1. Bellringer—Revise the writing below.
NOTE: Revision is more than just correcting grammar. Make sure the CONTENT makes sense and does what a CCC should do!
In half a day welty uses repetition as a motif to tell us we need to be thankful cause time flys by fast. The story says as he went through the gate “then the faces of the boys and girls came into view.” Then it says “Grandpa, let me take you across.” We learn that time flys cause he’s little at the beginning and then old at the end, so time flys.

2. Thoughts to Consider How do we write short story titles correctly?
Who is the author of half a day?
Should we ever use 1st person pronouns outside the context of a narrative or a quote?
Is the identified motif actually a motif?
Does the theme relate to the motif?
How do we introduce and punctuate a quote?
Does the clarifying statement explain how the theme relates to the audience outside the context of the story and the citation?

3. A Better Attempt
Mafouz’s use of activities as a motif in “Half a Day” communicates the idea that time goes faster than people realize. The text begins early on with a description of the protagonist as a young boy on his first day of school. As the plot progresses, the young man goes through many different activities associated with various stages of the educational experience. However, as he leaves at the end of the day, everything around the man seems to have changed, and the text concludes stating, “Grandpa, let me take you across” when the man cannot find his way home. As the audience sees these activities and life phases represented symbolically in the course of half a day, Mafouz clearly communicates the idea that time does in fact move far more quickly than people often notice—even to the point that an entire lifetime can feel like only half a day.

4. “Back From War, but Not Really Home”
By Caroline Alexander
The New York Times
Nov. 7, 2009

5. Connect and extend your knowledge from The Odyssey to an informational text.
(9-10.RI.KID.1)
Determine the central ideas in an informational text, and trace an author’s argument.
(9-10.RI.KID.2)
I Can…

6. Read Along DON’T BE A TIME WASTER!
Caroline Alexander, author of “Back From War, but Not Really Home” provides an alternate view of Odysseus in her informational text. Pay attention to the claims that she makes.
Students should note the author’s claims or opinions about war heroes, such as:
Veterans’ Day is our most awkward holiday.
The Odyssey provides the greatest example of the idea of coming home being mixed with sorrow.
The best thing that civilians can do to honor heroes is to listen to their stories.
A hero who comes home is just as noble as one who falls in battle.
Look also for confusing words so you can
LOOK THEM UP! Make them part of your working
Vocabulary; otherwise, you are wasting time!
DON’T BE A TIME WASTER!

7. Summary Chart for Informational Texts
WRITE-PAIR-SHARE
Column One—write a brief summary of the article.
Guiding Questions
What is the issue being discussed?
Who/What characters does the writer reference?
Why is there a conflict? What are common beliefs about the issue?
What is the alternative point of view that the author offers?
Chart is found on page 24 of the guide book.

8. Summary Chart for Informational Texts
COLOR GROUP COLLABORATION
Summary Chart for Informational Texts
Column Two—identify each claim or point made in the order it is made.
Remember that a CLAIM is “a statement saying that something is true when some people may say it is not true” (Merriam- Webster.com).
Possible Answers:
Veterans’ Day is our most awkward holiday.
The Odyssey provides the greatest example of the idea of coming home being mixed with sorrow.
The best thing that civilians can do to honor heroes is to listen to their stories.
A hero who comes home is just as noble as one who falls in battle.

9. Abstract Ideas What are abstract nouns?
These abstract nouns are often mistaken for themes in literature and nonfiction.
Possible abstract nouns:
Coming home
Family
Recognition
Heroism
Distress

10. For Example… Guiding Question:
What does the text teach the audience about [insert thematic idea/abstract noun]?
Possible themes:
Often times, coming home is just as difficult for a war-torn veteran as fighting on a battlefield.
Distress from the battlefield can lead to deep psychological scars.
Returning home is just as important as completing the journey.  

11. Summary Chart for Informational Texts
INDEPENDENT PRACTICE See Mrs. Thomas if you need assistance on this part of the assignment!
Column Three—identify the central ideas or thematic topics addressed in the text; then write a thematic statement for that piece.
What is the difference in a central idea and a theme?
The requirements for a writing a central idea and a theme are the same, so let’s review them!
Thematic statements:
should be declarative sentences.
should be universal. (The thematic statement should be able to apply to another text.)
should not be bound by time period, genre, culture, etc.
should reveal truths about human nature.
 Veterans are often misunderstood and have a difficult time adapting to civilian life after war.