1. “Because of Libraries we can say these things”
Comparing Texts
“Because of Libraries we can say these things”
and
“for the love of books”
Conyers Middle School 8th Grade Language Arts-4.5 Assessment Final Practice Created by Ms. Walker

2. What Will I Learn? How to make quick annotations
How to identify and analyze theme/thematic elements
How to identify and analyze tone
How to identify and analyze diction
How to identify and analyze author’s purpose
How to identify and analyze perceptions
How to draw conclusions and make inferences
How to answer constructed response questions

3. Annotating the text “because of libraries we can say these things”
Day 1
Annotating the text
“because of libraries we can say these things”

4. Instructions Get into four even groups.
As a class, read the poem, “Because of Libraries We can Say These Things” by Naomi Shihab
Nye (3 minutes).
In your groups, read the poem again. Then quickly write what you think each stanza is about
(10 minutes, 3 minutes to discuss stanza meanings).
Quick annotations and mini activities: I will demonstrate what quick annotations look like with the first two
stanzas (20 minutes).
In your groups, continue annotating the text using what you learned about quick annotations
(15 minutes).

5. Quick Annotations
You have already been introduced to the steps in annotating a text, so you’re off to a great start. But what do you do when you are responsible for taking a timed assessment? It is quite impossible to follow the full list of annotation steps. There is a quicker way to annotate that is beneficial in preparing to answer constructed response and extended response questions.
So what do you do when you need to annotate during a timed assessment?

6. Quick Annotations
You have already been introduced to the steps in annotating a text, so you’re off to a great start. But what do you do when you are responsible for taking a timed assessment? It is quite impossible to follow the full list of annotation steps. There is a quicker way to annotate that is beneficial in preparing to answer constructed response and extended response questions.
So what do you do when you need to annotate during a timed assessment?

7. Quick Annotations cont.
Step 1: Read the text (stanza-by-stanza or paragraph-by-paragraph)
Step 2: Stop at the end of each stanza or paragraph and quickly summarize what you’ve read
Step 3: While reading, if you happen to notice any patterns, jot them down immediately
Step 4: Identify the CLDs (Common Literary Devices)
Theme
Diction
Tone
Mood
Author’s Purpose
Allusion (there may not always be one, but remember that it is a reference to a famous person, place, event, saying, etc.)
Metaphor
Syntax
Symbol/Symbolism
Point of View

8. Tone Words accusatory-charging of wrong doing
contemptuous-showing or feeling that something is worthless or lacks respect
caustic-intense use of sarcasm; stinging, biting
conventional-lacking spontaneity, originality, and individuality
disdainful-scornful
didactic-author attempts to educate or instruct the reader
derisive-ridiculing, mocking
earnest-intense, a sincere state of mind
erudite-learned, polished, scholarly
fanciful-using the imagination
forthright-directly frank without hesitation
accusatory-charging of wrong doing
apathetic-indifferent due to lack of energy or concern
awe-solemn wonder
bitter-exhibiting strong animosity as a result of pain or grief
cynical-questions the basic sincerity and goodness of people
condescension; condescending-a feeling of superiority
callous-unfeeling, insensitive to feelings of others
contemplative-studying, thinking, reflecting on an issue
critical-finding fault
choleric-hot-tempered, easily angered

9. Tone Words cont. malicious-purposely hurtful
objective-an unbiased view-able to leave personal judgments aside
optimistic-hopeful, cheerful
obsequious-polite and obedient in order to gain something
patronizing-air of condescension
pessimistic-seeing the worst side of things; no hope
quizzical-odd, eccentric, amusing
ribald-offensive in speech or gesture
reverent-treating a subject with honor and respect
ridiculing-slightly contemptuous banter; making fun of
gloomy-darkness, sadness, rejection
haughty-proud and vain to the point of arrogance
indignant-marked by anger aroused by injustice
intimate-very familiar
judgmental-authoritative and often having critical opinions
jovial-happy
lyrical-expressing a poet’s inner feelings; emotional; full of images; song-like
matter-of-fact--accepting of conditions; not fanciful or emotional
mocking-treating with contempt or ridicule
morose-gloomy, sullen, surly, despondent

10. Tone Words cont.
reflective-illustrating innermost thoughts and emotions
sarcastic-sneering, caustic
sardonic-scornfully and bitterly sarcastic
satiric-ridiculing to show weakness in order to make a point, teach
sincere-without deceit or pretense; genuine
solemn-deeply earnest, tending toward sad reflection
sanguineous -optimistic, cheerful
whimsical-odd, strange, fantastic; fun

11. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
She is holding the book close to her body, carrying it home on the cracked sidewalk, down the tangled hill. If a dog runs at her again, she will use the book as a shield.

12. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
She looked hard among the long lines of books to find this one. When they start talking about money, when the day contains such long and hot places, she will go inside.

13. Quick Annotations Model
The last line is written in future continuous tense, because the line references what the girl will be doing “if a dog runs at her again.”
The first three lines are written in present continuous tense, meaning the speaker is talkING about events that are actually happenING now. This normally happens by addING “ING” to the verb.
Quick Annotations Model
This also confirms that the book has a significance. Holding something close to your body is a sign that the “something” is valuable.
She is holding the book close to her body, carrying it home on the cracked sidewalk, down the tangled hill. If a dog runs at her again, she will use the book as a shield.
The first line reveals that this poem is a narrative poem, because it sounds like an introduction to a story.
The book is obviously important because libraries is in the title.
“the cracked sidewalk” and “the tanged hill” are metaphors for the girl’s life. A cracked sidewalk is damaged, tainted, and possibly unstable. A tangled hill is full of complicated obstacles that are difficult to travel.
While this is an external conflict that the girl experiences while walking home from the library, it could also be a metaphor of the real turmoil in the girl’s life.
Using the book as a shield is literal and figurative. The book could indeed protect her from the dog, but the book also shields her from her reality by allowing her to escape.

14. Quick Annotations Model Cont.
The first line is written in simple past tense, because it discusses the finished actions that happened in the past.
The last three lines are written in future continuous tense, because the line references what the girl will be doing “when they start talking about money.”
Quick Annotations Model Cont.
The girl took her time when choosing her book. She wanted to ensure that she picked the perfect book to escape into when things in her family were rocky. She couldn’t just pick any ol’ book.
The second line makes it seem like the speaker is finally showing us the book the girl picked, but we cannot see the book and we know nothing about the book. The word “this” also appears to be present tense.
She looked hard among the long lines of books to find this one. When they start talking about money, when the day contains such long and hot places, she will go inside.
“They” must be the girl’s parents, because “she will go inside” the book when they start “talking.”
You know she doesn’t really mean “talking,” right? What parents actually just “talk” about money?
Any long and hot place makes us want to escape, but what the girl is talking about are uncomfortable situations.

15. Diction is the author’s word choice
Diction is the author’s word choice. When writing, authors strategically choose words that will help them fulfill their purpose for writing, including creating mood within the reader. Diction can be colloquial (Slang), informal (Conversational), formal (Professional, Serious), connotative (Suggestive meaning), Concrete (Specific) Abstract (General or Conceptual), Euphonious (Pleasant Sounding), Cacophonous (Harsh sounding), Monosyllabic (One syllable), Polysyllabic (More than one syllable).
CLDs
Theme: Although these are only the first two stanzas, we can begin to determine the theme with the evidence we have so far. Possible theme: When life is hard, escape in a book. Can you think of another one?
She is holding the book close to her body, carrying it home on the cracked sidewalk,
down the tangled hill. If a dog runs at her again, she will use the book as a shield.
She looked hard among the long lines of books to find this one. When they start talking about money, when the day contains such long and hot places, she will go inside.
What I can say about diction so far: Nye utilizes connotative and abstract diction throughout the poem to reveal the necessity for escape. For instance, Nye uses words such as “shield” (4) and “inside” (9) to connote, or suggest an escape from the subject’s reality. The author also conceptualizes escape by choosing abstract language—or metaphors—that signify a need for the escape. A “cracked sidewalk” (2) and a “tangled hill (3) reveal the subject’s lack of stability and difficult life.
Syntax: You kind of can’t talk about diction without talking about syntax. Syntax is the actual way in which words and sentences are placed together in the writing. While diction refers to the choice of words, syntax determines how the chosen words are used to form a sentence; basically, it's all about sentence structure—how words and phrases relate to each other. Most often than not, adopting a complex diction means a complex syntactic structure of sentences and vice versa. In combination, syntax and diction help writers develop tone, mood and atmosphere in a text along with evoking interest of the readers. So, does this poem use short and concise phrases or sentences? Long and contemplative sentences? What about emphasis? Are words inverted? Talk about it!

16. CLDs
Author’s purpose: The purpose of this poem is to reveal the common and rather sad reasons one uses a book to escape. The purpose is also to provide the reader with multiple uses for a book that go deeper than simply reading it.
LET’S ASSUME THIS IS A QUESTION ON THE TEST. I’VE ALREADY PROVIDED MY OPINION, BUT IT’S MISSING SOMETHING…TEXTUAL EVIDENCE! THIS IS WHERE YOU’D PROVIDE DIRECT QUOTES OR PARAPHRASES TO BACK UP YOUR THOUGHTS ON THE AUTHOR’S TEXT. WHAT EVIDENCE COULD I USE TO SUPPORT MY OPINION?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Tone: Go back to slides 7-9 to view the tone words. Choose two tone words that are appropriate for this text. Fill in the blanks:
The tone represented in this poem is both ____________ and ____________ because of its_______________________
__________________________________ language. It seems the author may have a personal connection to the poem since the poem creates a __________________________________
___________________________________________________mood within the reader.
Symbolism:
Now this part is easy! A symbol is a person, place, or thing that comes to represent an abstract idea or concept—it is anything that stands for something beyond itself. So…symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense. What are the symbols in the first two stanzas?
Point of view the manner in which a story is narrated or depicted and who it is that tells the story. Simply put, the point of view determines the angle and perception of the story unfolding, and thus influences the tone in which the story takes place. The point of view is instrumental in manipulating the reader’s understanding of the narrative. In a way, the point of view can allow or withhold the reader’s access into the greater reaches of the story. Two of the most common point of view techniques are first person, wherein the story is told by the narrator from his or her standpoint and third person, wherein the narrator does not figure in the events of the story and tells the story by referring to all characters and places in third person with third person pronouns and proper nouns. So what’s the point of view and how do you know?

17. Your Turn….
We will add your annotations to the next few slides.

18. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
An orange bed is waiting. Story without corners. She will have two families. They will eat at different hours.

19. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
She is carrying a book past the fire station
and the five and dime.

20. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
What this town has not given her the book will provide; a sheep, a wilderness of new solutions. The book has already lived through its troubles.
The book has a calm cover, a straight spine.

21. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
When the step returns to itself, as the best place for sitting, and the old men up and down the street are latching their clippers,

22. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
she will not be alone. She will have a book to open and open and open. Her life starts here.

23. Analyzing text “BECAUSE OF LIBRARIES WE CAN SAY THESE THINGS”
Day 2
Analyzing text
“BECAUSE OF LIBRARIES WE CAN SAY THESE THINGS”

24. Instructions Get back into your groups.
Read the poem as a class (5 minutes).
Review what we’ve learned (10 minutes).
Practice citing explicit textual evidence (40 minutes)

25. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
She is holding the book close to her body, carrying it home on the cracked sidewalk, down the tangled hill. If a dog runs at her again, she will use the book as a shield.

26. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
She looked hard among the long lines of books to find this one. When they start talking about money, when the day contains such long and hot places, she will go inside.

27. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
An orange bed is waiting. Story without corners. She will have two families. They will eat at different hours.

28. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
She is carrying a book past the fire station
and the five and dime.

29. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
What this town has not given her the book will provide; a sheep, a wilderness of new solutions. The book has already lived through its troubles.
The book has a calm cover, a straight spine.

30. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
When the step returns to itself, as the best place for sitting, and the old men up and down the street are latching their clippers,

31. “Because of Libraries We Can Say These Things” by Naomi Shihab Nye
she will not be alone. She will have a book to open and open and open. Her life starts here.

33. Examples of Explicit Textual Evidence
OPTION 1: You could combine steps 1 and 2 in one sentence, then add a second sentence for step 3. OR
OPTION 2: You could simple create three sentences—one for each step.
You decide…
Examples on next slides.

34. Why does the subject escape through books?
Question
Why does the subject escape through books?

35. Examples of Explicit Textual Evidence
Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects when the subject needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life.

36. Examples of Explicit Textual Evidence
I stated my idea.
Example 1:
Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects when the subject needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life.
I directly cited the part of the text that led me to my idea that the author clearly exposes the truth about dysfunctional families and the effects.
I explained the evidence that I chose to support my idea.

37. Examples of Explicit Textual Evidence
Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects it has on individual family members. The subject of the poem feels she needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life.

38. Examples of Explicit Textual Evidence
I stated my idea.
Example 2:
Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects it has on individual family members. The subject of the poem feels she needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life.
I directly cited the part of the text that led me to my idea that the author clearly exposes the truth about dysfunctional families and the effects.
I explained the evidence that I chose to support my idea.

39. Let’s Try it Together… (10 minutes)
Question: Based on the details in the poem, what experiences has the subject had?

40. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

41. Option 2: Create three sentences— one for each step

42. Now try it in your groups… (15 minutes)
Question: What does the girl understand about how reading a book can enhance her life?

43. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

44. Option 2: Create three sentences— one for each step

45. Now try it on your own… (15 minutes)
Question: Based on details in the poem, what can you infer about the young girl’s neighborhood?

46. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

47. Option 2: Create three sentences— one for each step

48. ANNOTATING THE TEXT “FOR THE LOVE OF BOOKS”
Day 3
ANNOTATING THE TEXT
“FOR THE LOVE OF BOOKS”

49. Instructions Get into four even groups.
As a class, read the essay, “For the Love of Books” by Rita Dove (6 minutes).
In your groups, read the essay again. Then quickly write what you think each paragraph is about
(14 minutes).
Quick annotations and mini activities: I will demonstrate what quick annotations look like with the first two
paragraphs (10 minutes).
In your groups, continue annotating the text using what you’ve learned about quick annotations
(25minutes).

50. Quick Annotations cont.
Step 1: Read the text (stanza-by-stanza or paragraph-by-paragraph)
Step 2: Stop at the end of each stanza or paragraph and quickly summarize what you’ve read
Step 3: While reading, if you happen to notice any patterns, jot them down immediately
Step 4: Identify the CLDs (Common Literary Devices)
Theme
Diction
Tone
Mood
Author’s Purpose
Allusion (there may not always be one, but remember that it is a reference to a famous person, place, event, saying, etc.)
Metaphor
Syntax
Symbol/Symbolism
Point of View

51. Tone Words accusatory-charging of wrong doing
contemptuous-showing or feeling that something is worthless or lacks respect
caustic-intense use of sarcasm; stinging, biting
conventional-lacking spontaneity, originality, and individuality
disdainful-scornful
didactic-author attempts to educate or instruct the reader
derisive-ridiculing, mocking
earnest-intense, a sincere state of mind
erudite-learned, polished, scholarly
fanciful-using the imagination
forthright-directly frank without hesitation
accusatory-charging of wrong doing
apathetic-indifferent due to lack of energy or concern
awe-solemn wonder
bitter-exhibiting strong animosity as a result of pain or grief
cynical-questions the basic sincerity and goodness of people
condescension; condescending-a feeling of superiority
callous-unfeeling, insensitive to feelings of others
contemplative-studying, thinking, reflecting on an issue
critical-finding fault
choleric-hot-tempered, easily angered

52. Tone Words cont. malicious-purposely hurtful
objective-an unbiased view-able to leave personal judgments aside
optimistic-hopeful, cheerful
obsequious-polite and obedient in order to gain something
patronizing-air of condescension
pessimistic-seeing the worst side of things; no hope
quizzical-odd, eccentric, amusing
ribald-offensive in speech or gesture
reverent-treating a subject with honor and respect
ridiculing-slightly contemptuous banter; making fun of
gloomy-darkness, sadness, rejection
haughty-proud and vain to the point of arrogance
indignant-marked by anger aroused by injustice
intimate-very familiar
judgmental-authoritative and often having critical opinions
jovial-happy
lyrical-expressing a poet’s inner feelings; emotional; full of images; song-like
matter-of-fact--accepting of conditions; not fanciful or emotional
mocking-treating with contempt or ridicule
morose-gloomy, sullen, surly, despondent

53. Tone Words cont.
reflective-illustrating innermost thoughts and emotions
sarcastic-sneering, caustic
sardonic-scornfully and bitterly sarcastic
satiric-ridiculing to show weakness in order to make a point, teach
sincere-without deceit or pretense; genuine
solemn-deeply earnest, tending toward sad reflection
sanguineous -optimistic, cheerful
whimsical-odd, strange, fantastic; fun

54. “For the Love of Books” by Rita Dove

55. “For the Love of Books” by Rita Dove

56. Quick Annotations Model
You can immediately tell that the author is reflecting on her experiences with books.
The author creates a vivid picture of her experiences with books through the picturesque imagery. Imagery is visually descriptive language.
Heft is the weight of something. The author had a relationship with books. She knew every detail (intimacy) about the ones she chose. Books that had leather binding were usually longer which required a more sturdy binding to hold the pages together.
Allusion: A Thousand and One Nights—a collection of West and South Asian folk tales including “Aladdin’s Wonderful Lamp.” The author predicted what she thought the books were going to be about.
The author could escape to worlds she never knew existed—until she flipped through the pages of the book.
Her satisfaction was in knowing that she could take a huge stack of books home for free from the library.

57. Quick Annotations Model
It seems like the author spent most of her time reading. She even read in the summer, which is normally people’s vacation time. She got excited when new additions made their way to the shelves of her sunroom.
She used to judge a book by its cover; that is, until she had no other books to choose from. Then she realized the cover didn’t even matter, because the story could still be great!
The author creates a vivid picture of her experiences with books through the picturesque imagery. Imagery is visually descriptive language.
When she finally read the unappealing book of poetry, she discovered a variety of enjoyable poetry that appealed to her emotions and intellect.
The author creates an image of her world as she lists a number of texts she’d read.

58. Remember that the mood created is up to you, but it must make sense with the theme. I can say that the mood created for me is nostalgia, because the author’s tone is reflective.
The mood created through the author’s tone is that of nostalgia. Reading the text makes one remember the former days when books took the reader on magic journeys, meeting whimsical creatures and unrealistic characters.
CLDs
The theme of the text so far could be: allow a book to take you on a journey. The author loves books, but it wasn’t until she gave them all a chance that she realized their true wonders.
Symbolism is represented when the author refers to the experience of guessing what the book would be like to that of a genie in a bottle. So, the genie in the bottle is a symbol of surprise just as the closed book is. The book is also a symbol of escape for the author. The genie/book reference is also a simile.
The tone of the text is contemplative and didactic. The author reminisces on her times with books while teaching the audience the benefits of giving all books a chance.
The point of view is first person point of view. This text is an essay and they are traditionally written by the author in first person.
The metaphor used in this text is that books are vehicles to unknown lands.
The syntax employed by the author is a variety of simple and complex sentences. The shorter, more abrupt sentences help the author take the audience on a playful yet quick journey through her experiences with books. On the other hand, the longer, more complex syntax creates a subtle, contemplative and thought-provoking experience for the reader.
The purpose of this text is to teach (didactic) the audience that books can be advantageous and fascinating parts of a person’s life.
Whenever talking about syntax, think of ways the sentence structure relates to the purpose, tone, and mood of the text.

59. Your Turn….
We will add your annotations to the next few slides.

60. “For the Love of Books” by Rita Dove

61. “For the Love of Books” by Rita Dove

62. “For the Love of Books” by Rita Dove

63. “For the Love of Books” by Rita Dove

64. “For the Love of Books” by Rita Dove

65. Analyzing the text “for the love of books”
Day 4
Analyzing the text
“for the love of books”

66. Instructions Get back into your groups.
Read the essay as a class (5 minutes).
Review what we’ve learned (10 minutes).
Practice citing explicit textual evidence (40 minutes)

67. “For the Love of Books” by Rita Dove

68. “For the Love of Books” by Rita Dove

69. “For the Love of Books” by Rita Dove

70. “For the Love of Books” by Rita Dove

71. “For the Love of Books” by Rita Dove

72. “For the Love of Books” by Rita Dove

73. “For the Love of Books” by Rita Dove

75. Examples of Explicit Textual Evidence
OPTION 1: You could combine steps 1 and 2 in one sentence, then add a second sentence for step 3. OR
OPTION 2: You could simple create three sentences—one for each step.
You decide…
Examples on next slides.

76. Question
For the author, what traits did an unopened book and a genie's lamp share?

77. Examples of Explicit Textual Evidence
When comparing the “closed book” to the “genie’s lamp,” Dove uses vivid language which creates the image of endless “possibilities” as she would “gaze” and “daydream”—much like the grandeur of the three wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character.

78. Examples of Explicit Textual Evidence
When comparing the “closed book” to the “genie’s lamp,” Dove uses vivid language which creates the image of endless “possibilities” as she would “gaze” and “daydream”—much like the grandeur of the three wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character.
I stated my idea.
I directly cited the part of the text that led me to my idea that the author uses vivid language which creates the image of the endless possibilities a book has.
I explained the evidence that I chose to support my idea.

79. Examples of Explicit Textual Evidence
When comparing the book to the genie, Dove uses vivid language which creates an imaginative and fanciful image that comes to life in the mind of the reader. The endless “possibilities” a “closed book” has as she would “gaze” while she would “daydream” is much like the grandeur of the three wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character.

80. Examples of Explicit Textual Evidence
When comparing the book to the genie, Dove uses vivid language which creates an imaginative and fanciful image that comes to life in the mind of the reader. The endless “possibilities” a “closed book” has as she would “gaze” while she would “daydream” is much like the endless wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character.
I stated my idea.
I directly cited the part of the text that led me to my idea that the author uses vivid language which creates the image of the endless possibilities a book has.
I explained the evidence that I chose to support my idea.

81. Let’s Try it Together… (10 minutes)
Question: What point is the author making about the imaginative life of a child through this catalog of her favorite literature?

82. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

83. Option 2: Create three sentences— one for each step

84. Now try it in your groups… (15 minutes)
Question: Which experience made the author realize that she could be a "real" writer?

85. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

86. Option 2: Create three sentences— one for each step

87. Now try it on your own… (15 minutes)
Question: When the author started reading Shakespeare, she did not know that it "was supposed to be difficult" and so she loved it. What does this statement suggest about our expectations when approaching challenges?

88. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

89. Option 2: Create three sentences— one for each step

90. “BECAUSE OF LIBRARIES WE CAN SAY THESE THINGS”
Day 5
Comparing the TEXTS
“BECAUSE OF LIBRARIES WE CAN SAY THESE THINGS”
“FOR THE LOVE OF BOOKS”

91. Instructions Get into your groups.
Choose between a Venn Diagram and Comparison and Contrast Chart (2 sheets of butcher paper is needed)
Discuss the similarities and differences of the texts (5 minutes)
Answer simple questions to compare the texts (10 minutes)
Answer complex questions to compare and contrast the texts (40 minutes, 8 minutes per question)

92. Choose from the following:
1. A 2-circle Venn Diagram
2. A Comparison and Contrast Chart

93. What’s different about the two texts?
Write your answers on your chosen graphic organizer.

94. What’s the same about the two texts?
Write your answers on your chosen graphic organizer.

95. Let’s begin comparing by answering simple questions first…..

96. Question 1
What’s the main difference between “Because of Libraries We Can Say These Things” and “For the Love of Books”?

97. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

98. Option 2: Create three sentences— one for each step

99. Question 2
What’s the main similarity between “Because of Libraries We Can Say These Things” and “For the Love of Books”?

100. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

101. Option 2: Create three sentences— one for each step

102. Take a deep breath and answer these questions like a boss!
Now here comes what you think is hard, but I believe you already know how to do!
Take a deep breath and answer these questions like a boss!

103. Question 1
Besides knowing that each text is about escape, in what other specific way do these texts connect thematically?

104. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

105. Option 2: Create three sentences— one for each step

106. Question 2
What are the attitudes presented in each text? Evaluate the similarities and differences.

107. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

108. Option 2: Create three sentences— one for each step

109. Question 3
Which text does a better job depicting the journey of the escape?

110. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

111. Option 2: Create three sentences— one for each step

112. Question 4
Based on the diction of each text, what perceptions of escape does each author help to create?

113. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

114. Option 2: Create three sentences— one for each step

115. Question 5
What can you conclude about the speakers’ feelings in regards to whether or not they believe books are made for more than reading?

116. Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

117. Option 2: Create three sentences— one for each step