KWL Chart - MS. GEORGOPOULOS - Home...KWL Chart Before you begin your research, list details in the...

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7 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 Salem Witch Trials?

W What are things that they have

always wondered about Salem

Witch Trials?

L

What did you learn about the

Salem Witch Trials?

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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?

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2. What are some possible explanations for the witch trials in Salem, Massachusetts?

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WITCH HUNTING

Today we are recreating the events of Salem in the early 1690s. You will interact with your Salem neighbors

and get to know them, while trying to find out who is secretly a witch. Use your skills at looking for people that

are unusual or different from the rest of the group.

Before this class I chose a person to be the witch (she or he knows who they are). There are specific answers to

the following questions that prove she or he is a witch. You must go around to each person in class and ask

them these questions.

Based on your evidence, try to guess who the witch is. You will then report back to the town constable (teacher)

and we will make public who the witches are and put them on trial! Be careful to fill in the list so you can recall

who you talked to and WHY you thought they were a witch.

Questions to ask your peers:

Do you have any pets/animals? Do you cry when you are sad?

Can you swim? Do you attend religious ceremonies?

Name Notes about Classmates Answer

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Debrief from Witch Hunt

This activity was designed to simulate the feeling of mass paranoia and hysteria. Did your group accuse other

students of being witches when the person in power (an authority figure) told you there were witches among us?

Paranoia: Noun. A tendency on the part of an individual or group toward excessive or irrational suspiciousness

and distrustfulness of others. (Merriam-Webster Dictionary)

Below are two pages from a popular culture book (at an upper elementary reading level) on the common beliefs

among Europeans about witches during the 16th and 17th centuries. Many of these same beliefs were brought to

the American colonies by the English and other European immigrants.

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Local Connection:

Thomas Danforth, a Massachusetts Bay official and one of the judges at the Salem Witch Trials, had acquired

land west of Boston (now Framingham, then named Danforthʼs Farm). After the trials, Danforth realized that

those who were accused and survived would be ostracized. He decided to help the Cloyes family, as well as a

dozen other escaping Salem families, who were "all related by blood or marriage," to find refuge on his land.

Today, this area of Framingham is called Salem End (located next to the campus of Framingham State

University) and the main route through it is Salem End Road.

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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 creates separation of people in societies? How can fear of the unknown can cause chaos, and lead

to excluding or killing certain groups in society?

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Directions: In your groups take a few minutes to research the following sites.

1. http://www.history.com/topics/salem-witch-trials

2. http://www.salemwitchtrials.com/

3. https://www.smithsonianmag.com/history/a-brief-history-of-the-salem-witch-trials-175162489/

Category History

Salem Witch Trials

SalemWitchTrials.com Smithsonian Magazine

Salem Witch Trials

Who?

What?

Why?

Where?

When?

How?

Main Idea

2-3 important

details

What I

thought was

most

interesting.

2 questions I

have from

reading?

http://www.history.com/topics/salem-witch-trials

http://www.salemwitchtrials.com/

https://www.smithsonianmag.com/history/a-brief-history-of-the-salem-witch-trials-175162489/

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Summary

Write a summary of a tragic situation that was caused by irrational fear and prejudice, such as the Salem

witch trials. Then explain how you think people could avoid repeating the same mistakes if that event were to

occur again.

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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

A Brief History of the Salem Witch Trials

One town's strange journey from paranoia to pardon

By Jess Blumberg, Smithsonian.com, October 24, 2007

The Salem witch trials occurred in colonial Massachusetts between 1692 and 1693. More than 200 people

were accused of practicing witchcraft—the Devil's magic—and 20 were executed. Eventually, the colony

admitted the trials were a mistake and compensated the families of those convicted. Since then, the story

of the trials has become synonymous with paranoia and injustice, and it continues to beguile the popular

imagination more than 300 years later.

Salem Struggling

Several centuries ago, many practicing Christians, and those of other religions, had a strong belief that the

Devil could give certain people known as witches the power to harm others in return for their loyalty. A

"witchcraft craze" rippled through Europe from the 1300s to the end of the 1600s. Tens of thousands of

supposed witches—mostly women—were executed. Though the Salem trials came on just as the

European craze was winding down, local circumstances explain their onset.

In 1689, English rulers William and Mary started a war with France in the American colonies. Known as

King William's War to colonists, it ravaged regions of upstate New York, Nova Scotia and Quebec,

sending refugees into the county of Essex and, specifically, Salem Village in the Massachusetts Bay

Colony. (Salem Village is present-day Danvers, Massachusetts; colonial Salem Town became what's now

Salem.)

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The displaced people created a strain on Salem's resources. This aggravated the existing rivalry between

families with ties to the wealth of the port of Salem and those who still depended on agriculture.

Controversy also brewed over Reverend Samuel Parris, who became Salem Village's first ordained

minister in 1689, and was disliked because of his rigid ways and greedy nature. The Puritan villagers

believed all the quarreling was the work of the Devil.

A Brief History of the Salem Witch Trials

In January of 1692, Reverend Parris' daughter Elizabeth, age 9, and niece Abigail Williams, age 11,

started having "fits." They screamed, threw things, uttered peculiar sounds and contorted themselves into

strange positions, and a local doctor blamed the supernatural. Another girl, Ann Putnam, age 11,

experienced similar episodes. On February 29, under pressure from magistrates Jonathan Corwin and

John Hathorne, the girls blamed three women for afflicting them: Tituba, the Parris' Caribbean slave;

Sarah Good, a homeless beggar; and Sarah Osborne, an elderly impoverished woman.

Witch Hunt

All three women were brought before the local magistrates and interrogated for several days, starting on

March 1, 1692. Osborne claimed innocence, as did Good. But Tituba confessed, "The Devil came to me

and bid me serve him." She described elaborate images of black dogs, red cats, yellow birds and a "black

man" who wanted her to sign his book. She admitted that she signed the book and said there were several

other witches looking to destroy the Puritans. All three women were put in jail.

With the seed of paranoia planted, a stream of accusations followed for the next few months. Charges

against Martha Corey, a loyal member of the Church in Salem Village, greatly concerned the community;

if she could be a witch, then anyone could. Magistrates even questioned Sarah Good's 4- year-old

daughter, Dorothy, and her timid answers were construed as a confession. The questioning got more

serious in April when Deputy Governor Thomas Danforth and his assistants attended the hearings.

Dozens of people from Salem and other Massachusetts villages were brought in for questioning.

On May 27, 1692, Governor William Phipps ordered the establishment of a Special Court of Oyer (to

hear) and Terminer (to decide) for Suffolk, Essex and Middlesex counties. The first case brought to the

special court was Bridget Bishop, an older woman known for her gossipy habits and promiscuity. When

asked if she committed witchcraft, Bishop responded, "I am as innocent as the child unborn." The defense

must not have been convincing, because she was found guilty and, on June 10, became the first person

hanged on what was later called Gallows Hill.

Five days later, respected minister Cotton Mather wrote a letter imploring the court not to allow spectral

evidence—testimony about dreams and visions. The court largely ignored this request and five people

were sentenced and hanged in July, five more in August and eight in September. On October 3, following

in his son's footsteps, Increase Mather, then President of Harvard, denounced the use of spectral evidence:

"It were better that ten suspected witches should escape than one innocent person be condemned."

Governor Phipps, in response to Mather's plea and his own wife being questioned for witchcraft,

prohibited further arrests, released many accused witches and dissolved the Court of Oyer and Terminer

on October 29. Phipps replaced it with a Superior Court of Judicature, which disallowed spectral evidence

and only condemned 3 out of 56 defendants. Phipps eventually pardoned all who were in prison on

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witchcraft charges by May 1693. But the damage had been done: 19 were hanged on Gallows Hill, a 71-

year-old man was pressed to death with heavy stones, several people died in jail and nearly 200 people,

overall, had been accused of practicing "the Devil's magic."

Restoring Good Names

Following the trials and executions, many involved, like judge Samuel Sewall, publicly confessed error

and guilt. On January 14, 1697, the General Court ordered a day of fasting and soul-searching for the

tragedy of Salem. In 1702, the court declared the trials unlawful. And in 1711, the colony passed a bill

restoring the rights and good names of those accused and granted £600 restitution to their heirs. However,

it was not until 1957—more than 250 years later—that Massachusetts formally apologized for the events

of 1692.

In the 20th century, artists and scientists alike continued to be fascinated by the Salem witch trials.

Playwright Arthur Miller resurrected the tale with his 1953 play The Crucible, using the trials as an

allegory for the McCarthyism paranoia in the 1950s. Additionally, numerous hypotheses have been

devised to explain the strange behavior that occurred in Salem in 1692. One of the most concrete studies,

published in Science in 1976 by psychologist Linnda Caporael, blamed the abnormal habits of the

accused on the fungus ergot, which can be found in rye, wheat and other cereal grasses. Toxicologists say

that eating ergot-contaminated foods can lead to muscle spasms, vomiting, delusions and hallucinations.

Also, the fungus thrives in warm and damp climates—not too unlike the swampy meadows in Salem

Village, where rye was the staple grain during the spring and summer months.

In August 1992, to mark the 300th anniversary of the trials, Nobel Laureate Elie Wiesel dedicated the

Witch Trials Memorial in Salem. Also in Salem, the Peabody Essex Museum houses the original court

documents, and the town's most-visited attraction, the Salem Witch Museum, attests to the public's

enthrallment with the 1692 hysteria.

Salem Witch Trials Reading Questions

1. How many people were accused of practicing witchcraft?

2. How many people were executed?

3. What is one reason Salem was struggling before the Salem Witch Trials?

4. Who was the new minister in Salem?

5. Who accused the first people of being witches? (three people)

6. Who was accused of being a witch? (three people)

7. Who was the first person killed?

8. Who opposed the Salem Witch Trials?

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9. When did the state of Massachusetts officially apologize for the Salem Witch Trials?

10. What play was written about the events of the Salem Witch Trials?

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The Monsters are due on Maple Street

Vocabulary Preview

Word Bank: idiosyncrasy assent dissent metamorphosis insomnia Scapegoat

revelation fluster(ed) transfixed persistent pan

Before you begin, categorize the words in this chart.

Words I know Words I Don’t know

Using the words above, fill in the blanks in the following sentences. Since you are not looking up the words yet,

use your best guess, context clues, and process of elimination to place each word into a sentence.

1. My sister is very _________________________. When she wants something, she will keep trying.

2. Everyone has an __________________________ that at least one person would consider strange.

3. During a news broadcast, the camera will ____________________ between the anchors when they speak.

4. In The Monsters are Due on Maple Street, one of the characters, Les Goodman, has

__________________________, or the inability to fall asleep, and would get up to go outside and look at the

stars.

5. The crowd was ____________________________ by the team’s ability to score three touchdowns in a row.

6. He was disliked not because he made mistakes, but because he was always looking for a

_________________________ to take the blame for him.

7. The girl got __________________________ when it was her turn to take the stage at the talent show.

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8. The bill moved through congress quickly, and was approved without ______________________.

9. The boy had a ________________________ as he was doing his math work; he had been doing it wrong the

whole time!

10.My father nodded in __________________________ when I asked to go to the football game.

11. The caterpillar goes through an amazing _____________________________ in order to become a butterfly.

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Vocabulary Extension

Based on the following definitions, create your own sentences using the vocabulary words.

1. Persistent (adj.) continue firmly in a course of action

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2. Idiosyncrasy (n.) a mode of behavior unique to an individual.

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3. Revelation (n.) A surprising or unknown fact made known in a dramatic way

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4. Metamorphosis (n.) a change in form of a thing into a completely different thing

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5. Pan (v.) move a camera (in film or television) to follow a subject

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6. Fluster (ed) (v., adj.) to agitate or confuse, to make nervous

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7. Insomnia (n.) sleeplessness or inability to sleep

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8. Scapegoat (n.) a person who is blamed for the mistakes of others

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9. Assent (n.) an expression of approval or agreement

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10. Dissent (n.) an expression of disapproval or disagreement

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11. Transfixed (v.) to become motionless in wonder, astonishment, or awe

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Question Prompts

Right There Questions

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?

Think and Search Questions

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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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.



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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7 Resource 3.3B


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.



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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Monsters are due on Maple Street

QAR Questions

1. What is the setting of the screenplay?

2. What are the first signs that something strange is happening on Maple Street?

3. What is Tommy's explanation for what is happening?

4. What first causes neighbors to suspect that Les Goodman is from outer space?

5. What happens that temporarily turns the neighbors away from their conflict among themselves?

6. Whom or what does Charlie shoot with the shotgun and why does he shoot?

7. According to the narrator, what is as destructive as bombs and fallout?

8. What is the resolution of the screenplay?

9. What is the real cause of the power fluctuations on Maple Street?

10. Why does the community turn into an angry and suspicious mob?

11. What is the exposition of the screenplay?

12. What is the fifth dimension?

13. What is the climax of the screenplay?

14. What type of conflict is in the screenplay?

15. What point of view is this screenplay written in?

16. Who was the first person to suggest that aliens were creating the power fluctuations?

17. What did the aliens comment about the Earthlings?

18. How does fear contribute to Maple Street?

19. What is the theme of the screenplay?

20. What is a literary element of drama you see in this play?

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7 Resource 4.1


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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7 Resource 4.1A

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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7 Resource 4.1C

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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7 Resource 4.1D

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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7 Resource 4.2


Journal Activity 1 Questions

Directions: Use the QAR response method to answer the Journal questions. Make sure to use text evidence.

1. What is the 5th dimension?

2. Make a prediction about what the flash is?

3. Predict the effect this event will have on the community.

4. Do you think the events described in the stage directions are included to move the action forward or to

hint that something strange is happening? Explain

5. How does the playwright use dialogue as the exposition?

6. What strange event occurs just before Maple Street loses electricity?

7. How do Tommy’s words intensify the uneasiness people are feeling?

8. What does Tommy tell Steve, don and Charlie?

9. Make a prediction about what you think Tommy will fare in the face of the crowd’s growing irritation

with him?

10. What hint does Steve’s comment give about how characters will react in the play later?

11. What forces are in conflict now? How has the nature of the conflict changed?

12. What happens to Goodman’s car?

13. Why the problem with les Goodman is considered part of the rising action of the plot?

14. What does Charlie accuse Goodman of?

15. Do you predict that the neighbors watching the Goodman house will or will not discover anything

suspicious? Explain.

16. Do you predict that the suspicion will end with Goodman? Explain

17. What does don reveal about Steve to their neighbors?

18. How do Dons actions advance the plot toward a climax?

19. What happens to the dark figure that is walking around Maple Street?

20. Do you think the blackout will be resolved? How/?

21. What events are increasing the tension in the conflict?

22. Who will Charlie name? Why?

23. According to Charlie, who is the monster?

24. What do think will happen next on Maple Street?

25. Who is watching Maple Street? Where are they watching from?

26. Make a prediction on why they are watching.

27. Go back through text and find all idioms. Write then down and what they mean?

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Journal Activity 2 Questions

Directions: Use the QAR response method to answer the Journal questions. Make sure to use text evidence.

1. If you were a resident of maple Street, how would you have responded to the strange events?

2. What are the first signs that something strange is happening on Maple Street?

3. How do these signs initiate the conflict on Maple Street?

4. How do the people on Maple Street single out Les Goodman in Act 1?

5. What qualities of his cause the reaction?

6. What does this suggest about what is really happening on Maple Street/

7. Why does Charlie shoot Peter Van Horn?

8. What does the crowd’s response to this shooting suggest about how well they are thinking?

9. Who accuses Tommy after the shooting, and why?

10. Why are people prepared to believe such an accusation?

11. How do you the events of the play support this statement? ‘The tools of conquest do not necessarily

come with bombs and explosions and fallout?”

12. What causes the power fluctuations on Maple Street?

13. What warning should people take care from this play?

14. Who are the monsters on Maple Street?

15. Do you believe that people are usually treated as if they are innocent until proved guilty? Explain

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

Monsters are Due on Maple Street

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: Looking at the opening descriptions of the setting of Maple Street, what does the author want the reader to understand about the situation and the

characters? Cite examples to support your answer.

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

28

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: What do Steve’s words and the stage directions reveal about him or his intentions? (page 140-141)

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

29

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

Question 3: What are the weapons of humanity? How can each destroy? Use specific evidence from the text to support how each of these weapons caused

destruction in this story. (page 148)


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

30

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

Question 4: Why does the author title the story “The Monsters are Due on Maple Street”? What is the significance of the word “due”?

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

31

Directions: determine the theme of a story by examining how the main character responded to challenges.

Question 5: At the end of the play, what conclusion do the aliens come to about humanity?



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

32

7 Resource 4.4


Text Dependent Questions

Text-dependent Questions Evidence-based Answers What does the narrator’s dialogue on page 138 tell the reader about

what will occur later in the plot?

What is the effect of the author including the “Voices” dialogue at

the bottom of page 138 and top of 139?

On page 139, when the author says (through Charlie), “A little

power failure and right away we all get flustered and everything,”

what does the word flustered mean? How does this tie into the

character reactions?

What does the word “murmur” mean, and why is it used repetitively

(once on page 139 and 140.)

When Tommy says, “They sent four people. A mother and a father

and two kids who looked just like humans… but they weren’t,”

what is the effect on the crowd? (page 141)

33

How do different people view Les Goodman in Act I? What do their

actions and statements reveal?

How have the characters shifted from a crowd to a mob? What

words on pages 141-142 reinforce the idea of a mob? How is this

mob mentality significant?

On page 143, Les reacts to the crowd. What does he say, and what

does this reveal about the theme?

How does the title relate to Steve’s joke on page 143 that “We’re

all on a monster kick, Les.”?

From pages 146-148, what is the sequence of events that describe

the mob’s progression? How do the plot and character actions

develop a theme of the story?

On page 146, using Charlie’s reactions and words as evidence, how

do you think Charlie feels about shooting Peter Van Horn?

At the end of the play, what conclusion do the aliens come to about

humanity?

34

7 Resource 4.5


Charting Plot Plot contains the main events of a play, novel, movie, or other similar work.

Exposition (includes setting, characters, and initial conflict)

1. Who are the characters and what is happening in the beginning of the story? ________________________________________________________________________________ ________________________________________________________________________________ 2. What are the external conflicts in the story (conflicts occurring between characters or with forces of nature)? What are the internal conflicts in the story (conflicts occurring within a character’s mind)? ________________________________________________________________________________ ________________________________________________________________________________ 3. What is the setting? ________________________________________________________________________________ ________________________________________________________________________________ Complications (rising action/conflict)

List the series of events that make it hard for the character(s) to get what he or she wants. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Climax Describe the most emotional or suspenseful moment in the story. This is the point that the conflict is decided one way or the other. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Falling Action The events that happen in between the climax and the resolution. ________________________________________________________________________________ ________________________________________________________________________________ Resolution Explain how the story comes to an end. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Theme Explain the theme/message/lesson of the story. ________________________________________________________________________________ ________________________________________________________________________________

35

7 Resource 5.1


Literary Elements

Literary elements are devices an author uses to convey meaning to a reader. We’ve already discussed plot, and its elements, but here are some additional elements we have seen in the teleplay. In the chart, fill in the example side for each element with examples from the text. We will discuss the elements before you begin.

Metaphor: a comparison between two unlike things (direct comparison) “She is a shooting star!”

Point of view: Third Person Omniscient

Dialogue: a conversation between two or more characters

Internal Conflict: a struggle that takes place in a character’s mind

External Conflict: a clash between two characters or a character and natural forces

Foreshadowing: a technique used to create suspense or hint at future events .

Symbol: A person place, thing, or event that has its own meaning and stands for something else.

Mood: the overall emotion created by a work of literature

36

7 Resource 5.2


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/

37

7 Resource 5.3

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

38

7 Resource 5.4

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

Evidence Chart

Evidence Quote or paraphrase

Page number

Human Flaw (s)

Elaboration / explanation of how this evidence supports ideas or argument

“The camera pans along the faces of the people as they stare, somehow caught up by this revelation and somehow, illogically, wildly, frightened.” (stage notes)

Their suspicion grows as they wonder why Goodman didn’t seem interested in whatever flew over them and didn’t go out with the rest of them to look. It grows into the identification of Goodman as an “oddball.”

“In this brief fraction of a moment they take the first step toward a metamorphosis from a group into a mob. They begin to head purposefully…toward the house at the end.” (stage notes)

Despite Goodman’s protestations, the accusations continue, including the possibility that he’s “waiting for something” while star-gazing.

“As God is my witness…you’re letting something begin here that’s a nightmare!” (Goodman)

“Let’s pick out every idiosyncrasy of every single man, woman, and child on the street. And then we might as well set up some kind of a kangaroo court. How about a firing squad at dawn?” (Steve)

39

“You’re standing here all set to crucify – all set to find a scapegoat…. Well now look, friends, the only thing that’s gonna happen is that we’ll eat each other up alive–“ (Steve)

As the people are arguing, a figure starts to approach from the distance. Rather than waiting for a clear view of the figure, people start to grab their children and cry out in fear.

In reaction to the figure, and still not knowing anything, Charlie gets his shotgun. Without even calling out a warning, Charlie shoots the approaching figure, which turns out to be neighbor Pete Van Horn.

The crowd turns on Charlie after his house’s lights turn on, identifying him as quick to kill and possibly as having to kill because Pete knew something. He has to fight the crowd’s increasing violence, including people throwing rocks.

“Several close camera shots suggest the coming of violence: A hand fires a rifle. A fist clenches. A hand grabs the hammer from Van Horn’s body, etc.” (stage notes)

“they pick the most dangerous enemy they can find… and it’s themselves.” (Alien)

40

7 Resource 5.5


Essay Prompt

Prompt

At the end of Act II, in the last paragraph of the play, the narrator lists several flaws in human

nature. Of the narrator’s understandings of human flaws, select the most valid and identify

examples of these human flaws from the story that reinforce each understanding. What is the

author saying about human nature? Support your claims with valid reasoning and relevant and

sufficient evidence from the text, including direct quotes and page numbers.

Possible Human Flaws to Choose:

1. “There are weapons that are simply thoughts . . . to be found only in the minds of men.”

2. “There are . . . attitudes . . . to be found only in the minds of men.”

3. “There are . . . prejudices . . . to be found only in the minds of men.”

4. “Suspicion can destroy.”

5. “a thoughtless, frightened search for a scapegoat has a fallout all of its own.”

Brainstorm some of the things he may mean here.

*

*

*

*

*

*

*

*

*

41

7 Resource 5.6


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.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

42

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.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

43

7 Resource 5.7

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

44

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.

45

7 Resource 6.1


Act 2 Scene 3

Close Read

(The camera slowly moves up for a shot of the starry sky, and over this we hear the Narrator’s voice.)

Narrator: The tools of conquest do not necessarily come with bombs and explosions and fallout. There are

weapons that are simply thoughts, attitudes, prejudices—to be found only in the minds of men. For the record,

prejudices can kill and suspicion can destroy. A thoughtless, frightened search for a scapegoat has a fallout all

its own for the children. . . and the children yet unborn, (a pause) and the pity of it is. . . that these things cannot

be confined to . . . The Twilight Zone!

(Fade to black.)

Quick Write # 1 What did Serling want to achieve with “The Monsters on Maple Street?” What issues or concepts did Serling want his

audience to think about? Cite Specific evidence to support your answer.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________ Quick Write # 2

Write a paragraph about those connotations.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________ Quick Write # 3

What is the theme of “Monsters are due on Maple Street? What does Serling mean when calls someone or something

“monsters?” Who are the monsters? What does Serling want us to realize about ourselves?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

46

Assignment Description:

Answer the following question:

Choose one of the themes below and explain how Rod Serling illustrates that theme in his teleplay, “The

Monsters are Due on Maple Street.” Use specific and relevant evidence from the play to support your

answer.

Prejudice can be as dangerous as any weapon

Fear can turn human beings into monsters

When we let prejudice and suspicion control us, we become our own worst enemy

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

47

7 Resource 7.1

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

January 4, 1923, White Mob Destroys Small Black Community In Rosewood, Florida - Today In Crime

History Posted by Michael Buchanan on Tue, 03 January 2012 in Today In Crime History

On this date, January 4, in the year 1923, a white vigilante mob began a two day rampage, resulting in the burning and dislocation

of the small Afro-American community of Rosewood Florida.

Rosewood is located nine miles east of Cedar Key in western Levy County, Florida. In 1920 Rosewood had three churches, a

train station, a large one-room black masonic hall, and a black school. There were several unpainted plank wood two-story homes

and approximately a dozen two-room homes. Additionally, there were a number of small one-room shanties. In 1923 Afro-

Americans made up the majority of the Rosewood Community.

The events that culminated in the burning of Rosewood actually began on January 1, 1923 in the neighboring community of

Sumner, Florida, when a white woman claimed that a black man had assaulted her. Several groups of white men assembled to

capture the accused black man, believing that he had fled and was hiding in Rosewood with the assistance of the black

Community. At least one black man, who was believed to have information about the assault, was lynched in Rosewood on

January 1, 1923, by members of one vigilante group of white men. The dead man’s body was strung up and displayed as a

warning to the black community.

As news of the alleged assault upon the white woman spread through neighboring communities over January 2 and 3, several

white men from surrounding areas began to travel to Sumner and the Rosewood area to assist in the search for the accused black

man. A rumor circulated that members of the Rosewood community were hiding and protecting the accused man. By January 4,

1923, approximately 30 armed white vigilantes had assembled, supposedly to search for the perpetrator of the assault and those

that may have assisted him.

Upon arriving at Rosewood during the evening of January 4, 1923, the white posse found a group of African Americans barricaded

in one home. Surrounding the house, the white mob riddled it with rifle and shotgun fire. The occupants of the home resisted

and at least two white men were killed, while several others were wounded. At least one black occupant of the house was

killed. The shooting continued for over an hour. The attack ended when the white vigilantes ran out of ammunition. As these

men left Rosewood, they burned one church and several unoccupied houses.

In 1923, the idea that black people had taken up arms against white men was unthinkable in southern white communities. As this

news spread, armed white men traveled to Levy County from Gainesville, Starke, and Perry, Florida. By January 5, a group of

200 - 300 angry armed white men had assembled.

Members of this white mob descended on Rosewood before dawn on January 5, 1923. Homes and other buildings were burned

as the black community members fled into the neighboring swamp. At least two members of Rosewood community were

murdered by white vigilantes on this day. Over the next two days, the homes of all black residents in Rosewood were destroyed,

burned to the ground. The actual number of dead and wounded during the entire January 1923 Rosewood massacre is difficult to

determine. Estimates of the number of black community members killed range from 6 to 27.

No arrests were ever made for the murders committed in Rosewood, Florida. An all-white grand jury was convened in Levy

County during February 1923, but it determined that there was insufficient evidence to make any indictments. To this date, not

one person has ever been prosecuted for those crimes committed during January 1923, in Rosewood, Florida.

http://www.reasonabledoubt.org/criminallawblog/blogger/listings/mbuchanan

http://www.reasonabledoubt.org/criminallawblog/categories/listings/today-crime-history

48

7 Resource 7.2

Name: _____________________________ Date: __________________________ Team: _______ Grade: ____ Complete the Venn Diagram Below: Evaluate how the incident in Rosewood, Florida is comparable to the events

in “Monsters are due on Maple Street.” Provide evidence from the article(s) and story to support your opinion. Use the

graphic organizer to organize your thoughts and evidence.

How is the Rosewood incident similar to “Monsters . . .?”

What is my proof from the articles and play?

49

7 Resource 7.3


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

Write a 4 paragraph response that evaluates how the incident in Rosewood, Florida is comparable to the

events in “Monsters are due on Maple Street.” Provide evidence from the article(s) and story to support

your opinion.

Outline Paragraph 1: Introduction to how both stories are comparable

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?



__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

50

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



__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

B.



__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

51

7 Resource 7.4


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.

52

7 Resource 8.1


T-Chart

Comparing the written form of the play to the episode. Look for similarities and differences between the two

Monsters are due on Maple Street Twilight, Season 1 Episode 21

Short Response: Which one do you considered to explain the theme the best and why?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

53

7 Resource 8.3


Venn-Diagram

Compare and contrast written form of the play to the episode. Look for similarities and differences between the two.

Monsters are due

on Maple Street

Tele-Play

Twilight

Episode 21

54

Resource 8.4


4-square Graphic Organizer

1. What was the author’s message in the written version of Monsters due

on Maple Street?

2. How is the video different from the written version of MDMS? What

did the actors do to cause the story to change?

3. How are the written story and the video the same? How are the

written story and video different from each other?

4. Which version of the story did you like better?

a. Give 2-3 references to the text or video to justify your answer.

55

Resource 8.5


Directions: Use your notes from the T-chart, compare/contracts graphic organizer and Venn diagram and complete

the outline below before you begin writing the first draft of your compare and contrast essay.

Writing Prompt

Write a 4 paragraph essay Comparing and Contrasting the play vs. the TV. Show which one was better and why?

Also, explain the theme.

Things to include

o The changes in suburbia settings, and the shift from alien invasion to terrorism between different

plot lines.

o How did the use of literary devices (plot, characterization, and setting) communicate the authors’

message (theme)?

o Compare and contrast character traits (with text evidence) and explain how each contributes to the

theme.

Outline Paragraph 1: Introduction to how both setting had to be…

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 are both versions similar?

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.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

56

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


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Paragraph 3 Body: How are both versions different?

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


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________



__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________



__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Paragraph 4: Closure

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

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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

___________________________________________________________________________________________

___________________________________________________________________________________________

________________________________________________________________________________________

57

Resource 8.6


Movie or Play???

Play and Episode Comparison Project

Once you’ve completed your essay you are to create a poster to either promote the TV version

or the written play version of Monsters are due on Maple Street.

In this activity, you will explore matching texts—novels and the movies adapted from them—to

develop your analytical strategies. You will use your graphic organizers to draw comparisons

and make a decision which version you liked the most: Play or TV. You will analyze the

differences between the two versions by citing specific adaptations in the film version,

indicating the effect of each adaptation on the story, and deciding if you felt the change had a

positive effect on the overall story. You will then design a new movie poster to promote

which you liked best: episode or play.

REQUIREMENTS:

1. Your poster must contain original art to represent the version you liked the best. You need

at least one main graphic but may choose to include more.

2. Must be in full color. No pencil!

3. Title of story and author’s name must be clearly visible

4. At least one “review” quote from a critic about the story. This should be made-up and is

intended to draw the viewer’s interest. No more than 2 sentences.

5. Include a “tagline” for the story. This should act as a “teaser”—make it short and catchy.

6. You must have a three-sentence summary of the story attached to your poster (can be

written on the back or typed and pasted)

7. You must have your essay attached to this!

8. Be creative and have fun with this!

58

Resource 8.7

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

Grading Rubric: Movie Poster Project

CATEGORY 4 3 2 1

Graphics - Originality Several of the graphics

used on the poster

reflect a exceptional

degree of student

creativity in their

creation and/or display.

One or two of the

graphics used on the

poster reflect student

creativity in their

creation and/or display.

The graphics are made

by the student, but are

based on the designs or

ideas of others.

No graphics made by the

student are included.

Graphics - Relevance All graphics are related

to the topic and make it

easier to understand. All

borrowed graphics have

a source citation.

All graphics are related

to the topic and most

make it easier to

understand. All

borrowed graphics have

a source citation.

All graphics relate to the

topic. Most borrowed

graphics have a source

citation.

Graphics do not relate to

the topic OR several

borrowed graphics do

not have a source

citation.

Required Elements The poster includes all

required elements as

well as additional

information.

All but 1 of the required

elements are included on

the poster.

All but 2 of the required

elements are included on

the poster.

Several required

elements were missing.

Summary The poster includes a 3-

sentence summary that

is comprehensive and

contains all parts of the

plot.

The poster includes a 3-

sentence summary that

includes most parts of

the plot.

The poster includes a

summary that is shorter

than 3 sentences or does

not effectively describe

key events.

The summary is

inaccurate or shorter

than 2 sentences in

length.

Attractiveness The poster is

exceptionally attractive

in terms of design,

layout, and neatness.

The poster is attractive in

terms of design, layout

and neatness.

The poster is acceptably

attractive though it may

be a bit messy.

The poster is

distractingly messy or

very poorly designed. It

is not attractive.

TOTAL: __________________/20

*Score will be multiplied by 3 for a total of 60 points

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