unit 1 wishful thinking - rela -...

Understanding by Design

Unit 1 – Wishful Thinking

Unit Title: Wishful Thinking Grade Level(s): 8th

grade

Subject/Topic Area(s): Reading and Language Arts

Key Words: Organizational Pattern, Short Story, Plot, Character

Designed By: Jenny Bernardi, Julie

Giordano, Jay Waggoner, Michele Jones,

Hanna Poist, Catherine Jackson, Karen

Carroll, Lindsay Heatwole

Time Frame: 8-9 weeks

School District: Wicomico

Unit Description (including curricular context and unit goals):

This unit will focus on stories that revolve around wishes and dreams. In this

unit, students will explore the aspirations of characters and people in literature.

Emphasis will be placed on organizational patterns, the elements of short stories, plot,

and characterization.

Materials and Resources:

Short Works from Elements of Literature

“The Monkey’s Paw” p. 89 (short story)

“Lewis and Clark: Into the Unknown” p. 332 (magazine article)

“Lewis and Clark Revisited” p. 338 (magazine article)

“Tell Tale Heart” p. 376 (short story)

“Hawaiian Teen Named Top Young Scientist” p. 117 (newspaper article)

“The Scientific Method” p. 121 (instructions)

“The Inn of Lost Time” p. 33 (short story)

“The Open Window” p. 156 (short story)

“Aunty Misery” p. 103 (short story)

“The Treasure of Lemon Brown” p.14 (short story)

“The Cub” p. 260 (short story)

“Those Three Wishes” p.10 (short story)

“Hamadi” p. 162 (short story)

“The Dragon” p. 439 (graphic story)

“The Flying Machine” p. 432 (short story)

Short Works from Multicultural Reader

“The Scholarship Jacket” p. 14 (short story)

“The Burden of Race” p. 76 (essay)

“Their Native Tongue” and “Saving a Native Language” p. 214 (articles)

“Sympathy” and “Caged Bird” p. 120 (poems)

“Heartbeat” p. 4 (short story)

“Melba’s Choice” p. 40 (autobiography)

“Little Things Are Big” p. 54 (essay)

“What is Prejudice” p. 223 (article)

Extended Works Option

Bud Not Buddy


Stage 1: Desired Results

What content standards are addressed?

Students will:

1.D.3.a Use context to determine the meanings of words (above grade-level words used in

context; words with multiple meanings)

1.E.4.a Identify and explain the main idea (of the text or a portion of the text)

1.E.4.b Identify and explain information directly stated in the text (in the text or a portion

of the text)

1.E.4.c Draw inferences and/or conclusions and make generalizations

1.E.4.d Confirm, refute, or make predictions

1.E.4.e Summarize or paraphrase

1.E.4.f Connect the text to prior knowledge or personal experiences

2.A.1.a Apply and refine comprehension skills by selecting, reading, and analyzing a

variety of print and non-print informational texts, including electronic media

2.A.1.b Read, use, and identify the characteristics of workplace and other real-world

documents such as sets of directions, science investigations, atlases, posters, flyers, forms,

instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other

functional documents.

2.A.2.d Analyze organizational aids that contribute to meaning

2.A.3.a Analyze the organizational patterns of texts such as common organizational

patterns, transition or signal words and phrases that indicate the organizational pattern.

2.A.3.b Analyze the contribution of the organizational pattern to clarify or reinforce

meaning and support the author’s purpose and/or argument

2.A.4.i Connect the text to prior knowledge or experience

2.A.6.g Analyze the effect of elements of style on meaning

3.A.3.a Analyze and evaluate elements of narrative texts to facilitate understanding and

interpretation- folklore, realistic fiction, science fiction, historical fiction, fantasy, essays,

biographies, autobiographies, personal narratives, plays, and lyric and narrative poetry.

3.A.3.b Analyze the events of the plot (exposition, rising action, climax, and resolution)

3.A.3.c Analyze details that provide information about the setting, the mood created by the

setting, and the role the setting plays in the text.

3.A.3.d Analyze characterization

3.A.3.e Analyze relationships between and among characters, setting, and events.

3.A.3.f Analyze the actions of characters that serve to advance the plot (in the text or a

portion of the text or across multiple texts)

3.A.3.g Analyze internal and/or external conflicts that motivate characters and those that

advance the plot

3.A.3.h Analyze the author’s approach to issues of time in a narrative

3.A.3.j Analyze the interactions among narrative elements and their contributions to

meaning (plot elements)

3.A.6.c Analyze and interpret important ideas and messages in literary texts (summarize

and paraphrase)

3.A.6.d Reflect on and explain personal connections to the text

3.A.6.e Explain the implications of the text for the reader and/or society

3.A.7.e Analyze imagery that contributes to meaning and/or creates style

3.A.8.a Analyze and evaluate the plausibility of the plot and the credibility of the

characters

3.A.8.b Analyze and evaluate the extent to which the text contains ambiguities, subtleties,

or contradictions

What enduring understandings are desired

(and what misunderstandings will be addressed)? Planning can help you achieve your goal.

By exploring the aspirations of characters and people in literature, a reader can better

understand and reflect upon his/her own ambitions.

Good readers can identify the “gist” of a text, make personal connections with the text, and

understand the literary elements of a text.

Conflicts and the attempts of characters to resolve them further the plot toward the eventual

outcome and create suspense and interest.

The organization of a text can help the reader better understand the author’s ideas.

What essential questions will guide this unit and focus teaching/learning?

What plays a significant role in goal achievement?

How does reading help us gain greater insight about my own aspirations?

What is the purpose of conflict in a piece of text?

How is text organization important?

What topical questions will guide this unit and focus teaching/learning?

How do I know if I understand what I read? What do I do if I didn’t understand what I read?

How does identifying the main idea of a text help me to understand what I read?

How does an author use the stages of plot development to craft a story?

How do conflicts in literature help a reader to make personal connections?

How does summarizing check understanding?

Why should a reader make inferences and/or draw conclusions?

How does the author build a character?

How does the organizational structure of a text help the reader better understand?

How does analyzing the relationship between story elements aid understanding?

Why should a reader make logical inferences?

How does the setting affect the mood of the story?

What key knowledge and skills will students acquire as a result of this unit?

Knowledge of:

Main Idea

Details of the text (directly stated)

Inference

Plot (stages of & analysis)

Elements of a Short Story

Characterization

Mood

Organizational Patterns (cause & effect, compare & contrast, main idea/details,

chronological order)

Skills:

Identify main idea

Identify and explain information directly stated in the text

Make inferences

Analyze grade-level appropriate vocabulary in context to determine meaning

Identify and analyze the organizational pattern of a text

Identify and analyze the events of the plot

Analyze characterization

Analyze relationships between and among characters, setting, and events

Analyze the relationship between setting and mood


Stage 2: Acceptable Evidence of Understanding

What evidence will show that students understand?

Performance Task*

Holt Publishing Company wants to update its short stories in the textbook into

the more eye-catching format of graphic stories for middle school students.

You’ve been selected as part of their graphic design team. You will choose one

short story to read from the current unit that has not been discussed or read in

class and create a graphic story based on the story read. The graphic story should

accurately display all parts of plot that have been discussed in this unit. Also,

make sure your illustrations and word choice depict the intended mood of the

story. You may refer to p.439 in the anthology to view an example of a graphic

story.

*Complete a Performance Task Blueprint for each task (next page).

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):

See Standardized Test Preparation Workbook to select appropriate selections and

questions relating to the knowledge and skills of the unit

See Collection Resource workbooks to identify appropriate selection assessments

Use questions in the textbook.

See journal suggestions offered for each selection.

See side margins for good discussions of the skills that have been taught.

Story Maps

Graphic Organizers

Student Self-Assessment:

In a warm-up or for a journal topic, have the kids write about the performance task. Have

them explain what they liked about the task, didn’t like about the task, how it could be

changed, what were their personal strengths and weaknesses were throughout the task, and

what goals do they have for future performance tasks.

Performance Task Blueprint

Task Title: Graphic Story Approximate Time Frame: 1 week

What desired understandings/content standards will be assessed through this task?

Analyze character

Setting

Compare/Contrast

What criteria are implied in the standard(s) understanding(s) regardless of the task

specifics?

Time-management

Higher Order Thinking

Synthesizing and Evaluative Skills

Through what authentic performance task will students demonstrate understanding?

Holt Publishing Company wants to update its short stories in the textbook into

the more eye-catching format of graphic stories for middle school students.

You’ve been selected as part of their graphic design team. You will choose one

short story to read from the current unit that has not been discussed or read in

class and create a graphic story based on the story read. The graphic story should

accurately display all parts of plot that have been discussed in this unit. Also,

make sure your illustrations and word choice depict the intended mood of the

story. You may refer to p.439 in the anthology to view an example of a graphic

story.

What student products/performances will provide evidence of desired understandings?

Product: Graphic Story

Performance:

Select a text

Read the story

Write a personal narrative

Compare/contrast your experience

with the character

By what criteria will student products/performances be evaluated?

3 2 1

Descriptions/ Illustrations

Accurate and relevant retelling of the story through

illustrations.

Includes illustrations that somewhat retell

the story.

Illustrations unrelated to the retelling of the

story.

Plot Includes all plot elements as well as an accurate depiction of the

mood of the story.

Includes most plot elements and a

somewhat accurate depiction of the mood in the

story.

Missing many plot elements and fails to show the mood

of the story.

Appearance Extraordinarily constructed,

extremely attractive, and eye

catching

Well constructed; neatly done

Sloppily constructed,

messy, lacking in appeal

Grammar & Mechanics Error-free in terms

of grammar, usage, and mechanics.

Few errors in terms of grammar, usage, and mechanics.

Several errors in terms of grammar,

usage, and mechanics.


Stage 3: Plan Learning Experiences and Instruction

What sequence of teaching and learning experiences will equip students to develop

and demonstrate the desired understanding?

1. Begin with reading McElligot’s Pool by Dr. Seuss. Discuss the theme of the

story as a class. This should lead into a discussion on “Wishful Thinking.”

What’s the difference between goal setting and wishful thinking? Share the

quotes and have the students analyze what each of those mean. (Appendix A)

Discuss them as a class. After doing this activity, come up with a definition for

the unit, “Wishful Thinking”.

2. Hook – Hand out the lyrics to the song, “Wishful Thinking”, to the students.

(Appendix B) Have them read the lyrics and determine how this relates to our

theme. Then, share the essential questions with the students. These are the

questions that should be answered by the end of the unit.

3. Explain to the students that the stories they read in this unit have a common

theme. As the stories are read and analyzed, the common theme will help the

reader relate to a more universal theme. (Use your past experiences to shape your

future.) At this point in the unit, you may want to introduce your students to how

universal themes connect to life. Main Ideas and Universal Themes – After each

story, have students explain how the story connects to the “Wishful Thinking”

theme. You may want to use the “Different Stories, Common Themes” clip on

Discovery Education to introduce theme. Log in. Type in Theme. Click on grades

6-8. Then, click on English/Language Arts. References to theme can also be

located in your text on pages 254-255 and 258-259.

4. Students will now have the opportunity to get acquainted with the stories in the

text book by completing a Textbook Scavenger Hunt based on theme. Have

students complete the Scavenger Hunt independently. Then, have students share

with a partner or group to see if they came up with similar selections. This should

lead to a discussion of how several of the selections could fit into different

themes. (See Appendix C)

5. To help students with comprehension, it’s best to begin having students make

predictions based on pictures. Share several comics and cover up the words.

Have students make predictions about what is happening in the comic. Then,

share the words and discuss how close their predictions were. Next, share the

cover of a picture book. Have the students make a prediction using the title and

picture on the front cover. Then, you could either read the story or give them a

summary to see if their prediction was right. Use this as a discussion as to why

some people’s predictions are better than others. Have them share their process.

Predictions help set the purpose for reading. More explicit instruction is included

on pages 259 and 297 in the textbook, One-Stop Planner CD, or Power Notes CD

to teach the lesson.

a. You may use any text piece for this skill!

6. Characterization – Have students read “Those Three Wishes” on page 10

independently. Then, work as a class to analyze the character. Create a T chart

graphic organizer. On the left side, write down the traits that the character

possesses. Then, on the right side, write down evidence that supports that

character trait. Here they are to find and write down the page # and the passage

which illustrates that trait. You may also want to discuss how the character

develops throughout the story. For, independent practice, have the students read

one of the following stories below and do the same activity below. After they

have completed this, have them choose an activity from the worksheet. (Appendix

G) For more information on Characterization go to pages 150-151 in the

teacher’s edition, and Power Notes.

a. “The Tell-Tale Heart” p. 376

b. “Heartbeat” p. 4

c. “The Open Window” p. 156

d. “Melba’s Choice” p. 40 in the Multi-Cultural Reader

e. “Little Things are Big” p. 52 in the Multi-Cultural Reader

7. Plot – Begin with a review of the terms for plot. Then, use a picture book or

short story to complete a plot diagram together to make sure that the students

understand the concept. This is how you will introduce all of the elements to the

students which will include your explicit instruction. (See the One-Stop Planner

CD, Power Notes CD, page 14 in The Multi-Cultural Reader or mini-lesson pages

4, 5, and 8 in the textbook for more information.) After teaching the skill, select a

text from the unit to assess the skill. Use a plot diagram to help students identify

the important elements of plot. (Holt Multicultural Reader – Teacher’s Guide)

How do plot elements relate to one another?

a. “The Monkey’s Paw” p. 89

b. “The Inn of Lost Time” p. 30

c. “The Treasure of Lemon Brown” p. 14

d. “The Scholarship Jacket” p. 14 in the Multi-Cultural Reader

8. Now you will want to teach the skill, setting, that closely relates to the plot of the

story. Students should understand that the setting affects the development of the

story’s plot. Many times the setting will create conflicts within the characters. It

also has an effect on the mood of the story. Begin by reading the story, “A Writer

Observes” in the Multi-Cultural Reader, with the students. Identify the setting

and how it affects the mood of the story. You may also review how the setting

has an effect on the plot with previous stories that you have already read as a

class. For further instruction, you may want to use the One-Stop Planner CD,

Power notes CD, or mini-lesson pages 4, 5, & 8 in the textbook to review setting.

a. “The Burden of Race” p. 76 in the Multi-Cultural Reader

b. “The Inn of Lost Time” p. 30

9. As the stories are read, use the vocabulary as an opportunity to use context clues

to determine the meaning of new words. Refer to VSC Toolkit 1.D.3.a SEED

10. At this point in the lesson, you may want to introduce all of the different types of

“Organizational Patterns” to the students even though we are only focusing on the

ones listed below. (Appendix D – Organizational Patterns Clue Words) Have the

students analyze how each pattern contributes to the meaning.

a. Compare-Contrast – Begin with two restaurant menus. Have the students

compare the items on the menus. How do the entrees on the menu

compare? Are the menus laid out the same? Why do you think the menus

are set up this way? If needed, the students could record their information

on a Venn diagram. The students would then have the visual needed to

see the differences between the two. Another idea would be to use The

Transformers 1986 video clip and The Transformers 2 movie trailer. (You

can go online and type the above in the search box and they will come up.)

Compare and Contrast how Transformers has changed from its original

version. Then, have the students read one of the choices below and

complete the Venn diagram. (individually, small groups, or whole class)

(See One-Stop Planner CD for the Venn Diagram) Have the students

explain how the organizational pattern helps support the author’s purpose.

a. “Lewis and Clark Revisited” p. 337

b. “Their Native Tongue” and “Saving a Native Language”

p. 214 in the Multi-Cultural Reader

c. “Sympathy” and “Caged Bird” p. 120 in the Multi-Cultural Reader

b. Main Idea and Details - For more instruction, use the One-Stop Planner

CD to find the mini-lesson on Main Idea and Details, Power Notes CD or

go to page 490 for additional resources in the textbook. After your

explicit teaching, select a text from the unit to practice the skill. Possibly

select a graphic organizer to help the students organize their information.

a. “What is Prejudice?” p. 223 Multi-Cultural Reader

b. “On the Death of the Reverend Dr. Martin Luther King,

Jr.” p. 229 in the Multi-Cultural Reader

c. “Americans All” p. 492

c. Chronological Order – Brainstorm ideas with students as to when you

should use Chronological/Sequential Order. Why is this a good

organization to use for recipes and directions? Use page 490 in textbook

or Power Notes

i. “The Scientific Method”

11. Inferences – You may want to begin with the poem (Appendix E). Have the

students come up with the first word. How did they come up with this word?

Was there anything that helped them? Next, have the students read the article on

Sonia Sotomayor. (Appendix F) After they read the article, ask: What makes

Sonia Sotomayor unique? If she is confirmed, how will Sotomayor be different

from the other Supreme Justices? (She would be the only Hispanic Supreme Court

justice; she will be one of two women Justices and one of three women Justices in

the history of the Supreme Court.) Now tell students that you are going to re-read

a sentence from the article. It is the first sentence in paragraph 2: Obama says

that having Sotomayor on the top court would mark another step toward the goal

of “equal justice under the law.” Ask: What does this mean? How would having

Sotomayor on the Supreme Court be a step toward “equal justice under the law”?

What is equal justice under the law? Point out that the writer does not tell the

reader what this means specifically. The writer leaves it to the reader to make an

inference, or a logical guess, about what this means. Explain to the students that

Inference = What I Know + What I Have Read. For more explanation, you may

want to use pages 154, use Power Notes or One-Stop Planner CD as resources for

mini-lesson ideas. Students should know that when they make inferences it will

help their understanding of a text.

a. “The Open Window” p. 156

b. “Hamadi” p. 162

c. “Don Jose of La Mancha” p. 174 in the Multi-Cultural Reader

d. “Melba’s Choice” p. 40 in the Multi-Cultural Reader

12. Use these three stories as an opportunity to connect and reflect upon the subject

matter. A good recommendation would be to have the students do a quick write.

a. “The Cub” p. 260

b. “Youth” p. 169 (Multi-Cultural Reader)

c. “Do not ask us to give up the buffalo for the sheep” p. 140 (Multi-Cultural

Reader)

13. As students are reading the selections, they will have multiple journal

opportunities with teacher selected topics that relate to the theme. Several of the

short story selections have journal opportunities at the end of the story.

14. Complete a self-evaluation that will lead students to identify their strengths and

weaknesses in their work and set goals for future performance tasks.

Appendix A

Quotes for Wishful Thinking

We all have dreams and wishes. Unless we do something about them, that is exactly what they remain. It is action that brings our dreams

and wishes to life. We can do this by setting goals and taking it step by step until our goals are realized. Never be daunted by those who

would discourage you. Listen to and act on your inner voice, let your life be an adventure! Mistakes and all. After all, it is your life!

You take your life in your own hands, and what happens?

A terrible thing: no one to blame. ~ Erica Jong ~

Live your beliefs and you can turn the world around. ~ Author Unknown ~

Life is either a daring adventure or nothing. ~ Helen Keller~

Keep away from people who try to belittle your ambitions.

Small people always do that, but the really great make you feel that you too can become

great. ~ Mark Twain ~

Great spirits have always encountered violent opposition from mediocre minds.

The latter cannot understand it when a man does not thoughtlessly submit to hereditary

prejudices but honestly and courageously uses his intelligence. ~Albert Einstein ~

A life without dreams is like a garden without flowers. ~ Author Unknown ~

Say what you mean and act how you feel, because those who matter don't mind, and

those who mind don't matter. ~ Dr Seuss ~

Appendix B

Tynisha Keli : Wishful Thinking Lyrics

Verse 1:

I knew from the start

That this would be an uphill climb

But I did it anyway

Hoping a change of heart

would somehow appear and we'd be okay

Hook:

I must of been asleep making decisions

I woke up feeling different

It wasn't what I was asking for

Said we got potential of forever

But still we're not together

Don't know what I'm waiting for

When I know that it's all...

Chorus:

Wishful Thinkin

That's all it ever was

Just a fictious love

Wishful Thinkin

I want to live back on earth

Cause in the clouds I keep getting hurt

I'm not gaining a thing

Living inside of my dreams

Of what I thought we would be

It was just

Wishful Thinkin

Wishful Thinkin, got me stuck

Verse 2:

Stuck between a wall and rock

Cause I still want you even though

You pulled a hit and run

Now it's gone too far

Our hearts been hoping for too long

That one day will come

Hook 2:

If you change up your decision

To make this love official

Am asking for just a little more

Said we got potential for forever

But still we're not together

Don't know what i'm waiting for

Cause all it was...

Chorus:

Wishful Thinkin



Wishful Thinkin






It was just

Wishful Thinkin


Bridge 2x:

As of right now

I'm making some changes in my life

Loving you is all wrong

but I look for ways to make it all right

Got to wake up, wake up, wake up

It's time I let this go

Wake up, wake up, wake up

I got to let you go

Chorus:

Wishful Thinkin



Wishful Thinkin






It was just

Wishful Thinkin


Appendix C

Elements of Literature Grade 8

Textbook Scavenger Hunt

Directions: Now that we have discussed universal themes, you will be searching through the book to identify stories that will

work for each of our 4 units this year.

1. In the chart below, you will identify 5 selections for each theme from the text that you think fit that category. In

the last box, explain why these selections fit this theme.

“Wishful

Thinking”

“A Blast from

the Past”

“Personal

Challenges”

“Tragedy and

Triumphs”

2. Which stories in this text are you most interested in and why?

Appendix D

Organizational Patterns Clue Words

Cause and Effect

since as a result because of

because Therefore due to

consequently for this reason so

Comparison

Clue words/phrases Longer Expressions

Similarly,

Likewise,

...the same...

...the same

as...

...also...

..., too.

both

In the same way,

X is similar to Y in that (they)...

X and Y are similar in that (they)...

Like X, Y [verb]...

In like manner,

One way in which X is similar to Y

is (that)...

Another way in which X is similar to

Y is (that)...

Contrast

Clue words/phrases Subordinating Conjunctions

However,

In contrast,

By contrast,

..., but

..., yet

On the other hand,

even though + [sentence]

although + [sentence]

whereas + [sentence]

unlike + [sentence]

while + [sentence]

nevertheless,

Sequential/Chronological Order

Problem/Solution

Spatial Order

Just to the right

A little further on To the south of

__________

A few feet behind Directly on …and a

centimeter above

Turning left on

First Second Third

Then

Next Later

The

following…

Afterwards As soon

as

The problem is…

The question is…

One reason for the problem is…

A solution is…

Appendix E

Inferencing with Poetry

I am a ____________________

I swim in the sea,

Flipping and shining.

Can you see me?

Now you do, and now you don’t.

Try and catch me-you won’t, you won’t!

I jump in the air and feel so free,

Twisting and turning.

Can you see me?

Now you do and now you don’t.

Try and catch me-you won’t you won’t!

By Georgia Heard

Appendix F

May 26, 2009

The Next Top Judge? President Barack Obama nominates Sonia Sotomayor to become the nation’s first Hispanic

Supreme Court Justice

BY ANDREA DELBANCO

On Tuesday, President Barack Obama announced that he has chosen a nominee to succeed retiring Supreme Court Justice David Souter. Obama's pick, Sonia Sotomayor, 54, could become the nation's first Hispanic Supreme Court justice. If she's chosen for the top job, she will be the third woman Justice in the history of the high court. Justice Ruth Bader Ginsburg currently serves on the Supreme Court. Justice Sandra Day O'Connor was the first woman on the Supreme Court. She retired in 2006.

Obama says that having Sotomayor on the top court would mark another step toward the goal of "equal justice under the law." He believes her background

will help her to be a great Justice. "Along the way, she's faced down barriers, overcome the odds and lived out the American dream that brought her parents here so long ago," he said.

Get to Know Sotomayor

Sotomayor grew up in New York City after her

parents moved there from Puerto Rico. She knew she wanted to be a judge when she was young. A graduate of Yale University and Princeton Law

School, Sotomayor has been working as a judge since 1992.

She never dreamt she would one day be nominated

for the nation's highest court. "My heart is bursting with gratitude," Sotomayor said Tuesday after Obama announced his choice.

How the High Court Works

The Supreme Court is our nation's top court. Its rulings on legal issues are final and cannot be

appealed. It acts as a check on the powers of Congress and the President. The court is made up of one Chief Justice and eight Associate Justices. Unlike the President, Supreme Court Justices do not have term limits. They may serve for life.

Justices are supposed to judge each case based only on the law, but their personal values and beliefs can influence how they interpret the law. This is why people who disagree with President Obama's views might worry about the views of his nominee. It is also why the public must learn more about who Sotomayor is.

Before she becomes a Justice, Sotomayor must go through a difficult process. During confirmation hearings, members of the Judiciary Committee will ask her about her personal beliefs and get an idea of her ability to be a fair judge. Then the entire Senate will vote. If

Sotomayor is confirmed, she will take the oath of office and join the other Justices on the bench.

LARRY DOWNING—REUTERS

President Obama appears with Judge Sonia Sotomayor (right) and Vice President Joseph Biden at the White House on Tuesday.

Obama says he hopes that Sotomayor can be confirmed in time to take her place on the Supreme Court when it starts a new term in October.

From “Times for Kids” website

Appendix G

Characterization Activity

Use your T chart to complete one of the following activities independently.

1. On small poster board draw a character from the novel based on the

descriptions in the book. Include 3 excerpts with page numbers which

reveal the character's personality. Print neatly or word process these

excerpts.

2. Write a 2 page double spaced script with dialogue and narration which

would reveal the character's personality. You may further develop an

incident from the book or add a new chapter etc.

3. Write 5 journal entries from the point of view of your character. The journal should include the character's feelings, reactions, beliefs about a specific event in the story or about the problem or other characters.

Taken from Teachers.net

unit 1 wishful thinking - rela -...

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