7 English Language Arts

7 ELA Assignment

Select a print ad from a magazine or commercial from Youtube and analyze it using the questions listed on pages 88-89.

Submit on Tuesday, May 15th, 2012

Thursday, May 10th

analyzing print ads and commercials from the internet

please refer to pages 88-91 for questions and definitions

use the following guiding questions:
1. what is media?

2. who produced the media text?

3. what is the purpose and audience of the media text?

4. What effect did the producers want the media texts to have?

5. What are the explicit messages in the media text?

6. What are the implicit messages in the media text?

7. What do the producers of the text believe or value? How does that compare with what you believe or value?

8. What cataches your eye about this media text?

9. What choices were made in creating this media text? For example, colours, music, fonts, camera angles, special effects, sound effects, or cropping of images?

10. What is the intended effect of these media techniques? For example, if a producer places the camera at the floor level and shoots upward, people look bigger, as they do in many movie posters.

11. How does the media text urge the audience to feel or act?

Literacy 7 Text book

Read pages 58-62

ARTSMARTS BOOK and PAINTING ON CANVAS due May 30th.

The last ARTSMARTS Class will on April 27th, please bring an old smock or shirt for painting in the classroom.

Thank you,

Parab

After Easter Break, we will be returning to the use of the Literacy 7 Textbook and magazine. During the last few weeks of school, we will be focusing on Media Literacy, Visuals, and Non-Fiction.

7 ELA Exam

Part A
Unseen Poem

Part B
Unseen Essay/Informational Text

Part C
Unseen Visual Text


Part D
Demand Writing - Narrative or Descriptive Essay

Poetry Test

Monday, April 2nd, 2012

Unseen Poem

5 Selected Response
5 Constructed Response Questions

Students should practice by analyzing poems from handout.

End of Summer by Stanley Kunitz

- Meaning of title
- Literal Situation
- Words' meaning both dennotatively and connotatively
- metaphors
- similes
- personification
- line breaks/enjambment
- form
- stanzas
- mood/tone
- theme/message

Poetry Test on April 2nd

We will be reading and analyzing the poems:

1. The Snow Tramp by Miriam Waddington
2. An essay on poetry by Stanley Kunitz
3. End of Summer by Stanley Kunitz

The Snow Tramp
Consider the following:
- title's meaning
- literal situation
- imagery
- allusions
- metaphors
-  form
- line breaks/enjambment
- theme/message


The Essay by Stanley Kunitz
- It describes the process of constructing a poem and explaining the source and meaning of a poem
- reflect on what the poet's states in the essay

End of Summer by Stanley Kunitz

- Meaning of title
- Literal Situation
- Words' meaning both dennotatively and connotatively
- metaphors
- similes
- personification
- line breaks/enjambment
- form
- stanzas
- mood/tone
- theme/message

"Senses" by Ruth Kingshott

Literal Situation: The speaker is describing the things in his/her garden using the five senses.

Title: The title suggests how the poem is presented to the audience

Structure: Six-Line Stanzas (Sestet); no set rhyme scheme; no set rhythm means it is a free verse poem. Each stanza provides a human sense and two examples of autumn.

Imagery: 1. "the bee/flying/weighed down, with boots of yellow pollen"
               2. "the sweet fragrance/from the soft, brown apples,/feasted by wasps"
               3. "the rust colour,/painted through the garden"

Alliteration: "Listen to the leaves"

Internal Rhyme: "see the bee"

Metaphor: "weighed down, with boots of yellow pollen"

Personification: "the leaves/as they throw a tantrum,/in the wind"

Theme: This poem uses the five senses to describe how nature is closing down summer for fall. It suggests that winter is coming soon.

write a poem in the style of ee cummings

10 lines of poetry
arrange lines of poetry creatively
play with punctuation
create shapes
use figurative language
use imagery

Creative Poem

Variations on Variations on a Theme by William Carlos Williams
by Kenneth Koch

four stanzas
fourteen lines
imagery-driven
figurative language (metaphor/simile/personification)
*an insincere apology (humourous) about something you have done to someone else

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ArtSmarts Book

16-18 pages


4 sketches
9 journal entries (3 per section)
2 creative writing pieces (historical fiction and a poem)
3 pages for research (1 per section)

Participation marks will be taken for each session and scored out of 10
if you behave will and interact in a positive way you will be rewarded with a high mark
if you misbehave or interact in a negative way you will lose marks

PART A – Aboriginal
PART B – Rural Settlers
PART C – Urban Settlers

Poetry to be covered during class on Thursday, March 1st:

1. "Out, Out..." by Robert Frost
2. "This is Just to Say" by William Carlos Williams
3. "Variations on the Theme by William Carlos Williams"

We will be breaking up into small groups to discuss and write out elements of "Out, Out..."

Next, we will assign a short reflective journal about the poem and its theme

We will introduce the poems to be studied next class, "This is Just to Say" and "Variations on the Theme by William Carlos Williams"

Dates for Quizzes on Poetic Terms:

Quiz One
From Acrostic-Mood
Friday, March 9th

Quiz Two
From Narrative-Tercet
Wednesday, March 14th

Poetry Terms

Acrostic: When a poem is formed from the spelling of another word.

Alliteration: the repetition of the beginning sounds in groups of words, usually at the beginning of a word or stressed syllable: descending dew drops; luscious lemons.

Allusion: a reference to a familiar literary or historical person or event, used to make an idea more easily understood… Allusions may be classified as: classical - “The man was Atlas personified”; Biblical - “My friend acted like a Judas”; Historical - “He was a Napoleonic figure”; literary - “He was a real Romeo”.

Anachronism: is the poetic device which places a person, thing, or event in a time frame where it does not belong. E.g. The clock has stricken three. (Julius Caesar)

Apostrophe: is a poetic device which uses words of address to someone or something absent or silent, as if it were present and alive, or capable of making a reply.

Assonance: the close repetition of the same vowel sounds between different consonants. Examples: brave-vain; lone-show; feel-sleet

Audience: the people for whom a piece of literature is written.

Ballad: a narrative poem or song that tells a popular story, often of physical courage,  love, or  death. It consists of four lines, with the second and fourth lines rhyming and it often contains a refrain.

 Cacophony: The use of words that have a harsh or discordant sound due to the presence of letters such as c, k, g, b, and p.

Cinquain:  a verse form of five lines with lines of 2, 4, 6, 8, and 2 syllables.

Cliché: an idea or expression that has become tired from overuse, its clarity having worn off. Example: the bottom line is...

Colloquial Language: language characteristic of everyday informal speech.(E.g. You’re getting on my nerves!

Concrete poem: a poem in which visual elements are part of the poems structure and play a large part in the poetic effect.

Connotations: the associations a word or image evokes. Connotations go beyond the literal meaning. E.g., “home” connotes “comfort, love, security, etc”

Consonance: occurs when words appearing at the ends of two or more verses have similar final consonant sounds but have final vowel sounds that differ, such as with “stuff” and “off.”

Couplet: two lines of verse with similar end-rhymes

Denotation: refers to the specific, exact, and concrete dictionary meaning of a word, independent of any associated or secondary meanings. E.g., “home” denotes” a place where one lives”

Dramatic irony: a technique that increases suspense by letting readers know more about the dramatic situation than the characters know.

 Dramatic Monologue: A type of poem in which a character in fiction or in history delivers a lengthy speech explaining his or her feelings, actions, or motives. The monologue is usually directed toward a silent audience, with the speaker's words influenced by a critical situation.


Ekphrasis: A literary description or commentary on a visual work of art.

Elegy: a type of lyric poem that expresses sadness for someone who has died; traditionally a solemn meditation on a serious subject.

Enjambment: The running over of the sense and structure of a line of verse or a couplet into the following verse or couplet.

Epic: a long, narrative poem dealing with the actions of legendary men and women or the history of nations, often presented in a good ceremonious style.

Euphony: The use of words that have a pleasing sound or melodic sound due to letters such as s, l, m, w, and v.

Figurative language: language that uses figures of speech, such as simile, metaphor, personification, and alliteration which are used extensively to create imagery.

Form: genres are the larger divisions and forms are the smaller divisions (i.e. poetry is a genre and haiku which is a type of poetry is a form).

Found: A poem created from words selected from public communications (newspapers, magazines, menus, signs) and then re-arranged into lines and stanzas.

Free Verse: poems characterized by their nonconformity to established patterns of meter, rhyme, and stanza.

Haiku: A seventeen-syllable poem set out in three lines in a five-seven-five syllable pattern. Haiku often captures a moment in nature.

Hyperbole: an exaggerated statement used not to deceive, but for humorous or dramatic effect. example: “It rained cats and dogs”.

Imagery: language that creates pictures in a reader’s mind to bring life to the experiences and feelings described in a poem. Often, the word the poet chooses appeals to the reader’s senses. Language helps us see, hear, smell, taste, and touch what the writer is describing.

Limerick: A five-line, often humorous and ribald poem with a strict meter. The rhyme scheme is usually "A-A-B-B-A", with a rather rigid meter.

Literal meaning/language: language that means exactly what it says.

Lyric poem: a poem with a single speaker who expresses personal thoughts or emotions about a subject.

Metaphor: a figure of speech that makes a comparison between two unlike things, without using the word like or as.

Extended Metaphor: A metaphor that is extended throughout an entire passage or work of poetry.

Mood: the overall feeling – light and happy or dark and brooding, for example – created by an author’s choice of words.

Narrative poem: a poem that tells a story and has a plot.

Octave: an eight-line stanza

Onomatopoeia: the sound of a word resemble its meaning. (E.g., buzz, hiss, etc.)

Oxymoron: is a figure of speech in which contradictory words are placed together for the purpose of expressing deep feelings, or to emphasize a point. examples: cold-fire; feather of lead; honorable villain; silent speech.

Personification: a literary device in which human qualities or actions are attributed to inanimate objects.

Pun: the humorous use of words that sound the same or nearly the same but differ in meaning. Example: “to make dandelion biscuits, you need two cups of flower”.

Quatrain: a four-line stanza.

Quintain: a five-line stanza.

Refrain: a phrase, line, or lines repeated in a poem. In song lyrics they are often called the chorus.

Repetition: the deliberate use of the same word, words, or events to create an effect.

Rhyme: the repetition of similar or identical sounds at the end of two words or more words.

End Rhyme: occurs when the rhyming words appear at the end of lines of poetry.

Internal Rhyme: occurs when the rhyming words are the same line of poetry.

Rhyme Scheme: the repeated patterns of end rhyme in the stanzas of a poem.

Rhythm: the pattern of accented and unaccented, stressed and unstressed, syllables in written or spoken language.

Sestet: a six-line stanza.

Simile: a comparison between two unlike things using like or as or than. E.g. “My love is like a red, red rose”.

Sonnet: A fourteen-line poem that follows a set rhyme scheme and rhythm. There are two types: 1) Shakespearean/English Sonnet: 14 lines, three quatrains and a rhyming couplet. abab cdcd efef gg. 2) Petrarchan/Italian Sonnet: 14 lines, ocatave and sestet.

Stanza: a stanza to a poem is what a paragraph is to a piece of prose. Like paragraphs, stanzas are separated from one another by the use of spacing.

Symbolism: a symbol is a person, object, image, word, or event that evokes a range of additional meaning beyond and usually more abstract than its literal significance. Symbols are educational devices for evoking complex ideas without having to resort to painstaking symbols have meanings that are widely recognized by a society or culture. Some conventional symbols are the Christian cross, the Star of David, or a nation’s flag. Writers use conventional symbols to reinforce meanings.

Theme: the story’s main ideas – the “message” that the author intends to communicate by telling the story. Themes are often universal truths that are suggested by the specifics of the story.

Tone: the author’s attitude towards the subject that he/she is writing about. Since there are as many tones in literature as there are tones of voice in real relationships. The tone of a literary work may be one of anger or approval, pride or piety—the entire gamut of attitudes toward life’s phenomena.

Tercet: a three-line stanza.


Sources:

Dawe, Robert (1999). Resourcelines 9/10. Scarborough: Prentice Hall.

Gale Literary Group

http://www.gale.com/free_resources/glossary/index.htm#a

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ELA Poetry Unit

- Appreciation of Poetry
- with class and small group discussions
- personal response journals
- creative writing with different forms of poetry

- Two Poetry Term Quizzes

- Poetry Analysis
- poems selected by teacher
- poems selected by students

- Out of Class Assignment

- Poetry Test Unseen Poem

Drama Club Members,

Please read the message under Mr. Parab's Drama Club

Dates for Speeches

Feb 7th

Alex Frometa
Grace Clarke
Erin Heale
Jessica Hand
Kathleen Mason

Feb 9th

James Crawley
Emily Barker
Jordan Gray
Lisa Stephen

Feb 14th

Claire MacLeod
Rebecca Kwabiah
Jane Hutchings
Grace Moffatt
Noah DeBourke

Feb 15th

Ben
Beth
Gavin
Lauren
Hayley
Jenny
Feb 20th

Sam Templeton
Sophie Penney
Callum McGann
Nick Wedgwood
John Dalton

Students are reminded to submit the Historical Fiction to Mr. Parab by Friday, February 3rd or a late penalty will be applied. The details for the assignment on placed earlier on the homework page.

Students are asked to place a neat copy of the story in the ArtSmarts Book.

This assignment will also count toward Language Arts.

IMPROMPTU Speeches on next Language Arts Class.

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Sample Speeches:


http://www.youtube.com/watch?v=5U-ecOk0gWA

http://www.youtube.com/watch?v=VuAbGJBvIVY

http://www.youtube.com/watch?v=uZsDliXzyAY

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Tips for Scoring

Voice

How effectively does the speaker express a sense of engagement in topic? Variation in tones? Sense of conviction behind the words? Compelling personal interest?

Modulation

How effectively does the speaker use inflection, stress or pitch to convey meaning? Do need to adjust and maintain different levels of the above for effect?

Enunciation

Are all words articulated well? Is pronunciation clear and correct?

Pace

Is the rate of delivery controlled? Varied? Does it reveal intention of construction in the writing?

Deportment

How effectively does the speaker conduct him/herself? Are behaviors and mannerisms reflective of the formality required by the topic?

Content

Does the speaker establish purpose clearly? Does the speaker select and integrate ideas and information, events, emotions, opinions or points of view to achieve an overall purpose? Do the speaker include enough detail, evidence, anecdote, examples, descriptions, etc. to support their idea or argument?

Development

How effectively does the speaker create an opening? Does the speaker establish and maintain focus? Does the speaker order and arrange details in a meaningful, logical, coherent way? Does the speaker transition between parts smoothly and necessarily? Are the relationships between parts of the speech clear?

Interest

Is the topic of interest to you? Does the speaker establish and sustain interest?

REVISED MARCH 2011

ESSAY RESOURCES

http://lklivingston.tripod.com/essay/

http://www2.actden.com/writ_den/tips/essay/

http://essayinfo.com/

http://grammar.ccc.commnet.edu/grammar/five_par.htm

http://www.studygs.net/fiveparag.htm

Classroom Oratorical Speeches will commence during the following dates:
January 30th to February 10th

*students should have their speeches memorized with the use of cue cards mostly as prompting

St. Bonaventure’s College

Oratorical Competition 2011/2012

This year’s Oratorical Competition is now upon us. The final competition is scheduled for the evening of Thursday, March 8, 2012. In-class selections will be completed in the weeks prior for grades 5-12.

The topics for Grades 7-12 for this year are:

1. A world/social justice issue which you believe we need to know more about.

2. What would a food crisis mean for us?

3. To what extent, if any, have overseas wars of recent years made the world a safer place?

4. In light of the nuclear disaster in Japan, what, if any, should be the future of nuclear power in the Canada?

5. The Search for Clean Energy - what does this mean for Newfoundland and its Oil Industry?

6. The Occupy Movement - Social Activism - do social movements mean anything to young people today?  Should they?

7. The Continuing Development of Social Media - examine some aspect of social media

8. Vancouver Riots - is our social order fragile? 

9. Concussions in Sports - what concern should we have for this issue?  Examine the issue is some way.

10. Why should you avoid student debt as you consider university?

11. Should marijuana be legalized?

12. Should advertising be regulated?

13. What can video games teach us?

14. A topic of your choice - you MUST clear this with your teacher in advance.

 

Speeches are to be 3-5 minutes, and while they need not be entirely memorized, cue cards should only serve as a prompt.

We look forward to another year of successful speeches.

English Department

St. Bonaventure’s College

Students are to write a descriptive paragraph of approximately 10-15 sentences in length.
It must have an introductory (topic sentence), a body section (three supporting details) and a concluding sentence.
It is best to use sensory language such as imagery using the five senses.

Choose an object, person or thing of your own choice to complete this assignment.

Due: Monday, January 16th 

Students are asked to write a narrative paragraph about the garden gnome from Mr. Parab's classroom or a picture of the students' choosing for homework.

Length: approximately 10 sentences
Format: Topic sentence, 3 supporting details, and a concluding sentence

Students are also asked to start thinking about an oratorical topic and have it approved by the teacher.

Students are to have a journal entry completed responded to the first day of the ARTSMARTS session with Ms. Singh.

Also, students should have three sample books made based on the day's activity.

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January 6^th, 2012

Memorandum Regarding ARTSMARTS GRANT

Dear Parents/ Guardians,

Earlier this year, St. Bonaventure's College received exciting news from the Department of Education stating that we had been approved for an ARTSMARTS Grant for this 2011-2012 school year. As a result of this grant, a well-known local artist, Ms. Anita Singh will be conducting a 16-hour series of art projects with the Grade Seven Social Studies and English Language Arts Program.

These sessions will take place on the following dates:

January 9^th
St. Bonaventure's

January 13^th

St. Bonaventure's

January 26^th

St. Bonaventure's

February 8^th

The Rooms

February 28^th
The Rooms

March 5^th

The Rooms

March 13^th

St. Bonaventure's

March 19^th

St. Bonaventure's

These sessions will be taking place on Day 3 and Day 8 of the school schedule to accommodate the artist and the objectives of the project.

As noted in the above schedule, there will be days when we will be going to The Rooms to complete drawing activities and exploration/reflection of how people lived in early British North America. It is important that students arrive to class on time for these particular days and to ensure they come prepared to participate in the activities.

Students will completing the following outcomes from the Social Studies curriculum:

Concept A
Aboriginals in Early Canadian History and Settlements
Cultural and Political Development

Concept B

Early Settlers in Rural Canada
Cultural and Political Development

Concept C
Early Development of Urban Canada

Cultural and Political Development

Outcomes:

7.3.1 evaluate the conditions of everyday life for diverse peoples living in British North America in the

mid 1800s, including Aboriginal peoples, African-Canadians and Acadians

7.3.2 analyze how the struggle for responsible government was an issue of political empowerment and

disempowerment

7.3.3 identify, interpret, and analyse the internal and external factors that led to Confederation

7.3.4 explain the political structure of Canada as a result of Confederation

7.4.1 explain how the expansion and development of Canada during the 1870s and early 1880s affected its various peoples and regions

7.4.2 analyze the events of the Northwest Rebellion to determine its impact on internal relations in Canada

7.4.3 analyze the degree of empowerment and disempowerment for Aboriginal peoples in present day

Atlantic Canada during this period

7.4.4 analyze the struggle for empowerment by new cultural groups immigrating to Canada between 1870 and 1914

Students will completing the following outcomes from the English Language Arts curriculum:

4.3 identify text features to consider how they help to create meaning

4.4 practice using text features to construct meaning, enhance fl uency and understand increasingly complex texts

4.5 identify and use a variety of reading and viewing processes and strategies to construct meaning from texts

4.6 assess personal processes and strategies for reading and viewing various texts

5.1 identify relevant or interesting topics and questions for further study

5.2 recognize the need for a variety of reliable information to meet learning needs

5.3 locate and select information from a variety of print and nonprint sources

5.4 experiment with a variety of approaches and strategies for conducting research

6.1 express personal responses to texts
6.2 explain a personal point of view in response to texts

7.1 recognize that texts can be biased

7.2 begin to question the relevance and reliability of texts

7.3 begin to recognize the tools authors use to achieve different purposes

7.4 describe the impact that text form, content and structure have on meaning

7.5 demonstrate an awareness that values and personal experiences influence understanding of and critical responses to texts


8.1 experiment with a variety of strategies as a language learner
8.2 use writing to extend, explore and reflect on ideas

9.1 create a range of texts

9.2 experiment with a variety of writing and representing forms and styles to suit purpose(s) and intended audience(s)

Students will be assessed through:

observational notes
reflective/journal entries
brainstorming
debates
general discussion
research methods
fiction writing
role-playing
other ways of representing with drawings, bookmaking, posters and a mural
presentations of work completed
personal essay on the experience and process
*unit tests on the material covered between ARTSMARTS (chapters 5, 6, and 7 from textbook)
*questions/homework assigned from textbook or other sources

Note: Students will be required to complete the required questions/homework on time to ensure the covering of a specific outcome for the artist and experience.

Note: Students are asked to bring an old shirt/smock for the ARTSMARTS days.

If you have any further questions, please do not hesitate to contact me at my email or by contacting the main office.


Thank you,

Mr. Milan Parab

Spelling Bee for Grade Seven ELA will take place on Monday, January 16th. Students have already received the Spelling Bee words.

The school-wide Spelling Bee will take place on January 27th.

Grade Seven Parents,

Please be advised of the following items during the exam week:

1. Students are to go to the assigned spaces for study/storing of clothing/books/etc...

2. Students are to arrive for  exams on time (approximately 15-20 minutes prior to writing).

3. Students are attend school only on the days they have a scheduled exam and/or tutorial.

4. On days where students have more than one exam, they are to leave during the time between the morning and afternoon exam as we cannot supervise them during this time period.

5. Students are to leave school after the completion of an exam and are not allowed to hang around the school building as we cannot supervise them.

6. Exams are two hours in length with an additional 10 minutes per hour for review for a total time of 2 hours and 20 minutes allowed.

7. The last Grade Seven exam is scheduled for December 16th at 9AM; after this exam students will begin their Christmas break.

EXAM OUTLINE

PART A

UNSEEN SHORT STORY
5 selected response
5 constructed response

PART B
Novel Study

5 selected response
5 constructed response

Part C
Demand Writing
Adventure/Fantasy story

Read chapters 13-19 of FREAK THE MIGHTY

Complete questions for chapters 10-15

Grade Seven Short Story Test is now moved to Thursday, November 10th.

It will be written during the regularly scheduled Social Studies class at 10:04AM (Period 2) to avoid conflict with the Remembrance Day Ceremony.

A Short Story unit test will take place on Friday, November 4th during the fifth period (7Social Studies).

"The Tell-Tale Heart" page 106

1. What kinds of punctuation is used to heighten the suspense of the story?

2. Why does the murderer confess?

3. Name 3 details, descriptions, or actions that the author uses to create an atmosphere of horror

4. Do you believe the narrator is mentally-disturbed?  Why or why not?

5. Find one example for each of the following figurative devices:
  personification
similie
metaphor

6. Create a ten-panel story board drawing the details of how the murder takes place and what causes the murderer to lose his mind and confess his crime.

* you will be scored by the details you provide from the story, not your artistic compentency
* you will be scored by the closeness you achieve to the narrative of the story

total value: 15 points

Due Date: Monday, October 12th
Submit on a separate sheet of paper

Write a journal entry on the short story, "The Tell-Tale Heart" by Edgar Allen Poe. Be sure to provide your thoughts, reactions, feelings about the story. Also, feel free to pose questions you might have about the piece of writing.

Finally, complete the vocabulary for the story and write up the definitions for the words you find.

Due: October 12th

"The Monkey's Paw" excerpt from The Simpsons:

http://www.milkandcookies.com/link/42596/detail/

Students are to write a one-page journal entry (#4) on: what is different about the film and the story, what they may connected to in the film, what would they change about the short story, and any other thoughts/reactions/questions might be inspired by this experience.

Due: Tuesday, October 11th, 2011

Students are to write a ghost story for homework (250 to 350 words).  Make sure it has a strong plot, setting and atmosphere!

Student photos and ID cards have arrived. Students will receive the photos and IDs tomorrow on the Retreat. Please return with the appropriate money/cheque by Thursday, September 29th.

Thank you,

Parab

Toonies for Tuition 

Students will be allowed to wear jeans on Friday, September 23rd in support of a tuition program our school can access.

Complete questions for the short story, "The Fog Horn" by Ray Bradbury on page 94 of Mystery and Wonder .

There will be a homework check.

Read the poem, "Universal Soldier" on page 10 of the Literacy 7 Text Book.

Next, write journal entry #3 using the following guiding question: What is your reaction to this poem? Feel free to use imagery, words, songs, newspapers, television references to help develop your response.

Due: September 15

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Homework

Due Date: Wednesday, September 14^th

Read the short story, “The Nest” by Robert Zacks on pages 3-9 and complete the following questions in your “Notes” section of the Notebook.

1. What do you think of when you read the word “gang”?

2. How does making this connection help you to understand Jimmy's mother's fears?

3. What do you think about the way that those parents reacted to Paul?

4. How is Paul like other characters you've met (read/viewed) in other stories/shows?

5. How did connecting with the characters in this story help you to better understand the struggle between them? (METACOGNITION)

6. Who in the story did you connect most strongly with: Jimmy, his mother, or Paul? Explain. Why? (TEXT-TO-SELF CONNECTIONS)

7. How would this story change if it were told from the mother's point of view? (CRITICAL LITERACY)