1. Chicken Soup for the Teenage Soul
Stories of
Life, Love, and Learning
Created and Compiled by Sally C. Shoemaker

2. Is Chicken Soup Good For You?
I can select a reading passage and respond to questions about the passage.
Is Chicken Soup Good For You?
Copy this question in your journal and write an answer.
What Scientists Say
How to Read This Book
Self-Selection
Read any selection of your own choosing.
List the title and page number in your journal

3. Written Response: 3 – 2 – 1 3 New Things You Learned
2 Things You Liked
1 Reason you would recommend this story to a friend.

4. Vocabulary List #1 Stems spontaneous - 150 profession - 157
shadowing - 160
consolation - 179
mediocrity - 179
Stems
ous – full of
con – together
med – middle
pro – forward
tion – act or state of

5. Stems Vocabulary List #1 ous – full of raggedy (Literature p. 300)
con – together
med – middle
pro – forward
tion – act or state of
Vocabulary List #1
raggedy (Literature p. 300)
vulnerable - 147
spontaneous - 150
profession - 157
brilliance - 157
shadowing - 160
consolation - 179
astonished - 179
content - 179
mediocrity - 179

6. I can use an epigraph to predict what I might be reading about.
When you are sick, what makes you feel better?
Write this question in your journal.
Make a list of items or actions that make you feel better when you are sick.
Be prepared to share your list and explain each item.

7. What is an epigraph? The Introduction “How to Read This Book”
a relevant quotation at the beginning of a book or chapter
Read each epigraph.
Choose which one is your favorite.
Copy this in your journal.
Explain why you chose this particular quote.
Epigraphs are found on pages 1, 35, 61, 101, 145, 185, 217, and 245.
The Introduction
“How to Read This Book”
jumping around
poetry, prose, fiction, non-fiction

8. I can extract the theme from my reading.
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!

9. What is theme?
Look for the definition in the reference section of your literature text.
Read this definition and discuss it with your partner.
Re-write this definition in your own words.
“Eleven” by Sandra Cisneros – Literature Book p. 298
As you read, think about the theme of the story.

10. Writing Response: “Eleven”
Choose two of the response choices below to complete in your journal.
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?
If you were Mrs. Price, how would you have handled the situation with Rachel?
Why do you think Phyllis Lopez at first didn’t say the sweater was hers?
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.

11. Writing Response: “Eleven”
Choose one of the response choices below to complete in your journal.
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.)
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.

12. I can compare the details of the two texts.
Describe your favorite teacher of all time.
Use a Bubble Map
Include as many adjectives as you can to describe this teacher.

13. “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?

14. 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 journal.
Then draw a diagram of the ideal teacher. Make sure to label the elements.
Identify a minimum of 10 traits or characteristics that are related to teaching and/or learning.
eyes to read and look at the teacher
brain for thinking
A smile to show I’m getting it.
ears to hear
heart for caring
mouth to share ideas
The
Perfect
Student
hands for opening books
hands for writing
Legs that keep me going and learning.
feet for moving toward success

15. I can determine Author’s Purpose through characterization.
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.

16. Written Response: Comparing Traits
Think about the cartoon, Charlie Brown, and when he tries to kick the football.
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 journal.

17. Written Response: Comparing Traits
Think about the cartoon, Charlie Brown, and when he tries to kick the football.
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 journal.
Now create a comic strip for “Zuri at Bat.”

18. I can analyze the main idea of a text.
TROUBLED TIMES
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 journal.

19. Read these selections. While reading, complete this chart.
Story
What does the teen do wrong?
How does his or her parent react?
What did the teen learn?
What can readers learn?
“Egg Lessons”
Page 146
“The Cost of Gratefulness”
Page 150
“Unconditional Mom”
Page 70

20. 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 journal.
Remember, essays need an introduction, a body, and a conclusion.

21. Vocabulary List #2 Stems lum – light in – in or not dign – worthy
sage - 36
interfered - 38
luminous - Dove
indignant - 90
finale - 93
Stems
inter – between
lum – light
in – in or not
dign – worthy
fin - end

22. Vocabulary List #2 Stems lum – light in – in or not dign – worthy
gossip - 36
sage - 36
interfered - 38
occasional - 38
beheld - Brooks
lingers - Brooks
flounces - Dove
luminous - Dove
indignant - 90
finale - 93
Stems
inter – between
lum – light
in – in or not
dign – worthy
fin - end

23. I can analyze key concepts in my reading.
How can you prevent bullying?
Write an answer in your journal.
Focus on actions!
Reading Selections
“The Gossiper” page 36
“A Simple Christmas Card” page 38
“Betty Ann” by Ina Hughs

24. Written Response: Making it Personal
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.

25. Written Response: Making it Personal
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 journal.

26. I can identify Imagery in my reading.
Family & Home
Using your own words, write a definition for each word.
Write these entries in your journal.

27. 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.

28. What is Imagery?
Using your own words, write a definition of imagery in your journal.
Painting a picture with words. The words engage all your senses to create a full picture.

29. “My Grandmother is waiting for me to come home.”
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 journal in half. On the left write a description of your grandmother’s house.
After reading…
On the right, write a description of what you remember from this poem.
Go back to the poem, underline the details that engage the five senses.

30. 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.
You can incorporate a picture of your younger self.

31. I can determine the point of view of a text.
Family & Home
Look back at your first definitions.
Do you need to rewrite those definitions now that we have read more selections?
Traits List
Create a chart in your journal with traits down the column on the left and the titles of the four stories across the top.
Complete these checklists as you read today.

32. Traits of Family Trait “She Didn’t Give up on Me” - 63
“Lessons in Baseball” - 89
“The Champ” - 92
“I am Home” - 97
Caring/Love
Rely/Trust
Related (Blood or Marriage)
Friendship
Constant
Never-ending

33. Jigsaw Activity Reading Selections
Read the story you have been assigned first.
Complete the chart in your journal.
Read another story of your choosing and complete the chart.
Read as many as you can. (Look for vocabulary words!)
Reading Selections
“She Didn’t Give Up On Me” page 63
“Lessons in Baseball” page 89
“The Champ” page 92
“I am Home” page 97

34. MY EPIGRAPH Family Quotes Refine your definition.
Create a quote that you will use in our next writing assessment.

35. I can identify and analyze symbolism.
Love & Kindness
Look back at this epigraph.
How do you reflect on this quote now?
Write this in your journal.
Choice Reading
Read one of these stories.
“Tigress” page 102
“Bright Heart” page 106

36. For “Tigress” - Can animals be family members?
Written Responses
For “Tigress” - Can animals be family members?
How do you reflect on the quote on page 101 now that you have completed the reading?
Write a journal entry that answers this question.
For “Bright Heart” - 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.

37. Written Responses Day One Day Two Prewriting Rough Draft Revise & Edit
Final Draft

38. Vocabulary #3 Stems barren – Hughes 19 recognized – “Family”
diversity – “Family”
optional – “Family”
nuclear - “Family”
Stems
cogn – know
di – two
re – again
opt – best
nuc - center

39. Vocabulary #3 Stems suede – Hughes 18 barren – Hughes 19
recognized – “Family”
nuclear – “Family”
prevalent – “Family”
evolution – “Family”
optional – “Family”
trends – “Family”
diversity – “Family”
mobility – “Family”
Stems
cogn – know
di – two
re – again
opt – best
nuc - center

40. I can identify the author’s Point of View and 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.

41. “Thank You, Ma’m” by Langston Hughes
Draw this dialect chart in your journal.
As you read today, write examples of dialect that you notice in the story.
Dialect
Context
Meaning
Rewrite the sentence without the unique dialect to demonstrate comprehension.
ain’t
I ain’t gonna do that.
aren’t, are not, or am not
I am not going to do that.

42. Written Response: Roger’s Point of View
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?

43. I can identify supporting details in a text.
Family Style
There are many different types of families.
Write a paragraph describing your family. Look back to the definition that you wrote and to ideas that you have already collected on the traits of family.

44. A B C Family: Collecting Information How Family Structure Has Changed
List ideas in your journal that explain how families are different today than they were in the past.
Group Readings
Read the assigned article with your group and answer the following questions in your journal. A B C
“Emotional Kevin Durant says his mom is ‘the real MVP’”
Describe his family structure.
What did he learn to value?
What challenges did he face?
What lessons did he learn?
Kids are spending way too much time online, doctors group warns
Describe this challenge for the family.
What has caused this issue?
What can be done?
What advice can you take?
The city’s the place to raise their kids, more parents say
Describe what has changed.
What do cities need to do for families?
What are the benefits of city life?
How can city life improve learning?

45. Written Response: Your Point of View
Imagine that you are going to give a speech on Family.
What elements would you want to include.
Write a journal entry detailing what you would include in your speech.
Your list can include:
Ideas from what you have read.
Definitions
Examples
Personal Stories

46. I can identify and collect textual evidence.
Parts of an Essay
What are the basic parts of an essay?
Why is a writing plan important?
What is a thesis statement?

47. Writing Assessment: What is Family? Personal Narrative
Elements to include:
Claim
Reasons & Evidence
Personal Anecdote
What writing plan could you use as your pre-writing?

48. Writing Assessment: What is a family? Personal Narrative
Sections 3 and 4 of Chicken Soup for the Teenage Soul feature stories of love, kindness, and the complicated nature of families.
After reading these sections, write a personal narrative that presents personal information on the following question: What is a family?
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?
To begin this essay, write your own definition of family.
Then use examples from Chicken Soup, other stories and poems read in class, movies and television, and your life to present your viewpoint.
In your conclusion, summarize your main points to present your audience with your definition of family.

49. Plan the Writing Assessment.
Use a Tree Map to Plan for Writing
Your Claim (Introduction)
Second Point
Third Point
Conclusion
First Point
Ideas
Evidence
&
Supporting
Details
Ideas
Evidence
&
Supporting
Details
Summarize
&
Make your
Final Point
Ideas
Evidence
&
Supporting
Details
Share your plan with your partner. Give each other feedback.

50. Plan the Writing Assessment.
OR - Use a Box Chart THIS IS THE MINIMUM!
Paragraph
Task
Introduction
Define Family and Make Your Claim
Reason #1
Ideas, Evidence & Supporting Details
Reason #2
Reason #3
Conclusion
Summarize & Make Your Final Point
Share your plan with your partner. Give each other feedback.

51. I can follow the steps of the writing process to complete my essay.
What is the difference between revising & editing?
Focus on Revising
Focus on Editing
Check for Writing Felonies!

52. Focus on Revising & Editing
Writing Time:
Use Your Writing Plan as Your Checklist
Peer Edit with your writing partner.

53. Vocabulary Homework is DUE TODAY! Writing Assessment: What is family?
I can decode the meaning of vocabulary words and use them in my writing.
Vocabulary Homework is DUE TODAY!
Vocabulary Test #1
Writing Assessment: What is family?
Personal Narrative
Final Drafts
DUE TUESDAY!!!!!

54. Vocabulary List #4
intact - 1
daze - 4
endure - 7
spectacle - (Literature, p. 319)
respectable - (Literature, p. 325)
Stems
in – in or not
tact – touch
spec – look
re - again

55. Vocabulary List #4
intact - 1
daze - 4
pursued - 5
complication - Swift
endure - 7
lisp - (Literature, p. 307)
lithe - (Literature, p. 307)
revolting - (Literature, p. 318)
spectacle - (Literature, p. 319)
respectable - (Literature, p. 325)
Stems
in – in or not
tact – touch
spec – look
re - again

56. I can identify intensive and reflexive pronouns.
Intensive & Reflexive Pronouns:
List all the pronouns you can think of that end in
-self or –selves.
Notes: Intensive & Reflexive Pronouns
Fortune Teller – Study Guide
Practice!

57. I can compare texts from two different mediums.
Relationships:
Read the Jamison Quote on page 1.
In your journal, 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.

58. 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 feel about breakups? Explain.
If the story was rewritten as a song and recorded by Taylor Swift, what would the video look like?

59. 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 feel 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.

60. I can identify irony in a text.
What is irony?
Write a definition of this literary element in your journal.
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.

61. What do they really mean.
Reading Selections:
“After Awhile” page 7
“The Miss of a Great Miss” page 11
Draw this chart in your journal.
Example of Irony
What do they really mean.

62. 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.)

63. I can extract the central idea from a text.
Challenges:
Make a list of challenges that families face today.
Reading Selections
“My Parents” Literature p. 307
“Same Song” Literature p. 311
“The All-American Slurp” Literature p. 317

64. Written Response
Create a sign or brochure to help students deal with a challenge.
Choose any challenge that you would like.
Create a sign or brochure to help students deal with this challenge.
These should be positive and encouraging.
We will be posting these here at school.

65. Vocabulary List #5
commitment - 220
passionate - 241
discord - 244
confounding - 266
sensation - 266
Stems
com – together
ate – cause
dis – away
cor – heart
sens - feel

66. Vocabulary List #5
redeemed - 218
betrayal - 218
commitment - 220
cringed - 240
passionate - 241
reinforce - 242
discord - 244
diligent(ly) - 244
confounding - 266
sensation - 266
Stems
com – together
ate – cause
dis – away
cor – heart
sens - feel

67. I can analyze and interpret media.
What inspires you?
Make a list of things, people, or events that inspire you.
Reading Selection
“Speak Life” TobyMac

68. Written Response
Create a sign or brochure to help students deal with a challenge.
Choose any challenge that you would like.
Create a sign or brochure to help students deal with this challenge.
These should be positive and encouraging.
We will be posting these here at school.

69. I can identify the main ideas and supporting details.
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 Family
People in Your School
People in the World

70. Reading Selections Written Response “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.

71. Reading Selections Written Response “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.

72. I can analyze the parts of a text.
Reflection
Reflect on the quote on page 240.
What does this “sentiment” mean to you?
Reading Selections
“Broken Wing” page 240
“Passing the Dream” page 243

73. Written Response Paraphrasing:
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, “Passing the Dream.” (Explain what the poem means using your OWN words.)
Paraphrase each stanza.

74. Written Response Write two additional stanzas to this poem.
In the first, the teen is older now and meets you. Something in this stanza must give a hint to present day and current problems.
In the second, write the advice the now grown teen passes along to you. Make sure to use some of the same style and phrases the author uses.

75. I can identify the correct mechanics of writing.
Describe a time when you had to “go for it.”
Reading Selection
“Helen Keller and Anne Sullivan” page 264
What You Do Not Know
Common Usage Errors
Writing Review

76. I can identify intensive and reflexive pronouns
Intensive & Reflexive Pronouns Test:
Take out a sheet of paper
Put your heading in the upper right hand corner.
Number 1 to 20.
DO NOT WRITE ON THE TEST!
Turn the test and your answer sheet in to the baskets on the front table.
Catch Up Day! – Complete assignments and/or Second Opportunities.

77. Vocabulary List #6
profile – Soto 1
evacuated – L749
concentration – L749
ultraviolet – L180
conducted – L182
Stems
pro – forward
vac – empty
centri = center
ultra – beyond
duct – lead

78. Vocabulary List #6
profile – Soto 1
evacuated – L749
concentration – L749
wilted – L749
register – L751
ultraviolet – L180
conducted – L182
cumbersome – L182
trudged – L183
forlorn – L183
Stems
pro – forward
vac – empty
centri = center
ultra – beyond
duct – lead
som - body

79. I can identify the elements of a narrative essay.
What characteristics or behaviors does a “good” writer have?
Write this question in your journal.
Write a description of what a good writer IS and what a good writer DOES.

80. Being the Writer Writers look for Help A Good Story to Tell
Small Moments
“The” + a Noun
Think of a person who matters to you
Think of a place that matters to you - perhaps where you lived for a long time
Think of an event that has significance in your life
Create this list in your journal.
Writers look for Help
Peers
Teachers
Texts

81. “The Jacket” by Gary Soto
What makes this good writing?
What did the author do that makes this successful.

82. How to Write Powerful Personal Narratives
Focus on One Episode
Write with Detail
Don’t Summarize a Stretch of Time
Help Readers Picture the Episode - a small action and exact dialogue

83. Your Turn to Write Look back at your story list.
Read through your list.
Have you thought of anything else you would like to add.
Which one of these titles is “playing” in your brain?
Circle your top 3 titles.
Now…WRITE UP A STORM!

84. Time to Reflect
Explain to your partner what you have accomplished today.
Set a goal for what you need to complete for homework.
Make a plan for success.

85. I can generate topics for a personal narrative.
Where do you think authors get their story ideas?
Write this question in your journal.
Make a list of “things” that you believe give authors story ideas.
Mentor Text #2 – “The Bracelet” – p. 746

86. Strategies for Generating Personal Narrative Topics
Think about a person who matters to you, list Small Moment stories, choose one and write the whole story.
Think about a place that matters to you, use pictures and quick notes to jot about the small moments that occurred there, choose one, and write the whole story.
Think of first times or last times you did something, list Small Moment stories you could tell about each, choose one, and write the whole story.
Think of moments that really mattered because you realized or learned something, list those moments, choose one, and write the whole story.

87. Writing Time Reminders
Write to bring out a feeling.
Help your reader use their senses to see, hear, taste, touch and/or smell the experience.
You are the narrator - tell the story the way you see things at the moment.

88. How to Write Powerful Personal Narratives
Focus on One Episode
Write with Detail
Don’t Summarize a Stretch of Time
Help Readers Picture the Episode - a small action and exact dialogue
Think of a person, place, or moment in your life (maybe a first or last time, or a time when you realized something) that matters, and write a story about it.
Climb inside the moment and write within the narrator’s point of view.

89. Clarify & Strengthen Choose a new topic if this one isn’t working.
Write up a STORM.
Edit as you write. (Use the checklist in your journal.)

90. I can collect evidence to support ideas in my writing.
Who is your favorite author and why?
Write this question in your journal.
Write a paragraph explaining why you like this author.

91. Mentor Text #3 “The Sand Castle” – p. 178
What was it you were most affected by ?
How can you use it in your own writing?
What did the author do here?

92. Lessons from Our Mentor Text
What has the author done that you can try?
List Three (3) new things to TRY.
“What do I need to do to complete this narrative?”
Self Assessment

93. How to Write Powerful Personal Narratives
Focus on One Episode
Write with Detail
Don’t Summarize a Stretch of Time
Help Readers Picture the Episode - a small action and exact dialogue
Think of a person, place, or moment in your life (maybe a first or last time, or a time when you realized something) that matters, and write a story about it.
Climb inside the moment and write within the narrator’s point of view.
Make Characters say the words and use the tone that shows their personalities and hints at the bigger meaning of the moment.
Explain why characters act the way they do.
Zoom in on the small but powerful details that really capture big moments and feelings.
Use the Narrative Writing Checklist to ask, “As a writer, what are my strengths? What are my needs?” Then, plan your next steps as a writer.

94. Look back to our mentor texts.
I can create an engaging beginning and a summary conclusion for my essay.
Look back to our mentor texts.
What did the authors do to make each beginning a memorable one?
How did they Engage the Reader?
Write these questions in your journal.
Write a paragraph explaining how the authors got and kept your attention.

95. Rehearsing for Writing
We are going to write three (3) different beginnings using different strategies.
Dialogue or Quote
Action
Setting

96. Rehearsing for Writing
Talking Lead
(Dialogue or Quote)
Action Lead
Flashback Lead
(Setting)

97. How does your favorite story end?
Write this question in your journal.
Write a paragraph telling
What your favorite story is,
How it ends,
And why you like the ending.

98. Looking at Our Mentor Text
Zoom in on small details when the moment is really big.
Put yourself back in the moment.
Look back at your own writings.
Look at all your writing practice.
Choose your favorite paragraph.

99. An Effective Ending Ties up all details, Completes the story,
Has the power to make your reader understand your story’s big meaning,
And gives last words to leave with your reader.
NOTES: Effective Endings

100. The House on Mango Street
The last five paragraphs demonstrates the real struggle in Esperanza’s life.
Here is the important question to ask yourself.
What do I want my readers to truly understand about my journey as a character in this story?

101. BEWARE and BE AWARE HOMEWORK. Your story builds up to your ending.
Don’t let it be a disappointment to your reader.
HOMEWORK.
Finish your story.
Go back and make sure your story has no potholes.

102. I can decode the meaning of important vocabulary.
Vocabulary Test #2
Clear Your Desk
All you need is something to write with.
Turn the test in to the basket when completed.
Use extra tie to work on your essay.

103. I can revise and edit to create a clean final draft.
Revising
What do we do when we focus on Revision?
Making Changes
Choose your most important scene and elaborate on it.
This should be a scene that is most important to the central meaning of the story.
Work with your partner if you are having trouble choosing.

104. What do you do when you focus on editing?
Write this question in your journal.
Make a list of actions that you perform when editing your writing.

105. ZOOM WRITING ZOOM IN ZOOM OUT WHAT’S THE POINT? Stretch Out
Take it Moment by Moment
Give ALL the Details
Take it Down to Slow Motion
ZOOM OUT
See how it fits in the entire story.
See how it puts the whole story in context. (Think Time and Place)
See how it connects past and future events.
WHAT’S THE POINT?
To Bring Out Your Intended Meaning

106. HOMEWORK Volume is Important
As you continue to work on your draft, you might add a scene from the past, or a scene from the future – or maybe you’ll try both.
Either way, don’t forget what your story is about and how new scenes show the meaning to the reader.

107. EDITING STRATEGIES – USE CUE CARDS
Read it Out Loud
Use your Partner to help you Check
Sentence Length
Spelling
Capitalization
Punctuation
Self-Assessment
CLASSWORK
Complete your Final Drafts

108. I can follow specific procedures as I prepare to write.
NOTES: The 100 Minute Writing Plan
Part 1: Planning/Prewriting (15 minutes) 
Part 2: Draft (35 minutes)
Part 3: Revise (20 minutes)
Part 4: Prepare Final Draft (20 minutes)
Part 5: Proofread (10 minutes)

109. Preparation for Writing
Assess Your Practice Writing
Create a Note Card!
Read these three selections:
“Eleven” - 299
“Same Song” – 311
“Betty Ann”

110. I can write a narrative essay from a prompt.
Narrative Prompt: Choose One
Option One:
Reread the story of “Eleven” by Sandra Cisneros. From Rachel’s point of view, continue the story in a manner that details how Rachel felt once she arrived home. A well written narrative will provide the audience with the following: realistic character and setting development, descriptive details, dialogue, a logical sequence of events, narrative techniques, effective transitions, precise vocabulary, and closure/ resolution.
Option Two:
Reread the story of “Betty Ann” by Ina Hughes. From Betty’s point of view, continue the story from the point where Betty’s parents are about to move her to another school. Change the story where the outcome is positive. A well written narrative will provide the audience with the following: realistic character and setting development, descriptive details, dialogue, a logical sequence of events, narrative techniques, effective transitions, precise vocabulary, and closure/ resolution.

111. Directions for Writing
The 100 Minute Writing Plan
Part 1: Planning/Prewriting (15 minutes) 
Part 2: Draft (35 minutes)
Part 3: Revise (20 minutes)
Part 4: Prepare Final Draft (20 minutes)
Part 5: Proofread (10 minutes)
Directions for Writing
Follow the Writing Process
Look to Checklist for Helpful Hints
Follow the 100 Minute Writing Plan
You will turn in prewriting, a rough draft, and a final draft.
All Narratives are due by the end of the class period on Wednesday.

112. I can use a text to analyze and answer questions about that text.
Selection Test
Refer to “Eleven” (299) and “Same Song” (311)
Use a sheet of paper to create your own answer sheet.
Number 1-17.
Make sure #17 is answered in 1-2 paragraphs.
There are 3 separate questions to answer as part of number 17 – make sure to answer all 3 questions, give details and examples to support your answers, as well as your personal perspective.
Bonus definitions are not numbered. List the term and definition.

113. I can create responsive writing.
Quotes of Inspiration
Which quote from a reading selection has been most inspirational to you?
Record these in Your Journal.

114. Self-Reflection Reflection:
What do you see when you look in the mirror?
What can we learn about ourselves when we reflect on our own performance?
Review your writing performance.
Complete the Writing Portfolio Table of Contents.
Identify your strengths and weaknesses.

115. Self-Reflection Reflective Writing Complete the Unit Reflection Guide
Use a quote you selected as the beginning of your reflective essay.
Write an essay that communicates what you have learned in this unit and how you will use it in your own life.

116. Writing Task 1 Writing Task 2 Revise and Edit your Reflective Essay
Look Back at the Reflection Guide to make sure you included everything.
Writing Task 2
Follow the procedures to complete your final draft.
These completed essays are due by the end of the class period.

117. I can select a reading passage and respond to that passage.
Choose any three selections to read on your own.
List the titles and page numbers for these selections in your journal.
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 essay in your journal.

118. Day 1 Day 2 Day 3 Prewriting Drafting Revise & Edit Peer Review
Final Drafts
Proofread