were I had been. I think that my war duty to them was

just another military assignment, another station. If I had been assigned to a post in Germany or in Korea

their reaction to my coming home would have been about the same. Vietnam was just part of the

background of everyday life, and now I was more available for invites to family gatherings. No one asked

me about the war. They were totally apathetic on the subject.

Of course, my tour in Vietnam came later than most. I was there during 1972,after most ground troops were

withdrawn, and politicians were promising" peace with honor". 1972 was the Easter Offensive, and that

was just as devastating as Tet 1968. But mostly it was the Vietnamese troops who died in that offensive,

and it got only a tiny amount of American press compared to1968. But to me, it had been one long hellish

experience, and I wondered if everybody had been asleep.

At the time, this "treatment" didn't matter much. What was, was. My service in Vietnam was just as normal

to me as walking down the street was normal to others (though I would have been more comfortable

wearing my combat gear).

Vietnam Vets came home and tended stayed to themselves; they didn't talk about the war, and generally

they didn't even meet other vets who were, after all, staying quiet about their past. I met my first vet friend

in 1974, and experienced the reality that I knew more about him in 5 minutes than I knew the other

strangers around me, ever. After that, I began to seek out other vets because they understood me and I

understood them.

Unlike many, I did continue to bring up the subject of Vietnam routinely at social gatherings until the early

1980's. Everything reminded me about the war, especially food. I had lived with the Vietnamese, and I

missed the food, believe it or not. The war was an exciting period in my life, and many many

interesting things happened that under most circumstances people would find interesting, though there was

rarely much social feedback.

Then one day, I mentioned the war at a large lunch affair with various business clients. I had said

something very interesting, I thought, and I was stunned by the silence that returned. I was so stunned, I

stopped mentioning the war for years.

I wasn't the only vet who stopped mentioning the war. Once, not that long ago, I was in another business

meeting with a group of about six men. Over sandwiches they started talking about their military

experiences. The guys who shared were not war vets, they had been in the service and were quick to

talk about flying in planes and assignments on ships and various stuff that all ex-GI's have in common. I

didn't say anything, and after all but one of the members had left the room, I pointed out to the last man

seated that he hadn't said anything either. Turns out he had been a platoon leader in Vietnam and had

34

learned the same social lesson I had learned. Case closed.

It was 1985 that changed the way I conducted myself. The Today Show celebrated the 10 year anniversary

of the fall of Saigon by broadcasting from downtown Saigon. Featured was a May Day Parade. I thought

that was about the most insensitive thing I had ever seen. The show was popular with the American

viewers, it got great ratings, and I was appalled.

I wrote my first of many "letters to the editor" after that. I just felt that the American people needed some

small insight from the perspective of a Vietnam Vet. Dumb stuff was being said every day, and I felt a need

to point out dumb stuff, and add something new.

Newspaper editors loved what I had to say, probably because at the time no one was mentioning Vietnam

at all in any meaningful way. I was called on the phone more than once by other vets, who wanted to thank

me for my "letters", and that fueled my need to write on. A mover and shaker in Stockton who wanted

to help raise money for the Vietnam Veterans Memorial in Sacramento enlisted my help in dealing with the

media, and I started to work with other vets on a major project that has given me life-long friendships.

I learned two important things from my experience with fund raising for the California Memorial: (1) Only

vets and their families cared about contributing money toward such a thing, and (2) some vets are very

intelligence thinkers.They are very successful in their careers, and they care a lot about honor and

the future.

I also met plenty of vets who are loved by the media. They are not the same vets. They wore military

jungle fatigues and boonie hats and phony metals and seemed to have a hard time taking a bath on a regular

basis. The media treated them as the only vets: the victim vets. And to this day, there are media people who

think all Vietnam Veterans wear boonie hats 24 hours a day,take drugs, sleep in the streets, and need help

just to shave.

It's important to remember, when discussing how veterans were treated after the war, that we as a nation

lost the war. That was a new experience for America. I know that I assumed we would win the war, on

some level, until I was half way through my own tour. I was raised to believe that winning wars was

something one took for granted in America.

When your side is the loser, how does one behave? Americans acted as though they wanted to blame the

soldiers, but couldn't. They adopted a comfortable mindset that somehow Vietnam Veterans were victims

of bad government decisions. The media picked that up, and a whole mythology was created. Hollywood

sold movies built around the theme, and even guys who were never in the military, but felt like victims,

started wearing jungle fatigues just for the whole natural feel of it.

As a result, our only heroes from the war are ex-POWs; the poster boy victims of a cruel enemy. National

law now requires that we fly the ex-POW flag on the same staff as the Stars and Stripes. I call it the "poor

me" flag. Sometimes I call it the "black rag".

I believe in honoring ex-POWs, but those who think about it will tell you that it is not good for anyone to

view themselves as a victim. It's unhealthy. And it is inaccurate in the case of all but a very few. When I

think about victims, I think of several Vietnamese families and soldiers I know who put all their chips

on America and lost big-time.

You asked about how vets were treated from different wars. On this subject, I would ask vets from those

wars. WWII vets were treated like heroes; Korea war vets were ignored. Gulf War vets were treated quite

well, as an over- reaction, I think, to how Vietnam Vets had been treated. But only those guys know for

sure.

35

8 Resource 4.4


Essay Prompt

Prompt: What does Bill Hunt mean by the quote, “The war after the war?” Use textual evidence to support

your answer.

Brainstorm some of the things he may mean here.

*

*

*

*

*

*

*

*

*

Use the Outline on the next page before you start to write your essay.

36

8 Resource 4.5


Expository Essay Outline

1. Introduction.

The first paragraph of your paper should introduce your topic to the readers. It should consist of such elements:

1. Hook: This is a sentence that should be placed at the beginning of the introduction with a purpose to attract your

readers’ attention to your essay. A hook might be a question or statement, interesting fact, or famous quote.

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

2. Background. Give a brief summary about the topic of your paper. You should understand that not all your

readers may know as much about the subject of your work as you, so this information will be very helpful for

them.

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

3. Thesis. At the end of your introduction paragraph, you should place your thesis statement, a sentence that

focuses on the main question of your research and determines the direction of your paper.

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

2. Body. This is a largest section of any paper. A body should consist of several paragraphs (minimum 3) that describe different

aspects of your topic.

Each paragraph should consist of such components:

First body Paragraph

A. Topic sentence. This is a sentence at the beginning of a paragraph that describes the main idea of what you’re

going to tell in this paragraph. __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

B. Facts and Evidence. Here you should present some factual information that supports your thesis. To find

necessary evidence, you should do an investigation before you start writing. __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

C. Your Commentary. Comment and explain your evidence for your readers to understand it clearly.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

37

D. Transition. This is a sentence at the end of a paragraph that logically leads to the subtopic that will be discussed

in the following paragraph.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

***Repeat steps A-D for your second and third body paragraphs.

E. Outline a Conclusion.

A good concluding paragraph is very important. It helps you leave a lasting impression on your readers. Structure your

conclusion like this:

A. Summary: Restate your thesis and topic sentences to summarize your main points. __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

B. Discussion: Discuss the significance of your topic and the importance of your own study. __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

C. Proposition: Reveal the questions that you couldn’t answer with your essay and propose your readers to

conduct their own investigations to research these issues. __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

38

8 Resource 4.6

Informative-Explanatory Essay Writing Rubric

Score 4 3 2 1

Pu

rpo

se, F

ocu

s, a

nd

Org

an

iza

tio

n

The response is fully sustained

and consistently focused within

the purpose, audience, and task;

and it has a clear controlling idea

and effective organizational

structure creating coherence and

completeness. The response

includes most of the following:

• Strongly maintained

controlling idea with little or

no loosely related material

• Skillful use of a variety of

transitional strategies to

clarify the relationships

between and among ideas.

• Logical progression of ideas

from beginning to end with a

satisfying introduction and

conclusion

• Appropriate style and

objective tone established

and maintained

The response is adequately

sustained and generally focused

within the purpose, audience, and

task; and it has a clear controlling

idea and evident organizational

structure with a sense of

completeness. The response


• Maintained controlling idea,

though some loosely related

material may be present

• Adequate use of a variety of

transitional strategies to

clarify the relationships

between and among ideas

• Adequate progression of

ideas from beginning to end

with a sufficient introduction

and conclusion

• Appropriate style and

objective tone established

The response is somewhat

sustained within the purpose,

audience, and task but may

include loosely related or

extraneous material; and it may

have a controlling idea with an

inconsistent organizational

structure. The response may

include the following:

• Focused controlling idea but

insufficiently sustained or

unclear

• Inconsistent use of

transitional strategies with

little variety

• Uneven progression of ideas

from beginning to end with

an inadequate introduction or

conclusion

The response is related to the

topic but may demonstrate little

or no awareness of the purpose,

audience, and task; and it may

have little or no controlling idea

or discernible organizational

structure. The response may


• Confusing or ambiguous

ideas

• Few or no transitional

strategies

• Frequent extraneous ideas

that impede understanding

• Too brief to demonstrate

knowledge of focus or

organization

39

Score 4 3 2 1

Ev

iden

ce a

nd

Ela

bora

tio

n

The response provides thorough

and convincing support, citing

evidence for the controlling idea

or main idea that includes the

effective use of sources, facts,

and details. The response


• Smoothly integrated,

thorough, and relevant

evidence, including precise

references to sources

Effective use of a variety of

elaborative techniques

(including but not limited to

definitions, quotations, and

examples), demonstrating an

understanding of the topic

and text

• Clear and effective

expression of ideas, using

precise language

• Academic and domain-

specific vocabulary clearly

appropriate for the audience

and purpose

• Varied sentence structure,

demonstrating language

facility

The response provides adequate

support, citing evidence for the

controlling idea or main idea that

includes the use of sources, facts,

and details. The response


• Generally integrated and

relevant evidence from

sources, though references

may be general or imprecise

Adequate use of some

elaborative techniques

• Adequate expression of ideas,

employing a mix of precise

and general language

• Domain-specific vocabulary

generally appropriate for the

audience and purpose

• Some variation in sentence

structure

The response provides uneven,

cursory support/evidence for the

controlling idea or main idea that

includes partial use of sources,

facts, and details. The response

may include the following:

• Weakly integrated evidence

from sources; erratic or

irrelevant references or

citations

• Repetitive or ineffective use

of elaborative techniques

• Imprecise or simplistic

expression of ideas

• Some use of inappropriate

domains specific vocabulary

• Most sentences limited to

simple constructions

The response provides minimal

support/evidence for the

controlling idea or main idea,

including little if any use of

sources, facts, and details. The

response may include the

following:

• Minimal, absent, erroneous,

or irrelevant evidence or

citations from the source

material

• Expression of ideas that is

vague, unclear, or confusing

• Limited and often

inappropriate language or

domain- specific vocabulary

• Sentences limited to simple

constructions

Score 4 3 2 1

Con

ven

tio

ns

The response demonstrates an

adequate command of basic

conventions. The response may


• Some minor errors in usage

but no patterns of errors

• Adequate use of punctuation,

capitalization, sentence

formation, and spelling

The response demonstrates a

partial command of basic

conventions. The response may


• Various errors in usage

• Inconsistent use of correct

punctuation, capitalization,

sentence formation, and

spelling

The response demonstrates a lack

of command of conventions, with

frequent and severe errors often

obscuring meaning.

The response demonstrates a lack

of command of conventions, with

many frequent and severe errors

often obscuring thought and

meaning.

40

8 Resource 5.1


Theme

A Theme is the central idea or message in a story. Themes are usually expressed as generalizations about life. Universal themes are lessons or ideas

that apply to different cultures, places and time periods.

Directions: Reread page 1009. Write down key statements and phrases that could be clues to the theme.

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

A theme is a message about life or human nature that a literary work communicates. Often a story’s theme is not directly stated but must be inferred

from details, characters, and events. Key phrases, repeated words or ideas, and lessons learned by the main character can give clues to theme. Use the

chart below to help you gather information about the theme of “Stop the Sun.” An example is provided.

Name Key Statements or Phrases What does the character mean by

this? What does the Main Character Learn

Example

“The other dead people,he’d said, as

if he were dead as well. Couldn’t stop

the morning.” Pg. 1013

Terry feels confused and

embarrassed by his father.

Terry keeps trying to find out, to

understand.

• Sometimes you have to keep going even if you

don’t want to.

• He’ll never really understand what it was like

for his father.

• Just trying to understand helps.

41

42

Write a theme statement based on the clues you have gathered in your chart. Remember to state the theme as a

broad generalization about human nature.

Summary

In 3-4 complete paragraphs use your noes above to Summarize the theme in your own words using textual evidence for support.

Include the following in your answer:

What problem does the son face in Stop the Sun?

What attitude does the main character’s father take when his son tries to help him?

How does the son feel toward his father by the end of the story?

Explain what his responses reveal about Jason’s character

43

8 Resource 6.1


Characterization

Characterization is the way an author develops characters in a story. Sometimes authors use

direct characterization, where they directly tell the reader what a character is like. Other

times they use indirect characterization, where they give the reader hints or clues about a

character through the way the character acts in different situations.

Directions: Complete the following graphic organizer by recording examples from the text and

then record what can be inferred about the character based on the example.

Characterization

method

Example from text What can be inferred from the

example?

Character’s

actions

Character’s

appearance

Character’s

conflicts

Character’s

responses

44

8 Resource 6.2


Characterization through Dialogue

With your group member, you are to only focus on characterization through dialogue.

Directions: Reread the dialogue on pages 1013-1014 that reveal the characters of Terry and his father.

.

Characterization

Question

Response Text Evidence to support your

answer. What can you tell

about these two

characters from the

dialogue?

Explain why Terry’s

father doesn’t want to

share his Vietnam

experience.

Does Terry’s character

remain the same or

change from beginning

to end

How does

characterization,

flashback, plot, and/or

setting contribute to

the development of the

author’s message

(theme) in this story?

45

8 Resource 6.3


Quote Examination

Directions: examine the quote from the beginning of the lesson, “The beginning of knowledge is the

discovery of something we do not understand.” ~ Frank Herbert

1. Restate the author’s message in your own words without using any key words from the original quote.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

_________________________________________________________________________________

2. Discuss your response with your group members and add to your explanation based on

your discussion.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Journal Response

Independently, write a three-four paragraph response to explain why the quote is important. What do

you think it means? How does this quote relate to the theme and the author’s use of story elements to

develop it throughout the text? How is the theme applicable to your own life? Be specific.

46

8 Resource 7.1


Directions: Answer the following questions in complete sentences. Be sure to proofread your answers and be

prepared to share.

1. What does Terry’s father periodically do that bothers Terry? What is the cause?

2. Why do you suppose Terry’s mother does not let him ask his father about the war?

3. What does Terry do to try to find out about the war? What does this say about his character?

4. What happens at the mall?

5. How does Terry’s father respond when Terry asks him about Vietnam? What can you infer about the

experience?

6. Where did Terry’s father hide during the attack?

7. Why couldn’t Terry’s father yell?

8. What does it mean that Terry’s father was trying to stop the Sun?

9. What does Terry realize in the end?

Group Discussion Questions

In your groups, discuss the 3 questions below and come up with the answer together.

1. How do Terry’s feelings for his father change throughout the story?

2. How might knowing about a family member’s past affect how others feel about the person?

3. What have you learned about the ways world events can affect ordinary families?

47

8 Resource 7.2


Close read Dear America a letter from a Soldier in Vietnam.

As you read the letter from George create a summary statement using the “Somebody, Wanted, But, So”

format to describe how George’s character has changed since being involved in the war.

Somebody

(character)

Wanted

(goal)

But

(conflict)

So

(resolution)

1. List some adjectives to describe his character before he went to war in comparison to the time the letter was

written. How does he describe himself before the war? How does he describe himself after seeing the war first

hand?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

48

8 Resource 7.3


49

50

51

8 Resource 7.4


Compare and Contrast Venn Diagram

Dear America and Stop the Sun 1. How are Dear America and Stop the Sun similar stories?

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

2. How are Dear America and Stop the Sun different stories?

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

52

8 Resource 7.5


Directions: Use your notes from the Venn Diagram and complete the outline below before you begin writing

the first draft of your compare and contrast essay.

Writing Prompt

The characters in Dear America and Stop the Sun, have faced many life experiences that require them

to be courageous. Type a 4 paragraph response that describe the situations they each experienced and

how each character had to be courageous?

Outline

Paragraph 1: Introduction to how both characters had to be courageous

Hook: To introduce your main topic, you ideally want to start with a hook sentence and then detail the specifics

of the topic itself.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Identify: Who or what you’re comparing and contrasting.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Thesis: Express the specific aspects you’re comparing and contrasting. This provides a clear idea of where your

essay is going.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Paragraph 2 Body: How were the characters’ experiences similar?


going to tell in this paragraph.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

B. Facts and Evidence. Detail #1 how their experiences are similar. Here you should present some factual

information that supports your thesis.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

C. Facts and Evidence. Detail #2 how their experiences are similar. Here you should present some factual


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

53

Paragraph 3 Body: How were the characters’ experiences different?


going to tell in this paragraph.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Facts and Evidence. Detail #1 how their experiences are different. Here you should present some factual


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

B.

Facts and Evidence. Detail #2 how their experiences are different. Here you should present some factual


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Paragraph 4: Closure on “courage in life”

A. Summary: Restate your thesis and topic sentences to summarize your main points.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

B. Discussion: Discuss the significance of your topic and the importance.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

54

8 Resource 7.6


Compare Contrast Rubric

Category 4 3 2 1

Purpose &

Supporting

Details

The paper compares

and contrasts items

clearly. The paper

points to specific

examples to

illustrate the

comparison. The

paper includes only

the information

relevant to the

comparison.

The paper compares

and contrasts items

clearly, but the

supporting

information is

general. The paper

includes only the

information

relevant to the

comparison

The paper compares

and contrasts items

clearly, but the

supporting

information is

incomplete. The

paper may include

information that is

not relevant to the

comparison.

The paper compares

or contrasts, but

does not include

both. There is no

supporting

information or

support is

incomplete.

Organization

& Structure

The paper breaks

the information into

whole to-whole,

similarities - to-

differences, or

pointby-point

structure. It follows

a consistent order

when discussing the

comparison.

The paper breaks


wholeto-whole,

similarities - to-

differences, or

pointby-point

structure but does

not follow a

consistent order

when discussing the

comparison.

The paper breaks


wholeto-whole,

similarities - to-

differences, or

pointby-point

structure, but some

information is in the

wrong section.

Some details are not

in a logical or

expected order, and

this distracts the

reader

Many details are

not in a logical or

expected order.

There is little sense

that the writing is

organized.

Transitions The paper moves

smoothly from one

idea to the next.

The paper uses

comparison and

contrast transition

words to show

relationships

between ideas. The

paper uses a variety

of sentence

structures and

transitions.

The paper moves

from one idea to the

next, but there is little

variety. The paper

uses comparison and

contrast transition

words to show

relationships between

ideas.

Some transitions

work well; but

connections

between other ideas

are fuzzy.

The transitions

between ideas are

unclear or

nonexistent.

Grammar &

Spelling

(Conventions)

Writer makes no

errors in grammar

or spelling that

distract the reader

from the content.

Writer makes 1-2

errors in grammar or

spelling that distract

the reader from the

content.

Writer makes 3-4

errors in grammar

or spelling that

distract the reader

from the content.

Writer makes more

than 4 errors in

grammar or spelling

that distract the

reader from the

content.

55

8 Resource 8.1 A


Legacies

BY NIKKI GIOVANNI

her grandmother called her from the playground

“yes, ma’am”

“i want chu to learn how to make rolls” said the old

woman proudly

but the little girl didn’t want

to learn how because she knew

even if she couldn’t say it that

that would mean when the old one died she would be less

dependent on her spirit so

she said

“i don’t want to know how to make no rolls”

with her lips poked out

and the old woman wiped her hands on

her apron saying “lord

these children”

and neither of them ever

said what they meant

and i guess nobody ever does

Textual Evidence Questions:

What is the author’s Purpose in this poem?

This poem has a narrator and 2 characters. Cite the different opinion of the 3 different characters.

Why did the grandmother want her granddaughter to learn how to make rolls?

56

8 Resource 8.1 B


THE DRUM

BY NIKKI GIOVANNI

daddy says the world is

a drum tight and hard

and i told him

i’m gonna beat

out my own rhythm


What is the author’s purpose in this poem?

What does daddy mean, “the world is a drum tight and hard?”

“I’m gonna beat out my own rhythm.” What does the author mean? How are you going to beat out your

own rhythm?

57

8 Resource 8.1 c


Choices

Nikki Giovanni

Autoplay next video

If i can't do

what i want to do

then my job is to not

do what i don't want

to do

It's not the same thing

but it's the best i can

do

If i can't have

what i want... then

my job is to want

what i've got

and be satisfied

that at least there

is something more to want

Since i can't go

where i need

to go... then i must... go

where the signs point

though always understanding

parallel movement

isn't lateral

When i can't express

what i really feel

i practice feeling

what i can express

and none of it is equal

I know

but that's why mankind

alone among the animals

learns to cry


What is the author’s purpose in this poem?

Why do you think so?

Decisions are made by making choices that affect your life. After reading the poem what can you infer about the

speakers life?

Lyrical poetry often expresses the speaker’s feelings. How do you think the speaker in this poem feels about her

life?

58

8 Resource 8.1 D


A Journey

Nikki Giovanni, 1943

It’s a journey . . . that I propose . . . I am not the guide . . .

nor technical assistant . . . I will be your fellow passenger . . .

Though the rail has been ridden . . . winter clouds cover . . .

autumn’s exuberant quilt . . . we must provide our own guide-posts . . .

I have heard . . . from previous visitors . . . the road washes out sometimes . . .

and passengers are compelled . . .

to continue groping . . . or turn back . . . I am not afraid . . .

I am not afraid . . . of rough spots . . . or lonely times . . . I don’t fear . . .

the success of this endeavor . . . I am Ra . . . in a space . . .

not to be discovered . . . but invented . . .

I promise you nothing . . . I accept your promise . . . of the same

we are simply riding . . . a wave . . . that may carry . . . or crash . . .

It’s a journey . . . and I want . . . to go . . .


How does the form of the poem help convey the ideas of this poem?

Is the journey described in the poem going to be easy or difficult?

What do you think the journey might symbolize?

59

8 Resource 8.1 E


Knoxville, Tennessee

Nikki Giovanni, 1943

I always like summer

best

you can eat fresh corn

from daddy’s garden

and okra

and greens

and cabbage

and lots of

barbecue

and buttermilk

and homemade ice-cream

at the church picnic

and listen to

gospel music

outside

at the church

homecoming

and go to the mountains with

your grandmother

and go barefooted

and be warm

all the time

not only when you go to bed

and sleep


Explain why Giovanni used such short lines and broke up certain phrases.

Poetic Elements: Look for the vivid imagery in the poem. Describe the mental images that the text

descriptions evoke by identifying descriptive words and linking these to the appropriate senses.

Examine the poem “Knoxville, Tennessee” in terms of author’s style. How is this poem similar to

“Journey”? How is it different?

KWL Chart - MS. GEORGOPOULOS · KWL Chart Before you begin your research, list details in the first two columns. Fill in the last column after completing your research. K ... Student

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