Presentation on theme: "Chicken Soup for the Teenage Soul Stories of Life, Love, and Learning."— Presentation transcript:
Chicken Soup for the Teenage Soul Stories of Life, Love, and Learning
E.Q.: What inspires me? What is an epigraph? a relevant quotation at the beginning of a book or chapter 1.Read each epigraph. 2.Rewrite it in your own words to demonstrate that you understand the main point. 3.Decide if you agree or disagree with it. Does it inspire you or does it confuse you? Explain. The Introduction “How to Read This Book” jumping around poetry, prose, fiction, non-fiction
Written Response Select one quote that inspires you. Write a paragraph explaining what it means to you and why you like it.
E.Q.: How do authors use main ideas and supporting details to develop a story’s theme? Have you ever been disappointed by your birthday? Write a paragraph describing a birthday that was a disappointment. Write another paragraph about a birthday that was fantastic! “Eleven” by Sandra Cisneros As you read, think about the theme of the story.
Applying Theme to a Thinking Map Complete a Brace Map that allows you to extract the theme of the story.
Writing Response: “Eleven” Choose two of the response choices below to complete in your sourcebook. 1.Do you agree with Rachel’s idea that, no matter how old we are, we always have all the ages we have been inside of us? Why or why not? 2.If you were Mrs. Price, how would you have handled the situation with Rachel? 3.Why do you think Phyllis Lopez at first didn’t say the sweater was hers? 4.How does Cisneros make us understand how Rachel feels? Give examples from the story of descriptions and language that helped you understand Rachel’s feelings.
Writing Response: “Eleven” Choose one of the response choices below to complete in your sourcebook. 1.If you were Rachel, what would you have done? To answer this, write a dialogue between Rachel and Mrs. Price. Begin your dialogue with: Mrs. Price: Of course the sweater’s yours. I remember you wearing it once. (Continue the dialogue any way you want.) 2.What sense do you have of Rachel from reading this story? Write a description of Rachel – how she looks, what she’s like as a person, what her family is like, what she wants to do in the future – based on the information in the story and your imagination.
E.Q.: How do I select important details from texts to help me compare them? Describe your favorite teacher of all time. Use a Bubble Map Include as many adjectives as you can to describe this teacher.
“Mrs. Virginia DeView, Where are You?” Read this selection on page 157. Compare the teachers in this story and in “Eleven.” Create a Double Bubble Thinking Map to compare the two teachers. Which teacher would you rather have? Why?
Writing Response What are the qualities of an ideal teacher? Describe this teacher. Make sure to be realistic, practical, and logical. Write your response in your sourcebook.
Writing Response What are the qualities of an ideal teacher? Describe this teacher. Make sure to be realistic, practical, and logical. Write your response in your sourcebook. Then draw a diagram of the ideal teacher. Make sure to label the elements. brain for thinking eyes to read and look at the teacher ears to hear heart for caring hands for writing hands for opening books mouth to share ideas feet for moving toward success The Perfect Student
E.Q.: How do I determine the author’s purpose and use that purpose to compare texts? What kind of character are you? Make a list of character traits that would be used to describe you. Write a paragraph describing yourself. “Sparky” page 179 As you read, think about the author’s purpose. What is the author trying to tell us? Write a sentence identifying the author’s purpose. List three (3) details from the story that supports your purpose. http://www.youtube.com/watch?v=GsSXMT0N rB4&NR=1&feature=fvwp http://www.youtube.com/watch?v=GsSXMT0N rB4&NR=1&feature=fvwp
Written Response: Comparing Traits Compare the traits of Sparky with those of Charlie Brown. Read “Zuri at Bat.” How would you compare Charlie Brown and the football to “Zuri at Bat.” Who do you relate to more? Write an argumentative paragraph to support your opinion on the author’s purpose. Write your response in your sourcebook.
Written Response: Comparing Traits Compare the traits of Sparky with those of Charlie Brown. Read “Zuri at Bat.” How would you compare Charlie Brown and the football to “Zuri at Bat.” Who do you relate to more? Write an argumentative paragraph to support your opinion on the author’s purpose. Write your response in your sourcebook. Now create a comic strip for “Zuri at Bat.”
E.Q.: How do I craft a personal essay in response to what I have read? Choose any three selections to read on your own. List the titles and page numbers for these selections in your sourcebook. Choose the selection that had the greatest impact on you. How do you relate to this selection? What does this selection mean to you? What does it make you think about? What did you learn? Write a multi-paragraph response in your sourcebook. BONUSBONUS
E.Q.: How do I use the main idea of the text to form the basis of analysis? Describe a time when you got in trouble or upset your parents or guardian and learned from your mistake? Write about this experience in your sourcebook.
Read these selections. While reading, complete this chart. “Egg Lessons” page 146 “The Cost of Gratefulness” page 150 “Unconditional Mom” page 70 StoryWhat does the teen do wrong? How does his or her parent react? What did the teen learn? What can readers learn? “Egg Lessons” “The Cost of Gratefulness” “Unconditional Mom”
Written Response: Essay Compare the teen protagonists in the three stories. Tell how they are alike and how they are different. Determine which teen learned the most valuable life lesson and which parent did the best job teaching a lesson. (The teen and parent do not have to come from the same story.) Write this essay in your sourcebook. Remember, essays need an introduction, a body, and a conclusion.
E.Q.: What are the causes and effects of bullying? How can you prevent bullying? Write an answer in your sourcebook. Focus on actions! Reading Selections “The Gossiper” page 36 “A Simple Christmas Card” page 38
Written Response Write about a time when you or a friend were hurt by gossip or bullying. Make sure to include the outcome; what happened. Write an alternative outcome either positive or negative. What might have happened if the situation would have been handled differently.
Written Response Write about a time when you or a friend were hurt by gossip or bullying. Make sure to include the outcome; what happened. Write an alternative outcome either positive or negative. What might have happened if the situation would have been handled differently. Write a letter to a student who is being bullied. Give advice on how they should handle this. Make suggestions for what they should do. Write these responses in your sourcebook.
E.Q.: How can I read a writing prompt closely to fully understand my topic? Reading Questions How do you feel about this book? Who would you recommend this book to? Who would you say should read this book? How can I organize my ideas before writing? List some choices that you can use for pre- writing. In your sourcebook, list and explain at least three (3) different strategies that you could use for prewriting. Tell which strategy works best for you and why.
Use the RAFT strategy to analyze the assessment prompt. RAFT ROLEAUDIENCEFORMATTONE What is your job as a writer? What is the purpose of this essay? Who are you speaking to? What vocabulary does this audience expect to hear? What does the audience already know, and what do they need to know about your topic? What structural elements are required in this essay? What is the appropriate attitude for you to have as the writer? How do you feel about your topic, and how can you communicate that to your audience?
Analyze the Writing Assessment. Does this Chicken Soup truly soothe the soul? This is to be an argumentative (persuasive) essay. In the introduction, the claim is made that “This is a book you never finish.” This phrase has two possible meanings. It could mean that you will love the book so much that you will read it over and over again. However, it could also mean that you will hate it so much, you will quit reading it. Based on what you have read so far, which opinion of the book do you hold? Use evidence from the book (quotes, summaries of stories, explanations of cartoons, etc.), write an argument to defend your opinion on the book and to convince your audience to love or hate this book. Make sure to use at least five words from your vocabulary lists in your essay.
Plan the Writing Assessment. Use a Tree Map to Plan for Writing Your Claim First Point Second PointThird PointCounterpoint Ideas Evidence & Supporting Details Ideas Evidence & Supporting Details Ideas Evidence & Supporting Details Ideas Evidence & Supporting Details Share your plan with your partner. Give each other feedback.
E.Q.: How can a writing plan make writing a rough draft easier? Parts of an Essay What are the basic parts of an essay? Which part of your writing plan will you use to create which part of your essay? What is a thesis statement? Writing Topic Sentences Each paragraph in an essay needs a topic sentence matched with supporting details.
Don't Touch That Towel! By Shannon C. I think our school would benefit by investing in automatic motion-sensing hand dryers. I have several reasons for this. Children can get sick from the germ- infested paper towel dispensers we now have. There is also terrible waste when students continuously pull the lever, dispensing towels they don't really need. First of all, this automatic hand dryer is very sanitary. Instead of pulling on a lever that has been touched by a large number of students, users can just stick their hands under the blow-dryer. No germs can get on them because there is nothing to touch. In addition, if we buy this automatic hand dryer, we can save the school budget and trees. The money we save by not wasting paper towels can be used for educational things, such as field trips. We could even go to a tree farm and see how many trees we saved. Cutting fewer trees will make a big difference in the environment. If the electricity happens to go out, the hand dryer, like all electric appliances, will go out too. That is ONE bad thing, but we know the lights don't go out that often. We will store extra paper towels in the custodian's room for emergencies. So I think there is much to be said for this automatic motion-sensing hand dryer. Administrators will be glad to know that absenteeism will be lowered. Money can be saved. Finally, if the trees could talk, they would probably shout for joy, knowing that a whole school is saving a forest. Let's install automatic hand dryers at our school as soon as possible.
Writing Time: The Rough Draft Write your essay one paragraph at a time. Make sure to follow your writing plan. Allow your partner to read your paragraphs, compare them to your writing plan, and give you feedback.
E.Q.: How can I use transitions to make my writing more coherent? Transitional Words Using transitional words and phrases helps papers read more smoothly, and at the same time allows the reader to flow more smoothly from one point to the next. Transitions enhance logical organization and understandability and improve the connections between thoughts. They indicate relations, whether within a sentence, paragraph, or paper. Place the word list in your sourcebook and refer to this list as you write your essay.
Writing Time: Revising & Editing Make changes to your rough draft to include transitional words and phrases. Make changes to make sure you have included all the required elements. Use your writing plan as a check-list. Have your partner re-read your essay to give you feedback on the changes you have made.
Editing Check your essay for errors in spelling, punctuation, capitalization, and grammar. Final Drafts Make sure to follow the format rules for your final draft. Final Drafts are DUE MONDAY!
E.Q.: How do authors use contradictions in their writing and what does it reveal about their purpose? Family & Home Using your own words, write a definition for each word. Write these entries in your source book.
Pre-Reading Discussion Look at the quote on page 61. Do you agree or disagree? If you had to describe your family as an animal, which one would it be and why? Contradiction Which part of the quote contains a contradiction? Give other examples of situations that you may want to escape from but at the same time you wish to remain in…like family.
“My Childhood Home I See Again” http://showcase.netins.net/web/creative/lincol n/speeches/poetry.htm http://showcase.netins.net/web/creative/lincol n/speeches/poetry.htm Look for contradictions and annotate this poem. Complete Part I, discuss your annotations with your partner. What contradictions did you find? Now read Part II. Discuss those annotations you made in Part II as well.
Contradictions Sadness & Pleasure Earth & Paradise Vile & Pure Living in the Tombs Written Response What is Lincoln experiencing emotionally? What does he say is more dreadful than death? Is Matthew a contradiction? Write a response explaining how Lincoln personifies death and answer each of these questions.
E.Q.: How do poets use imagery to engage the reader? What is Imagery? Using your own words, write a definition of imagery in your sourcebook.
What is Imagery? Imagery is not only visual images. It incorporates imaginative language that describes all sensory experience including sound, taste, touch, smell, and sight. “My Grandmother is waiting for me to come home.” Before reading... Divide one page of your sourcebook in half. On the left draw a picture or write a description of your grandmother’s house. After reading… On the right, draw a picture or write a description of what you remember from this poem. After receiving the poem, underline the details you remembered, circle the details you forgot.
What examples of imagery do you find in this poem? Create a graphic organizer to show the imagery in the poem. This should be drawn and completed in your sourcebook. Written Response - “Fifth Grade Autobiography” Write a poem that contains detailed imagery describing you and your family or you and your home at an earlier point in your life. Use the themes of home and family. Incorporate the picture you brought of your younger self.
E.Q.: How can different authors offer unique perspectives on the same topic? Family & Home Look back at your first definitions. Rewrite those definitions now that we have read more selections. Traits List Create a chart in your sourcebook with traits down the column on the left and the titles of the four stories across the top. (This will later become a larger chart you will present to the class.) Complete these checklists as you read today.
Trait“She didn’t give up on me” “Lessons in Baseball” “The Champ” “I am Home” Caring/Love Rely/Trust Related (Blood or Marriage) Friendship Constant Never-ending Traits of Family
Jigsaw Activity Read the story you have been assigned. Complete the chart in your sourcebook. Reading Selections 1.“She Didn’t Give Up On Me” page 63 2.“Lessons in Baseball” page 89 3.“The Champ” page 92 4.“I am Home” page 97
Group Assignments Work with your group to answer the questions about your specific selection. Complete the chart to be presented to the class. Make sure to include vocabulary words from your selection to share with the class. Family Quotes Refine your definition. Create a quote that you will use in our next writing assessment.
E.Q.: How do authors use symbolism to further their arguments? Love & Kindness Look back this epigraph. How do you reflect on this quote now? Write this in your source book. Choice Reading Read one of these stories. “Tigress” page 102 “Bright Heart” page 106
Written Responses Debate: Can animals be family members? How do you reflect on this quote now that you have completed the reading? Write a journal entry that answers this question. To Hug or Not to Hug? In both stories, characters show their kindness and love by offering a hug to a virtual stranger. Are there times when hugs are and are not appropriate? Why are hugs so powerful? Write a journal entry about a time when you needed, received, or gave a hug that either comforted you or someone else.
E.Q.: How can paying close attention to details such as dialect help you uncover the author’s purpose? Dialect List Make a list of words or phrases that are examples of dialect. Remember, dialect is a regional variety of language distinguished by features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language.
“Thank You, Ma’m” by Langston Hughes Draw this dialect chart in your source book. As you read today, write examples of dialect that you notice in the story. DialectContextMeaningRewrite the sentence without the unique dialect to demonstrate comprehension. ain’tI ain’t gonna do that. aren’t, are not, or am not I am not going to do that.
Written Response Imagine that you are the boy. Write a journal entry detailing what happened and how you felt as you walked home. Make sure to refer to specific events that happened in the story as you write your reaction. Think about these questions: How did the woman’s kindness affect the boy? What lesson did she think she was teaching him? What was the author’s purpose in writing this story? What did he hope readers would learn from it? How could you apply the lesson in this story to your life? How is this story a tale of love and kindness?
E.Q.: How do personal essays and news articles differ in purpose and tone? What is tone? Write a definition for the literary term, tone, in your own words. Tone is the mood or emotion that the writer expresses in the story. Language elements help to tell us the tone of a story.
“Mason Dixon Memory” page 119 Draw this chart in your source book. After reading this selection, we will compare it with two news stories. StoryDialectTonePurpose “A Mason Dixon Memory” Examples from the Text “Country Club Reviews Policy Banning Blacks” Examples from the Text “Golfing World Must Still Deal with Club Racism” Examples from the Text
“Mason Dixon Memory” page 119 “Country Club Reviews Policy Banning Blacks” http://articles.latimes.com/1991-04-22/sports/sp- 448_1_country-club http://articles.latimes.com/1991-04-22/sports/sp- 448_1_country-club “Golfing World Must Still Deal with Club Racism” http://articles.baltimoresun.com/1991-04- 26/sports/1991116035_1_shoal-creek-country-clubs-black http://articles.baltimoresun.com/1991-04- 26/sports/1991116035_1_shoal-creek-country-clubs-black
Express Yourself Write a reflection in your sourcebook that expresses your feelings and your opinions about any form of discrimination. Make sure to include references to the texts that we have read. Use your chart to help you add details. Use at least three reasons to defend your opinion.
E.Q.: How can I use textual evidence to support an argumentative essay? Writing Assessment #2. Argumentative Elements to include: Claim Reasons & Evidence Call to Action What thinking map could you use as your pre-writing/writing plan?
Writing Assessment #2. What is a family? (Argumentative): 1.Sections 3 and 4 of Chicken Soup for the Teenage Soul feature stories of love, kindness, and the complicated nature of families. 2.After reading these sections, write an argumentative essay that takes a stance on the following question: What is a family? 3.Do you believe that families only consist of people who are related by blood, or can people who are not biologically related, like stepsiblings or an adoptive parent and child, become just as close as traditional families? 4.To begin this essay, write your own definition of family. 5.Then use examples from Chicken Soup, other stories and poems read in class, movies and television, or your life to defend your point. 6.In your conclusion, summarize your main points to convince your audience to agree with your definition of family. 7.You must use at least 5 vocabulary words from the last two lists in your essay.
E.Q.: How can I use textual evidence to support an argumentative essay? Writing Assessment #2. Today: Focus on Revising & Editing Use Your Writing Plan as Your Checklist Be prepared to complete your Final Drafts! Final Drafts are DUE FRIDAY!!
E.Q.: How can I follow specific procedures to move my essay from a rough draft to a final draft? Writing Assessment #2. Argumentative Final Drafts DUE TODAY!!!!! Vocabulary Homework is DUE TODAY!
E.Q.: What are the pronoun cases and how do I know when to use each case? Pronouns: List the seven (7) types of pronouns, their definitions and at least two (2) examples. Pronoun Case: Notes
Relationships: Read the Jamison Quote on page 1. In your source book, discuss the quote and give an example of a time when you drifted apart from someone. Reading Selections: “Losing the Us” page 3 “The Story of Us” by Taylor Swift Compare these two selections using an appropriate thinking map or graphic organizer. Include comments about Pronoun Use!
Written Response Craft a written response that includes the following information: How are the texts similar? How are they different? Which one represents how you think most teens about breakups? Explain. If the story was rewritten as a song and recorded by Taylor Swift, what would the video look like?
Written Response Craft a written response that includes the following information: How are the texts similar? How are they different? Which one represents how you think most teens about breakups? Explain. If the story was rewritten as a song and recorded by Taylor Swift, what would the video look like? Now, adapt the story into a song.
E.Q.: How is irony used in literature? What is irony? Write a definition of this literary element in your sourcebook. Irony is the use of words to convey the opposite of their literal meaning; a statement or situation where the meaning is contradicted by the appearance or presentation of the idea. Example: It is ironic that the name of Britain’s biggest dog is Tiny.
Reading Selections: “After Awhile” page 7 “The Miss of a Great Miss” page 11 As you read, create a list of pronouns. Identify the type and case. List examples of irony.
Written Response Find other examples of irony. Locate poems or stories. (You can also use library books, the literature books, or music that you already know.)
E.Q.: What resources can I use to help my peers deal with tough challenges? Challenges: Make a list of challenges that teens face today. Reading Choices “Gabby, You’re so Skinny” page 208 “8 th Grade Petitions Seventeen Magazine to Feature Un-Airbrushed Photos” by Lindsey Davis and Jenna Millman
Written Response Create a poster or brochure to help teens deal with a challenge. Choose any challenge that you would like. Create a sign to help teens deal with this challenge. We will be posting these around the school.
E.Q.: How can our peers become our inspiration? What inspires you? Make a list of things, people, or events that inspire you. Reading Choices “I’ll always be with you” page 186 Yellow Cards http://www.yellowribbon.org/ http://my.hsj.org/DesktopModules/ASNE/ASNE. Newspapers/Mobile.aspx?newspaperid=2526&edit ionid=0&categoryid=0&articleid=427050&userid= 0 http://my.hsj.org/DesktopModules/ASNE/ASNE. Newspapers/Mobile.aspx?newspaperid=2526&edit ionid=0&categoryid=0&articleid=427050&userid= 0
Written Response “Desiderata” page 214 Complete a reflection that includes the answers to these questions: 1.Would these words provide comfort to someone facing a challenge? Give examples. 2.Who needs to hear these words the most? 3.Who would you share these words? Why?
E.Q.: How can I synthesize lessons I’ve learned from this unit into a clear and coherent argument? Focus! Copy the essential question into your sourcebook. Underline the critical terms. Write the definitions for these terms. Review the 100 Minute Writing Model
1.In his poem, “In Memorium A.H.H.”, Alfred, Lord Tennyson writes, “I hold it true, whate’er befall;/ I feel it, when I sorrow most;/’Tis better to have loved and lost/Than never to have loved at all” after the death of a close friend. 2.In her essay, “Losing the “Us”,” Lia Gay alludes to Tennyson’s poem when discussing a painful breakup. Do you agree with this perspective? Is the joy of love worth the pain of loss? 3.Write an argument to express your opinion on this statement. 1.Begin by stating your thesis, or point of view, in the introductory paragraph. 2.Then use examples from Chicken Soup for the Teenage Soul, your life, other books, movies, or songs to provide evidence for your argument. 3.In your conclusion, summarize your main points to convince your audience to agree with your thesis. 4.Use at least five (5) new vocabulary words in your essay. Writing Assessment #3: Is Love Worth the Cost of Loss? (Argumentative): Due MONDAY –a.t.e.o.c.
E.Q.: How can I revise my writing to strengthen my voice so my purpose and tone are clear to my audience? R.A.F.T. Create a R.A.F.T. chart in your sourcebook. Read back over your rough draft to check on these elements. Make the changes you need to strengthen your voice before completing your final draft. Final drafts are due by the end of the class period.
RAFT ROLEAUDIENCEFORMATTONE What is your job as a writer? What is the purpose of this essay? Who are you speaking to? What vocabulary does this audience expect to hear? What does the audience already know, and what do they need to know about your topic? What structural elements are required in this essay? What is the appropriate attitude for you to have as the writer? How do you feel about your topic, and how can you communicate that to your audience?
E.Q.: How do you define success? What is Success? Define the word “success” in your own words. Make three different lists of people who you think are successful. Name at least three (3) things all of these people have in common. People in Your FamilyPeople in Your SchoolPeople in the World
Reading Selections “What is Success” page 218 “Be Cool – Stay in School” page 219 Written Response How would Jason Summey define success? Using 2-3 examples from the text, write a paragraph that answers this question.
Reading Selections “What is Success” page 218 “Be Cool – Stay in School” page 219 Written Response How would Jason Summey define success? Using 2-3 examples from the text, write a paragraph that answers this question. We are going to gather these paragraphs into a booklet. As a class, write an introduction explaining that success means different things to different people. Then write a conclusion examining why people have different opinions on success.
E.Q.: How can stories about other students teach us how to succeed? Reflection Reflect on the quote on page 240. What does this “sentiment” mean to you? Reading Selections “Broken Wing” page 240 “Passing Dream” page 243
Paraphrasing: 1. A paraphrase is a restatement of a text or passage in another form or other words, often to clarify meaning. Written Response Write an analysis of the poem. Paraphrase each stanza.
E.Q.: What does it mean to “go for it”? Describe a time when you had to “go for it.” Reading Selection “Helen Keller and Anne Sullivan” page 264 Movie – “The Miracle Worker” As we experience this true story, think about how you will answer this question: How does Helen Keller’s story relate to the prejudice many people deal with disabilities face?
Written Response Write an essay that answers this question: How does Helen Keller’s story relate to the prejudice many people deal with disabilities face? Make sure to include references to the texts (this includes the movie).
E.Q.: How can literature teach readers to be more tolerant people? “From what we get, we can make a living, what we give however, makes a life.” Write this in your own words. Explain what it means and decide if y ou agree or disagree with it.
Reading Selection “The Boy Who Talked to Dolphins” page 274 “No Hair Day” page 291 Life Lessons Make a list of life lessons that are taught in these stories.
In Class Essay Write an in class essay comparing Jeff and Allison. The introduction should include a thesis statement that states the lesson readers can learn from the two stories. Each body paragraph should include textual evidence that demonstrates how the story communicates that lesson. The conclusion should suggest some behaviors or actions students should engage in after reading the selections.
E.Q.: What rights do we have and what rights do we need? The first ten amendments of the U. S. Constitution are known as the Bill of Rights. Name as many of the amendments as you know. Write down the rights that you think U. S. citizens should have. http://www.archives.gov/exhibits/charters/bill_of_rights_t ranscript.html http://www.archives.gov/exhibits/charters/bill_of_rights_t ranscript.html
Reading Selection “Teenagers Bill of Rights” page 272 How does it relate to the Bill of Rights? Do you like its organization, or could it be made more clear? Should it contain more than three sections? Do you agree with it? Is it missing anything? Written Response Make a list of rights that you believe middle school students should have. Explain each right and why you believe it is important.
Reading Selection “Teenagers Bill of Rights” page 272 How does it relate to the Bill of Rights? Do you like its organization, or could it be made more clear? Should it contain more than three sections? Do you agree with it? Is it missing anything? Group Activity Create a Middle School Students’ Bill of Rights. You should follow the same format as the U. S. Bill of Rights. Ten Rights A paragraph that explains each right.
Writing Assessment #4: Middle School Survival Guide (Informative /Explanatory) 1.Chicken Soup for the Teenage Soul contains many stories of teens in crisis due to problems with their peers, relationships, families, and schools. Using stories from Chicken Soup for the Teenage Soul as inspiration, create a guide to help middle school students in crisis. 2.In your introduction, discuss how to identify a friend who is in need of help. 3.Then, create at least four sections to discuss how to handle problems with 1) peers, 2) relationships, 3) families, and 4) school. Each section must: ● Begin with an inspirational or thought-provoking quote with a cited source and an explanation of the quote. ● Include an original short story, poem, or short essay on the topic. ● Include an annotated list of at least three resources that can help middle school students. These resources can include books, websites, and programs. Finally, this guide must contain an interview with an adult who is not related to you. Think about counselors, teachers, clergy, club sponsors, or people who work for organizations geared towards teens. In your interview, ask the adult his or her advice on how to help out a friend in need. Remember! You cannot solve all of lives problems on your own. Include information on programs like the Yellow Ribbon Program, featured in Chicken Soup, programs in your community, and programs in your school that can help other students.
E.Q.: How can I determine whether or not a quote is inspirational and then communicate its power to an audience? Quotes of Inspiration Which quote from a reading selection has been most inspirational to you? Research & Writing Use sources to locate information for your survival guide.
E.Q.: How can I use research tools to find services to help others in need? Research & Writing Today you need to focus on reliable resources. What makes a resource reliable?
E.Q.: How can I synthesize information, research, and writing from multiple genres to create a coherent whole? Research & Writing Today you need to focus on how your information is related. Organize the different pieces into a structure that puts like parts together.
E.Q.: How can I use research tools to find services to help others in need? Research & Writing Try out different search engines. Revise & Edit Final Drafts are DUE WEDNESDAY
E.Q.: How can I communicate my written word through an oral presentation? Research & Writing Complete Final Drafts Final Drafts are DUE WEDNESDAY Oral Presentations Prepare to Present your Survival Guide
E.Q.: How can I communicate my written word through an oral presentation? Oral Presentations Brochures Booklets PowerPoint Presentations