Chicken Soup for the Teenage Soul

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

Stems • ous – full of • con – together • med – middle • pro – forward • tion – act or state of Vocabulary List #1 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 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

Learning Target: Central Ideas 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.

What is an epigraph? 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

Learning Target: Theme Have you ever been disappointed by your birthday? Write a paragraph describing a birthday that was a disappointment. Write another paragraph about a birthday that was fantastic!

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.

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.

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.

Learning Target: Comparing Details Describe your favorite teacher of all time. Use a Bubble Map Include as many adjectives as you can to describe this teacher.

“Mrs. Virginia DeView, Where are You?” Read this selection on page 157. Compare the teachers in this story and in “Eleven.” Create a Double Bubble Thinking Map to compare the two teachers. Which teacher would you rather have? Why?

Writing Response What are the qualities of an ideal teacher? Describe this teacher. Make sure to be realistic, practical, and logical. Write your response in your journal.

eyes to read and look at the teacher brain for thinking ears to hear heart for caring mouth to share ideas The Perfect Student hands for opening books hands for writing 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. feet for moving toward success

Learning Target: Author’s Purpose & 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.

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.

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.”

Learning Target: Analyzing Main Idea 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.

Read these selections. While reading, complete this chart.

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.

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

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

Learning Target: Analyzing Key Concepts 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

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.

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.

Learning Target: Imagery Family & Home Using your own words, write a definition for each word. Write these entries in your journal.

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.

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

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.

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.

Learning Target: Point of View 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. (This will later become a larger chart you will present to the class.) Complete these checklists as you read today.

Traits of Family

Jigsaw Activity 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

DAY 2 Create a poster about ONE of the stories. Make sure to include all the information you collected. Include information on any vocabulary words you found. Presentations Use your poster to “teach” the class about family and home. Speak clearly. Be prepared. Make sure your name is on your poster.

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

Learning Target: 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

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.

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

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

Learning Target: Point of View & Author’s Purpose Dialect List Make a list of words or phrases that are examples of dialect. Remember, dialect is a regional variety of language distinguished by features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language.

“Thank You, Ma’m” by Langston Hughes Draw this dialect chart in your journal. As you read today, write examples of dialect that you notice in the story.

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?

Learning Target: Supporting Details 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.

B C A 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.

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

Learning Target: Textual Evidence Writing Assessment: What is Family? Argumentative Elements to include: Claim Reasons & Evidence Call to Action What writing plan could you use as your pre-writing?

Writing Assessment: What is a family? Argumentative 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 an argumentative essay that takes a stance 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, or your life to defend your point. In your conclusion, summarize your main points to convince your audience to agree with your definition of family. You must use at least 5 vocabulary words from the last two lists in your essay.

Use a Tree Map to Plan for Writing Your Claim (Introduction) Second Point Third Point Conclusion First Point Plan the Writing Assessment. 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.

OR - Use a Box Chart THIS IS THE MINIMUM! Plan the Writing Assessment. • Share your plan with your partner. Give each other feedback.

Parts of an Essay What are the basic parts of an essay? Which part of your writing plan will you use to create which part of your essay? What is a thesis statement?

Don't Touch That Towel! By Shannon C. I think our school would benefit by investing in automatic motion-sensing hand dryers. I have several reasons for this. Children can get sick from the germ-infested paper towel dispensers we now have. There is also terrible waste when students continuously pull the lever, dispensing towels they don't really need. First of all, this automatic hand dryer is very sanitary. Instead of pulling on a lever that has been touched by a large number of students, users can just stick their hands under the blow-dryer. No germs can get on them because there is nothing to touch. In addition, if we buy this automatic hand dryer, we can save the school budget and trees. The money we save by not wasting paper towels can be used for educational things, such as field trips. We could even go to a tree farm and see how many trees we saved. Cutting fewer trees will make a big difference in the environment. If the electricity happens to go out, the hand dryer, like all electric appliances, will go out too. That is ONE bad thing, but we know the lights don't go out that often. We will store extra paper towels in the custodian's room for emergencies. So I think there is much to be said for this automatic motion-sensing hand dryer. Administrators will be glad to know that absenteeism will be lowered. Money can be saved. Finally, if the trees could talk, they would probably shout for joy, knowing that a whole school is saving a forest. Let's install automatic hand dryers at our school as soon as possible.

Chicken Soup for the Teenage Soul