1. JOURNAL PROMPT: JANUARY 13, 2015 Please use the journal that was handed out. Please begin writing about the following prompt- (Remember- you MUST write non-stop for the entire writing segment. If you go off prompt- that is OK- just don’t stop writing at any time.) How do you treat others when you do not think they are being fair?

2. WHAT NUMBER ARE YOU? WHY OR WHY? The Human Spirit INSTRUCTIONAL FOCUS- LITERARY ELEMENT- THEME RL.8.2 LEARNING GOAL DETERMINE A THEME OR CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO THE CHARACTERS, SETTING, AND PLOT; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT. Learning Scales- What is your number? Learning Scales- 4 I can identify and explain how theme, or the central idea, is developed over the course of a text through citing three pieces of textual evidence of how plot advances the theme and connect themes across multiple texts and include an objective summary. 3 I can identify and explain how theme or the central idea is developed over the course of a text through citing three pieces of textual evidence of how plot advances the theme. 2 I can identify theme and explain how theme and central idea are developed over the course of a text through citing one piece of textual evidence of how plot advances the theme. 1 With assistance, I can identify theme and central idea and explain how they are developed over the course of the text.

3. THEME? EXPLAIN WHY! BIG WORLD VS SMALL WORLD

4. GIST STRATEGY Prompts – What do you think this text is going to be about? What makes you think so? What do you think it is going to tell us about our topic? What makes you think so?

6. The Buffalo and the Field Mouse Once upon a time, when the Field-Mouse was out gathering wild beans for the winter, his neighbor, the Buffalo, came down to graze in the meadow. This the little Mouse did not like, for he knew that the other would mow down all the long grass with his prickly tongue, and there would be no place in which to hide. He made up his mind to offer battle like a man. "Ho, Friend Buffalo, I challenge you to a fight!" he exclaimed in a small, squeaking voice. The Buffalo paid no attention, thinking it only a joke. The Mouse angrily repeated the challenge, and still his enemy went on quietly grazing. Then the little Mouse laughed with contempt as he offered his defiance. The Buffalo at last looked at him and replied carelessly: "You had better keep still, little one, or I shall come over there and step on you, and there will be nothing left! "

7. "You can't do it!" replied the Mouse. "I tell you to keep still," insisted the Buffalo, who was getting angry. "if you speak to me again, I shall certainly come and put an end to you!" "I dare you to do it! " said the Mouse, provoking him. Thereupon the other rushed upon him. He trampled the grass clumsily and tore up the earth with his front hoofs. When he had ended, he looked for the Mouse, but he could not see him anywhere. "I told you I would step on you, and there would be nothing left!" he muttered.

8. Where Who What Why When How Using the 5 W’s and H- Write a summarizing Statement Segment One

9. Just then he felt a scratching inside his right ear. He shook his head as hard as he could, and twitched his ears back and forth. The gnawing went deeper and deeper until he was half wild with the pain. He pawed with his hoofs and tore up the sod with his horns. Bellowing madly, he ran as fast as he could, first straight forward and then in circles, but at last he stopped and stood trembling. Then the Mouse jumped out of his ear, and said: "Will you own now that I am master?"

10. "No! " bellowed the Buffalo, and again he started toward the Mouse, as if to trample him under his feet. The little fellow was nowhere to be seen, but in a minute the Buffalo felt him in the other ear. Once more he became wild with pain, and ran here and there over the prairie, at times leaping high in the air. At last he fell to the ground and lay quite still. The Mouse came out of his ear, and stood proudly upon his dead body. "Oho!" said he, "I have killed the greatest of all beasts. This will show to all that I am master!“ Standing upon the body of the dead Buffalo, he called loudly for a knife with which to dress his game.

11. Where Who What Why When How Using the 5 W’s and H- Write a summarizing Statement Segment Two

12. In another part of the meadow, Red Fox, very hungry, was hunting mice for his breakfast. He saw one and jumped upon him with all four feet, but the little Mouse got away, and he was terribly disappointed. All at once he thought he heard a distant call: "Bring a knife! Bring a knife!"

13. When the second call came, Red Fox started in the direction of the sound. At the first knoll he stopped and listened, but hearing nothing more, he was about to go back. Just then he heard the call plainly, but in a very thin voice, "Bring a knife!" Red Fox immediately set out again and ran as fast as he could. By and by he came upon the huge body of the Buffalo lying upon the ground. The little Mouse still stood upon the body.

14. "I want you to dress this Buffalo for me and I will give you some of the meat," commanded the Mouse. "Thank you, my friend, I shall be glad to do this for you," he replied, politely.

15. Where Who What Why When How Using the 5 W’s and H- Write a summarizing Statement Segment Three

16. The Fox dressed the Buffalo, while the Mouse sat upon a mound nearby, looking on and giving his orders. "You must cut the meat into small pieces," he said to the Fox. When the Fox had finished his work, the Mouse paid him with a small piece of liver. He swallowed it quickly and smacked his lips. "Please, may I have another piece?" he asked quite humbly. "Why, I gave you a very large piece! How greedy you are!" exclaimed the Mouse. "You may have some of the blood clots," he sneered. So the poor Fox took the blood clots and even licked off the grass. He was really very hungry.

17. "Please may I take home a piece of the meat?" he begged. "I have six little folks at home, and there is nothing for them to eat." "You can take the four feet of the Buffalo. That ought to be enough for all of you!" "Hi, hi! Thank you, thank you!" said the Fox. "But, Mouse, I have a wife also, and we have had bad luck in hunting. We are almost starved. Can't you spare me a little more?"

18. "Why," declared the Mouse, "I have already overpaid you for the little work you have done. However, you can take the head, too!" Thereupon the Fox jumped upon the Mouse, who gave one faint squeak and disappeared.

19. Where Who What Why When How Using the 5 W’s and H- Write a summarizing Statement Segment Four

21. Theme If you are proud and selfish you will lose all in the end.

22. GIST STRATEGY Prompts – Did you find evidence to support your prediction? What was it? Did you find evidence that doesn’t support your prediction? What was it? At this point, do you want to change your prediction? Why or why not?

23. GIST STRATEGY Post reading –Think about what you have read and made a final revision of the gist statement. Discuss.

24. GIST STRATEGY Prompts – Do you want to make any changes about this topic? If yes, what changes and why? What have you learned from this reading?

25. DID YOUR NUMBER CHANGE? WHY OR WHY NOT? The Human Spirit INSTRUCTIONAL FOCUS- LITERARY ELEMENT- THEME RL.8.2 LEARNING GOAL DETERMINE A THEME OR CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO THE CHARACTERS, SETTING, AND PLOT; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT. Learning Scales- What is your number? Learning Scales- 4 I can identify and explain how theme, or the central idea, is developed over the course of a text through citing three pieces of textual evidence of how plot advances the theme and connect themes across multiple texts and include an objective summary. 3 I can identify and explain how theme or the central idea is developed over the course of a text through citing three pieces of textual evidence of how plot advances the theme. 2 I can identify theme and explain how theme and central idea are developed over the course of a text through citing one piece of textual evidence of how plot advances the theme. 1 With assistance, I can identify theme and central idea and explain how they are developed over the course of the text.

26. INSTRUCTIONAL FOCUS- LITERARY ELEMENT- THEME RL.8.2 LEARNING GOAL DETERMINE A THEME OR CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO THE CHARACTERS, SETTING, AND PLOT; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT. Learning Scales- What is your number? 4I can identify and explain how theme, or the central idea, is developed over the course of a text through citing three pieces of textual evidence of how plot advances the theme and connect themes across multiple texts. 3I can identify and explain how theme or the central idea is developed over the course of a text through citing three pieces of textual evidence of how plot advances the theme. 2I can identify theme and explain how theme and central idea are developed over the course of a text through citingone piece of textual evidence of how plot advances the theme. 1With assistance, I can identify theme and central idea and explain how they are developed over the course of the text.

27. ACADEMIC VOCABULARY FOR COLLECTION 4 These are the terms you should know as you read and analyze the selections in this collection. Subject The topic of a work of literature. The subject is not the same as the theme. The subject can generally be stated in a single word or phrase, such as loyalty, good losers, memories, nature, and so on. Theme An idea or a truth about life that a work of literature reveals. A theme can be expressed in one or more sentences. A theme on the subject of loyalty might be “True friends don’t desert each other.” Universal Themes Themes that can be found in literature from different times, places, and cultures. For example, a love story written in ancient Persia may explore the same theme as a poem written in seventeenth-century England. Recurring Themes Themes that reappear with great frequency in literature. One such theme is “Love heals all wounds.” Instructional Focus- Literary Element- Theme RL.8.2 Learning GoaL Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

28. Theme The Search for Meaning Instructional Focus- Literary Element- Theme RL.8.2 Learning Goal Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

29. What is a Theme? Theme: Life lesson, meaning, moral, or message about life or human nature that is communicated by a literary work. In other words… Theme is what the story teaches readers. Instructional Focus- Literary Element- Theme RL.8.2 Learning Goal Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

30. Themes A theme is not a word, it is a sentence. You don’t have to agree with the theme to identify it. Examples Money can’t buy happiness. Don’t judge people based on the surface. It is better to die free than live under tyranny.

31. What is the theme? Jenny Puchovier was so excited. She had a pack of Starburst in her lunch and she had been looking forward to eating them all morning. Lunch finally came and Jenny sat down to eat her Starbursts when her friend Yudy sat next to her. “Let me get the pink ones,” asked Yudy. Jenny liked the pink ones best, but she thought Yudy was funny and Jenny wanted Yudy to like her, so Jenny gave Yudy all of her pink Starbursts. Before Jenny was done giving Yudy the pink ones, Carrie sat on the other side of Jenny. “Let me get the red and the orange ones, Jenny. Remember when I gave you that Snickers?” Jenny didn’t remember that, though she did remember when Carrie ate a whole Snickers in front of her, but Jenny thought Carrie was cool, so she gave her the red and the orange Starbursts. Now that she only had the yellow ones, Jenny wasn’t so excited about eating starbursts anymore.

32. Big World of the Theme. Applies to the “Real” World. Identifying Themes Themes are not explicit (clearly stated). Themes are implied. Themes are bigger than the story. Small World of the Story

33. Themes are about the big picture. Not “Busses are dangerous” Not “Carrie is a dummy.” Think BIGGER. Find “Real” World advice. Big World of the Theme. Applies to the “Real” World. Small World of the Story

34. Review 1.Theme is what we can learn from a story. 2.Themes must be inferred. 3.Themes are about the BIG world.

35. I Want to Hold Your Hand- Beatles Oh yeah, I'll tell you something I think you'll understand When I'll say that something I wanna hold your hand I wanna hold your hand I wanna hold your hand Oh please, say to me You'll let me be your man And please, say to me You'll let me hold your hand Now let me hold your hand I wanna hold your hand And when I touch you I feel happy Inside It's such a feeling that my love I can't hide I can't hide I can't hide Yeah, you've got that something I think you'll understand When I'll say that something I wanna hold your hand I wanna hold your hand I wanna hold your hand I wanna hold your hand.

36. Practice 1.We’ll read each story. 2.Write what you think the theme is. 3.Write another sentence explaining what happens in the story that leads you to believe this. How does the small world of the story connect to the big world theme?

37. Once there was a mean little boy who lived in a small village. This mean little boy loved to mess with people, so one day he ran up to a sheep herder and shouted, “WOLF! WOLF! A wolf is attacking the town!” The sheep herder grabbed his staff and ran to defend the town, but realized he had been fooled when the boy started pointing and laughing at him. “Ha ha! I made you jump,” said the boy. Then the boy ran up to a farmer and shouted, “WOLF! WOLF! A wolf is attacking the town!” The farmer grabbed his pitchfork and ran to defend the town, but when the boy started pointing and laughing at him, he realized he had been tricked. As the boy went back to his family’s farm laughing about the funny trick he played, he saw a real wolf in his father’s chicken coop. As the wolf ate all of his father’s chickens, the boy screamed over and over again, “WOLF! WOLF! Please help us!” But nobody came to help him.

38. Angie loved to draw. She made colorful designs of people’s names with bright hearts & flowers, but she lost own markers, so she borrowed her teacher’s. The school day was ending, but Angie wanted to keep coloring, so she took the teacher’s markers home and lost them in her messy room. She came back to school the next day and wanted to color again, so she asked the teacher for more markers. The teacher replied, “Sure, Angie, but this is my last pack.” Angie said she would be careful, but by the end of the day the markers were scattered all over the floor and the custodian swept them up and disposed of them. When Angie came in the next day, she asked the teacher for more markers, but she was disappointed to find that there weren’t any more. “I don’t know where all of my markers went,” said the teacher, “but I don’t have them.” Angie had to draw her pictures with drab pencils.

39. Jenny hated reading class. She didn’t understand point of view or figurative language, and not knowing how to do the work frustrated her. She asked the teacher for help, but he spoke so fast and used such big words that she still couldn’t understand. The teacher asked if she understood, and she nodded her head, but she didn’t. Jenny’s friend Katie knew that Jenny was having trouble, and, rather than just giving Jenny all of the answers, Katie explained to Jenny how to solve the problems. Katie spoke clearly and at Jenny’s level, and Jenny was happy that she finally learned how to do the work. Later in the week, Katie was having trouble in math class. She didn’t understand coordinates and was really frustrated. Seeing that Katie was having problems, Jenny, who understood math very well, taught Katie coordinates. Both girls made honor roll that quarter.

40. The Buffalo and the Field Mouse Once upon a time, when the Field-Mouse was out gathering wild beans for the winter, his neighbor, the Buffalo, came down to graze in the meadow. This the little Mouse did not like, for he knew that the other would mow down all the long grass with his prickly tongue, and there would be no place in which to hide. He made up his mind to offer battle like a man. "Ho, Friend Buffalo, I challenge you to a fight!" he exclaimed in a small, squeaking voice. The Buffalo paid no attention, thinking it only a joke. The Mouse angrily repeated the challenge, and still his enemy went on quietly grazing. Then the little Mouse laughed with contempt as he offered his defiance. The Buffalo at last looked at him and replied carelessly: "You had better keep still, little one, or I shall come over there and step on you, and there will be nothing left! " "You can't do it!" replied the Mouse. "I tell you to keep still," insisted the Buffalo, who was getting angry. "if you speak to me again, I shall certainly come and put an end to you!" "I dare you to do it! " said the Mouse, provoking him. Thereupon the other rushed upon him. He trampled the grass clumsily and tore up the earth with his front hoofs. When he had ended, he looked for the Mouse, but he could not see him anywhere.

41. "I told you I would step on you, and there would be nothing left!" he muttered. Just then he felt a scratching inside his right ear. He shook his head as hard as he could, and twitched his ears back and forth. The gnawing went deeper and deeper until he was half wild with the pain. He pawed with his hoofs and tore up the sod with his horns. Bellowing madly, he ran as fast as he could, first straight forward and then in circles, but at last he stopped and stood trembling. Then the Mouse jumped out of his ear, and said: "Will you own now that I am master?"

42. "No! " bellowed the Buffalo, and again he started toward the Mouse, as if to trample him under his feet. The little fellow was nowhere to be seen, but in a minute the Buffalo felt him in the other ear. Once more he became wild with pain, and ran here and there over the prairie, at times leaping high in the air. At last he fell to the ground and lay quite still. The Mouse came out of his ear, and stood proudly upon his dead body. "Oho!" said he, "I have killed the greatest of all beasts. This will show to all that I am master!"

43. Standing upon the body of the dead Buffalo, he called loudly for a knife with which to dress his game. In another part of the meadow, Red Fox, very hungry, was hunting mice for his breakfast. He saw one and jumped upon him with all four feet, but the little Mouse got away, and he was terribly disappointed. All at once he thought he heard a distant call: "Bring a knife! Bring a knife!"

44. When the second call came, Red Fox started in the direction of the sound. At the first knoll he stopped and listened, but hearing nothing more, he was about to go back. Just then he heard the call plainly, but in a very thin voice, "Bring a knife!" Red Fox immediately set out again and ran as fast as he could. By and by he came upon the huge body of the Buffalo lying upon the ground. The little Mouse still stood upon the body.

45. "I want you to dress this Buffalo for me and I will give you some of the meat," commanded the Mouse. "Thank you, my friend, I shall be glad to do this for you," he replied, politely. The Fox dressed the Buffalo, while the Mouse sat upon a mound nearby, looking on and giving his orders. "You must cut the meat into small pieces," he said to the Fox. When the Fox had finished his work, the Mouse paid him with a small piece of liver. He swallowed it quickly and smacked his lips.

46. "Please, may I have another piece?" he asked quite humbly. "Why, I gave you a very large piece! How greedy you are!" exclaimed the Mouse. "You may have some of the blood clots," he sneered. So the poor Fox took the blood clots and even licked off the grass. He was really very hungry. "Please may I take home a piece of the meat?" he begged. "I have six little folks at home, and there is nothing for them to eat." "You can take the four feet of the Buffalo. That ought to be enough for all of you!"

47. "Hi, hi! Thank you, thank you!" said the Fox. "But, Mouse, I have a wife also, and we have had bad luck in hunting. We are almost starved. Can't you spare me a little more?" "Why," declared the Mouse, "I have already overpaid you for the little work you have done. However, you can take the head, too!" Thereupon the Fox jumped upon the Mouse, who gave one faint squeak and disappeared. If you are proud and selfish you will lose all in the end.

48. INSTRUCTIONAL FOCUS- LITERARY ELEMENT- THEME RL.8.2 LEARNING GOAL DETERMINE A THEME OR CENTRAL IDEA OF A TEXT AND ANALYZE ITS DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING ITS RELATIONSHIP TO THE CHARACTERS, SETTING, AND PLOT; PROVIDE AN OBJECTIVE SUMMARY OF THE TEXT. Learning Scales- Where is your penguin? 4I can identify and explain how theme, or the central idea, is developed over the course of a text through citing three pieces of textual evidence of how plot advances the theme and connect themes across multiple texts. 3I can identify and explain how theme or the central idea is developed over the course of a text through citing three pieces of textual evidence of how plot advances the theme. 2I can identify theme and explain how theme and central idea are developed over the course of a text through citingone piece of textual evidence of how plot advances the theme. 1With assistance, I can identify theme and central idea and explain how they are developed over the course of the text.

49. JOURNAL PROMPT: JANUARY 6, 2015 Please take out your journal and begin writing about the following prompt- (Remember- you MUST write non-stop for the entire writing segment. If you go off prompt-that is OK- just don’t stop writing at any time.) Describe how you might be labeled if someone was to judge you before getting to know you. Explain why it is important to get to know someone before categorizing them.

50. JOURNAL PROMPT: JANUARY 7, 2015 Please take out your journal and begin writing about the following prompt-(Remember- you MUST write non-stop for the entire writing segment. If you go off prompt-that is OK- just don’t stop writing at any time.) What are some of the rules of teenage life that adults just don’t understand? How does one earn respect from another? What are the problems with wanting respect, deserving respect, earning respect, fighting for respect? Do you agree that people often look, act and dress just like the people they hate? Why or why not, and why do you think this is?

51. JOURNAL PROMPT: JANUARY 8, 2015 Please take out your journal and begin writing about the following prompt- (Remember- you MUST write non-stop for the entire writing segment. If you go off prompt-that is OK- just don’t stop writing at any time.) What have you done that was “worth it” that someone else may not understand? Explain what you did, or do, and why it is important to you.

52. JOURNAL PROMPT: JANUARY 9, 2015 Please take out your journal and begin writing about the following prompt- (Remember- you MUST write non-stop for the entire writing segment. If you go off prompt-that is OK- just don’t stop writing at any time.) How important is it to do things to fit in to have friends? To what lengths have you gone to fit in? Have you ever done something as part of a crowd that you later felt bad about when you were alone? As teenagers, why do you think fitting in is so important? What lengths have you seen others go to fit in?

53. JOURNAL PROMPT: JANUARY 12, 2015 Please take out your journal and begin writing about the following prompt- (Remember- you MUST write non-stop for the entire writing segment. If you go off prompt-that is OK- just don’t stop writing at any time.) Do you feel that writing allows you to express your feelings and gives you a voice that is not judged? Why or why not? What is an issue that is important to you that you would like to write about?