Reading Response Journals Mrs. Terry Language Arts.

Reading Response Journals

Mrs. TerryLanguage Arts

Reading Texts and Materials

7th Grade • “Seventh Grade” by Gary

Soto• Poetry collection websites• Various picture books• Song lyrics• The Twilight Zone on

Hulu.com

8th Grade• “The Story of an Hour” by

Kate Chopin• “All the Years of Her Life”

by Morley Callaghan• Poetry collection websites• Various picture books• Song lyrics• The Twilight Zone on

Hulu.com

Lesson 1 Objective

• By the end of the lesson, each student will be able to connect information and events in the story to their own experiences in a response journal entry that will be evaluated using a standards-based rubric.

• AZ State Standard: Reading 1.6.5 and 1.6.7

Lesson 1 Materials

7th Grade• “Seventh Grade” by Gary

Soto• Reading Response Journal

and Standards-Based rubric handouts

• Composition Books

8th Grade• “The Story of an Hour” by

Kate Chopin• Dialectic Journal and

Standards-Based Rubric handouts


http://old.sandi.net/depts/literacy/diagnostic_assessments/7.pdf

http://www.vcu.edu/engweb/webtexts/hour/

7th Grade, Lesson 1 OpenerRespond to one of the following prompts in your composition book:

• Option 1: Think back to your first day of seventh grade. How did you feel? What did you think? What happened? How have you changed since then?

• Option 2: Have you ever done anything to impress a boy or a girl you liked? What did you do? Did it work?

• Option 3: Write about a time you felt embarrassed. What happened and how did you get over it?

8th Grade Lesson 1 OpenerRespond to the following prompt in your composition book:

• Have you ever felt like your parents, teachers, society, etc. limit your choices? Do you feel like you should be given more freedom and respect? Or do you feel like you are treated appropriately for your age and maturity level? Should our society change the way we perceive and treat teenagers? Why or why not? Can you think of any specific examples from your personal experience to support your ideas?

Lesson 1 Instructional Content

• Discuss opening activity• Read the story• During reading: point out areas that students

may relate to/connect with.• Ask questions to help students make

connections.• Post reading: model journaling process

(examples on the following slides)

7th Grade Journal Example 1.6.5

Text“In homeroom, roll was taken, emergency cards were passed out, and they were given a bulletin to take home to their parents. The principal, Mr. Belton, spoke over the crackling loudspeaker, welcoming the students to a new year, new experiences, and new friendships. The students squirmed in their chairs and ignored him” (Soto, 12).Standard 1.6.5

ResponseI chose this passage because Victor’s homeroom experience reminds me of the first day of school this year. Even though Victor is describing it from a student’s perspective, I can relate to the chaos and the excitement of the first day of school, even as a teacher. My students often wiggle and squirm in their seats and ignore me when I’m talking. I don’t take it personally; I know that they are just nervous and excited.


Text“There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers…” (Chopin, 2)Standard 1.6.5

ResponseI connect to this story because as a teenager, I too often feel restricted by my parents and society. Mrs. Mallard is repressed by her husband and the expectations for women at this time. She is forced to stay at home to fulfill her domestic duties. She is essentially living the way someone else wants her to live. Even though I know that it is usually in my best interest, I sometimes feel repressed by the expectations and limits imposed on me.

Lesson 2 Objective

• By the end of the lesson, each student will be able to describe a character from the story in their reading response journals based on the thoughts, words and actions of the character, the narrator’s description of the character, and the thoughts, words and actions of other characters in the story. Responses will be evaluated using a standards-based rubric.


Lesson 2 Materials

7th Grade• “Seventh Grade” by Gary

Soto• Reading Response Journal

and Standards-Based rubric handouts


8th Grade• “All the Years of Her Life”

by Morley Callaghan• Dialectic Journal and

Standards-Based Rubric handouts


http://old.sandi.net/depts/literacy/diagnostic_assessments/7.pdf

http://schools.shorelineschools.org/shorewood/sw_tech/All%20the%20Years%20of%20Her%20Life_1.pdf

Lesson 2 Opener

• Answer the following question in your composition book:

• After reading the story, what are 10 things you can tell me about the protagonist? Go beyond physical description and tell me about the character’s personality, thoughts, feelings, etc.

Opening Activity

• Get out your character bubble map for Victor• Choose three of your descriptive adjectives• Find a quote from the story to support each of

the three adjectives that you chose.• Write them next to or below your bubble

map.• If you know the difference, label each quote

either “direct” or “indirect” characterization.


• Discuss opener, asking students to find evidence from the story to support their claims about the character.

• Go over characterization notes in the slides that follow.

• Discuss whether the textual evidence that they found to support their claims was direct or indirect.

• Discuss whether they believe the character is dynamic or static.

• Model the journaling process.

Lesson 2 Characterization

• Characterization is the process by which the writer reveals the personality of a character. Characterization is revealed through direct characterization and indirect characterization.

Types of Characterization

Direct Characterization tells the audience what the personality of the character is. Example: “The patient boy and quiet girl were both well mannered and did not disobey their mother.” Explanation: The author is directly telling the audience the personality of these two children. The boy is “patient” and the girl is “quiet.”

Indirect Characterization shows things that reveal the personality of a character in the following ways:

• The things they say• The things they do• Through their thoughts• How they look• The way other characters react

to them

Types of Characters

Characters experience varying amounts of change over the course of a story. • Static characters that do not experience basic character changes during the course of the story. • Dynamic characters that experience changes throughout the plot of a story. Although the change may be sudden, it is expected based on the story’s events. A story’s characters fall within a range—from very static characters that experience no change to very dynamic characters that undergo one or more major changes.


Text“Great rosebushes of red bloomed on Victor’s cheeks. A river of nervous sweat ran down his palms. He felt awful. Teresa sat a few desks away, no doubt thinking he was a fool. Without looking at Mr. Bueller, Victor mumbled, “Frenchie oh wewe gee in September” (Soto, 17)Standard 2.1.3

ResponseThis is an example of indirect char. The first thing this passage tells us about Victor is that he obviously doesn’t know French. It also shows that he gets nervous very easily, especially around Teresa, the girl he has a crush on. In this scene, Victor is trying to impress Teresa by pretending to be something he’s not. This shows us that he is willing to risk embarrassment to get her attention. This behavior seems pretty normal for a teenaged boy with his first crush.


Text“When she reached out and lifted the kettle to pour hot water in her cup, her hand trembled and the water splashed on the stove. Leaning back in the chair, she sighed and lifted the cup to her lips” (Callaghan, 3).Standard 2.1.3

ResponseThis passage shows that Mrs. Higgins has been aged by caring for her children and dealing with their problems. When she leans back in her chair and sighs, she is thinking about all of the times that she has had to help her children and be strong for them. Even though she acted so calm and confident in the drug store, when she is alone here and her hand trembles, it shows that she is actually very worried and anxious about her son’s future.

Lesson 3 Objective

• By the end of the lesson, each student will be able to identify the point of view of the story and analyze this perspective in a reading response journal entry that will be evaluated using a standards-based rubric.


Types of Point of View Objective Point of ViewWith the objective point of view, the writer tells what happens without stating more than can be inferred from the story's action and dialogue. The narrator never discloses anything about what the characters think or feel, remaining a detached observer.Third Person Point of ViewHere the narrator does not participate in the action of the story as one of the characters, but lets us know exactly how the characters feel. We learn about the characters through this outside voice.First Person Point of ViewIn the first person point of view, the narrator does participate in the action of the story. When reading stories in the first person, we need to realize that what the narrator is recounting might not be the objective truth. We should question the trustworthiness of the accounting.Omniscient and Limited Omniscient Points of ViewA narrator who knows everything about all the characters is all knowing, or omniscient.A narrator whose knowledge is limited to one character, either major or minor, has a limited omniscient point of view.As you read a piece of fiction think about these things:How does the point of view affect your responses to the characters? How is your response influenced by how much the narrator knows and how objective he or she is? First person narrators are not always trustworthy. It is up to you to determine what is the truth and what is not.


Text“While Sam Carr smiled and stroked the side of his face very delicately with the tips of his fingers, Alfred began to feel that familiar terror growing in him that had been in him every time he had got into such trouble” (Callaghan, 1).Standard 2.1.4

ResponseThis passage demonstrates the third-person limited point of view that is used in the story. The story is told by an outside narrator who knows only the thoughts and feelings of Alfred. We only learn about Sam Carr and Mrs. Higgins through their actions (as shown here in the text), the things they say, and the thoughts that Alfred has about them. They are developed indirectly, while Alfred’s character is developed both indirectly and directly (shown here). This method is effective because it allows us to see and understand Alfred’s epiphany about his mother and his childhood.


Text“Oh please, don’t say anything, Victor pleadedwith his eyes. I’ll wash your car, mow yourlawn, walk your dog--anything! I'll beYour best student, and I’ll clean yourerasers after school. Mr. Buellershuffled through the papers on hisdesk, He smiled and hummed as hesat down to work. He rememberedhis college years when he dated agirlfriend in borrowed cars. She thought he was rich because each time hepicked her up he had a different car. It wasfun until he had spent all his money on herand had to write home to his parents becausehe was broke” (Soto, 7). Standard 2.1.4

ResponseThis passage demonstrates the third-person omniscient point of view of the story. The narrator knows the thoughts and feelings of Victor, who is worried that Mr. Bueller will say something in front of Teresa about his terrible attempt at pretending to know French. We also know the feelings of Mr. Bueller, who is sympathetic to what Victor is going through. This point of view is effective because even though the focus of the story is Victor, this scene also tells us a lot about Mr. Bueller. The reader, and Victor discover that he is a pretty good guy who understands what his students are going through. So while 7th grade can seem so scary, Victor learns that it isn’t all bad.

Lesson 4 Objective

• By the end of the lesson, each student will be able to identify and explain various examples of figurative language in their reading response journals. Responses will be evaluated using a standards-based rubric.

• AZ State Standard: Reading 1.4.4

Figurative Language Scavenger Hunt

Go to the following website: http://www.dowlingcentral.com/MrsD/area/literature/LitTerms.html

Read and review the definitions and examples for the following terms. Then take the quiz at the bottom of each page.

alliteration, allusion, assonance, hyperbole, imageryirony, metaphor, onomatopoeia, personificationsimile

http://www.dowlingcentral.com/MrsD/area/literature/LitTerms.html

http://www.dowlingcentral.com/MrsD/area/literature/LitTerms.html

Scavenger Hunt, continued…

Peruse poetry websites and read several poems.

As you read the poems, look for examples of the types of figurative language listed in the previous slide.

You will need to find at least five examples. Write these examples in your composition book.

List the five examples that you have found in response-journal format. See the example on the following slide.

Please remember that in your journals, you must find examples from your independent reading book.

Journal Example 1.4.4

Text “Hold fast to dreams, for if dreams die, life is a broken-winged bird

that cannot fly.”(From “Dreams” by Langston Hughes)

ResponseThis is a metaphor, comparing a dream that has been forgotten to a bird with a broken wing. Just as the bird with the broken wing cannot fly, a person without a dream to believe in and work toward cannot rise above life’s challenges.

Homework:

• Using the examples you have been shown, Write your own journal entries for the book that you are reading independently.

• Journal Due Dates:Hours 3,5,6- September 27Hours 2,4- October 8You are welcome to turn in your journals early so that you have time to revise before the end of the quarter.

Lesson 4 Check for Understanding

• Please get out your figurative language examples from the computer lab. Choose one example to share with the class.

• Bonus (candy), share one of the figurative language examples that you wrote in response to a work of art. Be prepared to tell us the name of the painting and describe the picture you chose.

Lesson 5 Opener• Read the picture book that is on your table as a

group. As you read, think about conflict.• When you are finished, discuss the conflicts in the

story with your group.• Select someone to write down the title of the book

and list all of the conflicts that you found. This can be done in your comp. book.

• In addition, find passages from the text that demonstrate this conflict.

• Be prepared to share.

Lesson 5 Instructional ContentTypes of Conflict

Internal• A struggle that takes place in a

character's mind is called internal conflict. For example, a character may have to decide between right and wrong or between two solutions to a problem. Sometimes, a character must deal with his or her own mixed feelings or emotions.

• Person vs. Self

External• A struggle between a character and an

outside force is an external conflict. Characters may face several types of outside forces. The outside force may be another character. It may be the character and the community. The outside force may also be forces of nature. For example, a story might be the main character struggling against the arctic cold.

• Person vs. Person• Person vs. Nature• Person vs. Society• Person vs. _______

Text for Plot

“He smiled back and said, “Yeah, that’s me.” His brown face blushed. Why hadn’t he said “Hi, Teresa,” or “How was your summer?” or something nice?” (Soto 13).

Response for Plot

This passage demonstrates an internal conflict. Victor reacts to Teresa’s friendly salutation with an awkward and nervous response. He immediately blushes with embarrassment and gets angry with himself for saying something so lame. This incident, and many other embarrassing moments in the story contribute to Victor’s lack of confidence and negative perception of 7th grade.

This conflict is resolved at the end of the story when Teresa asks him to help her with her French. Victor realizes that even though he felt humiliated and frustrated, Teresa either hadn’t noticed, cared, or perhaps thought it was flattering. Regardless, she seems to like Victor for who he is. Through Victor’s experiences, we learn that it is human nature to sometimes do and say things that are awkward or embarrassing, but it is how we respond to these situations that can help us develop self-confidence and the ability to laugh at ourselves.


Text• “But now she really had me

thinking about it. I began to wonder: suppose I won’t like sleeping without my teddy bear. Suppose I just hate sleeping without my teddy bear. Should I take him?”(from “Ira Sleeps Over” by Bernard Waber).

Response• This passage demonstrates an

internal conflict (person vs. self)as Ira tries to decide whether or not he will be able to survive his first sleep over without his teddy bear. Ira eventually decides to go without his bear, but after being scared and finding out that his friend also has a bear, he goes home to get him. Ira learns that he is not alone and that he shouldn’t worry so much about what other people think.


Text• “We’ve got to get out of

here, he croaked… Take us back, take us back! Eddie quacked. I don’t want to be a bird! I’d rather mop floors!” (from “Hey, Al” by Arthur Yorkins and Richard Egielski).

Response• This passage demonstrates

the conflict person vs. society because Eddie and Al don’t want to be birds, and to be a part of the paradise society, they have to be birds. They eventually decide that they would rather be themselves than change who they are to fit into society. Even if it means losing paradise.


Text• “Now Henry had had his fill, that

night he grumbled never will, live like the rest of them neat and the same, I am sorry I came” (from “Old Henry” by Joan W. Blos).

Example• This passage is an example of a

person vs. society conflict. Henry’s neighbors want him to keep his yard as neat and clean as theirs, but Henry doesn’t like his yard that way. To try to solve his problem, Henry moves away, but he misses his home and his neighbors, so he decides to compromise and conform to his neighbors’ expectations.

Lesson 6 Objective

• By the end of the lesson, each student will be able to draw conclusions and make inferences in their reading response journals that will help them interpret text. Responses will be evaluated using a standards-based rubric.


Lesson 6 Opener

• Answer the following questions in your composition book, be ready to discuss:1. What does it mean to infer?2. What is an inference?3. What is foreshadowing?4. What is suspense?5. How does a writer create suspense?

Lesson 6 Instructional Content1. To infer (verb) is to draw a conclusion or make a logical judgment on the basis of textual evidence. 2. an inference (noun) is that conclusion or judgment.3. Foreshadowing is when an author provides clues for the reader to help them predict (or infer) what might occur later on in the story.4. Suspense is a feeling of uncertainty and anxiety about the outcome of events in a story.5. Writers create suspense in a number of ways: through their description of setting, foreshadowing, their choice of narrator (POV), their characterization, and the way they develop the plot of the story.

Lesson 6 Guided Practice

• Students will view “The Waxworks,” an episode in the television series Alfred Hitchcock Presents.

• The teacher will pause the show at various times in the movie to ask students the questions on the following slides.

• After the show, we will discuss the questions and complete a sample reading-response journal entry for standard 1.6.7.

Please answer in your comp. book:

1. Describe the setting of this scene in one or two complete sentences. 2. How does this setting make you feel? In other words, how does the setting affect the mood of the story?3. List one example of foreshadowing that you have seen so far in the show. 4. What do you infer will happen next?

“Eye of the Beholder” Strategies

Text“Miss Janet Tyler, who lives in a very private world of darkness, a universe whose dimensions are the size, thickness, length of a swath of bandages that cover her face” (Twilight Zone).

Response• This quote foreshadows Janet’s

future life of isolation and seclusion from the mainstream society. It also indicates that her future, just like her outlook from within her bandages, is very dark and bleak. The author also uses the bandages metaphorically to suggest that this society has limited their perception of beauty to conform to unattainable standards.

“Eye of the Beholder” Theme

Text• Janet Tyler: Mr. Smith?

Walter Smith: Yes? Janet Tyler: Why do we have to look like this? Walter Smith: I don't know, Miss Tyler, I really don't know. But you know something? it doesn't matter. There's an old saying, a very, very old saying: "Beauty is in the eye of the beholder". When we leave here, when we go to the village, try to think of that, Miss Tyler. Say it over and over to yourself. "Beauty is in the eye of the beholder".

Response• See next slide

http://www.imdb.com/name/nm0235031/




Response• This society’s perception of beauty is very different from ours. When

Janet asks Walter why they look the way they do, she shows that she has been the victim of intense discrimination based on her appearance. The fact that they must live in a village with “their own kind,” further emphasizes this discrimination. In this story, the author suggests that beauty is a subjective and culturally defined concept, and that there is no absolute definition. When the doctor risks his job, freedom and reputation to question the norms of his society, and acknowledges that Janet’s true beauty comes from within, the author is sending us the message that beauty is only skin deep and it is overrated in our own society.


Text“This is the young man that you had an encounter with a little while ago. His name is Bourdette, or was…this fellow was executed this morning and so obliged us in the nick of time. He was a barber by day, and a murderer by night, and always with a razor. (from Alfred Hitchcock Presents “The Waxwork”).

ResponseI believe that this passage may be an example of foreshadowing. From this passage, I infer that the statue of Bourdette will be a part of the story later. Perhaps his figure will come alive and murder Mr. Houston with a razor.


Text• “He had extraordinary eyes,

a point which was not lost on the jury. According to the evidence at the trial, he was said to hypnotize his victims [eyes move]” (from Alfred Hitchcock Presents “The Waxwork”).

Response• This passage is an example

of foreshadowing. Bourdette was known to mesmerize his victims with his eyes. Later in the story, the reader is made to believe that Bourdette hypnotized Mr. Houston, but we later learn that he was really just a victim of his own overactive imagination.

Lesson 7 Objective

• By the end of the lesson, each student will be able to analyze the relevance of setting to the mood and tone of the novel they are reading in their reading response journals. Responses will be evaluated using a standards-based rubric.


Lesson 7 Opener

• How does setting affect the mood of the story?

• Fill in the blanks on the following slides with setting details (time, place, description) that you would expect to find for the given genres (types, styles) of fiction.

Instructions:Fill in the blanks with setting details (time, place, description) that you would expect to find for the given genres (types, styles) of fiction.


Setting: In fiction, setting includes the time, location, and everything in which a story takes place, and initiates the main backdrop and mood for a story.

Consider the setting of the murderers den in “The Waxwork” (look at what you wrote yesterday for question #2).

How does this setting make you feel? In other words, how does the setting affect the mood and tone of the story?


• The 7th & 8th grade standard for setting states:“The student will analyze the relevance of the setting to the mood and tone of the text.”

• This is a very challenging standard that involves high-level thinking!

• In order to do this, you must be able to recognize the difference between mood and tone.

Mood vs. Tone

• The author’s tone sets the reader’s mood.• Mood: the feeling created in the reader, evoked

through the language of the text.• Tone: the attitude the writer takes toward the

subject, the characters, or the audience.• The 7th & 8th grade standard for setting states:

“The student will analyze the relevance of the setting to the mood and tone of the text.”This is a very challenging standard that involves high-level thinking!

Calm Cheerful Chilling Comical DarkDepressing Dismal Eerie Fanciful Foreboding

Gloomy Grim Grotesque Heart-breaking Heartrending

Holy Hopeful Horrific Intense Joyful

Light Lighthearted Melancholic Morbid Mournful

Mysterious Ominous Optimistic Pessimistic Powerful

Romantic Sad Sinister Soothing Sorrowful

Spiritual Spooky Terrifying Threatening Tranquil

Whimsical

Mood is the feeling created in the reader, evoked through the language of the text :

affectionate aggravated aloof amused angry

apathetic appreciative approving arrogant bitter

calm celebratory condescending contemplative critical

cynical dark dejected depressed desperatedespondent didactic disappointed disapproving disgusted

disinterested distant droll earnest ecstatic

emphatic encouraging enthusiastic excited facetious

formal happy haughty hurt informalintense ironic joyful lackadaisical languid

light-hearted melancholy melodramatic nervous neutral

nonchalant optimistic paranoid passive patronizing

pessimistic plaintive playful pleading proud

romantic sad sarcastic scornful serioussincere somber soothing superficial suspicious

sympathetic uninterested whimsical wistful wry

TONE describes the author’s attitude toward his/her subject.The attitude may be stated in so many words or implied. Diction is a key to tone. Tones can be (among other things):

Mood vs. Tone Example

• Charlie surveyed the classroom of dolts, congratulating himself for snatching the higher test grade, the smug smirk on his face growing brighter and brighter as he confirmed the inferiority of his peers."

• The character Charlie's MOOD is: gleeful superiority

• The author's TONE is: exaggerated, somewhat cynical

Applying this to your Reading

• Select a section of your book that describes the setting.

• How does this setting make you feel?• How does this setting affect the mood and

tone of the story?• Try to use the words mood and tone in your

2.1.5 journal entry.


Text“It was high summer coming to fall and Brian was back in the far reaches of wilderness– or as he thought of it now, home. East edge of a small lake, midday, there would be small fish in the reeds and lily pads, sunfish and bluegills, good eating fish… Sun high overhead, warm on his back but not hot…”(from Brian’s Song by Gary Paulsen, pages 1 and 3)

ResponseThis setting creates a mood that is content, peaceful, contemplative and observant. Brian is taking in his surroundings and has accepted his circumstance. The narrator describes the scene as “high summer” and “home” with “small fish” and “lily pads.” These details create a happy and positive mood. In addition, the sun is “warm but not hot” creating a pleasant feeling in the reader. The narrator seems sincere and in touch with nature, and his tone (attitude) is understanding, light-hearted and content.


Text“In the Olympic Peninsula of northwest Washington State, a small town named Forks exists under a near-constant cover of clouds. It rains on this inconsequential town more than any other place in the United States of America. It was from this town and its gloomy, omnipresent shade that my mother escaped with me when I was only a few months old” (from Twilight by Stephenie Meyer, page 3).

ResponseThis setting creates a dark, grim, boring, and gloomy mood. The tone of the passage is cynical, sarcastic, melodramatic, pessimistic, apathetic, dark and condescending. The narrator describes Forks as “inconsequential” and “gloomy” and she compares it to a prison when she says “my mother escaped with me.” She obviously has a very negative perception of her home town and is reluctant to return.

Lesson 8 Objective

• By the end of the lesson, each student will be able to compare and contrast themes from their novels with themes from other works of literature in their reading response journals. Responses will be evaluated using a standards-based rubric.


Instructional Content

• Complete and discuss opening activity• Discuss what a theme is and is not• Have students find theme within the song

lyrics and discuss• Define compare and contrast• Model journaling process

Opener: In your composition book, describe any theme(s) that you can remember for the movies below.

• The Lion King• Cinderella• Ratatouille• Up• WALL-E• Finding Nemo

Subjects vs. Themes

Subjects• Family• Love• Pain• Revenge• Tradition• Death• Suffering• Heartbreak• Hope• Freedom

ThemesNo matter how long traditions have been in place, there is always room for change.

It is important for people to remember and recognize the traditions of their culture.

What is a theme?

• A theme is the main idea, or message, of an essay, paragraph, or a book.

• The message may be about life, society, or human nature.

• Themes often explore timeless and universal ideas and may be implied rather than stated.

• A theme is considered one of the fundamental components of fiction.

What is the difference between a subject and a theme?

Many students get these confused. A subject can be expressed in a word or two: courage, survival, war, pride, love, etc. A theme is the idea the author wishes to convey about the subject. It is expressed in a sentence and is a general statement about life or human nature.

Subject: PrideThematic statement: Pride can be the downfall of the

greatest people. OR

When not taken to extremes, pride is necessary for people to be successful.

Subject vs. Theme

In your composition books, brainstorm a list of all the subjects your novel explores (examples: love, pride, parent-relationships, magic, war, basketball, independence, etc.).

How to Write a Thematic Statement

Start with a subject. Choose one that is abstract (love, jealousy, peace,friendship, hope) vs. concrete (basketball, school, WWII, dragons) .

Theme is an abstract idea plus a comment or observation which addresses:human motivation human condition human ambition

RULES:AVOID – clichés– your thematic statement should not sound like a

fortune cookie or the moral of an Aesop’s fable.INSTEAD – put it into your own words, elaborate, add sophisticationAVOID – absolute words – all, everyone, each, none, always, never, etc…INSTEAD – sometimes, often, we, adolescents, frequently, etc…AVOID – specifics of plot, character name and setting

Abstract idea + comment or observation = thematic statement

Thematic StatementsFor pop song lyrics

TextFind one or more lines from the song to support your idea

Hint: Finding the lyrics first can help you write the thematic statement. Focus on what the author is trying to tell us in those lyrics- What is their tone? What is the message that they are trying to convey?

ResponseWrite the theme of your song in a one-sentence thematic statement

Refer to the examples on the following slides.


Text “I’m a thousand miles away

girl but tonight you look so pretty… Hey there Delilah, don’t you worry about the distance, I’m right here if you get lonely.”(from “Hey There Delilah” by Plain White T’s).

ResponseNo matter how far away you are from someone, if you love them enough, you can make it work.


Text“My tummy’s turning and I’m feeling kinda homesick. Too much pressure and I’m nervous. That’s when the DJ dropped my favorite tune… So I put my hands up…and the butterflies fly away.”(From “Party in the USA” by Miley Cyrus)

ResponseWhen we are nervous and feel out of place, letting go of our fears and focusing on what is positive in our lives can change our mood and our outlook.


Text“You got designer shades to hide your face and you wear them around like you’re cooler than me” (From “Cooler than Me” by Mike Posner)

ResponseSome people use materialistic things to hide their own insecurities. The way that this character behaves and is described suggests that she tries to make others think that she is superior, but it really just a façade.


Text“I know when I compliment her, she won’t believe me. And it’s so sad to think she doesn’t see what I see.”(from “Just the Way You Are” by Bruno Mars)

Response

Even if you feel insecure, there is someone out there who loves you just the way you are.

If true love exists between two people, they will be beautiful to each other regardless of how they look on the outside.


Text“The traffic is stuck and you’re not moving anywhere…You’re on the road, but you’ve got no destination… It’s a beautiful day, don’t let it get away.”(from “Beautiful Day” by U2)

ResponseWhen we feel like we are getting nowhere in life, and when we feel lost and alone, recognizing and appreciating the simple beauty that can be found in our everyday lives can change our outlook and get us back on track.


Text“See the world in green and blue, see China right in front of you. See the canyons broken by cloud… And see the bird with a leaf in her mouth, after the flood all the colors came out. (from “Beautiful Day” by U2)

ResponseIf we open our eyes, our minds, and our hearts, we will see that the world is full of hope and beauty.


Text“The wind of change blows straight into the face of time, like a storm wind that will ring the freedom bell for peace...”(from “Wind of Change” by The Scorpions)

ResponseLike the wind in a storm, change is often turbulent, but with change comes hope for freedom and peace.


Text“Take me to the magic of the moment on a glory night, where the children of tomorrow dream away on the wind of change.”(from “Wind of Change” by The Scorpions)

ResponseThe hopes and dreams of future generations begin and end with change.

Homework

• Write at least one thematic statement for your novel.

• You must also include one or more lines/passages from your book that demonstrate this theme.

• Be prepared to read it out loud in class tomorrow.

Thematic Statement for Ender’s Game by Orson Scott Card

Text“Don’t start apologizing for them Ender. Just because they didn’t know they were killing human beings doesn’t mean they weren’t killing human beings” (Card, 270).

ResponseIf people around the world can communicate with open minds and open hearts, we can avoid the atrocities of unnecessary wars. In this scene, Ender is starting to realize that the buggers were not intentionally killing humans, they were just trying to protect their queen. If they could have found a way to communicate with one another instead of killing one another, countless lives would have been saved.

Compare and Contrast

• Standard 2.1.2 states:The student will compare and contrast themes across works of prose, poetry and drama.

• So now that we know how to determine the theme and write a thematic statement, we need to take it to the next level.

• To compare is to show how two themes are the same.

• To contrast is to show how they are different.

Compare and Contrast Themes

• Look at the thematic statement that you wrote for your novel (last night’s homework).

• Look at the thematic statements that we wrote for the song lyrics.

• Do any of these themes relate to a theme from your book? If so, how?

• Tell how these themes are similar and how they are different.


Text“…it’s easy to forget why Earth is worth saving. Why the world of people might be worth the price you pay… So that’s why you brought me here, to make me love Earth. Well it worked” (page 243, Ender’s Game by Orson Scott Card).

Response

One theme that is common in both Ender’s Game and the song “Beautiful Day” by U2 is that when we feel like we are getting nowhere in life, and when we feel lost and alone, recognizing and appreciating the simple beauty that can be found in our everyday lives can change our outlook and get us back on track. Ender, like the character in this song feels lost and alone. He has left his family to attend Battle School, he is alienated and bullied by his peers, and he feels like he just wants to give up. His visit to Earth is a turning point because it helps him remember how beautiful it is and that it is worth fighting for.


Text“I ain’t making a face, ese. This is my face.’ Michael said his face had changed during the summer. He had read a GQ magazine… and noticed that the male models all had the same look on their faces… a scowl” (from “Seventh Grade” by Gary Soto).

ResponseOne theme that this story has in common with the song “Cooler than Me” by Mike Posner is that people often do ridiculous things to look “cool.” Like the character in the song who uses her designer sunglasses to hide her face, Victor’s scowling is probably masking his own insecurity about his looks. By emulating the models, he is trying to be something he’s not instead of just accepting and appreciating who he is and how he looks.

Lesson 9: Vocabulary, Objective

By the end of the lesson, each student will be able to determine the meaning of unfamiliar vocabulary words from their independent reading using roots and affixes, their knowledge of homonyms, and appropriate reference resources. Responses will be in the form of a journal entry that will be evaluated using a standards-based rubric.AZ State Standards: 1.4.1, 1.4.3 & 1.4.5

How to infer the meaning of unfamiliar words

Use context clues:

Murderers are usually incarcerated for longer periods of time than robbers.

You may infer the meaning of incarcerated by answering the question "What usually happens to those found guilty of murder or robbery?“

If you answered that they are locked up in jail, prison, or a penitentiary, you correctly inferred the meaning of incarcerated.

More Context Clues

Those who enjoy belonging to clubs, going to parties, and inviting friends often to their homes for dinner are gregarious.

You may infer the meaning of gregarious by answering the question "What word or words describe people who belong to clubs, go to parties a lot, and often invite friends over to their homes for dinner?“

If you answered social or something like: "people who enjoy the company of others", you correctly inferred the meaning of gregarious.

AntonymsWhen the meaning of a word is not implied by the general sense of its context or by examples, it may be implied by an antonym or by a contrasting thought in a context. Antonyms are words that have opposite meanings, such as happy and sad. For instance,

Ben is fearless, but his brother is timorous.

You may infer the meaning of timorous by answering the question "If Ben is fearless and Jim is very different from Ben with regard to fear, then what word describes Jim?"

If you thought of a word such as timid, or afraid, or fearful, you inferred the meaning of timorous

Contrasts

A contrast in the following sentence implies the meaning of credence:

Dad gave credence to my story, but Mom's reaction was one of total disbelief.

You may infer the meaning of credence by answering the question "If Mom's reaction was disbelief and Dad's reaction was very different from Mom's, what was Dad's reaction?“

If you thought that Dad believed the story, you correctly inferred the meaning of credence; it means "belief."

Vocabulary Journal Sample 1.4.1, 1.4.3. & 1.4.5 from the book Travel Team by Mike Lupica

Word Page #

Para-graph

Student-Created Definition Dictionary Definition

kamikaze 137 4 This word means fighting in a suicidal form.

Describes the way soldiers attack the enemy, knowing that they too will be killed.

vivid 219 11 This word seems to refer to a vision.

Producing clear pictures in your mind.

mutant 86 10 This word describes a non-human creature

An inherited physical or bio-chemical change in genetic material.

You will need to have 10 words in your vocabulary journal in order to earn a proficient score.

Reading Response Journals Mrs. Terry Language Arts.

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Transcript of Reading Response Journals Mrs. Terry Language Arts.