Pelzer, D€¦ · Web viewA thousand splendid suns. New York, NY: Riverhead Books. War ravaged...

Literacy Project

Rachael Muse

Content Area Literature

Dr. Cozens

Literacy Project 2

Alternative Text SetSocial Studies Grade Level ExpectationRelationships of Individuals and Groups to Institutions and Traditions 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions G. Effect of laws and events on relationships8 grade Identify how laws and events affect members of groups and relationships among groups

English Language Arts Common Core Reading Strands 8th grade Craft and Structure6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

NONWHITE

Hosseini, K. (2003). The kite runner. (1st ed. ed.). New York, NY: Riverhead Books.

Political strife and social status affect the lives of two boys growing up in the same house. One son of a wealthy family and the other a son of a servant, this book allows you to view their worlds.

Hosseini, K. (2008). A thousand splendid suns. New York, NY: Riverhead Books.

War ravaged country brings together unlikely people as they fight to survive. Friendship grows in unusual places.

WOMAN

Frank, A. (1953). Anne Frank: The diary of a young girl. New York, NY: Pocket Book.

Anne Frank’s diary is a gripping account of the life of a Jew in hiding during the Second World War. Her tale is one that evokes great emotion.

MAGAZINES

Gosh, B. (2012, September 24). Agents of outrage. Time Magazine, 28-34.

This article is about an outbreak of crime and rebellion in the Middle East. This happened on the anniversary of 9/11. Many are still fighting the battles of that day.

Young, S. & Smolowe, J. (2012, September 24). School bus kidnapping memories never

Literacy Project 3

stop. People Magazine, 154-156.

Students recount the events of being buried alive. The students share how this event has impacted their lives many years later.

NEWSPAPERS

Cardwell, D. (2000, November 15). Black girl's courage in 1960 inspires children.

New York Times. Retrieved from http://www.usatoday.com/USCP/PNI/

Editorial/2012-03-25-PNI0325opi-cps-help-4-INVEST_ST_U.htm

This news article is about the 40th anniversary since Ruby Bridges first attended school. The article touches on ways to incorporate her story into the classroom today.

Former foster kids helped. (2012, March 12). USA Today. Retrieved from

http://www.usatoday.com/USCP/PNI/Editorial/2012-03-25-PNI0325opi-cps-help-4-

INVEST_ST_U.htm

This article is about one man who made a difference in people’s lives after reading the book A Child Called It by David Pelzer. One event can impact the lives of many.

NONFICTION

Bartoletti, S. C. (2005). Hitler youth: Growing up in Hitler’s shadow. New York,

NY: Scholastic Press.

This book is about the estimated 7 million girls and boys who were apart of Hitler’s Youth. The things they took part in and witnessed are incredible. Their impact on the world can be seen everywhere.

Lester, J. (1998). To be a slave. New York, NY: Dial Books.

The format of the book is different from most. There are excerpt of stories with some narration or explanation between; there is no real ordering. The content is very startling and is not appropriate for young readers.

Pelzer, D. J. (1995). A child called it. Omaha, NE: Health Communications, Inc.

Literacy Project 4

This story is a remarkable one. It brings out every emotion as you read the story of David Pelzer. This little boy survives the torture and abuse of his mother.

Pelzer, D. (1997). The lost boy. Deerfield Beach, FL: Health Communications, Inc.

Another work by David Pelzer this book is about his life in the foster care system. He is still searching for a home and someone that loves him for who he is.

NOVELS

Bartoletti, S. C. (2008). The boy who dared. New York, NY: Scholastic Press.

A young boy ingrained into Hitler’s Youth finds out more about what Hitler is really doing. He fights justice by listening to British radio and speaking out against Hitler.

Card, O. S. (1985). Ender's game. New York, NY: Tor Books.

Ender is placed in governmental training programs to fight against an alien race. He becomes a great leader and wins many mock battles. Ender’s Game has a suprise ending.

Collins, S. (2008). The hunger games. New York, NY: Scholastic Press.

This very popular book details the yearly event of the Hunger Games. Katniss Everdeen must fight to the death to help her family and district survive.

Lowry, L. (1993). The giver. New York, NY: Dell Laurel-Leaf.

Jonas is chosen to be the receiver of all the memories. Jonas is unsure of the new responsibility and begins to question the way society works.

SONG

McBride, M. (1994). Concrete angel. Retrieved from http://www.elyrics.net/

read/m/martinamcBride-lyrics/concrete-angel-lyrics.html

This song is about a girl who is the victim of abuse. The little girl is searching for love and a place to belong. The song is attached.

Literacy Project 5

Mckenna, L. (2012). Ruby’s shoes. Retrieved from http://www.lyricstime.com/lori

mckenna-ruby-s-shoes-lyrics.html

Ruby’s Shoes is a song about Ruby Bridges’ walk to school everyday. The song is attached.

POSTERS

Nordstrom, C. (2009). Children’s attitudes about slavery and women’s abolitionism as

seen through anti-slavery fairs. Retrieved from http://www.gilderlehrman.org/

history-by-era/slavery-and-anti-slavery/resources/children’s-attitudes-about-slavery-and-

women’s-abo

The poster is an anti-slavery meeting. The picture is attached. This is one of many anti-slavery posters available. The website also has teaching lessons.

CHILDRENS PICTURE BOOK

Bridges, R. (1999). Through my eyes. New York, NY: Scholastic Press.

Through My Eyes is Ruby Bridges triumphant story of overcoming segregation in the public school. Ruby Bridges is a young girl who faced great prejudice.

Suess, D. (1954). Horton hears a who. New York, NY: Random House.

Horton goes against the rest of the jungle animals to save the tiny town of Whoville.

Suess, D. (1971). The lorax. New York, NY: Random House.

The Onsler breaks his promise to the Lorax and searches out a way to fix the mess he has caused.

WEBSITE

Pelzer, D. (2008). Wannab web. Retrieved from http://www.davepelzer.com/

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David Pelzer’s official website is an excellent resource. The site has multiple videos and presentations that are geared for middle school and high school students. He speaks to people of all ages about breaking the cycle of abuse and overcoming past afflictions.

Ruby Bridges. (2000). Ruby bridges. Retrieved from http://www.rubybridges.com/

Ruby Bridges’ official website is an excellent site. There are awesome resources and pictures that are good for lessons.

Literacy Project 7

Word SortPelzer, D. J. (1995). A child called it. Omaha, NE: Health Communications, Inc.

SS GLE 6G8Relationships of Individuals and Groups to Institutions and Traditions 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions G. Effect of laws and events on relationships8 grade Identify how laws and events affect members of groups and relationships among groups

English Language Arts Common Core Reading 8th 4.Reading 8th grade 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

In your table groups, place each word in the category that best fits. The group must come to an agreement and explain why they chose to placement of each word. After each group is finished we will have a class discussion. Each group will share their word sort and explain how the words fit into each category. Some words may fit into both categories, with student explanation.

Enthusiasm, hero, strained, erupted, discipline, scold, confined, courage, threat, beat, desperate, control, acknowledge, imagine, phony, determined, throbbing, comfort, monotone, compassionate, acceptance, confidence

Words of Oppression Words of EncouragementStrainedErupted

DisciplineScold

ConfinedThreatExpose

BeatDesperateControlPhony

ThrobbingMonotone

EnthusiasmHero

CourageBeat

AcknowledgeImagine

DeterminedComfort

CompassionateAcceptanceConfidence

The word sort can be given before assigning the reading of A Child Called It. It would

give the teacher an idea of students’ understanding of oppression and encouragement. This word sort could also be given after the students have read the book A Child Called It. The word sort will assess students’ ability to distinguish between words that are oppressive and words that are encouraging.

Literacy Project 8

Vocabulary Self Awareness Chart




Use the following words to complete the Self-Awareness Chart below. Put a by the terms you know and understand. Then give a definition and an example or two. If you know some about the word but still need more information, put - and fill out as much information as you can. If you are unfamiliar with the word put an X.

Enthusiasm, hero, strained, erupted, discipline, scold, confined, courage, threat, beat, desperate, control, acknowledge, imagine, phony, determined, throbbing, comfort, monotone, compassionate, acceptance, confidenceWord - X Example DefinitionHero Spiderman,

SupermanA person who is brave and saves the day.

Enthusiasm - The students showed enthusiasm for learning

Strained XEruptedDisciplineScoldConfinedCourageThreatBeatDesperate

A Vocabulary Self-Awareness Chart is an excellent tool to use in the classroom. Not only does it allow the teacher to know where the students need more instruction, but it allows the students to know where they are in relation to the text. A check list similar to this one can be used throughout the unit or reading text. Use before allows the teacher know what can be skipped and what needs to be emphasized. Use during allows the teacher to modify the lesson to

Literacy Project 9

emphasize what students need. Use after allows the teacher to see progress of the learning process.

Literacy Project 10

Question Answer Relationship (QAR)


Content GLE/sSS GLE 6G8Relationships of Individuals and Groups to Institutions and Traditions 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions G. Effect of laws and events on relationships 8 grade Identify how laws and events affect members of groups and relationships among groups

Literacy GLE/sEnglish Language Arts Writing 8th grade 11. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.Student directions:

Answer the following questions using evidence from the text and support from your own experiences.

IN THE TEXT Question AnswerRight There questions (2)(think who is, where is, list, when is, how many, when did, name, what kind of-Remember that the answer will be in one location in the text)

1. Who is Katniss Everdeen’s best friend? Gale

2. Where does this story take place? District 12 and the CapitolThink and Search questions (2)(require students to "search" through the entire passage they read to find information)

1. How did Katniss obtain the mocking-jay pin?

Katniss found the mocking-jay pin at the HOB. The woman selling the trinkets gave it to her because it was reaping day.

2. What caused the Hunger Games to start?

There was a war between the districts, and the capitol uses the Hunger Games as a reminder of the war.

IN YOUR HEADAuthor and You questions (1)(require students to answer with information not in the text; however, students must read the text material to understand what the question is asking then use the information from the text and explain what you know or have experienced)

1. What two supplies would you give Katniss while she was fighting in the Hunger Games? Why?

I would give Katniss extra arrows so that she doesn’t run out due to the limited supply. I would give Katniss medicine to help Peta because he is ill from his injuries.

On Your Own questions (1)(can be answered with information

1. What is a challenging problem you have faced?

One challenge I have faced is deciding where to go to college. I was very scared and nervous

Literacy Project 11

from the students' background knowledge and do not require reading the text

about choosing the wrong school. It was a challenge for me because I wanted to go to a good school that was not in my home area, but not too close. I also wanted to go to a school were I knew someone. I decided to go to OCC and MSSU because my best friend attended school at OCC.

Rubric for Author and Me (adjust your rubric to match your question)4 3 2 1

Student states what supplies they would send Katniss. The student thoroughly explains background knowledge or experiences to further support their answer.

Student states what supplies they would send Katniss. The student uses some background knowledge or experience to further explain and support their answer.

Student states what supplies they would send Katniss and uses background knowledge/experiences to support and explain,

Student states what supplies they would send Katniss but does not use personal knowledge/experience to support or explain.

Rubric for On My Own (adjust your rubric to match your question)4 3 2 1

Student stated a challenge they have faced. The student gives how the challenge made them feel and the outcome of their challenge.

The student stated a problem and the outcome of the challenging problem.

Student presented a vaguely stated challenge. The student alludes to how the situation made them feel.

Student failed to clearly present a challenge. No clear solution. Student vaguely responds. No explanation was provided.

When and why I would use this strategy I would use this strategy after the students have read the story. I would use this strategy to

get students to think critically and find evidence to support their arguments.

Literacy Project 12

Graphic Organizer



Common Core Writing 8th grade 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

Choose a Venn-Diagram based on the number of items to compare. The outer parts of the circle are filled in with characteristics that only apply to that item. The overlapping sections are filled in with characteristics that the items have in common. If there are 3 or more circles, the very center section is filled in with characteristics that all items have in common.

The Venn-Diagram is an excellent choice for many texts. The circles are easily modified to fit the needs of students and text. It works well for fiction and non-fiction texts. The graphic organizer is used to make comparisons. Graphic organizers are used throughout the day and throughout the beginning, middle and end of the lesson. Graphic organizers are also easily used as assessments.

Literacy Project 13

HaymichCInna

BothKeep Katniss alive

Push Katniss to be a better personRebels

Drinks all the timeWon the Hunger Games

RudeAggravates Katniss

SweetLikes KatnissCostume designerTreats Katniss with respectFrom the Capitol but looks and acts almost normal

Venn Diagram of Cinna and Haymich

Literacy Project 14

Note Taking




Students will create a three column organizer to take notes while reading the text. After completing the reading, write a two to three sentence summary. This three column note taker is divided into Main Ideas, Details & Notes, and My Thoughts.

Main Ideas Details & Notes My Thoughts

Chapter 1 The Rescue David is taken from school never to move back to his mother’s house again.

David would have to hurry and finish his chores. If he was lucky he would get to eat his brother’s leftovers. Many days he didn’t eat at all.

I think David would be scared to be taken from the only place he knows, but relieved he doesn’t have go back.

I cannot imagine scavenging for food, like David had to do everyday.

Chapter 2 Good Times David’s family was the typical happy family for a long time. They went on vacation and showed their love for each other.

David’s family seemed happy on the outside, but on the inside things began to fall apart.

Chapter 3 Bad Boy Mother began to drink more and more. When father was gone mother would care less and less about cooking and cleaning and taking care of the Kids

David was forced to stand in

Alcohol abuse played a big factor in the way the mother treated David.

Mental and emotional abuse

Literacy Project 15

front of the mirror and say over and over again that he was a bad boy.

are just as torturous and destructive as physical abuse.

Chapter 4 The Fight for Food

David was given one set of clothes for the school year. They quickly became soiled and torn.

David stole food from kids at school and from the local grocery store.

One set of clothes would wear out quickly especially for a kid.

David did what he had to do to survive.

Chapter 5 The Accident One night David’s mother was especially angry and threatened to kill David. She had a knife in her hand and accidentally stabbed David. David was still expected to wash the dishes. David’s father did nothing to help him.

David was forced to take care of himself. Even when he was bleeding and very ill from his wounds. I do not think I would have the strength to do that.

Chapter 6 While Father is Away

Father stayed away from home more and more. When father was home he would help David do his chores and would talk to David. Mother quickly put a stop to that.

One time mother did not feed David for ten days.

Father was David’s hero and protector, but soon stopped coming to the rescue.

Its amazing that David lived so long with out food.

Chapter 7 The Lord’s Prayer After father stopped coming around and David became ostracized at school, Kevin was David’s only hope.

David turned to anger: toward his mother, father, brothers, himself, people at school, and God.

Kevin, David’s little brother, showed David love as only infants can do.

David’s anger was mounting and his hope was all but diminished.

Epilogue Sonoma County, California

David is a grown man now. He can look back at his life and see the good and strong man he has become. He takes his son to a place his family once vacationed. Father and son share their love.

David is loved by his son and loves his son. They show their love for each other in many ways.

David has overcome many obstacles to become the man he is today.

Literacy Project 16

Summary:This story is a remarkable one. It brings out every emotion as you read the story of

David Pelzer. This little boy survives the torture and abuse of his mother.

The three column note taker is an excellent choice for most texts. The columns are easily modified to fit the needs of students and text. It works well for fiction and non-fiction texts. The note taker also provides an area for students to interact and give their opinions as they are reading, connecting the student to the text. The note taker is best used while the student is reading, while the details are fresh in the mind.

Literacy Project 17

Modeled Writing

Frank, A. (1953). Anne Frank: The diary of a young girl. New York, NY: Pocket Book.

Cole, H. (1998). I took a walk. New York, NY: Greenwillow.

Social Studies Grade Level Expectation SS6G8Relationships of Individuals and Groups to Institutions and Traditions 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions G. Effect of laws and events on relationships8 grade Identify how laws and events affect members of groups and relationships among groups

English Language ArtsWriting Grade 82. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Modeled writing based on the book I Took a Walk.

I sat quietly at the edge of the pond and peered through the tall cattails. I saw… a grebe on her nest, a heron, whirligig beetles, a bluegill, tree swallows, a rail, a painted turtle, a damselfly, a marsh wren’s nest, yellow iris, a dragonfly, a minnow, water lilies.

Create a story with the same rhythm as I Took a Walk about Diary of a Young Girl by Ann Frank.

I sat quietly in the attic and peered through the dimly lit room. I saw… dust floating through the air; mix matched furniture, scared family, held breaths, silent prayers, and terrified faces.

This is a fun activity to use after students have read the text. This can be used with just about any text and allows students to use imagery to create a story. To further this activity, students can illustrate the story.

Literacy Project 18

Shared ReadingPelzer, D. J. (1995). A child called it. Omaha, NE: Health Communications, Inc.



The teacher reads aloud the text and while reading models proper reading strategies. Text Teacher Think-Aloud Strategy

A Child Called It:One Child’s Courage to

SurviveBy David Pelzer

Let’s take a look at the cover. I see a picture of a child whose chin is being

raised by a hand. This looks like a gentle encounter.

Looking at the title, “it” is in quotes. I wonder who the child is and what obstacles

he has to overcome.

Predictions and using pictures and titles engage

students to read.

Chapter 1 The Rescue:March 5, 1973, Daly City, California- I’m late. I’ve got to finish the dishes on

time, otherwise no breakfast; and since I didn’t

have dinner last night, I have to make sure I get

something to eat. Mother’s running around yelling at

my brothers. I can hear her stomping down the hallway towards the kitchen. I dip my hands back into the

scalding rinse water. It’s too late. She catches me with

my hands out of the water.

From the first paragraph, we can see that the boy is

suffering from neglect. His mother doesn’t allow him to eat. I think the brothers are also abused. It says that the mother yells at them. Why would hands being out of

the water be a bad thing? Or a reason to get into trouble? Let’s keep reading to find

out.

Inferences and questioning are used about the other children in the house. Predictions are used to

figure out why it’s a bad thing to not have his hands

in the water.

SMACK! Mother hits me in the face, and I topple to the floor. I know better than to stand there and take the hit.

Now we know for sure that the boy is physically abused. He is beaten

because his hands were not

Comprehension and text strategies are used to figure out what the word defiant means. Inferences are used

Literacy Project 19

I learned the hard way that she takes that as an act of

defiance, which means more hits, or worst of all, no

food. I regain my posture and dodge her looks, as she

screams into my ears.

in the sink. An act of defiance, I think that means

standing up against the mother’s authority. How did the boy defy his mother? By

standing and taking the abuse. So that must mean

the mother wants the boy to cower and duck.

to figure out what is an act of defiance against the mother. The prediction

about the boy is still being proven, he is physically

abused.

I act timid, nodding to her threats. “Please,” I say to

myself, “just let me eat. Hit me again, but I have to have food.” Another blow pushes

my head against the tile counter top. I let the tears of mock defeat stream down

my face as she storms out of the kitchen, seemingly

satisfied with herself. After I count her steps, making

sure she’s gone, I breathe a sigh of relief. The act

worked. Mother can beat me all she wants, but I

haven’t let her take away my will to survive.

The boy acts timid to appease his mother. In his

begging he would rather be hit than go with out food. What does mock defeat

mean? I think it means he is faking defeat so that his

mother will be satisfied and leave him alone.

Vocabulary and context clues are used to figure out difficult or unknown words.

Shared reading and think alouds are excellent models for students. It shows students how to process what they are reading as they read. This strategy involves many strategies such as vocabulary, reading comprehension, inferences, predictions and more. This strategy works well at the beginning of the lesson, to give students a good example.

Literacy Project 20

Constructed ResponseA Child Called It

One Child’s Courage to SurviveBy David Pelzer

Chapter 1 The RescueMarch 5, 1973, Daly City, California- I’m late. I’ve got to finish the dishes on time,

otherwise no breakfast; and since I didn’t have dinner last night, I have to make sure I get something to eat. Mother’s running around yelling at my brothers. I can hear her stomping down the hallway towards the kitchen. I dip my hands back into the scalding rinse water. It’s too late. She catches me with my hands out of the water.

SMACK! Mother hits me in the face, and I topple to the floor. I know better than to stand there and take the hit. I learned the hard way that she takes that as an act of defiance, which means more hits, or worst of all, no food. I regain my posture and dodge her looks, as she screams into my ears.

I act timid, nodding to her threats. “Please,” I say to myself, “just let me eat. Hit me again, but I have to have food.” Another blow pushes my head against the tile counter top. I let the tears of mock defeat stream down my face as she storms out of the kitchen, seemingly satisfied with herself. After I count her steps, making sure she’s gone, I breathe a sigh of relief. The act worked. Mother can beat me all she wants, but I haven’t let her take away my will to survive.

1. In one sentence state the main idea of the text.2. Is “A Child Called It” an appropriate title for the book? Explain and support your

position using two details from the text. 3. What is the most important event in the text? Give two supporting details explain why

this is the most important event. 4. Explain what the author means by this sentence: “I know better than to stand there and

take the hit.” Give two supporting details or examples from the text or your personal experience. 5. Which of the following means mock as used in the text?

a. to challengeb. to mimic or imitatec. to ridiculed. to tease or joke with

6. Which of the following means defiance as used in the text?a. bold resistance to authorityb. submission to authority

7. The author says he learned the hard way about how to appease his mother. Have you ever learned to do something the hard way? You will be given time to complete your prewriting activities such as brainstorming, listing, outlining, and writing a rough draft. You will then have time in which to write your final paper.

Literacy Project 21

Constructed Response RubricsQuestion 1

2pts The response includes an accurate statement of the main idea of thepassage in one sentence.Example- The main idea of the text is a young boy trying to survive an abusiveenvironment.

1pt The response includes an accurate statement of the main idea of thepassage in two or more sentences, OR with one run-on sentence. Example- The main idea of the text is a child is abused by his mom and he is justtrying to make her happy even though she beast him and doesn’t let him eat andhe just wants to eat and be a normal kid.

0pts Other

Question 22pts The response includes an opinion and a reasonable explanation, related to

the appropriateness of the title, using two details from the passage assupport.Example- Yes, the title is a good one for the text. It is good because it explainshow the boy is treated by his mother. He is abused physically, hit by his mother, and emotionally, his mother yells at him.

1pt The response includes an opinion and a reasonable explanation that usesone detail from the passage as support.

0pts OtherScoring Note: The student must indicate an opinion to receive credit.

Question 32pts The response includes a statement of the most important event in the

passage. The response also includes a reasonable explanation of why theevent is “most” important using two details from the passage as supportExample- The most important event in the passage is the boy begging his mother to beat him instead of not feeding him. This is important because it shows that he has to overcome his mother. It also shows how he was abused, physically.

1pt The response includes a reasonable explanation of the most important event of thetext and one example/detail from the passage or personal experience for support.

0pts Other

Question 42pts The response includes a reasonable explanation of the statement “I know better

than to stand there and take the hit.” Give one example/detail from the passageor personal experience for support.Example- The author means that he has learned about his mother and learnedfrom the mistakes he has made in the past. He has used what he has learned toavoid some of the abuse, and appease his mother.

1pt The response includes a reasonable explanation of the author’s “I know betterthan to stand there and take the hit.”

0pts Other

Literacy Project 22

Question 51pt B

Question 61pt A

Question 7The author says he learned the hard way about how to appease his mother. Have you ever

learned to do something the hard way?

Mechanics2pts 0-1 spelling errors, 0-1 punctuation errors1pt 2-5 spelling errors, 2-5 punctuation errors0pts 5+ spelling and punctuation errors

Organization2pts Sentence structure is varied, student has a strong topic sentence1pt Sentence structure is not well varied and topic sentence is poorly

constructedVocabulary

2pts Words are specific and varied1pt Words are basic and dive little detail

Theme2pts Student stays on topic, and uses supporting details1pt Student is merely answering the question, uses little supporting evidence

Brain storming-Learning to studyRiding a bikeLearning to use a pocket knife

DRAFTOne thing that I’ve had to learn the hard way was to ride my bike. I had ridden it with my

training wheels and that was ok. When the time came to leave my training wheels behind, I didn’t want to ride my bike anymore. It was scary and I might fall down, a lot. I burise easy. When I first got on my new bike I was neruous. I started to pedal and made it a few feet before I fell off. After I assessed the damage, I decided it wasn’t too bad I could wait to try again another day. Days turned into weeks. I finally worked up the courage to try again. I got on made it a few feet then fell off. Tried again, made it a few more feet and fell off. After the nin billionth try, I made it. I was riding my bike without falling off. I rode up and down the street. I was elated. The wind in my hair and skweals of laughter could be heard a mile away. I was riding my bike. My euphoria came to an abrupt halt, how do I stop without falling off? Oh well, that lesson could be learned another day.

FINALMany things have to be learned the hard way; this is just one of them. Learning to ride

my bike was no easy feat. I was perfectly happy and safe from scraped knees with my training

Literacy Project 23

wheels. When the time came to leave my training wheels behind, I didn’t want to ride my bike anymore. It was scary and I might fall down, a lot. I bruise easy. When I first got on my new bike I was nervous. I started to pedal and made it a few feet before I fell off. I assessed the damage. I decided it wasn’t too bad but I could wait to try again another day. Days turned into weeks. I finally worked up the courage to try again. I got on made it a few feet then fell off. Tried again, made it a few more feet and fell off. After the nine billionth try, I made it. I was riding my bike without falling off. I rode up and down the street. I was elated. The wind in my hair and squeals of laughter could be heard a mile away. I was riding my bike. My euphoria came to an abrupt halt, how do I stop without falling off? Oh well, that lesson could be learned another day.

Literacy Project 24

Mini Lesson 1

Grade Level: 8thContent: Social Studies/ Language ArtsLesson: Graphic Organizer, Venn-Diagram

Content Objective(s): After instruction, students will be able to compare and contrast characters from a book by designing a Venn-Diagram.

GLE/CCS: SS GLE 6G8Relationships of Individuals and Groups to Institutions and Traditions 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions G. Effect of laws and events on relationships8 grade Identify how laws and events affect members of groups and relationships among groups

Common Core Writing 8th grade 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

Modifications: One way to modify this activity is to allow students to work in partners, or in small

groups. Working in groups is a good way to allow students the social interaction that helps with thinking and leaning language.

Materials/Media/Resources:Collins, S. (2008). The hunger games. New York, NY: Scholastic Press.

Paper, pencils, markers/crayons, rubric, sample Venn-Diagram below, white boards, erasers, dry erase markers

Anticipatory Set: Students will break into groups of twos and threes. They will make a Venn-Diagram

comparing and contrasting themselves to the members of the group. Students should come up with 3 items per section of the circle.

Instructional Input:We are using graphic organizers to compare characters from the book The Hunger

Games. We will compare Cinna and Haymich.Modeling/Demonstrating:

Literacy Project 25

On the board or ELMO, draw two large overlapping circles. Over the left circle, write Cinna. Over the right circle, write Haymich.

Cinna is very kind, so I will write kind underneath his name. Haymich is rude, so I will write rude under his name. Cinna and Haymich are both men, so I will write men in the area that is made by the overlapping circles.

Guided Practice: Now I want you to think of some things that Cinna and Haymich have in common as well as things that are different. What is one thing about Cinna that Haymich does not have in common? Cinna is a stylist by profession, so we will write stylist under Cinna’s name. What is something that Haymich does not have in common with Cinna? Haymich is the mentor for the tributes from district 12. So we will write mentor under Haymich. What is one thing Cinna and Haymich have in common? Cinna and Haymich both try to keep Katniss alive. So we will write keep Katniss alive in the center.

Checking for Understanding: Students in small groups will brainstorm other characteristics that Cinna and

Haymich have in common and differ on. Students will write them on a white board to hold up and share with the class.

Independent Practice: Students will choose two different characters from the book to make a Venn-Diagram.

Choose two or three characters from the text to make a Venn-Diagram. List 4 or more characteristics in each category. Closure:

Have three students share their Venn-Diagrams with the class. Display student’s work around the room.

Evaluation/Assessment:

1 Point 3 Points 5 Points

Character 1

Student includes 1

characteristic using details from the text

Student includes 2-3 characteristics using details from

the text

Student includes 4 or more

characteristics using details from

the text

Character 2

Student includes 1



the text



the text

Both Character 1 & 2

Student includes 1



the text



the text

Literacy Project 26

HaymichCInna

BothKeep Katniss alive

Push Katniss to be a better personRebelsmen

Drinks all the timeWon the Hunger Games

RudeAggravates Katniss

SweetLikes KatnissCostume designerTreats Katniss with respectFrom the Capitol but looks and acts almost normal

Venn Diagram of Cinna and Haymich

Literacy Project 27

Mini Lesson 2Grade Level: 8thContent: Social Studies/ Language ArtsLesson: Note Taking

Content Objective(s):After instruction, the student will be able to create a three column note taker based on

note taking strategies.

GLE: SS GLE 6G8

Relationships of Individuals and Groups to Institutions and Traditions 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions G. Effect of laws and events on relationships8 grade Identify how laws and events affect members of groups and relationships among groups


Modifications: One way to modify this activity is to allow students to work in partners, or in small

groups. Working in groups is a good way to allow students the social interaction that helps with thinking and leaning language.

Materials/Media/Resources:Pelzer, D. J. (1995). A child called it. Omaha, NE: Health Communications, Inc.

Rubric, Note Taker Sample, white boards, markers, erasers, pencils, papers, and some students will benefit if the table is already drawn, or they can typeAnticipatory Set:

Ask students if they know of any note taking strategies they like to use. Suggest a few that you like. Such as concept maps, outline forms, and ABC Blocks.

Instructional Input:Today we are going to learn about a new way to take notes. This way is called a Three

Column Organizer. Modeling/Demonstrating: The titles of these columns are Main Ideas, Notes & Details, and My Thoughts. The first

chapter has a few details that I want to include. So in the first column I wrote Chapter 1, The Rescue. In the second column I wrote David is taken from school never to move back to his mother’s house again. This is an important detail from the text. In the third column, I wrote about how this made me feel and my thoughts. I think David would be scared to be taken from the only place he knows, but relieved he doesn’t have go back.

Literacy Project 28

Guided Practice:What is another detail or details from chapter 1 we should include? (David would have to

hurry and finish his chores. If he was lucky he would get to eat his brother’s leftovers. Many days he didn’t eat at all.) All of this we will write in the second column. In the third column we will write how this makes us feel. I cannot imagine scavenging for food, like David had to do everyday.

Checking for Understanding: With a partner, using white boards have students find another detail for chapter 1 and

state their thoughts or how it made them feel. Have students show their responses, and share a few with the class.

Independent Practice: Students will fill out the three column organizer for the other chapters in the book.

Students should come up with 2 or more details, or main ideas for each chapter. Students will also make a personal response to each detail given. After completing the Three Column Note Taker, students will write a 3 sentence summary of the text.

Closure: In small groups of 2-4 students have groups share their most memorable details and their

personal responses. As a class have students share their memorable details and their personal responses.

Evaluation/Assessment:Chapter 5 Points 3 Points 1 Point1 Student has 2 details from

the text and 2 personal responses to the details.

Student is missing one detail from the text OR one personal response.

Student is missing 2 of the following details or personal response. (or any combination)

2 Student has 2 details from the text and 2 personal responses to the details.








Student is missing 2 of the following details or personal response. (or any

Literacy Project 29

combination)5 Student has 2 details from

the text and 2 personal responses to the details.









Epilogue Student has 2 details from the text and 2 personal responses to the details.



Summary Student has 3 complete sentences that sum up the entire text in their own words.

Student has 2 complete sentences that sum up the entire text in their own words.

Student has one sentence that sums up the text.

Three Column Note Taker for A Child Called It by David Pelzer

Main Ideas Details & Notes My Thoughts

Chapter 1 The Rescue David is taken from school never to move back to his mother’s house again.

David would have to hurry and finish his chores. If he was lucky he would get to eat his brother’s leftovers. Many days he didn’t eat at all.

I think David would be scared to be taken from the only place he knows, but relieved he doesn’t have go back.

I cannot imagine scavenging for food, like David had to do everyday.

Chapter 2 Good Times David’s family was the typical happy family for a long time. They went on

David’s family seemed happy on the outside, but on the inside things began to

Literacy Project 30

vacation and showed their love for each other.

fall apart.

Chapter 3 Bad Boy Mother began to drink more and more. When father was gone mother would care less and less about cooking and cleaning and taking care of the Kids

David was forced to stand in front of the mirror and say over and over again that he was a bad boy.

Alcohol abuse played a big factor in the way the mother treated David.

Mental and emotional abuse are just as torturous and destructive as physical abuse.

Chapter 4 The Fight for Food

David was given one set of clothes for the school year. They quickly became soiled and torn.

David stole food from kids at school and from the local grocery store.

One set of clothes would wear out quickly especially for a kid.

David did what he had to do to survive.

Chapter 5 The Accident One night David’s mother was especially angry and threatened to kill David. She had a knife in her hand and accidentally stabbed David. David was still expected to wash the dishes. David’s father did nothing to help him.

David was forced to take care of himself. Even when he was bleeding and very ill from his wounds. I do not think I would have the strength to do that.

Chapter 6 While Father is Away

Father stayed away from home more and more. When father was home he would help David do his chores and would talk to David. Mother quickly put a stop to that.

One time mother did not feed David for ten days.

Father was David’s hero and protector, but soon stopped coming to the rescue.

Its amazing that David lived so long with out food.

Chapter 7 The Lord’s Prayer After father stopped coming around and David became ostracized at school, Kevin was David’s only hope.

David turned to anger: toward his mother, father,

Kevin, David’s little brother, showed David love as only infants can do.

David’s anger was mounting and his hope was all but

Literacy Project 31

brothers, himself, people at school, and God.

diminished.

Epilogue Sonoma County, California

David is a grown man now. He can look back at his life and see the good and strong man he has become. He takes his son to a place his family once vacationed. Father and son share their love.

David is loved by his son and loves his son. They show their love for each other in many ways.

David has overcome many obstacles to become the man he is today.

Summary:This story is a remarkable one. It brings out every emotion as you read the story of

David Pelzer. This little boy survives the torture and abuse of his mother.

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