1. Response Journal to Texts THE PROCESS OUTLINED HERE WILL BE USED VARIOUS TIMES THROUGHOUT HIGH SCHOOL ELA.

2.  A response journal requires you to demonstrate that you have read the text and are engaged with/understanding it.  You are required to ask questions make connections pick out key events, quotes and discuss themes that emerge

3. Questions Recall/Comprehension The answer is in the text; it tells you right on the page. In other words, the answer to your question is a FACT. Analysis/Inference You are required to arrive at a logical conclusion based on your background knowledge (connections) and what is written on the page. The answer to the question lies in your head, and it is supportable by evidence in the text. Synthesis/Evaluation Go beyond the text and inquire into the value, importance and application of the information presented. These questions tend to require “deeper thought” or contemplation. There is always more than one right answer. Opinions (supported by facts) are often part of these questions, and often these are the questions that you are left wondering AFTER you are finished reading the text. There are 3 LEVELS of QUESTIONS. All have value; however, our goal is Level 2 and Level 3 questions.

4. Connections

5. Key Events/Actions The purpose of this section is NOT summary – we have all read the text. Instead, target the following: An event or something a character does that triggers a reaction in you. This could be something:  you find funny  that angers you  you find interesting  that makes you consider something you hadn’t before You need to make sure you explain and discuss your reaction in detail.

6. Key Quotes  When choosing important quotes look for a quote that:  Reveals/develops a theme  Reveals/develops a character  Is a significant moment in the plot  Is a literary device (ex. Foreshadowing, metaphor etc.) It is not enough to simply choose a quote, your goal is to create a RESPONSE to that quote.

7. How to write Response Journal  Questions 2-4  Connection 1-3  Events 2-3  Quotes 2-3 Once you have collected the above work them together into a written response. Make sure to explain and discuss each thing you talk about.

8. The Giving Tree Questions:  Level 1: What does the tree give the boy?  Level 2 : Was the boy ever happy?  Level 3: What joys are we missing in life because we are too busy? Connections:  This story makes me think about The Lorax by Dr Seuss. The people were too busy to notice that they were cutting down all the trees and selfishly taking what they wanted without noticing the consequences.

9. Events:  When the tree offers up her parts so willingly to the boy throughout his life, it reminds me that unconditional love is always there for the other without thought of the personal consequences.  The tree remains happy throughout the story every time the boy comes to visit; the boy always comes back sad. It makes me think that selfless giving is the key to lasting happiness as opposed to the hustle of bustle of life’s next “thing”. Quotes:  “ Take my apples and sell them in the city, then you have money and be happy…. And the tree was happy.”  Reveals how the tree finds happiness in giving of herself rather than material things.  “An old stump is good for sitting and resting.”  Things that on sight may appear worthless can actually have deep value; the key is to look past the obvious.

10. Example Response The story The Giving Tree by Shel Silverstein is a wonderful reminder that the act of selflessly giving is the key to lasting happiness. It is a classic story that reminds people of the Dr. Seuss classic, The Lorax. As people we tend to consume resources without thought of the long-lasting consequences. Our selfishness can sometimes get in the way of seeing the big picture. The Giving Tree pushes readers one step deeper and reminds us that unconditional love, similar to that of a mother, is the most unselfish gift. As the story progresses, one is reminded of moments when he/she has been the recipient of unconditional gifts. The story starts with the boy playing freely with the tree. Does the boy realize how lucky he is to enjoy the freedom of childhood. Even as the boy matures, the sympathies of the reader are drawn to the tree; the reader wonders if the tree ever resents the boy for forgetting about him over long periods of time? As the boy walks away with the branches and leaves with a smile on his face, we are left to question if the boy is really happy in this moment? Does the boy find what he is looking for after taking the gifts from the tree? The boy eventually comes back sad and disheartened -- the tree is ever present and waiting. What joys do people miss in life because they are too busy going after the next big thing in life? The tree is heard saying a version of: “Take my apples and sell them in the city, then you have money and be happy…. And the tree was happy” throughout the story. This reveals how the tree finds happiness in giving of herself rather than material things and is a reminder the reader to strive to do the same. At the end of the story, the tree has nothing left to give. Even still, she reminds the boy, “an old stump is good for sitting and resting.” Ultimately the story challenges us remember that while on sight things may appear worthless, they can actually have deep value; the key is to look past the obvious. The tree, even when it has nothing to give, gives of herself unconditionally.