1. 4.8 Authoring Our Own Responses to Texts

2. CONNECTION
People and characters grow by understanding more and becoming more aware than they were. Think about some of the jokes that you didn’t understand as a little kid but understand now.
Remember how at first Bud thought Herman E. Calloway was just a mean jerk? But then when Herman finds out about Bud’s mother, the text says “I walked over to Herman E. Calloway and before I could think my hand moved out toward his back. I waited for one of those spaces between the muhs and the huhs, then I touched him. I patted him and rubbed him a couple of times, then left the room.” Bud has come to understand that Herman E. Calloway is not just a mean bully. Bud feels bad for him and empathizes with his sorrow.
Think for a moment about a character from your book that has grown to see, to recognize, more of what’s going on.

3. TEACHING POINT
Teachers can provide all sorts of strategies and tools for thinking about reading but readers have to decide for themselves what to notice in their stories because every reader will notice different things and have different thoughts.

4. TEACHING Imagine: What would you notice in the lunchroom?
You notice the things you care about, based on who you are and your experiences.
What do you notice as I read this scene about standing in line for food at the mission? Record your thoughts and later you can ask “What do I make of this?”

5. He said, “Line’s closed. These here folks are the last ones
He said, “Line’s closed. These here folks are the last ones.” He pointed at a man standing next to a woman who was carrying a baby. I said, “But sir…” He said, “But nothing. Line’s closed. These here folks are the last ones.” It was time to start lying. If I didn’t get any food now I’d have to steal something out of someone’s garbage or I wouldn’t be able to eat until the mission opened for supper. I said, “Sir, I—” The man raised his hand and said, “Look, kid, everybody’s got a story and everybody knows the rules. The line closes at 7 o’clock. How’s it fair to these people who have been here since five o’clock that you can sleep until”—he looked at his wristwatch—”until seven-fifteen, then come busting down here expecting to eat? You think you got some kind of special privilege just ‘cause you skinny and raggedy? Look in the line, there’s lots of folks look just like you, you ain’t even the worst. Supper starts at six p.m. but you see how things is. If you plan on getting fed you better be in line by four. Now get out of here before I get rough with you.” Shucks, being hungry for a whole day is about as bad as it can get. I said, “But…” He reached into his pocket and pulled something out that looked like a heavy black strap and slapped it across his hand. Uh-oh, here we go again. He said, “That’s it, no more talk, you opened your mouth one time too many. You rotten kids today don’t listen to no one, but I’ma show you something that’ll improve your hearing.” He slapped the strap on his hand and started walking toward me.

6. TEACHING
What in my life helps me notice whatever it is that stands out for me in this text?
What do you notice and what do you make of it?
We are not JUST readers. We are also students, friends, lovers of animals, shy or outgoing…these things stay with us and help us notice different things.
Since I’m a teacher, I noticed the way the adult doesn’t make any exceptions for kids. He acts like beating Bud would teach him a lesson but that’s not how to teach people! Now I’m thinking about how other adults in the book react to Bud differently than this man.

7. LINK
What are the things that stand out for you? Take notes that can show you later the trail of thought you take as you read.

8. MIDWORKSHOP
Look back at your notes. Are you noticing only the most obvious things or are you noticing things that show that you’re growing up and seeing MORE?
Try using the phrase “I will remember” to help you jump start your thinking. What will you remember? Why? What makes it memorable?

9. SHARE Find a passage that seems important.
1 person pretend to be the teacher and read it aloud. When you feel that your mind is brimming with ideas, say “Stop and jot.” and the others in the club will quickly write about their thoughts.
Each of you will be bringing your thoughts to that one shared passage and everyone will see different things about it!
Then do it again!
Then share your responses!