Special+Education+Practicum

Hello Parents and Students,

Below are the materials for my Special Education Practicum (Moderate Disabilities PreK-8) in which I may be working with your son or daughter. I will include on this page everything I can think of which been taught or introduced.



__Lesson Plan 21__:”The Jacket”


 * __Candidate’s Name__:** //Luke Baillargeon// **__Course #:__** //Practicum// **__Semester__:** //Fall 2013//
 * __MA Licensure Sought__**: //Moderate Disabilities// **__Subject Areas__**: Reading
 * __Grouping Scheme__:** 8 Students in a substantially separate Life Skills class
 * __MA Licensure Sought__:** //Moderate Disabilities// **__Subject Areas__:** Reading
 * __Time: Duration of the less__on:** 49 Minutes
 * __Date on which the lesson is due or will be taught__:** 11-6-13

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)
 * __Links to MA Curriculum Framework (S__)**


 * __Connections Across the Curriculum__ (Optional)**


 * __Teacher objective__**:
 * B-2C**- Demonstrates an adequate knowledge of and approach to the academic content of lessons (please attach documentation that license specific questions were used to evaluate candidate knowledge (record in Section F).

Students will continue developing open response strategies using the Paragraph Writing Templates, and develop a neatly written open response that adequately answers the question.
 * __Objectives__:**


 * __Materials and Technology needed__:** Elmo, book: __The Jacket__, papers, folders, RCURRA bookmark, transition word posters, paragraph writing template, assertive behaviors chart.


 * __Instructional Procedures__** (Include time necessary for each component):


 * //__Introduction__ with Connections to Prior Knowledge: (5-8 minutes//**//)//

“ To change a topic sentence, into a good conclusion, you take the topic sentence, and add THESE ARE THE WAYS!” “These are the ways” (clap! Clap!), “These are the ways”, “These are the ways” , “These are the ways” (clap! Clap!).
 * A review of the basics leading up to today’s completion of The Jacket Open Response 1.
 * o We’re reading a book called the Jacket in which there is a conflict (use student questioning as you proceed, e.g. Who are the two main characters?)
 * o We’re maintaining a graphic organizer on which we’re writing information, and using it as a memory tool.
 * o Based on the vocabulary gained from our reading, we’re created word walls which further reinforce memory and easy reference to words that we’ve learned.
 * o We’ve begun to learn about conflict resolution by recognizing PASSIVE, ASSERTIVE, and AGGRESSIVE behaviors in conflicts.
 * o We’ve (some of us) had our parents complete a green sheet which was a home-based activity on their opinions on how Phil handled the situation.
 * o We have nearly completed the RCURRA Question (“what is RCURRA? What does each letter stand for?”
 * o We have used the book and our ASSERTIVE behaviors chart to find the information necessary to answer the question.
 * o This RCURRA assignment is a 2-Part question. (What Phil did to Daniel) and how he could have handled the situation differently.
 * o We have made use of the PARAGRAPH WRITING TEMPLATE to help use with TOPIC SENTENCE, DETAILS, CONCLUSION, and TRANSITION WORDS.
 * o What was that quick little song that I used to help us convert the topic sentence into the concluding sentence?
 * o The jingle is to the melody of “The Adams Family”. “These are the ways” (clap! Clap!), “These are the ways” (clap! Clap!), “These are the ways”, “These are the ways” , “These are the ways” (clap! Clap!).


 * __Development__: (approximately 30 minutes**)


 * I and the 2 paraprofessionals will finish helping students “clean up” their paragraph writing templates. (5 minutes)
 * Students will transfer the entries in the Paragraph Writing Template into a well-written 2-paragraph composition with transition words, and good penmanship.


 * __Closure__**: (approximately 10 minutes)

If time allows, we will finish off this lesson by reading our compositions aloud in front of the class. Anyone who didn’t get a chance to read their work will have the opportunity tomorrow.

Assist with writing (scribe) if needed, clarify and rephrase directions, allow wait time for responses, one-on-one assistance when needed.
 * __Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity__:**


 * __AssessmentofStudentLearning__** (Considerbothformativeandsummativeassessments): verbal answers to questions, observing their work, and observing read their work aloud to the class.


 * __CitationsforSourcesofLessonPlanIdeas__**: The Jacket by Andrew Clements, Assertive Behaviors Chart published by Solution Tree.


 * __Reflection__**:



__THE JACKET LESSON PLAN 13__ Teacher objective: **E-2:** Conveys knowledge of, and enthusiasm for his/her academic discipline to students. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)
 * Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Grouping Scheme:** 8 Students in a substantially separate Life Skills class
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Time: Duration of the lesson:** 49 Minutes
 * Lesson Plan Title:** “The Jacket” lesson 13
 * Date on which the lesson is due or will be taught:** 10-21-13
 * Objectives:** Before continuing through our reading of “The Jacket” we will have a brief discussion on the love of reading.
 * Links to MA Curriculum Framework (S)**

//Introduction with Connections to Prior Knowledge://
 * Materials and Technology Needed:** elmo, book, papers, folders
 * Connections Across the Curriculum (Optional):**
 * Instructional Procedures** (Include time necessary for each component):
 * 1) 1. Go over yesterday’s activity and Exit slip.
 * 2) 2. Review Yesterday’s paper, and read a little of it in Spanish.
 * 3) 3. Earlier in the year we talked about where we might read at home, and in everyday life. The purpose of that lesson was to get you all to think about reading more. Some professionals feel that reading and math are more important than anything else.

3. I love reading. Through my Graduate Work I have learned the skills it takes to read, and the components of reading which are: phonemic awareness, phonics, fluency, vocabulary, comprehension strategies. 4. What are some of your favorite books to read? One my two favorite subjects to read about are education, and music. I will show them my current two favorite books. //Development:// //Closure:// Recap at the end.Each student give me an “Exit Slip”. help decoding, shorter answers, picture-walking, active reading AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. CitationsforSourcesofLessonPlanIdeas:
 * 1) 1. Brief discussion on the five components of reading.
 * 2) 2. We continue working on our RCURRA open Response using the bookmark, the RCURRA Open Response Question, and the graphic organizers.
 * 3) 3. Ask them if they remember what RCURRA stands for.
 * 4) 4. Walk them through step by step, and do the circling and underlining.
 * Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**

Reflection:

Name__Date__ __ RCURRA- The Jacket-Open Response 1 __ __ In the book //The Jacket// by Andrew Clements, Phil and Daniel get into a conflict that becomes aggressive. Describe Phil’s behavior when he approached Daniel about the jacket. Next, using what you know about //passive, assertive,// and //aggressive// behaviors, explain what assertive behaviors could Phil have shown to have a more peaceful outcome? Support your answer with important and specific information from the book. __

THE JACKET LESSON PLAN 12__ Teacher objective: **C-3:** Maintains appropriate standards of behavior, mutual respect and safety. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)
 * Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Grouping Scheme:** 8 Students in a substantially separate Life Skills class
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Time: Duration of the lesson:** 49 Minutes
 * Lesson Plan Title:** “The Jacket” lesson 12
 * Date on which the lesson is due or will be taught:** 10-21-13
 * Objectives:** Before continuing through our reading of “The Jacket” we will review the rules, procedures, and safety policies of the classroom.
 * Links to MA Curriculum Framework (S)**

//Introduction with Connections to Prior Knowledge: 20 minutes//
 * Materials and Technology Needed:** elmo, book, papers, folders, Home-based activity handouts.
 * Connections Across the Curriculum (Optional):**
 * Instructional Procedures** (Include time necessary for each component):
 * 1) 1. We do a recap of last week: centers work; and wonderful job on Friday with Speech and Language Pathologist.
 * 2) 2. We finish the very last page of our Learning Inventory,
 * 3) 3. In order to manage our class as best as possible, we will be reviewing our classroom rules. This will include character education components such as respect, responsibility, honesty, courage, kindness, cooperation, among others. I will introduce my new addition on EFFORT. We brainstorm a little on EFFORT. I point out how much the word “try” shows up in the book.

//Development: 15 minutes// //Closure:// I recap with students, and they all fill out the “Exit Slip”. help decoding, shorter answers, picture-walking, active reading AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY (vocabulary section of graphic organizer (foldable) CitationsforSourcesofLessonPlanIdeas:
 * 1) 1. I introduce the Home-Based Activity which is related to the conflict in “The Jacket”. This is an activity which a parent will do with the child.
 * 2) 2. I will introduce the RCURRA work coming up. We’ll be working on an open-response question.
 * Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**

Reflection:

Mr. Baillargeon’s New IDEA


 * EFFORT IS A KEY TO ACHIEVEMENT **

Examples:













trying to pull away. P. 4

Phil kept trying to reason away his feelings. //Can I help it if we have a cleaning lady, and she’s black and we’re white? And can I help it if she’s Daniel’s grandmother? I mean, it’s not like we’re rich or something. It’s not like we force Lucy to work for us, is it? P. 22// Daniel was trying to get back at him, to embarrass him with a gift. And it had worked,. 28 //it isn’t like Mom was trying to make herself feel all rich and grand or make Lucy feel small and poor. Because Mom was just trying to be nice, right? And there’s nothing wrong with that. There can’t be anything wrong with being kind, can there? P. 29// Because he’d been trying to forget about everything that had happened on Thursday. P. 46 //maybe try to embarrass me again. And maybe Daniel talked to all his friends p. 50// Phil smiled and put his hands in his pockets, trying to look casual. //p. 50//

__THE JACKET LESSON PLAN 11__ Teacher objective: **C-2:** Creates a physical environment appropriate to a range of learning activities. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)
 * Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Grouping Scheme:** 8 Students in a substantially separate Life Skills class
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Time: Duration of the lesson:** 49 Minutes
 * Lesson Plan Title:** “The Jacket” lesson 11
 * Date on which the lesson is due or will be taught:** 10-17-13
 * Objectives:** Students will read aloud, and discuss the current pages of “The Jacket” as they move from station to station.
 * Links to MA Curriculum Framework (S)**

//Introduction with Connections to Prior Knowledge:// Explain that we will be moving around today, utilizing the various features of our learning environment, such as other parts of the room, and stations to learn. Development: Students are put into small groups, and travel from station to station together. //Closure:// Students come back together to their desks and we go over the answers to questions about the reading for today. During this time we fill in the foldable.
 * Materials and Technology Needed:** elmo, book, papers, folders
 * Connections Across the Curriculum (Optional):**
 * Instructional Procedures** (Include time necessary for each component):
 * Station 1 is the back room (where there is a C.D. player.).
 * Station 2 is the desk area (where they read silently).
 * Station 3 is the kitchen area where they read aloud to one another

help decoding, shorter answers, picture-walking, active reading AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY (vocabulary section of graphic organizer (foldable) CitationsforSourcesofLessonPlanIdeas:
 * Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**

Reflection:

__THE JACKET LESSON PLAN 10__ Standard **D-3**: Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace and proficiency in the English Language for learning the curriculum at hand and sues professional judgment to determine if instructional adjustments are necessary. Comprehension and Collaboration 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. P.24
 * Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Grouping Scheme:** 8 Students in a substantially separate Life Skills class
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Time: Duration of the lesson:** 49 Minutes
 * Lesson Plan Title:** “The Jacket” lesson 10
 * Date on which the lesson is due or will be taught:** 10-15-13
 * Objectives:** Students will continue with a high standard of performance throughout the reading lesson. Students will view a record of their progress.
 * Links to MA Curriculum Framework (S)**

development, organization, and style are appropriate to task, purpose, and audience. p.50

//Introduction with Connections to Prior Knowledge:// I’ll tell students the importance of knowing learning styles and home experiences to help them learn, and to help the teacher to teach them. I will lead them through filling out the inventory. //Development:// We continue to read. We continue to fill in the foldable as the characters, plot, setting, problem/conflict, and vocabulary words continue to unfold. //Closure:// Each student will tell me three things that they learned. help decoding, shorter answers, picture-walking, active reading AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY (vocabulary section of graphic organizer (foldable) CitationsforSourcesofLessonPlanIdeas:
 * Materials and Technology Needed:** elmo, book, papers, folders
 * Connections Across the Curriculum (Optional):**
 * Instructional Procedures** (Include time necessary for each component):
 * Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**

Harvey F. Silver, Kathryn Eikenberry and J. Robert Hanson Reflection:

Hanson Silver & Associate Inc. The TLC A classroom diagnostic tool for teaching, learning and curriculum planning Developed by Harvey F. Silver, Kathryn Eikenberry and J. Robert Hanson Introduction Knowing more about how one learns makes schooling more enjoyable and the learning experience more effective. Information from the TLD-Learning Preference Inventory helps you and your teachers make better decisions about learning and teaching. The Learning Preference Inventory is not a test. There are no right or wrong answers. There is no lime limit. And, it is not a reading test. So. If you’re having trouble with a word or a phrase, please ask your teacher for help. Directions for responding. The learning preference Inventory (LPI) is made up for 36 statements followed by four responses. Fot each of the statements rank order the four responses according to your first, second, third and fourth choices. Mark your first choice with a 1, your second choice with a 2, and your third with a 3, and your last choice with a 4. See the example below: 1. **I prefer to learn something new by** _3__reading a book (third choice)__ __ _1 __watching a movie (first choice) _4__Making a project (fourth choice)__ __ _2 __Working with a friend. (second choice) Make all your responses in the boxes (blanks) provided. The most import thing to remember is to rank each answer according to how you fee, not how you think you ought to feel. Make you own choices based on your best judgment.
 * LEARNING PREFERENCE INVENTORY **

Student Name__Date____ __working with another student__ having the teacher demonstrate what is to be learned __reading about it__ deciding for myself how to learn it. || ** 7. I work best ** __when I’m enjoying myself in the company of others__ when I’m actively involved in doing things that have clear directions __with time and resources to develop my ideas__ with lots of opportunities to be creative in pursuing my interests || __to come up with original ideas__ how ideas are related to one another __to select the correct answer__ how I feel about things || ** 8. I like assignments or activities which involve ** __taking existing ideas and changing them into something new and different__ searching for solutions to problems __copying things, or using tools__ sharing personal beliefs || __quiet__ talkative __out-going__ a listener || ** 9. When I’m working I tend to ** __be careful with details__ do things quickly __be impatient with work that takes a long time to complete__ work with something for a long time || __have someone show me how to make it__ follow the directions one step at a time __plan in detail what needs to be done in order to make it__ discover different ways for making it || ** 9. When I’m faced with a difficult assignment I like to ** __talk with others to see what needs to be done__ to be told exactly what needs to be done __think things through for myself before someone tries to explain it to me.__ find new or different ways of completing the assignment || __my work is called creative and original__ my ideas are appreciated __my work be graded right away__ I get encouragement for what I’m doing || ** 11. I enjoy ** __doing imaginative activities__ doing a library research project __using tools and equipment to make things I can use__ talking with friends || __am hard to get to know__ share my thoughts and feelings with others __am easy to get to know__ keep my thoughts and feelings to myself || ** 12. In making new friends ** __it takes a good deal of effort for me__ I show warmth and friendship quickly __it takes little effort for me__ I show warmth and friendship only after I get to know them. ||
 * 1. **I prefer to learn something new by**
 * 2. **I prefer questions that ask me**
 * ** 3. In a group I tend to be **
 * ** 4. When making something I prefer to **
 * ** 5. It’s important to me that **
 * ** 6. As a person I **

__Everyone can play and where no one loses__ are fast, have a lot of action, and where someone wins. __that require me to think ahead about the best moves to make (for example, chess).__ Allow me to make up my own rules. || ** 19. I like to learn about ** __myself and other people__ practical things and how to use them __important ideas and why things happen__ stories, legends, and other people’s beliefs || __things that I can imagine__ a topic I have researcher __things or events that have happened__ my own personal experiences || ** 20. I would like a job that requires me to ** __be creative and original__ read and think __make things__ work with people || __in a quiet space__ in a group with other people __in a place where I can talk and share ideas with others__ along || ** 21. When I feel upset I ** __have difficulty showing others how I really feel__ share my feelings easily __usually let everybody know how I feel__ don’t let others know how I feel; tend to bottle things up inside. || __caring, friendly and helpful__ hard-working, practical and intelligent __logical, organized and intelligent__ creative, enthusiastic and imaginative || ** 22. When I have a number of assignments I often ** __socialize with my friends first, and then do my work__ finish my work before I do other things __think ahead and plan my schedule according to what has to be done__ postpone doing my work until the last moment then find myself rushing to get it done. || __choose what I want to learn__ find a solution to a problem __practice and memorize__ work with other people and share ideas || ** 23. When I have I problem I ** __Like to explore new and unusual ways to solve it__ organize my ideas and figure out what resources will be needed to solve it. __look for practical solutions from past experience__ like to work with other people to solve it || __find it difficult to think of good things to say.__ feel comfortable and talk easily __enjoy talking about myself__ find myself feeling uncomfortable talking with people I don’t know. || ** 24. In group activities I like to ** __Listen to what others have to say before I speak__ share my ideas first and then get reactions __be able to give people directions__ be active behind the scenes organizing things ||
 * ** 13. I prefer games that **
 * ** 14. I prefer to write about **
 * ** 15. When I am working on an assignment I prefer to work **
 * ** 16. People who know me well would say I’m mostly **
 * ** 17. I learn best when I can **
 * ** 18. When I meet new people I **

__tell about people’s feelings__ provide detailed instructions on how to do things __explains the reasons for why things happen__ stimulate my imagination || ** 31. I like to ** __hear about what other people have to say about themselves or about me__ make something that I can use __investigate ideas__ use my imagination || 121.__imaginative__ __ 122. __intellectual 123.__sensible__ __ 124. __friendly || __reading and reflecting__ being with people __talking__ writing || ** 33. I prefer assignments that ** __have people working together to help each other__ allow me to practice needed skills _-are involved or complicated, and that make me think __allow me to be creative and use my imagination__ || often stop to talk with others and to check my answers while I work __start working right away and finish one assignment before beginning another__ think carefully about what needs to be done and then plan how best to do it __find my interests taking me from one assignment to another in no particular order__ || ** 34. I prefer to learn by ** doing an original project __reading and discovering__ answering questions in a workbook or on worksheets __working in small groups__ || coming up with new ideas __researching information__ memorizing or remembering facts __working in a group__ || ** 35. I prefer teacher who ** want to be my friend __teach me how to do useful things__ challenge me to think __encourage me to be creative__ || think a lot before I act __act quickly, and think about what I’m doing while I’m doing it.__ seek variety and action to keep busy. __seek quiet for concentration__ || ** 36. Answering these questions was ** difficult __easy__ frustrating __fun__ ||
 * ** 25. I like books which **
 * ** 26. I like projects that **
 * 1) 73. __allow me to explore new thoughts and ideas__
 * 2) __ 74. __are complicated and make me think
 * 3) 75. __allow me to learn practical things__
 * 4) __ 76. __ are concerned with people’s feelings || ** 32. I prefer to work with people who are **
 * ** 27. I really enjoy **
 * ** 28. When I have several assignments to do I **
 * ** 29. I am good at **
 * ** 30. When I am working I often **

What language is primarily spoken at home?

Do you have a quiet place to study at home?

Where do you like to study?

Are there books to read at home?

Does your family enjoy reading?

What do you spend the most time doing at home?

THE JACKET LESSON PLAN 9 __**Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//__ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Grouping Scheme:** 8 Students in a substantially separate Life Skills class __ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Time: Duration of the lesson:** 49 Minutes__ __**Lesson Plan Title:** “The Jacket” lesson 9__ __**Date on which the lesson is due or will be taught:** 10-11-13__ __**Objectives:** As a class we will talk through the questions on Parts 1 and 2 of the Jacket. Students will then fill out the answers to those questions independently for a quiz grade.__ __**Teacher Objective,** Standard A-4: Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and designing lessons that strengthen student reading and writing skills.__ __**Links to MA Curriculum Framework (S)**__ __Comprehension and Collaboration__ __1. Prepare for and participate effectively in a range of conversations and collaborations with__ __diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)__ __**MA.8.A.** Analyze a work of fiction, poetry, or drama using a variety of critical lenses (e.g., formal, psychological, historical, sociological, feminist).__ __ELA Curriculum frameworks page 50.__ __ Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. __ __ Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). __ __ Distinguish among fact, opinion, and reasoned judgment in a text __ __ELA Curriculum frameworks page 50.__

__**Materials and Technology Needed:** elmo, book, questions__ __**Connections Across the Curriculum (Optional):**__ __**Instructional Procedures** (Include time necessary for each component):__ __//Introduction with Connections to Prior Knowledge://__ __Students are told what we will be doing today.__ __//Development:// We will talk through the answers to questions on ‘The jacket” parts 1 and 2.__ __//Closure:// Students will answer those questions in complete sentences independently.__ __**Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**__ __help decoding, shorter answers, picture-walking, active reading__ __AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. __ __ ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY (vocabulary section of graphic organizer (foldable) __ __CitationsforSourcesofLessonPlanIdeas:__





__ __

Westfield State University THE JACKET LESSON PLAN 8 __**Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//__ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Grouping Scheme:** 8 Students in a substantially separate Life Skills class __ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Time: Duration of the lesson:** 49 Minutes__ __**Lesson Plan Title:** “The Jacket” lesson 8__ __**Date on which the lesson is due or will be taught:** 10-10-13__ __**Objectives:** will continue with a high standard of performance throughout the reading lesson. They will also be given options for home collaboration, and strategies to support their learning at home, primarily through my youtube channel.__ __**Teacher Objective,** Standard D-5: Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.__ __**Links to MA Curriculum Framework (S)**__ __Comprehension and Collaboration__ __1. Prepare for and participate effectively in a range of conversations and collaborations with__ __diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)__

__**Materials and Technology Needed:** elmo, book__ __**Connections Across the Curriculum (Optional):**__ __**Instructional Procedures** (Include time necessary for each component):__ __//Introduction with Connections to Prior Knowledge://__ __Bring the students through the youtube channel again. This is a valuable tool for parents to follow up with at home. Send home another letter to parents.__ __//Development:// We view some of the videos and continue reading the book.__ __//Closure:// Each student will tell me three things that they learned.__ __**Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**__ __help decoding, shorter answers, picture-walking, active reading__ __AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. __ __ ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY (vocabulary section of graphic organizer (foldable) __ __CitationsforSourcesofLessonPlanIdeas:__

Westfield State University THE JACKET LESSON PLAN 7 __**Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//__ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Grouping Scheme:** 8 Students in a substantially separate Life Skills class __ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Time: Duration of the lesson:** 49 Minutes__ __**Lesson Plan Title:** “The Jacket” lesson 7__ __**Date on which the lesson is due or will be taught:** 10-9-13__ __**Objectives:** Students will learn strategies to avoid conflict and foster conflict resolution skills.__ __**Teacher Objective,** Standard C-1:Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.__ __**Links to MA Curriculum Framework (S)**__ __Comprehension and Collaboration__ __1. Prepare for and participate effectively in a range of conversations and collaborations with__ __diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)__

__**Materials and Technology Needed:** elmo, book, papers__ __**Connections Across the Curriculum (Optional):**__ __**Instructional Procedures** (Include time necessary for each component):__ __//Introduction with Connections to Prior Knowledge://__ __We’ve done a good job in the past couple of days in reflecting on a moment when we had a conflict at school. Today we are going to further address issues of conflict, and set up some standards to set for ourselves if we ever encounter a conflict in the classroom, in the hallway, anywhere in school, or even out of school for that matter. Standards of good conduct must prevail, and it may take quite a bit of effort sometimes to maintain peace in a difficult situation.__ __//Development:// We read through and discuss some materials from the “Peacemakers” ant-violence program: “fair and unfair behaviors in conflicts”, “anger control”, “what to do in violence prevention”, and “problem solving steps”.__ __Students and myself will fill out the problem-solving steps according to how far we’ve gotten in the story so far.__

__//Closure:// Each student will tell me three things that they learned.__ __**Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**__ __help decoding, shorter answers, picture-walking, active reading__ __AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. __ __ ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY (vocabulary section of graphic organizer (foldable) __ __CitationsforSourcesofLessonPlanIdeas:__

Westfield State University THE JACKET LESSON PLAN 6 __**Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//__ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Grouping Scheme:** 8 Students in a substantially separate Life Skills class __ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Time: Duration of the lesson:** 49 Minutes__ __**Lesson Plan Title:** “The Jacket” lesson 6__ __**Date on which the lesson is due or will be taught:** 10-8-13__ __**Objectives:** Students will continue with a high standard of performance throughout the reading lesson.__ __**Teacher Objective,** Standard C-4:Manages classroom routines and procedures without loss of significant instructional time.__ __**Links to MA Curriculum Framework (S)**__ __Comprehension and Collaboration__ __1. Prepare for and participate effectively in a range of conversations and collaborations with__ __diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)__

__**Materials and Technology Needed:** elmo, papers, book, folders__ __**Connections Across the Curriculum (Optional):**__ __**Instructional Procedures** (Include time necessary for each component):__ __//Introduction with Connections to Prior Knowledge://__ __In order to manage our materials and handouts easier, yesterday we started a “Reading Folder” in which students will keep their materials (foldable, homework, handouts, rubrics, etc.) This folder will be taken from the box, maintained, and put back neatly into the box at the end of class.__ __This classroom routine will create efficiency, and a minimal loss of time when we start reading class. Let me also remind everyone to maintain your assignment notebook and fill it in with homework.__ __Students will be provided the grades to their “Brain Homework” on reflecting on a situation in school where they had a conflict with someone.__ __//Development:// We continue to read. We continue to fill in the foldable as the characters, plot, setting, problem/conflict, and vocabulary words continue to unfold.__ __//Closure:// Each student will tell me three things that they learned.__ __**Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**__ __help decoding, shorter answers, picture-walking, active reading__ __AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. __ __ ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY (vocabulary section of graphic organizer (foldable) __ __CitationsforSourcesofLessonPlanIdeas:__

Westfield State University THE JACKET LESSON PLAN 7 __**Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//__ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Grouping Scheme:** 8 Students in a substantially separate Life Skills class __ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Time: Duration of the lesson:** 49 Minutes__ __**Lesson Plan Title:** “The Jacket” lesson 7__ __**Date on which the lesson is due or will be taught:** 10-9-13__ __**Objectives:** Students will learn strategies to avoid conflict and foster conflict resolution skills.__ __**Teacher Objective,** Standard C-1:Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.__ __**Links to MA Curriculum Framework (S)**__ __Comprehension and Collaboration__ __1. Prepare for and participate effectively in a range of conversations and collaborations with__ __diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)__

__**Materials and Technology Needed:** elmo, book, papers__ __**Connections Across the Curriculum (Optional):**__ __**Instructional Procedures** (Include time necessary for each component):__ __//Introduction with Connections to Prior Knowledge://__ __We’ve done a good job in the past couple of days in reflecting on a moment when we had a conflict at school. Today we are going to further address issues of conflict, and set up some standards to set for ourselves if we ever encounter a conflict in the classroom, in the hallway, anywhere in school, or even out of school for that matter. Standards of good conduct must prevail, and it may take quite a bit of effort sometimes to maintain peace in a difficult situation.__ __//Development:// We read through and discuss some materials from the “Peacemakers” ant-violence program: “fair and unfair behaviors in conflicts”, “anger control”, “what to do in violence prevention”, and “problem solving steps”.__ __Students and myself will fill out the problem-solving steps according to how far we’ve gotten in the story so far.__

__//Closure:// Each student will tell me three things that they learned.__ __**Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**__ __help decoding, shorter answers, picture-walking, active reading__ __AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. __ __ ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY (vocabulary section of graphic organizer (foldable) __ __CitationsforSourcesofLessonPlanIdeas:__

Westfield State University THE JACKET LESSON PLAN 6 __**Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//__ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Grouping Scheme:** 8 Students in a substantially separate Life Skills class __ __**MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading__ __**Time: Duration of the lesson:** 49 Minutes__ __**Lesson Plan Title:** “The Jacket” lesson 6__ __**Date on which the lesson is due or will be taught:** 10-8-13__ __**Objectives:** Students will continue with a high standard of performance throughout the reading lesson.__ __**Teacher Objective,** Standard C-4:Manages classroom routines and procedures without loss of significant instructional time.__ __**Links to MA Curriculum Framework (S)**__ __Comprehension and Collaboration__ __1. Prepare for and participate effectively in a range of conversations and collaborations with__ __diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)__

__**Materials and Technology Needed:** elmo, papers, book, folders__ __**Connections Across the Curriculum (Optional):**__ __**Instructional Procedures** (Include time necessary for each component):__ __//Introduction with Connections to Prior Knowledge://__ __In order to manage our materials and handouts easier, yesterday we started a “Reading Folder” in which students will keep their materials (foldable, homework, handouts, rubrics, etc.) This folder will be taken from the box, maintained, and put back neatly into the box at the end of class.__ __This classroom routine will create efficiency, and a minimal loss of time when we start reading class. Let me also remind everyone to maintain your assignment notebook and fill it in with homework.__ __Students will be provided the grades to their “Brain Homework” on reflecting on a situation in school where they had a conflict with someone.__ __//Development:// We continue to read. We continue to fill in the foldable as the characters, plot, setting, problem/conflict, and vocabulary words continue to unfold.__ __//Closure:// Each student will tell me three things that they learned.__ __**Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**__ __help decoding, shorter answers, picture-walking, active reading__ __AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. __ __ ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY (vocabulary section of graphic organizer (foldable) __ __CitationsforSourcesofLessonPlanIdeas:__

Westfield State University THE JACKET LESSON PLAN 5__ a) Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction. b) Translates evaluations of student work into records that accurately convey the level of student achievement to student’s parents or guardians, and school personnel.
 * Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Grouping Scheme:** 8 Students in a substantially separate Life Skills class
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Time: Duration of the lesson:** 49 Minutes
 * Lesson Plan Title:** “The Jacket” lesson 5
 * Date on which the lesson is due or will be taught:** 10-7-13
 * Objectives:** Students will continue with a high standard of performance throughout the reading lesson. Students will view a record of their progress.
 * B-5**
 * Communicates high standards and expectations when evaluating student learning.

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)
 * Links to MA Curriculum Framework (S)**

//Introduction with Connections to Prior Knowledge:// In order to manage our materials and handouts easier, we will be starting a “Reading Folder” in which students will keep their materials (foldable, homework, handouts, rubrics, etc.) Students will be told about their progress and given a report that I’ll have kept on their progress throughout the unit so far. We reflect on the BRAIN HOMEWORK that we had which was, “To Think about a time when you had a conflict or disagreement with someone at school”. Their completion of this homework will be evidenced by their sharing with the group. //Development:// We continue to read. We continue to fill in the foldable as the characters, plot, setting, problem/conflict, and vocabulary words continue to unfold. //Closure:// Each student will tell me three things that they learned. help decoding, shorter answers, picture-walking, active reading AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY (vocabulary section of graphic organizer (foldable) CitationsforSourcesofLessonPlanIdeas:
 * Materials and Technology Needed:** elmo, book, papers, folders
 * Connections Across the Curriculum (Optional):**
 * Instructional Procedures** (Include time necessary for each component):
 * Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**

Participation Rubric to be returned



Print out of current grades

Students are aware of their grades and feedback. Feedback Shared with Supervising Practitioner and added into official grade book reflected in progress report and report card.

__Westfield State University__ __THE JACKET LESSON PLAN 4__ Objectives of the teacher: Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)
 * Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Grouping Scheme:** 8 Students in a substantially separate Life Skills class
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Time: Duration of the lesson:** 49 Minutes
 * Lesson Plan Title:** “The Jacket” lesson 4
 * Date on which the lesson is due or will be taught:** 10-4-13
 * Objectives:** Students will continue with a high standard of performance throughout the reading lesson. Students will be given a rubric as feedback as to their progress.
 * Communicate high standards and expectations when extending and completing the lesson.
 * 1) a. Assigns homework or practice that furthers student learning and checks it.
 * 2) b. Provides regular and frequent feedback to students on their progress.
 * 3) c. Provides many and varied opportunities for students to achieve competence.
 * Links to MA Curriculum Framework (S)**

//Introduction with Connections to Prior Knowledge:// Students will be given a rubric as feedback as to their progress. Students will be given multiple opportunities to succeed, mostly through their class participation. Students will be given a rubric as feedback as to their progress. //Development:// We continue to read //Closure:// Students will be given a homework assignment. help decoding, shorter answers, picture-walking, active reading AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY CitationsforSourcesofLessonPlanIdeas:
 * Materials and Technology Needed:**
 * Connections Across the Curriculum (Optional):**
 * Instructional Procedures** (Include time necessary for each component):
 * Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**



Namedate__period___

Homework—Reflection Questions: __Please think about, or if you wish, write short answers to the following in-class questions.__

__Question 1__

Question 2

__Question 3__

__Westfield State University__ __THE JACKET LESSON PLAN 3__ Teacher objective (B2)
 * Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** reading
 * Grouping Scheme:** 8 Students in a substantially separate Life Skills class
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Time: Duration of the lesson:** 49 Minutes
 * Lesson Plan Title:** “The Jacket” lesson 3
 * Date on which the lesson is due or will be taught:** 10-3-13
 * Objectives:** students will continue to carry forward the high standards that were set forth at the start of the unit. They will continue to read and comprehend at a high level, and the reading will be an active process which is thought-provoking.
 * Communicates high standards and expectations when carrying out the lesson.
 * 1) a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.
 * 2) b. Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem-solving, cooperative learning, and research projects (among others).
 * 3) c. Demonstrates an adequate knowledge of and approach to the academic content of lessons.
 * 4) d. Employs a variety of reading and writing strategies for addressing learning objectives.
 * 5) e. Uses questioning to stimulate thinking and encourages all students to respond.
 * 6) f. Uses instructional technology appropriately
 * 7) g. Uses effective strategies and techniques for making content accessible for English Language learners.
 * 8) h. Demonstrates knowledge of the differences between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)
 * Links to MA Curriculum Framework (S)**

Analyze a work of fiction, poetry, or drama using a variety of critical lenses (e.g., formal, psychological, historical, sociological, feminist). ELA Curriculum frameworks page 50. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Distinguish among fact, opinion, and reasoned judgment in a text ELA Curriculum frameworks page 50. //Introduction with Connections to Prior Knowledge:// Students, we will continue to read and think critically about the story line of the book. Be advised that the high expectations and standards that we set forth at the beginning will continue as we carry out this lesson. //Development:// As we read students will be asked, and answer questions to direct the learning. They will also be asked “What would you do if you were in that situation”, or “What would you do if....”. I will demonstrate my knowledge of the academic content as we proceed (in the moment). I will do this by addressing reading elements including but not limited to: phonemic awareness, phonological awareness, fluency, vocabulary, comprehension, etc. Students will also direct the learning by generating their own comprehension questions, or discussion questions. Various reading and writing strategies will be employed. Writing will mostly be the writing of vocabulary words which will be included in our word wall. Students will see the information displayed on the projector screen by the ELMO when appropriate. To assist in bilingual learning, connections will be drawn between Spanish and English words, and use of native language will be encouraged. //Closure:// Students, everyone tell me three things that you learned today, or three pieces of information you remember. help decoding, shorter answers, picture-walking, active reading AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY CitationsforSourcesofLessonPlanIdeas:
 * Materials and Technology Needed:** book, Elmo, question sheet, personal dictionaries
 * Connections Across the Curriculum (Optional):**
 * Instructional Procedures** (Include time necessary for each component):
 * Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**

__Westfield State University__ __THE JACKET LESSON PLAN 2__ Teacher objective: A9- U s e s in s t ruc ti ona l <span style="color: #363636; font-family: 'Times New Roman',serif; font-size: 9pt;">planning,ma <span style="color: #5d5d5d; font-family: 'Times New Roman',serif; font-size: 9pt;">t <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 9pt;">er <span style="color: #262626; font-family: 'Times New Roman',serif; font-size: 9pt;">ial <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 9pt;">s, <span style="color: #363636; font-family: 'Times New Roman',serif; font-size: 9pt;">and <span style="color: #5d5d5d; font-family: 'Times New Roman',serif; font-size: 9pt;">s <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 9pt;">tud <span style="color: #5d5d5d; font-family: 'Times New Roman',serif; font-size: 9pt;">e <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 9pt;">nt <span style="color: #aeaeae; 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font-family: 'Times New Roman',serif; font-size: 9pt;">g <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 9pt;">e <span style="color: #5d5d5d; font-family: 'Times New Roman',serif; font-size: 9pt;">s Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (p.29)
 * Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:**
 * Grouping Scheme:** 8 Students in a substantially separate Life Skills class
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** Reading
 * Time: Duration of the lesson:** 49 Minutes
 * Lesson Plan Title:** “The Jacket” lesson 2
 * Date on which the lesson is due or will be taught:** 10-2-13
 * Objectives:** Students will begin to reflect on race and ethnicity, as the beginnings of understanding diversity in our society, and acceptance.
 * Links to MA Curriculum Framework (S)**

//Introduction with Connections to Prior Knowledge:// We will go into further detail discussing this quote from the back of the book: When asked what prompted him to write //The Jacket,// Mr. Clements says: “If a white kid grows up in the majority culture in America, sooner or later there will come a realization that children from other races may have had a very different experience, may have lived in a different America. I vividly remember that realization in my own life. I wanted to write a story about that moment when unconscious prejudices rise to the surface, a story that would both explore differences and emphasize our common humanity.” What is race? What race do you define yourself as? It is important to accept all races. //Development:// Explain the following definitions: <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">The traditional definition of **race and ethnicity** is related to biological and sociological factors respectively. **Race** refers to a person's physical appearance, such as skin color, eye color, [|hair] color, [|bone]/jaw structure etc. **Ethnicity**, on the other hand, relates to cultural factors such as nationality, culture, ancestry, language and beliefs. <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">These two words will be considered vocabulary words for a future word wall. We continue reading The Jacket Part 1. //Closure:// Students, everyone tell me three things that you learned today, or three pieces of information you remember. HOMEWORK ASSIGNMENT- **Respond to Part I- Collision Course** help decoding, shorter answers, picture-walking, active reading ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY CitationsforSourcesofLessonPlanIdeas:
 * Materials and Technology Needed:** book, Elmo, question sheet, personal dictionaries
 * Connections Across the Curriculum (Optional):**
 * Instructional Procedures** (Include time necessary for each component):
 * Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**
 * AssessmentofStudentLearning** (Considerbothformativeandsummativeassessments): verbal answers to questions. Writing of answers.

THE JACKET LESSON PLAN 1

Luke Baillargeon Practicum Fall 2013


 * MALicensureSought: **__ Moderate Disabilities __ _ ** SubjectArea **__ Reading __ _Grade Level __7__

GroupingScheme: 8 Students in a substantially separate Life Skills class

Time:Durationofthelesson 49 Minutes

Dateonwhichthelessonisdueorwillbetaught: Tuesday. 10-1-13
 * Lesson PlanTitle: ** The Jacket, Lesson 1


 * <span style="font-family: Calibri,sans-serif;">Objectives: **

<span style="font-family: Calibri,sans-serif;">Students will get a clear idea of the purpose of this unit, along with the high expectations and standards that will be placed on them. They will begin comprehending the overall background of the book “The Jacket”.

<span style="font-family: Calibri,sans-serif;">Of the Teacher: the teacher will communicate high standards and expectations when beginning the lesson. He will make learning objectives clear to students. He will communicate clearly in writing and speaking and through the use of appropriately designed visual and contextual aids. He will use engaging ways to begin this new unit of study, and lesson. He will build on student’s prior knowledge and experience.

<span style="font-family: Calibri,sans-serif;">LinkstoMACurriculumFramework(s): ELA Curriculum frameworks page 50. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Distinguish among fact, opinion, and reasoned judgment in a text ELA Curriculum frameworks page 50.
 * MA.8.A.** Analyze a work of fiction, poetry, or drama using a variety of critical lenses (e.g., formal, psychological, historical, sociological, feminist).


 * MaterialsandTechnologyNeeded**: book, Elmo, question sheet, personal dictionaries

Connections:AcrosstheCurriculum (Optional):

InstructionalProcedures (Includetime necessaryforeachcomponent):

IntroductionwithConnectionstoPriorKnowledge: Questions: I introduce the unit of “The Jacket, and some of the things we will be doing. We will be reading the book, learning new words, making a word wall, and going through some writing activities to further comprehend the story and relate it to our own lives and experiences. The objective of our entire unit is to improve reading, and to develop a questioning and reflective stance while reading realistic fiction. It will be important to use our background knowledge (schema) to develop a more complete understanding of the text. Students will be engaged during this unit through role plays, and examinations of their own reactions to similar situations in their past.

We will go through a picture walking activity where we look at pictures only, and try to make general inferences about the events in the story.

Introduce, read and discuss the description on the back cover:

THIEF! When Phil sees another kid wearing his brother’s jacket, he assumes the jacket was stolen. It turns out he was wrong, and Phil has to ask himself the question: Would he have made the same assumption if the boy wearing the jacket hadn’t been African American? And that question leads to others that reveal some unsettling truths about Phil’s neighborhood, his family and even himself.

Introduce, read and discuss the author’s note in the back:

“With more than forty books in print, ANDREW CLEMENTS is the best-selling author of //Frindle, The Landry News, The Janitor’s Boy, and the School Story.// All of these “school stories’ have appeared on numerous state-award lists. When asked what prompted him to write //The Jacket,// Mr. Clements says: “If a white kid grows up in the majority culture in America, sooner or later there will come a realization that children from other races may have had a very different experience, may have lived in a different America. I vividly remember that realization in my own life. I wanted to write a story about that moment when unconscious prejudices rise to the surface, a story that would both explore differences and emphasize our common humanity.” Ask students what they anticipate or predict the story will be about, based on this excerpt.

Development: Together we will begin reading THE JACKET part 1. As we proceed, we will take note of new words, and try to arrive at their meaning, and of the meaning of the text, using students’ feedback, dictionary, and active reading skills prompted by the teacher.

Students will role play the scene of Phil grabbing Daniel to get back the jacket.

Discuss the use of italics in the text, and what it means.

Closure: Students, everyone tell me three things that you learned today, or three pieces of information you remember.

Questions to ask:



We may not get far enough to do to address all these questions. Any not address today, and be addressed tomorrow, or whenever it seems most appropriate.

<span style="font-family: Calibri,sans-serif;">ModificationsorAccommodationsfor Students <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">with <span style="font-family: Calibri,sans-serif;">SpecialNeeds <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">and <span style="font-family: Calibri,sans-serif;">LinguisticorCulturalDiversity: Repeated readings, help decoding, shorter answers, picture-walking, active reading

AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): verbal answers to questions. ADDING NEW VOCABULARY WORDS TO PERSONAL DISCTIONARY

CitationsforSourcesofLessonPlanIdeas:



The Jacket

By Andrew Clements Best-selling author of Frindle Illustrated by McDavid Henderson Scholastic Inc. New York, Toronto, London, Auckland, Sydney, Mexico City, New Delhi, Hong Kong, Buenos Aires For my friend and brother, Jeffrey Kruse Clements. –A.C For Sarah –M.H.



Page 2: Part I; COLLISION COURSE It was Thursday morning right before first period, and Phil was on a mission. Hurrying through the fourth- and fifth-grade hall, he waded through groups of younger kids. His little brother, Jimmy, had left the house early so he could ride to school with a friend, and he had forgotten his lunch money on the kitchen counter. Phil was tall for a sixth grader, so most of the younger kids got out of his way. Which was good, because he had

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No time to mess around. If he got one more tardy during December, he would have to serve two detentions. The pressure made Phil’s imagination run at full throttle. //Like, if I’m late for math today, then I might not be allowed to take the test—and then I could flunk math! I might even flunk sixth grade and get left back! And when Mom and Dad yell at me, I’m gonna get so mad, ‘cause, like, it’s not even my fault! I’ll say, “Hey know what? Forget about school, that’s what!” And I’ll just drop out and turn into a bum—or maybe even a criminal. My whole life’s gonna be a mess, and it’s all on account of my stupid little brother! Where is that punk?// Phil about to stick his head into a classroom to look around. Then up at the corner of the hallway he thought he saw the back of his brother’s jacket. It had to be Jimmy. Page 3 Page 4 No one else in the whole city had a jacket like that one. He called. “Hey Jimmy!”. But his brother didn’t stop, and Phil pushed his way forward and rushed around the corner. “Hey, idiot, you forgot...” But is wasn’t Jimmy. It was someone Phil had never seen before, a black kid. Wearing Jimmy’s Jacket. Phil grabbed the collar and said, “Hey! This is my brother’s jacket! Where is he? How’d you get this from him?”’ The other boy struggled, trying to pull away. ‘What are you talkin’ about? Let go of me! This is my jacket! I don’t even know your brother!” The kid twisted and turned to break free, but Phil was a lot bigger and stronger. “You tell me where my brother’s at, or I’m gonna---“ “Boys! You stop it, right now!” Mrs. Atkin came striding through the Page 5 Crowd that had gathered, pushing kids out of her way with her left hand and pointing at Phil with the other one. ‘You let go of him, and I mean it!” Drawn by Mrs. Atkin’s voice, three or four other teachers stepped out into the hallway. Phil let go of the jacket, and the younger boy jerked around to face him, his fists up, his eyes narrowed. Mrs. Atkin stepped between them and said to the younger boy, “Daniel, you put your hands down. And all the rest of you kids, go on about your business. Get your things put away and get to your rooms. Go on, there’s nothing happening here.” Then, glaring at Phil and the smaller boy, she said, ‘You two, come with me.” The other teachers were moving around in the hallway now, talking to kids, quieting everyone down. Phil and Daniel Followed Mrs. Page 6 Atkin along the hall. And Phil knew where they were headed—straight to the office. He thought, //Now I’m gonna flunk out for sure.// At the office door Mrs. Atkin stopped and herded the boys in ahead of her. “Mrs. Cormier? Sorry to start your day like this, but I found these two going at it down the fourth-grade hall. I’ve got to get back to my room before something else breaks loose.” The principal still had her coat on from being out at the curb with the buses. She frowned at the boys and [pointed toward her office. ‘Walk in and sit down. And I don’t want you two to even Look at each other, is that clear?’ Both of them nodded and walked into her office. A minute later Mrs. Cormier came in and sat down behind her desk. She Page 7 [[image:Jacket 7.JPG]] Page 8 Motioned to Phil, who had taken a chair against the wall. “Come over here and sit in front of me. I want to be able to look each of you in the eye”. Daniel Kept looking straight ahead at Mrs. Cormier. When Phil was seated, she said, ‘Phil, you’ve got no business being in the four-five hall in the morning. Why were you there?” ‘My brother, Jimmy, forgot his lunch money. And I still have to give it to him’ Mrs. Cormier nodded. “All right, that makes sense. Here,” she said, putting out her hand, “give me his money, and I’ll make sure he gets it.” Phil dug in his pocket and gave the coins to the principal. She put them on her desk and then turned to the other boy. “Okay, Daniel, you first: What happened?” ‘What happened is, I’m talking with my friends, and this kid comes Page 9: and grabs me and starts yelling at me. I’ve never seen him before. I didn’t do a thing!” Mrs. Cormier turned to Phil. “Did you grab him, Phil?” “Yeah, ‘cause he stole my brother’s jacket! That’s my old jacket, and now it’s my brother’s, and this kid stole it, so I grabbed him.” “liar!” Daniel jumped to his feet and faced Phil, his fists clenched. ‘I never stole a thing! My gramma gave me this jacket for my birthday, and that’s the truth, so you stop saying that!” “Daniel,” said Mrs. Cormier sharply, “you sit down and stay put!” Mrs. Cormier swept her eyes between the boys. “I think that is a simple misunderstanding. Phil, isn’t it possible that Daniel happens to have a jacket just like your brother’s?” Phil shook his head forcefully. “No Page 10 Way. My mom bought //that// jacket when she went to Italy, and she brought it back for me. Go ahead, look at the label inside the neck. It’s gonna say ‘Ricci di Roma.’ That’s because she got it in Rome. Go ahead and look. That’s my jacket.” Mrs. Cormier stood up and walked around to the front of her desk. “May I look at the label Daniel?’ He shrugged and stuck his lower lip out. “I don’t care. Cause this isn’t his jacket.” The principal gently pulled the collar of the jacket back, and then twisted her neck and adjusted her glasses. Her eyebrows shot up. “It says “Ricci di Roma.’” “See? I told you so, “ said Phil triumphantly. “He stole it!” “did not, you big liar!” And if Mrs. Cormier hadn’t been on her feet to catch him, Daniel would have been on Page 11 [[image:Jacket 11.JPG]]

Page 12 Top of Phil, fists swinging. She pushed him back into his chair and shouted, “Silence! Not another word, either of you!’ Calling to the secretary through the open door, she said, “Mrs. Donne? Get me the emergency cards for Philip Morelli and Daniel Taylor would you—right away.” Thirty seconds later, Mrs. Cormier was dialing her phone, then smiling and speaking. “Mrs. Taylor? This is Mrs. Cormier, the principal at Daniel’s school....No he’s fine, but there’s been a disagreement this morning, and he’s in the middle of it. It’s about a jacket, the one Daniel says he got for his birthday. Another boy is here, and he says the jacket belongs to him. Can you tell me anything else that might help?....Yes....Oh. I see....So it was a gift....Yes, I see. Well, that’s it, then. I’m awfully sorry to have bothered you....Yes, you too. Good-bye.”

Page 13 Daniel turned to Phil. ‘See? I told you so. It was a gift—for me.” Mrs. Cormier said, “It turns out that you were both right, boys. Someone gave that jacket to your grandmother, Daniel, and then she gave it to you.” Phil made a face. “Gave it to his grandmother? How come?” Mrs. Cormier started to say something, then stopped, smiled awkwardly, and said, “Well, really, I....I think it was....to be kind. That’s all.’ Something registered in Phil’s mind, and his mouth dropped open. Turing to Daniel, he asked, ‘Who’s your grandma? What’s her name?” Daniel curled his lip. “None of your business. But her name is Lucy Taylor.” Phil’s face reddened. “Hey, look. I’m sorry I grabbed you, okay? You’re right. It’s your jacket.” “What?” Daniel looked sideways at

Page 14 Phil, cocking his head as if he hadn’t heard clearly. “You come and almost pull this thing off my back, and now you say just keep it? What’s that about?” Phil looked at the floor. ‘It’s just that....like, I think I know your grandma—that’s all. So the jacket’s yours.” Daniel frowned and narrowed his eyes. //“You?// Know my gramma? Right!’ He smiled, taunting Phil. “Yeah, like mow you gonna know my gramma? Maybe you see her when you go to the same beauty parlor she does, huh? That it?” Mrs. Cormier stood up and said, “Boys, that’s enough. This is all settled. Daniel, Phil said he’s sorry, and we know the jacket is yours. So both of you run along to class now. Mrs. Donne will give you notes for your teachers.” Daniel stood up. He stuck his chin Page 15 Out and said, ‘Fine with me. Because this boy just keeps telling lies and lies. Like how he knows my gramma.” “I do too know her!’ Phil almost shouted. “I’m not a liar! I see her all the time because....because she’s my mom’s cleaning lady!” The words seemed to echo off the walls. Daniel looked like he’d been punched in the stomach. He backed toward the office door, his face working angrily. He yanked the jacket open, pulled himself free of it, and threw it on the floor at Phil’s feet. “There’s your jacket! You take it and you tell yo’ momma that my gramma and me don’t need nobody being //kind// to us!” And looking at Mrs. Cormier, he snarled, //“Nobody!”// Page 16

Page 17 Part II FRIENDS WITH EVERYBODY The rest of Phil’s Thursday wasn’t so good. Compared with the thoughts swirling through his mind, decimals and adjectives and Ancient Egypt didn’t seem very important. Phil knew that all he had done was tell the truth. About the lunch money, about the jacket, about Daniel’s grandmother. It was all true. But he couldn’t shake the feeling that he’d done something bad. Page 18 He kept thinking about the early morning scene in the principal’s office, replaying it again and again. He kept seeing the look on Daniel’s face, the anger in his eyes as he threw the jacket to the floor. And instinctively Phil knew that his being white and Daniel’s being black was part of this. Maybe a big part. Phil had known a lot of African American kids at school, ever since his first day as a kindergartener. And he thought, //I don’t care what color anybody is. I never pay attention to that. I’m friends with everybody.// But being friends with everyone and being someone’s friend, those were two different things. And as he thought about it, Phil knew he had never had a black kid for a friend, not really. The kids on the school basket-ball team were good guys, but not really friends. Black kids went to his Page 19 School, but did they live in his neighborhood?’ Not is his part of the city. That’s just how things were. Every morning Daniel and the other African American kids arrived at school by bus, or sometimes their parents dropped them off. A lot of Hispanic kids too. Phil didn’t know exactly where they came from. It didn’t really matter to him, and he’d never thought about it much. Until today. Phil kept arguing with himself. He thought, //Yeah, but during school, everyone gets along fine—white kids, Hispanic kids, Asian kids, black kids. No problems.// Most of the African American kids sat together at lunch, and they tended to hang around together in the halls and at recess. But that didn’t seem weird to Phil. When you eat lunch or if you have a little free time, you want to be with your friends, that’s all. Besides,

Page 20 Everyone played sports together during gym, and sometimes at recess, too. Everyone, together. No problems. //And all the black guys on my basketball team? I get along great with them.// Still, after school every day almost all the black kids got onto buses or climbed into cars and drove away. Those kids just disappeared as Phil went to basketball practice or walked home with his friends. Sitting in math class, Phil thought about Daniel’s grandmother. I’ve //known her longer than Daniel has!// And it was true. He was two years older than Daniel, and Phil had known Lucy all his life. Lucy. That’s what he’d always called her. Just Lucy. She came every other Saturday and helped his mom clean the house. Phil had never even wondered about her last name. It had Page 21 Never mattered. She was just Lucy. Until today. When he was little, Phil had loved helping on cleaning day. He would take hold of the bucket with all the supplies in it and heave it up the front stairs, one at a time. Lucy would smile and say, ‘Why, Philip, look at you! You sure are big and strong!” And now that he was almost twelve, sometimes as he ran through the house to get a baseball glove or grab a quick bite of lunch before going out to shoot baskets with his friends, Lucy would look up from her work and narrow her eyes at him. She’d put her hands on her hips and say, ‘Isn’t that just the way—now you’re big enough to really help your mama, and do you? No, “cause you’ve got too much goin’ on to be bothered with that!” Page 22 But that was just to tease him. Because it wasn’t like Phil didn’t do chores. He did plenty around the house. He took out the trash, raked the yard, mowed the grass, shoveled snow in the winter—stuff like that. And he didn’t mind doing house work, either. But Mom always said he and Jimmy didn’t do it right. She said, “You guys pick up the big pieces, things like shoes and dirty clothes. Leave the little stuff for me and Lucy to worry about.’ Which was fine with him. Phil kept trying to reason away his feelings. //Can I help it if we have a cleaning lady, and she’s black and we’re white? And can I help it if she’s Daniel’s grandmother? I mean, it’s not like we’re rich or something. It’s not like we force Lucy to work for us, is it?// Which was true, especially about not being rich. His mom and dad each Page 23

Page 24 Had a full-time job. And back when Phil was born, his mom had decided to give herself a treat once every two weeks—that’s what she called it, a treat. And that was having Lucy come to help her do the deep cleaning. Phil thought about his own grandmothers. He had two, one here in the city, and one in Florida. His mother’s mom was the one who lived close. Grandma Morcone was sort of rich. She and Grandpa lived in a condominium on Herndon Street, not too far from the big museum. Her place was way up on the fourteenth floor. You could see the city parks from her windows, and the view looked like this beautiful painting. On the Fourth of July and sometimes on New Year’s Eve., Phil and Jimmy and their big sister, Juliana, would sit with their grandparents on the balcony and watch the fireworks. Page 25 Grandma Morcone had long arms, thin and white. She wore silver bracelets on both wrists, and on one of her hands there was a ring with a big green stone in it. Phil could picture her fine clothes, her small diamond earrings, her silver blue hair, always neatly styled. His grandma didn’t clean houses for other families. She probably never put a bandanna over her hair and pulled on yellow rubber gloves. Like Lucy did. At lunchtime Phil edged into the cafeteria. He scanned the big room, looking for Daniel. He wasn’t there, and Phil was glad. He got in line and started loading food onto his tray—grilled cheese, red Jell-O, carrot sticks, chocolate mild, and an ice cream sandwich. The lady at the end of the counter took his money, looked at his tray, and Page 26 Then shook her head. “You need another quarter, honey,. Or Else put the ice cream back.” Phil dug deep into his pockets, but he didn’t have another quarter. And he know why. This morning when he gave the principal Jimmy’s lunch money, he had given away too much. Phil had picked up the ice cream from his tray when a voice behind him said, ‘That’s okay. Here’s another quarter.” Phil smiled and turned to say ‘Thanks,’ but he stopped before the word came out. It was Daniel. He was three kids back in the lunch line, and he was holding up a quarter, and he was smiling. But is wasn’t a real smile. Phil could see that. It was a smile that said “Gotcha.” Phil shook his head and felt himself starting to blush. “No, that’s okay. I don’t want the ice-cream anyway.” Page 27 Page 28 “You sure?” asked Daniel, his smile getting bigger. “ What’s the matter? It’s a gift—I’m just being kind.” Phil put the ice-cream sandwich back in the freezer. He took his tray and walked stiffly to a table where some of his friends were sitting. He took a seat facing the wall and began to eat, tearing off big mouthfuls of soft grilled cheese, chewing without tasting. He didn’t talk and he didn’t look around. When he was done, he dumped his trash, dropped off the tray, and went straight out the side door to the playground. The cold wind felt food on his burning cheeks. The thing was, Phil saw exactly what Daniel had been doing when he offered him that quarter. Daniel was trying to get back at him, to embarrass him with a gift. And it had worked,. Walking beside the fence, kicking a Page 29 stone ahead of him, Phil kept on thinking, //But Mom giving something to Lucy, that was different, right? Because it’s not like Lucy was begging, and it isn’t like Mom was trying to make herself feel all rich and grand or make Lucy feel small and poor. Because Mom was just trying to be nice, right? And there’s nothing wrong with that. There can’t be anything wrong with being kind, can there?// A burst of laughter came from the other side of the playground, and Phil turned to look. Six black kids, all fourth and fifth graders, all boys. No one was looking his way, but Phil still had the feeling they had been laughing at him. But was it true, or was it just his imagination? A gust of wind made his eyes water, and he zipped his coat up under his chin. And still looking at the black kids, Phil recognized one of them, the Page 30 One with his hands jammed into his pockets and his shoulders hunched up against the cold. He recognized the kid who wasn’t wearing a jacket. Page 31 PART III CLOSE TO HOME Now that he was in sixth grade, Phil walked home from school after basketball practice. It was only zix blocks. Sometimes he walked home with a friend or two, sometimes on his own. And on the days when it wasn’t pouring rain or bitterly cold, he enjoyed it. He like to take his time getting home, sometimes going a block or two out of his way to walk through the little shopping area near his house. If he had Page 33 Some money, he’d stop and buy gum, or maybe a doughnut. And he always liked just looking around, letting his mind wander along with his eyes. But walking home by himself this particular Thursday afternoon, Phil felt like he’d never seen this part of the city before. Everywhere he looked he saw white people. He saw moms driving cars full of kids home from school. White moms and white kids. He saw the neat row houses with tiny front yards where kids had dropped their sleds and little shovels after it snowed last week. Their snowmen and snow forts were half melted now. Phil thought back to spring and summer, when all the little kids had been outside playing. And he tried to remember seeing an African American Kid. And he couldn’t. There were larger homes too. Homes with real driveways and garages and Page 34 small lawns, some of them surrounded with fancy iron fences. This time of year, in addition to the BEWARE OF DOG signs and the security system notices, the fences were decorated with red ribbons and Christmas wreaths. Phil looked around as he walked, and he tried to think if any black families lived anywhere in his neighborhood. And he couldn’t think of one. Not one family. Not ever,. Phil turned at the corner of Belden Street so he could walk through the shopping area. The small trees that lined the street were covered with blinking lights, and the storefronts and shop windows were decorated for Christmas. The sidewalks were busier than usual—not crowded, but still there were lots of people. Lots of white people. Not everyone was white, of course. Phil saw a few Asian people, women Page 35 Mostly, dressed nicely, carrying shopping bags. Plus some Asian kids, junior high school girls. And he saw a high school boy who might have been Hispanic. It was hard to tell. There were some black people in the shopping area too, but not many. Phil counted as he walked along. He saw four black people—one man and three women. The man was driving a bus, but Phil counted him anyway. None of the black women on the sidewalks looked like they had been shopping today, no bags or packages. They weren’t browsing, weren’t looking in the store windows. They all looked like they were going somewhere. Somewhere else. In fact, two of the black women were waiting at a bus stop, waiting to get on a bus—to go somewhere else. Just like the clack kids at school. And Phil thought, //I can tell those women don’t live close by. They// Page 36 //Just don’t look like they belong here.// And Phil heard himself. He heard himself thinking that thought. //They just don’t look like they belong here.// Phil stopped so suddenly that a man behind him on the sidewalk almost knocked him down. ‘Whoa!? The man said. “Sorry there, young fella. You all right?” Phil nodded absently and said, ‘yeah, I’m fine.” But it wasn’t true. Phil wasn’t all right. He stood on the sidewalk, staring as the two women got onto their bus. And he thought, //This morning, what if Daniel had been a white kid? Would I have grabbed him like that? If he had looked like he belonged in that jacket, would I have said he stole it?// The bus pulled away from the curb, and Phil started walking again. Turning a corner, he looked up and saw his own reflection in a shop window. He saw a white kid. A white kid who looked like he belonged here. Page 37 Phil turned away from the window. He began to run, and he didn’t stop until he got home. When his mom opened the front door at five fifteen, Phil was waiting for her. “How come you never told me I was prejudiced?”His mom set a grocery bag on the floor and looked at him. “What? What are you talking about?” “I’m prejudiced. I am, and you never told me.” “Who says you’re prejudiced? Somebody call you that?” “No, but it’s true. I know what it means because we learned about it on Martin Luther King day. It means you don’t like black people.” “All right,” his mom said, “just Page 38 Hold it right there. Let me get my coat off, then come into the kitchen with me and tell me what this is all about.” So as his mom started making dinner Phil sat on a stool at the tall counter and told her what had happened at school. When he got to the part in the principal’s office when Daniel threw the jacket down, she clucked her tongue and said, “Poor dear—he must have felt so embarrassed.” Then Phil told about walking home. “No black people ever live around here, Mom. None. And when I saw these vlack ladies in front of the bakery, like, waiting for a bus, I said to myself, ‘they don’t belong here’—just like that. Like //I// belong here because I’m white, and //they// don’t because they’re black. So that’s prejudiced, right? I’m prejudiced, and I didn’t even know it.” Standing at the stove, his mom said, Page 39 ‘But you’re not prejudiced, honey. Stop saying that.” Phil shook his head. “But it’s true. I think I am.” “Well, take it from me, you’re not. It’s all in your imagination. You’re not prejudicied. You’re just a kid, and you’re a good kid, too. You had this problem with another boy, and the boy happens to be black. That’s all. And we live in a part of town where it’s mostly white people. Tell me this, did you choose to live here?’ “No.’ ‘See? You’re got nothing to do with it. Did you even choose to be white? Is that your fault?” “Well, no.” “exactly. Now, stop worrying about this and set the table. But first go wash your hands, and knock on Juliana’s door and tell her to come help me get the supper on.” Page 40 Phil started to climb off the stool, and then stopped. ‘How come you gave Lucy that jacket?” “Because it’s a perfectly good jacket, and Jimmy didn’t want it, and I knew Lucy had a grandson who might fix it.” “You knew Lucy had a grandson?””Sure, I knew.’ “And you didn’t give it to her because she’s poor and black?” “No, of course not. Your old blue blazer from fourth grade? I just gave that to Mickey Colter’s mom, and you know they’re not poor, and they’re not black, either. When you have something nice to share, you share. Besides, Lucy’s my friend.” Phil nodded. “Only, not really your friend, right?’ His mom looked at him sternly. “What’s that supposed to mean?” “I mean, if she’s really a friend, Page 41 Then, like, you’d go to the movies with her sometimes, right? Or have her over for dinner with her family, or maybe go bowling, like with you and Mrs. Donato?” His mom tilted her head, choosing her words carefully. “Well...right. Lucy’s not that kind of a friend, not really a close friend. More like someone you know at work.” “So...have you ever had a friend who’s black—I mean, a close friend?” “No, not really.’ ‘How come?” “It just never happened, that’s all.” “Maybe it’s because you’re prejudiced too, like...like me, and you didn’t know it. Like me.” “For the last time, Philip, you are //not// prejudiced. Now, just forget about it and go get your sister to come down here. Right now.” Phil knew that tone of voice. It Page 42 Page 43 Meant “end of discussion.” He got off the stool and was going out the doorway when his mom said, “and Philip, let’s not talk about this to your dad.” He turned around and looked at her. “Why?’ “Because it’lll just upset him, that’s all.” “How come?” “Because I know your father, and it just will, that’s all.” Phil shrugged, then turned and headed for the stairway. He didn’t ask “How come?’ again. He didn’t have to. He was pretty sure he knew why his dad would get upset. There was only one answer Phil could think of: //It has to be cause Dad is...prejudiced—like me.// Page 44 PART IV FORGET ABOUT IT Friday morning was cold, complete with rain and sleet driven by a stiff west wind. It was the kind of day when Phil rode the school bus. He didn’t ride that often, so he was looking forward to it. Climbing the steps, he smiled at the driver. Then he turned and looked for a seat. He saw one near the back, but scanning the bus, he also saw something else. //This whole bus is white kids. Only white kids! No, ‘cause there’s Julie Chin, and she’s not white. But she’s not black. No black kids on my bus, not one.// Phil had done pretty well until he got on the bus. Because he’d been trying to forget about everything that had happened on Thursday. That’s what his mom had said he should do. She’d said, “Forget about it.” So he tried. Because during dinner and most of Thursday night it was all he could think about, about his being white. And about feeling prejudiced. But he hadn’t said anything more about it, because his mom had said he shouldn’t. Especially not to his dad. “Forget about it.” But looking around, Phil tried to imagine what it would be like for Daniel if he were on this bus right now. Would that make Daniel feel weird? Or //how about if I was on Daniel’s bus right now? What would// that //be like?// Because Phil knew that Daniel’s bus was practically all black kids. And the part of town where Daniel’s bus was coming from, it had to be almost the opposite from his, right/ Like, only black families and no white families. And Phil thought, //You can figure out a lot just from looking around a bus.// Phil would have kept thinking about it, but his friend Lee poked him on the shoulder and said, “Hey, Phil, what’d you get on that social studies test?” So for the rest of the short ride to school Phil and Lee talked about how boring social studies was and how stupid it was to have to learn about Ancient Egypt. Except for the Pyramids. Plus mummies and treasure and junk like that. That part was okay. Phil was glad to keep talking. For about five minutes it helped him forget about all that other stuff. But after Page 47 Page 48 Getting off the bus, he walked up the front steps and into the school, then turned left to go to his locker. And as he passed the big windows of the office he glanced to his right. And he saw something that made everything come crashing back into his head—the jacket, handing there on the coat rack outside Mrs. Cormier’s office. Jimmy’s jacket. Then he thought, //No, it’s Daniel’s jacket.// //T//here was no way Phil could avoid going past the office during his day. Hurrying to math for first period, as he came to the bid windows he looked down at the floor and counted ten footsteps before he looked up again. On his way back o art class he pretended the office wasn’t there. He turned his head to the left and admitted the plaques and posters on the opposite wall. Page 49 Page 50 Going to the library for third-period reading, he studied the pattern on the shirt of the kid in front of him in line. And after library be cut through the auditorium. He told himself it was so he could say hi to Caroline Swanson, who was up on the stage getting reading for music class, but he knew it wasn’t true. He went that way so he wouldn’t have to walk past the office again. Then on his way to lunch Phil couldn’t help himself. He sneaked a look through the office window. The jacket was still there. Phil had brought a bag lunch. He’d done it on purpose so he could just walk into the cafeteria and go right to his table and sit down and eat. He didn’t want to stand around in the lunch line, just in case. //Because Daniel might be looking for me, like he’ll maybe try to embarrass me again. And maybe Daniel talked to all his friends// Page 51 //about me. Like maybe they’re gonna gang up on me out on the playground. Or maybe Daniel cut out my picture from the yearbook and put it on the Internet and now everybody in the world knows I’m prejudiced! Except my mom.// But of course nothing happened at lunch or at recess. Even though he kept a sharp lookout, Phil didn’t spot Daniel once. That made him curious so after recess he went to his social studies classroom a few minutes early. He walked to the front of the room, and Mr. Linton looked up from the book he was reading, his face lifting into a smile when he saw Phil. ‘How’s it going, Phil?” “Okay.” Phil smiled and put his hands in his pockets, trying to look casual. Mr. Linton waited a second or two to see if Phil had anything else to say, then nodded and turned back to his book. Page 51 Mr. Linton’s desk was messy, but Phil knew what he was looking for. And when he saw it, he knew why he hadn’t seen Daniel at lunch or recess. Daniel was on the absent list. Class began, but Phil didn’t hear much of what Mr. Linton was saying. He was remembering Daniel out on the playground yesterday, out in the freezing cold—without a jacket. //Jeez! He’s probably sick. He’s probably got something terrible ‘cause it was so cold. Like really, really sick,. Or he’s at the hospital or something. And if the doctor says “How come you’re so sick?’ what’s he gonna say? He’s gonna say it’s all because of me! And what f he...what if he dies? Oh, my God! They’re gonna put me in prison! I’m a killer!// Phil knew his imagination was running away with him. Hut still, he decided he had to do something. Page 53 About ten minutes before the last bell of the day Phil got permission from his English teacher to go to the office. He said there might be a message there from his mom. Which was true. Because there //might// be one. Except Phil knew there wasn’t. He stopped at his locker first and got his backpack, along with his math book and his social studies homework. He also grabbed his gym bag, but he took out his shoes and shirt and shorts and left them in the locker. Phil hurried to the office. His timing was perfect. It was that quiet moment right before the end-of-day craziness begins. The principal was already out in front of the school getting ready for the bus loading. It was only Phil and Mrs. Donne in the office. Which is what Phil wanted. Page 54 Stepping toward one end of the long counter, he said, “Can I buy a pencil? I really need one for math ‘cause Mrs. Kinnon doesn’t let us use pens.” Mrs. Donne sighed and said, “All right. Hang on while I get one out for you.” She got up slowly from her desk and walked to the storeroom at the rear of the office. Which was just what Phil knew she would do, because that’s where the school store supplies were kept. And when she went into the storeroom, Phil took a quick step to the left, grabbed the jacket off the coutrack, bent down below the counter, and stuffed it into his unzipped gym bag. When he straightened up, Mrs. Donne was coming back through the storeroom door. Phil’s face was flushed, but he smiled Page 55 As best he could, and when she laid the pencil on the counter, he handed her fifteen cents, gulped, and said, “Thanks’.” “You’re welcome. Have a good weekend, dear.’ “You too.’ Phil left the office, and as he walked down the stairs and out the floor to get on bus number seven, he carefully closed the long zipper on his gym bag. Page 57 Part V SOMETHING IN THE TONE Phil usually slept in on Saturday morning, so his dad was surprised to see him in the kitchen a little before nine. “Early basketball practice today?” ‘Nope. Just couldn’t sleep.’ Phil gave a big yawn. ‘Couple’a eggs sound good?” “Sure.” Phil grabbed a clean glass from the dishwasher, got out the orange juice, poured himself a glass, and sat down. Page 58 His dad liked to cook, and Phil watched as he cracked both eggs, one-handed, against the side of the frying pan. As the started to sizzle in the butter his dad said, “So, how’s the team look this year?” “Team looks good. First game’s next week against Regina.” “You gonna start?’ asked his dad, one eyebrow cocked. Phil shook his head. “I don’t think so. There’s another guy who’s taller than I am, and he’s a really good shooter, too. I’m gonna get to play, but I think the coach’ll start him at center instead of me. “This other center—black kid?” Phil heard something in the tone of the question. “Yeah—Dennis hardy.” “Figures,’ his dad said, flipping first one egg then the other. Definitely something in that tone. Phil said, “What’d you mean?” Page 59 His dad shrugged. “I mean, find me a team anywhere in the whole country that’s not mostly blacks, that’s all. And now even golf. Prob’ly bowling next. Be nice if some their folks got some game too, that’s all.” He slid the cooked eggs onto a plate, dropped on two pieces of toast, put it down in front of Phil, and said, “Breakfast of champions. Eat up.” Then he sat down across the table, picked up his coffee mug, and turned to a fresh page of the sports section. Phil ate a bite of eggs and then drank some of his juice. “Dad?” “Hmm?” Don’t you think it’s great to watch a game when guys like Shaq and Hardaway and Ewing play? I mean, they’re great players, right? And Jordan? He’s //the// best, right?” Page 60 His dad shrugged. “Sure. Don’t get me worn; It’s fine that those guys are so great. Great is great. But see what I mean? When you think about great, do you remember Bob Cousy or Larry Bird or Bill Walton? No, you remember Wilt Chamberlain and Magic Johnson. And players like Ainge and Stockton? Forget about it. These days it’s all about the black guys. So don’t get me started.” There was a knock at the kitchen door, and Phil looked at the clock. Nine. That was Lucy. He got up and opened the door for her. “Hi, Lucy.” She smiled and said, ‘Well, Philip! This is a surprise—you’re up bright and early this morning.” “Uh-huh.” Then Lucy sau his dad at the table. Hil watched her. Lucy seemed to pause a second, adjusting her face and her voice. Then she said, ‘Morning, Mr. Morelli.” Phil watched, and his dad didn’t Page 61 Look up from the newspaper. “Hi,” he said. And again Phil could hear something in the tone of his dad’s voice. And Phil knew that Lucy could hear it too. Walking out of the kitchen, Phil passed Jimmy in the family room, glued to the TV, flipping from cartoon to cartoon. But Phil hardly noticed. He was thinking. All of his life Lucy had called him Philip, and she had called his brother Jimmy, and his sister Juliana. And for as long as he could remember, Lucy had called his mom June, because that was her name—June. Because, like his mom had said, Lucy was a friend. But Phil couldn’t remember Lucy ever using his dad’s first name. She always called him Mr. Morelli. Never Nick. Always Mr. Morelli. And for the first time in his life Phil understood why. Page 63 At about eleven fifteen Phil was in his room. His mom had sent him there to make sure everything was picked up off the floor. So Phil dug some stray socks out from under his bed, picked up the CD cases and books that were spread around on the carpet, and then began stugging some shoes and a couple of dirty sweatshirts into his closet. For years he and Lucy had had a cleaning day deal: as long as Phil ot the floor clear of obstacles, she’d leave his closet shut. Phil pushed the door closed with his shoulder and flopped onto his bed to listen to a song. Three minutes later there was a loud knock on his door. “Come in!” He had to yell to be heard above the music. As Lucy stuck her head into the room Phil hit the stop button on his CD player. ‘I’ve got to work in here, and then Page 64 I’m going to run the vacuum. You in or out?” “I’ll leave in a minute.” Phil plugged in his earphones and put them over his ears, but he didn’t start the music. He started reading some song lyrics, but he was actually watching Lucy. She began at his dresser, lifting up each picture, each of his basketball trophies, dustingunderneath, and then putting things back. As she worked she hummed a little tune, her hands busy. Phil pulled off the earphones, cleared his throat, and said, “You know, your grandson goes to my school.” Lucy nodded. ‘I guess I knew that. It’s the Curwin school, right?” “Uh-huh.” Lucy kept working, now dusting the bookshelves above his desk. Phil said, “Did Daniel tell you about what happened on Thursday?” Page 65 Page 66 “something about his jacket, right? I heard about it, but not from him. I don’t think he wants to talk about it.” “Well, it was kind of my fault. I didn’t know that it was his, so I thought he stole it or something. He got pretty mad about it.” Lucy smiled, nodding again. “He does have a temper, that boy. But he gets over things. You didn’t mean him any harm. Any fool knows that, and he’s no fool. Straight A’s in all his classes. Smart as a whip.” Lucy had finished dusting, and she stepped into the hallway and pulled the old Electrolux through the doorway. Phil jumped off his bed. “Here, I’ll plug it in.” “Thank you.” Lucy was ready to switch on the vacuum cleaner, but Phil said, I think I’d like to call him—Daniel. Can you tell me his phone number?’ Page 67. “Sure can.” And Phil grabbed a pen and a note card off his desk and wrote down the number. “Thanks, Lucy.’ She smiled at him. “You’re a good boy Philip, a nice young man. And so’s my Daniel. Now, you scat out of here and let me get my work done.” Phil stuffed the note card into his back pocket. He went straight down-stairs and into the family room. As he turned on the computer at the desk against the wall, he felt bad. What he’d just said to Lucy was like what he’d said to his English teacher on Friday, about how there might be a note in the office from his mom. It was almost a lie. Because Phil didn’t really intend to give Daniel a call, at least not today. Today Phil had a very different plan. With a few clicks, he activated the Page 68 Modem, and it began to chirp and whine. Phil knew exactly what he was doing, because he’d been thinking about it all morning. He went to a search engine, clocked on FIND PEOPLE. And then clocked on REVERSE LOOKUP. He typed in Daniel’s phone number, and in two seconds there it was on the screen: 2518 Randall street. And once he had Daniel’s address, after only a few more mouse clicks and a few more key taps, Phil printed out a detailed map that showed exactly how to get from his door to Daniel’s. Studying the map, Phil was surprised. Daniel didn’t live that far away, just a little more than two miles. And Phil thought, //Two miles? That’s not far at all. I run farther than that during one basketball practice.// After he shut down the computer, Phil went to the front-hall closet and pulled on a stocking cap, his cross- Page 69 Page 70 trainer Nikes, and a hooded sweatshirt. He stuffed a pair of lightweight gloves into the front pocket of the sweatshirt. Then he leaned down and picked up his gym bag. In the kitchen Phil peeled a piece of paper from the memo pad by the phone. In large letters he wrote “Going to run over to Lee’s house, maybe play some B-ball. Be back later.” As Phil signed his name and put the note under the saltshaker on the kitchen table, he knew he was letting himself get away with another half-truth. Yes, he was actually going to run over to Lee’s house. That was the true part. But when he got there, Phil knew he wouldn’t stop. He was going to keep on running. He was going to take a nice long run—all the way to 2518 Randall Street. Part VI ROUND—TRIP The first week of basketball practice had been tough. It had felt like too much running, and Phil had limped home every day. But his legs and his lungs soon learned to obey, so by the end of the second week Phil had his running game under control. And that’s why at eleven fifty-five on a cold, gray Saturday morning, Phil was enjoying himself. He was running. He was ten minutes into a Page 72 Two-mile run and not even breathing hard. The gym bag slung across his back was a little annoying, but ager Phil pulled the shoulder strap tighter he hardly noticed it. As Phil headed west along Coughlin Avenue, the city started to look unfamiliar. He knew the ten square blocks around his own home pretty well, but this was new territory. He’d probably been this way in a car plenty of times, but that’s never the same as being on the sidewalk. Jogging along this way, Phil had time to look at things, time to think. Phil kept noticing people, kept noticing whether they were white or black or Asian or Hispanic. He couldn’t help it. It was as if the city had divided up into colors and races. //And I’m white,// he thought. //I’m a white kid.// Page 73 About ten blocks from home Phil began to see more African Americans. About fifteen blocks from home there were a lot more black people than white. And when he was about four blocks from Daniel’s street, the change was complete. Phil was the only white person on the street. Phil slowed to a walk and looked around. He thought, //Now I’m in Daniel’s neighborhood.// He stopped and peered in the front window of a small grocery store. The place was crowded with Saturday shoppers. And Phil counted. //One, two....only two white people.// Walking along, he tried to get the feel of the neighborhood. There had been a few places along his run that had not felt good. In one three-block stretch a lot of the buildings had been empty, with broken windows and spray-painted plywood nailed over the doors. And even on this cold day there had been some groups of kids and Page 74 Older teenagers just standing around. Now and then there would be a wrecked car at the curb, no tires, hood open, windshield shattered. The guys on the corners had looked at him, but no one had said anything, and Phil had just kept running. But this neighborhood felt fine. He didn’t see any large houses like the ones he passed walking home from school, but the row houses and the two-flats looked friendly and cared for. Then Phil saw a house that looked exactly like his—except his house had a red door instead of a white one. And he thought, //Same house, only different people. And practically the same neighborhood, too!// Phil was surprised. And when he noticed he was surprised, he thought, //That’s because I’m prejudiced, right?// Because Phil hadn’t known what to expect. Running along, he had thought Page 75 Page 76 Back over some books he’d read. Books like //Journey to Jo’burg//, and //The Well.// Books like //Bud, Not Buddy.// These were stories about black people in other countries, or stories about other times and other parts of America, or stories about poor families living in the country. And Phil had seen TV shows like //The Cosby Show// and //The Fresh Prince of Bel-Air//, where black people lived in houses a lot fancier than hi—even fancier than Grandma Morcone’s condo. And Phil could also remember seeing terrible-looking parts of Los Angeles on the TV news. And Phil thought, //I’ve known tons of black kids all my life, and I never knew they could live in houses and neighborhoods just like mine!// And Phil didn’t know whether to feel good about that or not, because all these thoughts about clack and white were too new. Page 77 Also, Phil was less than a block away from Daniel’s house now. What had seemed like a terrific idea at school on Friday afternoon suddenly didn’t seem so great. He kept seeing the look on Daniel’s face as he threw the jacket onto the floor. Phil thought, //What if he slams the door in my face?// Then he was standing in front of a small brick bungalow, 2518 Randall Street. And walking up the front steps, Phil stopped. He remembered the smile Daniel had given him in the lunch line, taunting him with that quarter, and he thought, //What if he just laughs at me? What then? What if I get mad and punch him or something? Besides, I already said I was sorry once, didn’t I? How many times do you have to say sorry to this kid, anyway?// Phil almost turned around, but then he made himself go up the last two steps and push the button of the Page 78 Doorbell. And when the door opened, his mouth dropped open too. Because it was Lucy who stood there, a puzzled look on her face. ‘Philip? What in the world? Does your mama know where you are?” Phil shook his head and then managed to ask, ‘What are you doing here?” “Me?” asked Lucy, pulling her chin back and looking down her nose at him. “I live here, that’s what I’m doing here. I just drove back from your house, and you are the last person I expected to have ringing my doorbell today. Come in here out of the cold. Standing in the small entryway, Phil stammered, “I...I thought this was where Daniel lived. Lucy nodded. “It is. Got the whole family under one roof for a while. His daddy’s back in college full-time, and they’re saving some rent money, living Page 79 Page 80 Here until June. So you came to see Daniel, that it?” “then follow me,” and Lucy turned and headed up the staircase that ran up the right-hand wall of the living room. Looking around as he followed, Phil thought, //The furniture and that TV, it’s as nice as the stuff in our house—I think their TV is bigger.// Lucy stopped at a door. There was a sign on it, neatly written with red crayon in large block letters: SMALL GIRLS WHO ENTER WILL SUFFER. Lucy pointed at it with her thumb and whispered, “Daniel’s not real fond of his baby sister right now.” Then she knocked and said, ‘Daniel? You’ve got company.” Turning to walk away, she whispered, “Remember what I said to you this morning—he’s a nice young man. Don’t forget that.” 81 Phil took a deep breath and pushed the door open. Daniel was sitting at a computer screen, his back to the door, earphones on. Phil recognized the game on the screen—Warcraft--and Daniel was in the middle of a battle. He hadn’t heard Lucy knock on his door. Phil didn’t know what to do. He glanced around, taking in the room. There were CD cases on the floor, and some books and papers were spread out across the table next to the computer. The bed wasn’t made, and a pair of jeans and a red T-shirt were sticking out of a half-open dresser drawer. There was a big poster on the wall, probably a band. Five guys with crazy hats and lots of gold chains—five black buys. A small bookcase next to the bed was too gull, and someone had started stacking paperbacks on top of it. Phil thought, //Can’t back down// Page 82 //Now//, and he took three steps forward and tapped Daniel on the shoulder. Daniel shook his head, eyes still on the screen. “Can’t stop. Got to get to a village so I can save the game. I’ll eat later.” Phil tapped again. “Hey—it’s me.” Daniel Swung his chair around. He saw Phil, and his eyes jerked wide. He yanked off the headphones. “What?! What...how...how did you get here?” He jumped up and faced Phil squarely. Phil tried to smile. “I walked...I mean, I ran. From my house. It’s not that far. I...I brought you this.” Phil unzipped his bag and pulled out the jacket. Small soldiers on the computer screen began dying in large numbers, but Daniel wasn’t watching. He cocked his head to one side and said, “How come?” Page 83 “Because it’s yours. And it’s cold outside.” Daniel narrowed his eyes and looked up into Phil’s face. ‘What, you think I don’t have other stuff to wear? That it? You gonna help me ‘cause you think I’m so poor?’ Phil felt his face turn red. That very thought had run through his head earlier this morning. But it wasn’t true. He knew that now. Daniel wasn’t anywhere near poor. So he said, “I brought it because it’s a good jacket and...and it’s stupid to let something go to waste, that’s all.” “You callin’ me stupid?” Phil felt the anger rising in his chest, but he choked it back. “No. Look, I’m sorry I grabbed you, okay? So just take the jacket.” “so I just take the jacket, and then you’re done with your good deed for the day, right?” Page 84 With his nostrils flared and his lips trembling with anger, Phil almost spit the words: “Take it, don’t take it, wear it, don’t wear it—I don’t care! There!” He threw the jacket at Daniel’s feet. “I’m outta here.” Phil was down the stairs and at the front door before Daniel caught up to him. “Hey!” Phil swung around, his head low, shoulders hunched, fists ready. Daniel had the jacket under one arm, and he held up his other hand, palm out. “Hey...it’s okay. I shouldn’t have messed with you.” Phil put his hands down, still breathing hard. Daniel said, “You coming here took some guts.” He smiled. “and how’d you get through Carter Terrace? All those boarded up buildings? Not a nice place to walk.” Page 85 Page 86 Phil smiled. “Like I said, I didn’t walk. I ran.” Nodding, Daniel said, “I would too.” A swinging door opened behind Daniel, and Lucy stuck her head out and said, “Lunchtime, boys. Daniel, you show Philip where to wash his hands.” Phil said, “I...I’ve got to get going. Lucy shook her head. “No you don’t, because I just talked to your mother, and I told her I’ll be driving you home after you eat, and that’s that. Daniel, you show Philip where to wash his hands.” Lucy did most of the talking during lunch, which was fine with Phil. His long run had made him hungry. The bread was fresh, the peanut butter was smooth, the sliced apples were crunchy, and once Daniel started dipping his Oreo cookies in his milk, Phil Page 87 did too. Everything tasted great, and Phil thought, //Just like lunch at home. Some stuff.// And Phil didn’t want to feel surprised about that, but he was. He had thought everything would be so different here. And it wasn’t. It just wasn’t. Daniel rode along in the car when Lucy drove Phil home after lunch, the two boys bucked into the backseat of the little Honda. When they drove by the derelict buildings, Daniel said, “better to ride right past this place.” And Phil nodded. “yeah.” Other than that, they didn’t talk. But there was no strain in the silence because neither boy was waiting for anything. Daniel wasn’t looking for more words. Phil had already said he was sorry. Twice. Because sometimes sorry has to be said twice. Sometimes even more. Page 88 And Phil wasn’t waiting for Daniel to say thanks. Because it wasn’t needed. It was understood. When Phil got out of the car in front of his house, Lucy leaned over so she could look up into his face. “I’ve got things all settled with your mom. She wasn’t happy about you running that far from home, but I got her calmed down.” Phil made a sheepish face and said, “Thanks, Lucy. I owe you one.” Then he looked at Daniel and smiled. “See ya around.” And Daniel nodded and said, “Later.” Phil started to shut the door, but then he leaned down, pointed at Daniel, and said, “Been meaning to tell you—that’s a nice jacket.” Daniel grinned. “Yeah, it’s okay. Used to belong to this kid I know. He’s a good guy.” Page 89 Phil said, “Yeah?” Daniel nodded. “Yeah, he’s all right.” Phil Watched the little car from his front walk until it went around the corner. Then he turned and went up the porch steps, two at a time. Page 90 Page 91 Literature Circle Questions Use the questions and activities that follow to get more out of the experience of reading //the Jacket// by Andrew Clements. Note: These questions are keyed to Bloom’s taxonomy as follows: Knowledge: 1-3; Comprehension: 4-5; Application: 6-7; Analysis: 8-10; Synthesis: 11-12; Evaluation: 13-14. Activities: With more than forty books in print, ANDREW CLEMENTS is the best-selling author of //Frindle, The Landry News, The Janitor’s Boy, and the School Story.// All of these “school stories’ have appeared on numerous state-award lists. When asked what prompted him to write //The Jacket,// Mr. Clements says: “If a white kid grows up in the majority culture in America, sooner or later there will come a realization that children from other races may have had a very different experience, may have lived in a different America. I vividly remember that realization in my own life. I wanted to write a story about that moment when unconscious prejudices rise to the surface, a story that would both explore differences and emphasize our common humanity.” THIEF! When Phil sees another kid wearing his brother’s jacket, he assumes the jacket was stolen. It turns out he was wrong, and Phil has to ask himself the question: Would he have made the same assumption if the boy wearing the jacket hadn’t been African American? And that question leads to others that reveal some unsettling truths about Phil’s neighborhood, his family and even himself.
 * 1) 1. What starts the fight between Phil and Daniel? How does Phil feel about being sent to the principal’s office?
 * 2) 2. Who does the jacket belong to—Phil or Daniel? Why was there confusion about this? How does the principal figure out who it belongs to?
 * 3) 3. Who is Lucy? How is she connected to both Daniel and Phil? Does Phil like her?
 * 4) 4. Why does Daniel offer a quarter to Phil in the lunch line? Why doesn’t Phil accept it?
 * 5) 5. On the way home from school what does Phil begin to notice about his school and his neighborhood after the incident with the jacket? How have his eyes been opened and why?
 * 6) 6. List the reasons why Phil now thinks he is prejudiced. What is his definition of prejudice?
 * 7) 7. Look at you won school and community. How would Phil look at it? What would he notice about the different people and how they interact and live together?
 * 8) 8. Reread Phil’s conversation with his Dad on Saturday morning. What do Mr. Morelli’s comments and actions reveal about his feelings about African American?
 * 9) 9. Phil is very worried about how he has treated Daniel. What does this tell you about him? What kind of person is he?
 * 1) 10. Why does Phil bring Daniel’s jacket to his house? Why do you think he doesn’t give it to him at school?
 * 2) 11. Throughout the story we learn what Phil thinks and feels. The story is told from his point of view. What do you imagine was going through Daniel’s mind when Phil was at his house?
 * 3) 12. How do you think Phil and Daniel will treat each other when they are back in school? Write a scene between them showing how you think their relationship will have changed.
 * 4) 13. Is this story realistic? Do the characters behave like people really would? Are th situations believable? Why? Why not?
 * 5) 14. What is the most important thing Phil learns because of the incident with the jacket? Why is it so important?
 * Make a collage that shows all the different groups your literature circle group members are part of—including gender, religion, ethnicity, and interests. Tell the class about it: do people ever assume things about you just because you are a girl, a Catholic, or Hispanic, or because you like to read books? What assumptions do they make? Write what you would like to say back to them about who you are.
 * In your group, discuss the different races in your community. Do they live together? Do they mix at school? What’s one small thing you could each do to bring people together?
 * Write a letter to Phil’s father. What would you like to say to him?

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 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Beenarrator:A **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">snailcrawlsontothe stage.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">MalindaMartha: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Thereisnorolefor pests.Crawlaway!
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Beenarrator: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Agrasshopperhopsontothestage.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">MalindaMartha: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Golayyoureggsalongtheroadside.Hopaway,grasshopper.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Beenarrator:A **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">molerunsontothestage.
 * MalindaMartha: ** Yourtalent iseatingbugsandearthworms.Youaregoodateatinglarvae...androotsofplants,too.Youneedasetdesignedwithatunneloran undergroundrunway.Thereisnorolefordigging.Thisisnotthe showforyou.Runawaymole.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Beenarrator: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Agroundsquirrelscurriesontothestage.
 * MalindaMartha: ** Youcannotburrowintotheshow.Gofinda treetoclimb, withrootsandbarktognawlandnutsandfruittonibbleon.Thereisnoroleforyou.Scurryaway,squirrel.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Beenarrator: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">(During ////<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">thislineMalindaMarthaispostingasign...CastListfor ////<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">ASTARISBORN.MARIPOSA.) //

= Abutterflyfluttersbyanddropsaspeckontheleafofaplant...andMariposa makesherdebutasaweetinypale­ greeneggclingingtothefuzzy undersideofatastymilkweedleaf... = **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">B ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">ee ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">narrator: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(Caterpillaractsouttheline) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Atinycaterpillarhatches fromthe weetinypale-greenegg...  =** Ladybug ** Bordertextnarrator2:...thatwasclingingtothefuzzyundersideofthetastymilkweedleaf... = =** Mole Border3 ** :...assoonas = <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">ithatchesfromtheweetinypalegreen egg... ** Ladybug ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">Border2 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">thatwasclingingtothefuzzyundersideofthetastymilkweedleaf...  =** Squirrel Bordertext4: ** ...aftereating itstransparentshell... = ** Mole Border3 ** : <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">assoonasithatchedfromtheweetinypale-greenegg...
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Hummingbird **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Bordertextnarrator1:...WaitingtobecomeaButterfly.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Narrator ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">2: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">ACTI,EGG
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Hummingbird **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Bordertextnarrator1:WaitingtobecomeaButterfly.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Narrator2: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">ActIllLARVA
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">B ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">ee ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">narrator: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(Caterpillaractsouttheline) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Atinycaterpillareatsits transparentshell...
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Hummingbird **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Bordertextnarrator1:WaitingtobecomeaButterfly.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">B ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">ee ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">narrator: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(Caterpillarandhummingbirdactouttheline) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">The caterpillarmunchesonthemilkweed leavestothehumof the hummingbird...

= theleadingrolein ACT <span style="color: #211f1f; font-family: 'Times New Roman',serif; font-size: 11.5pt;">1111 aneating machine. = = themilkweedleavesaftereatingits transparentshellassoonasithatched fromtheweetinypale-greeneggthatwasclingingtothefuzzyundersideof thetastymilkweedleaf)...Waitingto becomeaButterfly. = ** Squirrel Bordertext4: ** ...havinggrowntofullsizestretchingandwrigglingout ofitsoldtightskin...
 * Ladybug ** Bordertextnarrator2: <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">...thatwas clingingtothefuzzyundersideofthetastymilkweedleaf...
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Hummingbird **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Bordertextnarrator1:WaitingtobecomeaButterfly.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">B ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">ee ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">narrator: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(Caterpillaractsouttheline) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Thecaterpillarmunchesitsway acrosstheleafystage...performing
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">B ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">ee ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">narrator: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(Hummingbird, ladybug,snail,grasshopper,mole,andsquirrel runinandsit) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">The caterpillarmunches... andgrows...andsheds...andstretches... overandoveragainuntilit moltsfive times.//(Thecastrunsinfrom backstage...justasthecaterpillariswrigglingoutof itsoldtightskin.)//
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">MalindaMartha: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;"> //(Clapping while caterpillaractsouttheline)//Good timing!Thespeckhasgrownasbigas mythumb...//(optional://munchingon
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">B ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">eeNarrator: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(Caterpillaractsoutthe line) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Thecaterpillarbowslow,hanging upsidedownfromthestemofthe milkweedleaf...
 * Ladybug ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">Border2 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">munchingonmilkweedleaves...
 * Squirrel Bordertext4: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">...aftereating itstransparentshell...

**<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Ladybug: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(alittlelaugh) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Seeitslarval skinshrivelupfromitsheadtoitstail and falloff. =** Squirrel: ** Itlookslikelimey-greenchewinggum... = //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(optional: //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">asithangsupsidedownfrom thestemofa milkweedleafattachedto thesilkenthreaditmadewiththestickyliquidfromitsspinneret,growingtofull size,stretchingandwrigglingoutofits oldtightskin,munchingonmilkweedleavesaftereatingitstransparentshell, assoonasithatchedfromtheweetiny pale-greeneggthatwasclingingtothefuzzyundersideofthetastymilkweed leaf)...WaitingtobecomeaButterfly.
 * Mole Border3 ** : <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">...assoonasithatchedfromtheweetinyegg...
 * Ladybug ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">Border2 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">thatwasclingingto thefuzzyundersideofthetastymilkweedleaf...
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Hummingbird **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Bordertextnarrator1:WaitingtobecomeaButterfly.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">SnailandHummingbird: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(Caterpillar actsouttheline) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Lookattheclever caterpillar!
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Grasshopper: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Itdoesn'thaveanynew skin thistime.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Mole: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">paintedwithasplurgeofgolddots.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">MalindaMartha: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(bragging) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">It'sa magician!Did youseehowitslippedoutofitsskinwithoutfallingoffthe stem?Lookatthepupa!Thesoftcover isdryingandhardening.Thedotsarecoming outofnowhere.Lookhowthe shinygreenchrysalisisshimmering...
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Beenarrator: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">ThecurtainclosesattheendofACT111.Thecaterpillar

<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">disappearsinsideitsprivatedressingroom,leavingthecastinsuspense, havingtowait...duringalong intermission... ** Ladybug ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">Border2 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">: **<span style="color: #211f1f; font-family: 'Times New Roman',serif; font-size: 14.5pt;">... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">growingtofullsize,stretchingandwriggling,out ofitsoldtightskin,...   ** Mole Border3 ** : <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">assoonasithatchedfromtheweetinypale-greenegg...  =** Beenarrator: ** Onthetwelfthdayof campingoutandobserving,Malinda Marthaandthecastnoticeachange. =
 * Ladybug ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">Border2 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">: ****<span style="color: #211f1f; font-family: 'Times New Roman',serif; font-size: 14.5pt;">: **<span style="color: #211f1f; font-family: 'Times New Roman',serif; font-size: 14.5pt;">... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">whilethepupashimmersfromitssplurgeofgold dots,
 * Squirrel Bordertext4: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">... <span style="color: #211f1f; font-family: 'Times New Roman',serif; font-size: 14.5pt;">... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">changingfromthecaterpillarhangingupsidedownfromthestemofamilkweedleaf...
 * Mole Border3 ** : <span style="color: #211f1f; font-family: 'Times New Roman',serif; font-size: 14.5pt;">... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">attachedtothesilkenthreaditmadewiththestickyliquidfromitsspinneret,...
 * Mole Border3 ** : <span style="color: #211f1f; font-family: 'Times New Roman',serif; font-size: 14.5pt;">... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">munchingonmilkweedleaves...
 * Squirrel Bordertext4 ****<span style="color: #211f1f; font-family: 'Times New Roman',serif; font-size: 14.5pt;">: **<span style="color: #211f1f; font-family: 'Times New Roman',serif; font-size: 14.5pt;">... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">aftereating itstransparentshell...
 * Ladybug ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">Border2 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">: **<span style="color: #211f1f; font-family: 'Times New Roman',serif; font-size: 14.5pt;">... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">thatwasclingingtothefuzzyundersideofthemilkweedleaf...
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">Hummingbird **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 12pt;">Bordertextnarrator1:... <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">WaitingtobecomeaButterfly.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Narrator2: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">ACTIV,ADULT

** Cast: ** (Hummingbird,ladybug,snail, grasshopper,mole,andsquirrel speak...Mariposaactsouttheline)
<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Look,thechrysalisturnedfromlimey to graygreen...andit'sbecoming

transparent.Seetheorange-and-black wings.Look,thepupa'ssplittingopen! Seethehead!Andthelegs! toMariposa'swet,crumpled,black­veinedwingsandseethemexpandasshepreparestoflutteraway.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">MalindaMartha: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(Mariposaactsout theline) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Thebutterflyispullingfree fromtheshell.ASTARIS BORN!Meet Mariposa,theMonarchbutterfly!
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Beenarrator: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(MalindaMarthaandthecastwatchandMariposaactsoutthe lines) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">MalindaMarthaandthecast watchthefinale.Theygluetheireyes
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Cast: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(shouts) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Encore!
 * Beenarrator: **// (Mariposaandthecast //// actoutthelines) // Mariposashowsoffherwings,trimmedwithwhite-spottededgesassheglidesoverthemilkweedplant.MalindaMarthaandthecastapplaudandwavegoodbyeasshefloatsoffthestagetosipthesweetnectarintheflowersandbeginthemigrationsouthtoheroverwinteringsite.
 * Cast: ** Safejourney, Mariposa!
 * MalindaMartha: ** Safejourney!Flytoyouroverwinteringsitesothatoneday,oneofyourgreat-great-grandchildren willfly toCalifornia...toPacificGrove...totheeucalyptustreesintheMonarchGroveSanctuary.
 * Beenarrator: ** Malinda Marthaiscelebrating thismiracleofmetamorphosiswiththecast...

(MalindaMarthaandthecastholdtheir awards:BestActor...Caterpillar,BestSoundEffect...Hummingbird,Best Director...MalindaMartha,Miracleof
//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">MetamorphosisLifetimeAward... Mariposa). // amilkweedleaf...WaitingtobecomeaButterfly. Remember,pleaseanswerbyasking aQUESTION.
 * Narrator2: ** ...whenMissClaus'svoiceinterruptsthethoughtsflutteringthrough MalindaMartha'sheadandjoltsher backtotheclassroom.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Miss ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Claus: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Timetoshareyourstories!Whowillgofirst?
 * MalindaMartha: **// (withasigh) // IfonlyaMonarchhadleftanegginmybackyard, therewouldbesomuchtotell.But... nextsummer...Mariposa'sgreat-great­grandbutterfly-child mightflythelastlegofthereturntriptoBoiseandflutter overthemilkweedplantinmybackyard... sotherecouldbeaweetinypale-green eggclingingtothefuzzyundersideof
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">MalindaMartha: **//<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">(raisesherhand,speakswithself-confidence) //<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Miss Claus,I'dliketogofirst.
 * Narrator1: **// (pause) // WhatMalindaMarthatoldisopentoyourownimagination.But...meanwhile,thereareafewfactsthatwon'tbeguesswork,andI'dsayourgreataudiencewillknowalltheanswers.We'dliketo concludebyofferingyoua little Jeopardygame.Category?Butterflies,noless!Avocabularylesson.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Narrator ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">1 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Whatislarva?
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">CAST ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Isit...caterpillar?
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Narrator ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">1 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Whatispupa?

=** Narrator **** 1 **** : ** NowwillyoupleasejointhecastofMariposainthankingthe peoplewhohavesoughtprotectionfor theMonarchthroughlegislation,found = <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">privatefundingforvolunteerstotagthe travelingMonarchs,andencouraged thecreationofecologicalpreserves andtouristpaths. <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Thankyouforbeingagreataudience.
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">CAST ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Isit...restingstage?
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Narrator ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">1 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Whatismolted?
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">CAST ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Isit...sheditsskin? **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Narrator ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">1 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Whatisspinneret?
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">CAST ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Isit...silken threadmaker?
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Narrator ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">1 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Whatischrysalis?
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">CAST ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Isit...protectiveshell? **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">Narrator ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;"> 1 ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Whatis metamorphosis? **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">CAST ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Isit...changeinform?
 * <span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">CAST ****<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 13.5pt;">: **<span style="color: #211f1f; font-family: Arial,sans-serif; font-size: 14pt;">Andespeciallythepeoplewhoareseekingtosavethehabitatsof theMonarch,botheastandwestofthe Rockies,sotheycancontinuetomake theirmagicalmigrationstotheiroverwinteringsites,forevermore.

<span style="color: #211f1f; display: block; font-family: 'Times New Roman',serif; font-size: 10pt; text-align: center;">6
 * Malinda Martha Meets Mariposa Vocabulary Sheet **
 * Name__Date___Period ||
 * __ metamorphosis __ means to change form || [[image:http://baillargeonmusic.wikispaces.com/site/embedthumbnail/placeholder?w=210&h=215 width="210" height="215"]] || __ Larva __ is a caterpillar stage the butterfly goes through before adulthood. || [[image:http://baillargeonmusic.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=178 width="200" height="178"]] ||
 * __ Pupa __ is a resting stage in which the butterfly is in a chrysalis. || [[image:http://baillargeonmusic.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=197 width="200" height="197"]] || Ac__hrysalis__ isa protectiveshell. || [[image:http://baillargeonmusic.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=172 width="200" height="172"]] ||
 * __ Molt __ means to shed one’s skin. || [[image:http://baillargeonmusic.wikispaces.com/site/embedthumbnail/placeholder?w=224&h=178 width="224" height="178"]] || A __ spinneret __ isa silken thread maker (organ). || [[image:http://baillargeonmusic.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=165 width="200" height="165"]] ||
 * __ Molt __ means to shed one’s skin. || [[image:http://baillargeonmusic.wikispaces.com/site/embedthumbnail/placeholder?w=224&h=178 width="224" height="178"]] || A __ spinneret __ isa silken thread maker (organ). || [[image:http://baillargeonmusic.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=165 width="200" height="165"]] ||

Name__Date___Period ** Malinda Martha Meets Mariposa Vocabulary Quiz ** Fill in the blank with the following word band: Metamorphosis, larva, pupa, chrysalis, spinneret, molt


 * 1) 1. A _ isa silken thread maker (organ).


 * 1) 2. __ means to shed one’s skin.


 * 1) 3. __ is a resting stage in which the butterfly is in a chrysalis.


 * 1) 4. A_isa protectiveshell.


 * 1) 5. __ is a caterpillar stage the butterfly goes through before adulthood.


 * 1) 6. __ means to change form

<span style="font-family: 'Times New Roman',serif; font-size: 10.5pt;">LESSON PLAN FORMAT

<span style="font-family: 'Times New Roman',serif; font-size: 10.5pt;">Luke Baillargeon Practicum Fall 2013

<span style="font-family: 'Times New Roman',serif; font-size: 10.5pt;">MALicensureSought: Moderate Disabilities _SubjectArea _Grade Level 7

<span style="font-family: 'Times New Roman',serif; font-size: 10.5pt;">GroupingScheme: Substantially separate group of 8 students

<span style="font-family: 'Times New Roman',serif; font-size: 10.5pt;">Time:Durationofthelesson 49 Minutes

<span style="font-family: 'Times New Roman',serif; font-size: 10.5pt;">Lesson PlanTitle: Malinda Martha Meets Mariposa <span style="font-family: 'Times New Roman',serif; font-size: 10.5pt;">Dateonwhichthelessonisdueorwillbetaught: Fri. 9-27-13

Objectives:

Through a Readers Theater, and preceding and following activities, students will practice fluency, vocabulary and presenting skills, alliteration and personification while exploring the life cycle of a monarch butterfly.

Objectives of teacher: A-3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

LinkstoMACurriculumFramework(s): With prompting and support, ask and answer questions about unfamiliar words in an informational text read aloud.
 * MA.3.** With prompting and support, represent or act out concepts learned from hearing an informational text read aloud (e.g., make a skyscraper out of blocks after listening to a book about cities or, following a read-aloud on animals, show how an elephant’s gait differs from a bunny’s hop).

activities with purpose and understanding. || ELA Curriculum frameworks page 14.
 * **MA.10.** Listen actively as an individual and as a member of a group to a variety of age-appropriate informational texts read aloud. || ** 10. ** Actively engage in group reading

MaterialsandTechnologyNeeded: scripts, informational sheets, worksheets

Connections:AcrosstheCurriculum (Optional): science: life cycle of a butterfly

<span style="font-family: 'Times New Roman',serif;">InstructionalProcedures <span style="font-family: 'Times New Roman',serif; font-size: 10.5pt;">(Includetime necessaryforeachcomponent):

IntroductionwithConnectionstoPriorKnowledge: 10 minutes

Questions: Who can tell me what a Readers Theater is? This reader’s theater is about the life cycle of a butterfly. We will role-play. When you read the script there is a level of creativity and acting involved. (Go through how to read, assign parts, don’t read aloud the information that’s in parentheses. Discuss the imagination the main character experiences.

Development: 20 minutes Hand out informational sheet with vocabulary, and teach/read through. Teacher reads through readers theater. Students get assigned roles, and we go through it together.

Closure: 15 minutes Student do a follow up work sheet which will tie it together and serve as an assessment.

ModificationsorAccommodationsfor Students with SpecialNeeds and LinguisticorCulturalDiversity:

Repeated readings, help decoding, shorter answers

<span style="font-family: 'Times New Roman',serif;">AssessmentofStudentLearning <span style="font-family: 'Times New Roman',serif; font-size: 10.5pt;">(Considerbothformativeandsumrnativeassessments): <span style="font-family: 'Times New Roman',serif; font-size: 10.5pt;"> worksheet and questions

CitationsforSourcesofLessonPlanIdeas: the idea was shared by my cooperating practitioner.

Reflection:

Ah,MusicReader'sTheater Readcarefullywithoutmistakes. Ifyoumakeamistake,go backandtrythatwordagain.
 * <span style="font-family: Arial,sans-serif; font-size: 14pt;">• <span style="font-family: Arial,sans-serif; font-size: 13pt;">FluencyFocus:

= CAST : =

<span style="font-family: Arial,sans-serif; font-size: 13pt;">CAST:

<span style="font-family: Arial,sans-serif; font-size: 13pt;">Reader 1:

CAST:

<span style="font-family: Arial,sans-serif; font-size: 13pt;">CAST: <span style="font-family: Arial,sans-serif; font-size: 13pt;">Reader 2:

<span style="font-family: Arial,sans-serif; font-size: 13pt;">Anchor1:

<span style="font-family: Arial,sans-serif; font-size: 13pt;">Cast:

<span style="font-family: Arial,sans-serif; font-size: 13pt;">Reader 3:

<span style="font-family: Arial,sans-serif; font-size: 13pt;">Cast:

Welcometoourshow!Todaywewillbeexploringanonfictionselectionaboutmusic.

Musicissound.

Ifyouhumatune,play aninstrument,orclapoutarhythm,youaremakingmusic.Youarelisteningtoit,too. // (copy the teacher on your instrument, then clapping, then listening) //

Musicisrhythm.ThatisthebeatIcanclap.

Rhythmisamarching-band beat,apuffing-train beat,abeating-the-eggsbeat,aheartbeat. Somerhythmbeatsarestrongerthanothers. Youcan counttheaccents. Apersonwhocannothearcan //feel// thevibrationofthebeat. // (make use of a bass-drum for the heart beat, and train whistle) //

Musicismelody.Thatisthetune I can humorthesongthatissungifwordsaresettomusic.Oftenthewordsarepoetry. (Everyone hums tunes simultaneously for 5 seconds)

Musicisvolume.Thatistheloudnessorsoftnessofthesound. //(Everyone goes “Shhh” for 5 seconds).//

Musicisfeeling.Itsetsthemood. Musicspeaksnotwithwords,asinasong. Itspeakswithexpression.Everyonecanunderstandmusic,becauseeveryonehasfeelings.

Music canmakeyoufeelhappyorsadorscared. It canmakeyouwanttodance,tomarch,tosing,ortobequiet,tolisten,andtodream. Ah,music!

Reader4:

 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">Reader 5: **


 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">Reader6: **


 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">Cast: **


 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">Reader1: **

Reader 2:


 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">Cast: **

Reader 3:


 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">Anchor2: **

Cast:

Ilistentomusic,andIcanseepicturesinmyhead.IimagineIheartwitteringbirds.Ihearacoolwaterfall.Iseeabrilliantsunrise.I seeascarydarkforest.Ihearanoisycity.

Musicisacreativeart.Justasawriteruseswords,oranartistusespaint,acomposerusesmusictocreateimagesandfeelings. Heorshewritesitdowninnotes,symbols,andnumbersonlinesandspaces.Thenotationsdescribetherhythm,tone,pitch,feeling,andeventhesilences ofthe piece.

Practicemakesperfect.Wemakemusic.Makingmusicishardfun. Ittakeslotsofpracticetolearntoplayaninstrument.Asyoupracticeandlearn,you begintomakebeautifulsounds.Practicebecomesfun.

Youlearn newpiecestoplay.

Youfeelproud.Yourmusicteachersaysyouwillplayinarecital.You willplayforanaudience.

Atyourrecitalit isyourturntoplay. Everyoneislookingatyou.Youconcentrate.Youdothebestyoucan.Whenyoufinish,everyoneclaps. Itsoundslikewavesbreaking. Itfeelsgood.Youtakeabow.Youfeelrelievedandveryproud.

Youcelebrate.

Everyonesaysyoudidwell.Next timeitwillbeevenbetter,becauseyouarelearningmoreeveryday.Practicemakesperfect.

Musicisforeverybody. Itisforanyonewhowantstohearthesound, dancetothe rhythm,claptothebeat,singalong,orbestilltoimagine.

We lovemusic.Thankyoufortuningintoourshowtoday.We'llberightbackafterthiscommercialbreak. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16pt; text-align: center;">Ah, Music Readers Theater Information Sheet
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Reading Fluency **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">- Reading fluency is the ability to read text accurately and quickly. Fluency bridges word <span style="font-family: 'Times New Roman',serif;">[|decoding] <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">and <span style="font-family: 'Times New Roman',serif;">[|comprehension] <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">.
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Comprehension **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">- [|understanding] what has been read.
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Musical elements **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> (and there are more)- Sound, rhythm, melody, volume, feeling, creative art
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Accent **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">- a beat that is stronger than the others
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Expression **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">- the process of making known one's thoughts or feelings
 * Musical Notation ** - describestherhythm,tone,pitch,feeling,andeventhesilences ofthe piece.


 * Tone- ** the quality of a sound that distinguishes different types of sound production


 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Practice- **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">repeated exercise in or performance of an activity or skill so as to acquire or maintain proficiency in it.
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Non-fiction- **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">one of the two main divisions in writing, the other form being <span style="font-family: 'Times New Roman',serif;">[|fiction] <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">. Non-fiction is a <span style="font-family: 'Times New Roman',serif;">[|narrative] <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">, <span style="font-family: 'Times New Roman',serif;">[|account] <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">, whose descriptions are believed by the <span style="font-family: 'Times New Roman',serif;">[|author] <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">to be <span style="font-family: 'Times New Roman',serif;">[|factual] <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">.
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Lyrics- **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> the words of a song; often considered poetry
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Poetry/poem **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">- a piece writing that usually has figurative language and that is written in separate lines that often have a repeated rhythm and sometimes rhyme.

**<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Ah, Music: Readers Theater Questions **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Short Answer: **
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">1. What is reading fluency?


 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">2. What are 6 synonyms for music (which are preceded by “Music is___”)?


 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">3. What is a musical accent?


 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">4. What type of music do you listen to?


 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">5. What type of music does your family listen to?


 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">6. What is involved in practicing?


 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Fill in the blank. **
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">1. The process of making one’s own thoughts and feelings known is ?
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">2. __describestherhythm,tone,pitch,feeling,andeventhesilences ofthe piece.__
 * 3) __<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">3. The quality of a sound that distinguishes different types of sound production is _____.__
 * 4) __<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">4. One of the two main divisions in writing, the other form being [|fiction] is a [|narrative], [|account], whose descriptions are believed by the [|author] to be [|factual] is called ____.

<span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">LESSON PLAN FORMAT

<span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Luke Baillargeon Practicum Fall 2013

<span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">MALicensure <span style="color: #5b595b; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Sought: Moderate Disabilities <span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> _SubjectArea <span style="color: #231f21; font-family: 'Times New Roman',serif; font-size: 10.5pt;">_ <span style="color: #5b595b; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Grade <span style="color: #6b696d; font-family: 'Times New Roman',serif; font-size: 10.5pt;">L <span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">evel

<span style="color: #5b595b; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Grouping <span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Scheme: Inclusion students in pull-out Academic support

<span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Time:Duration <span style="color: #5b595b; font-family: 'Times New Roman',serif; font-size: 10.5pt;">ofthelesson 40 Minutes

<span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Lesson PlanTitle: Ah, Music: Readers Theater <span style="color: #6b696d; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Da <span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">te <span style="color: #5b595b; font-family: 'Times New Roman',serif; font-size: 10.5pt;">on <span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">whichthelessonisdueorwillbetaught: Fri. 9-20-13

Objectives:

Through a Readers Theater, and preceding and following activities, students will practice fluency vocabulary and presenting skills.

Linksto MACurriculumFramework(s): With prompting and support, ask and answer questions about unfamiliar words in an informational text read aloud.
 * MA.3.** With prompting and support, represent or act out concepts learned from hearing an informational text read aloud (e.g., make a skyscraper out of blocks after listening to a book about cities or, following a read-aloud on animals, show how an elephant’s gait differs from a bunny’s hop).

ELA Curriculum frameworks page 14.
 * **MA.10.** Listen actively as an individual and as a member of a group to a variety of age-appropriate informational texts read aloud. || ** 10. ** Actively engage in group reading activities with purpose and understanding. ||

Materials andTechnology Needed : scripts, musical instruments as props

Connections: Acr o sstheCurricu lum (Optional):

<span style="color: #4b4949; font-family: 'Times New Roman',serif;">InstructionalProcedures <span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">(Includetime <span style="color: #363436; font-family: 'Times New Roman',serif; font-size: 10.5pt;">necessary <span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">for <span style="color: #363436; font-family: 'Times New Roman',serif; font-size: 10.5pt;">each <span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">component):

Introduction withConnectionsto PriorKnowledge: Questions: Who can tell me what a Readers Theater is? What kind of music do you and your families listen to?

Development : Hand out informational sheet with vocabulary, and teach/read through. Teacher reads through readers theater. Students get assigned roles, and we go through it together.

Closure: Student do a follow up work sheet which will tie it together and serve as an assessment.

Modifications or Accommodationsfor Students wit h SpecialNeeds and Lingu isticor CulturalDiversity: Repeated readings, help decoding, shorter answers

<span style="color: #4b4949; font-family: 'Times New Roman',serif;">Assessment <span style="color: #5b595b; font-family: 'Times New Roman',serif;">of <span style="color: #4b4949; font-family: 'Times New Roman',serif;">StudentLearning <span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">(Considerboth <span style="color: #5b595b; font-family: 'Times New Roman',serif; font-size: 10.5pt;">formative <span style="color: #4b4949; font-family: 'Times New Roman',serif; font-size: 10.5pt;">andsumrnativeassessments): worksheet and questions

CitationsforSources ofLesson Plan Ideas: the idea was shared by my cooperating practitioner.

Reflection:

**Lesson Plan Format (#1)** __Westfield State University__ <span style="color: #231f20; font-family: Arial,sans-serif; font-size: 10pt;">Studentsshouldbeableto:
 * Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** //Social Studies// Grade Level: //6//
 * Time: Duration of the lesson:** 49 Minutes
 * Lesson Plan Title:** Geography Chapter 2: What are Maps?
 * Date on which the lesson is due or will be taught:** 9-26-13
 * Objectives:** Students will be introduced to the concepts of: maps, satellite photos, directions, compass rose, north, south, east, and west. Students will be able to define those terms in their own words.
 * Links to MA Curriculum Framework (S)**

<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 10pt;">Applyconceptsandskillslearnedinpreviousgrades.


 * <span style="color: #231f20; font-family: Arial,sans-serif; font-size: 10pt;">H ****<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 8.5pt;">I ****<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 8.5pt;">S ****<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 8.5pt;">T ****<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 8.5pt;">O ****<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 8.5pt;">R ****<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 8.5pt;">Y ****<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 8.5pt;">AND ****<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 10pt;">G ****<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 8.5pt;">EOGRAPHY **

<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 10pt;">1.Usemapandglobeskillstodetermineabsolutelocations(latitudeandlongitude)of placesstudied.(G)

<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 10pt;">2.Interpretamapusinginformationfromitstitle,compassrose,scale,andlegend.(G)

//Introduction with Connections to Prior Knowledge: 20 minutes// Today we’re going to start to get good at working with and understanding maps. Maps can be very useful. When you look at a map, what are some features you notice? Is there any information on a map, or is it just a picture? What is a satellite? What does a satellite do? If a satellite were to take a picture of South Florida, how would it look different from a map? Do any of you have experience with maps? Let’s follow along while I read. Do I have any volunteers to read for me? (We begin reading informational sheet dealing with cartography, maps, satellite photos, charts, and directions.) //Development:// I teach the students a parody to “What Makes You Beautiful” by //One Direction.// (Appendix A) []
 * Materials and Technology Needed:**
 * 1) 1. Geography Handouts
 * 2) 2. White Board
 * 3) 3. Map of North America
 * 4) 4. Projector, and internet for youtube video
 * Connections Across the Curriculum (Optional):** using the musical intelligence to learn terms
 * Instructional Procedures** (Include time necessary for each component):
 * 1) 1. Let’s say that I wanted to indicate a direction that’s in between 2 directions (e.g., NE), anyone know how I would do that?
 * 2) 2. Read the Informational sheet.
 * 3) 3. Let’s all complete the questions on the worksheet.
 * 4) 4. We go over the answers together and lead them through the correct answers and thought processes. This is not graded.
 * 5) 5. I collect the worksheets

//Closure;//. 9 minutes Let’s do a brief recap. 9 minutes Verbal Questions Scaffolding the written output for less writing, Repeated directions, rephrasing Language connections can be made.
 * 1) 1. What is a compass rose?
 * 2) 2. What is a cartographer?
 * 3) 3. What is a direction, and what are the 4 cardinal directions?
 * 4) 4. What is a satellite?
 * 5) 5. What’s the difference between a satellite photo and a map?
 * Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**
 * 1) 1. Cartographer, there is a root word “carta” which in Latin and Spanish means map.
 * 2) 2. Some of class has connections to Puerto Rico. I’ll draw connections to the climate of Puerto Rico, and even Florida as you travel south towards the equator.

Name__Date_____Period____ What Are Maps?/Longitude and Latitude Today we’re going to start to get good at working with and understanding maps. Maps can be very useful. When you look at a map, you notice geographical locations, along with other information such as: longitude and latitude, names of places, borders, etc. There is a lot of information contained on a map. A satellite is a machine put into space which orbits the earth and takes pictures or relays signals. A satellite shows exactly what the surface of the earth looks like from space. There is no information on it, and there may be clouds which sometimes block the view.


 * [[image:http://baillargeonmusic.wikispaces.com/site/embedthumbnail/placeholder?w=278&h=235 width="278" height="235"]] || [[image:http://baillargeonmusic.wikispaces.com/site/embedthumbnail/placeholder?w=314&h=241 width="314" height="241"]] ||

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">A cartographer is involved with the scientific, technological and artistic aspects of developing and producing maps. Cartographers present complex information as diagrams, charts and spreadsheets, as well as in the form of conventional maps. Geographical information systems (GIS) and digital-mapping techniques now dominate the role.

<span style="font-family: Arial,sans-serif; font-size: 10pt;"> A compass rose is a figure on a [|compass], [|map], [|nautical chart] or monument used to display the orientation of the [|cardinal directions]—North, East, South and West—and their intermediate points.


 * || <span style="font-family: Georgia,serif; font-size: 7.5pt;">Equator ||

Name __ Date ____ _Period __ What Are Maps?/Worksheet __1. Please list 3 things you may notice on a map:__ __1.__ __2.__ __3.__ __2. A machine put into space which orbits the earth and takes pictures or relays signals is called a__ ___.__ __3. Someone involved with the <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">scientific, technological and artistic aspects of developing and producing maps is called a _____.__ __<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">4. What are the four direction of the compass rose? __ __<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;"> 1. 2. 3. 4. __ __<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Draw a free hand compass rose in the space below: __



<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">

[] ** Longitude and Latitude **
 * Luke Baillargeon’s lyrics

**//__ Verse 1- __//**//__ 0:11 __// The Longitude, runs up and down. The Longitude also measures East and West, The Latitude, runs side to side, the Latitude also measures North and South **//__ Bridge- __//**//__ 0:26 __// Longitude makes me think of LONG, Latitude makes me think of FLAT **//__ Chorus-( __//**//__ Part One- 0:33; Part Two- 0:49) __// Baby you light up my world like nobody else, The way that you flip a map gets me   overwhelmed, But when you smile at the ground it ain't  Hard to tell, that you know, Oh oh, Longitude and Latitude If only you saw what I can see, You'll understand why you need it so desperately, Right now I'm looking at you and I can't believe, that you know, Oh oh, Longitude and Latitude, Oh oh, Longitude and Latitude **//__ Verse 2- __//**//__ 1:11 __// Zero degrees, of longitude, This is the place that we call the Prime Meridian Zero degrees of Latitude, I am describing the place called the Equator, **//__ Bridge- __//**//__ 1:27 __// **//__ Chorus-( __//**//__ Part One- 1:35; Part Two- 1:50) __// (2:10) Na Na Na Na Na Na Na Na Na Na   Na Na Na Na Na Na [x2] (2:25)   Baby you light up my world like nobody else, The way that you flip a map gets me   overwhelmed, But when you smile at the ground it ain't  Hard to tell, that you know, Oh oh, Longitude and Latitude **//__ Chorus-( __//**//__ Part One- 2:40; Part Two- 2:56) __//

That you know, Longitude & Latitude (x2) Longitude & Latitude || // One Direction’s // lyrics ** What Makes You Beautiful **

**//__ Verse 1- __//**//__ 0:11 __// You're insecure, Don't know what for, You're turning heads when you walk through the door, Don't need make-up, To cover up, Being the way that you are is enough **//__ Bridge- __//**//__ 0:26 __// Everyone else in the room can see it, Everyone else but you, **//__ Chorus-( __//**//__ Part One- 0:33; Part Two- 0:49) __// Baby you light up my world like nobody else, The way that you flip your hair gets me   overwhelmed, But when you smile at the ground it ain't hard to tell, You don't know, Oh oh, You don't know you're beautiful, If only you saw what I can see, You'll understand why I want you so desperately, Right now I'm looking at you and I can't believe, You don't know, Oh oh, You don't know you're beautiful, Oh oh, That's what makes you beautiful **//__ Verse 2- __//**//__ 1:11 __// So c-come on, You got it wrong, To prove I'm right, I put it in a song, I don't know why, You're being shy, And turn away when I look into your eyes, **//__ Bridge- __//**//__ 1:27 __// **//__ Chorus-( __//**//__ Part One- 1:35; Part Two- 1:50) __// (2:10) Na Na Na Na Na Na Na Na Na Na   Na Na Na Na Na Na [x2] (2:25)   Baby you light up my world like nobody else, The way that you flip your hair gets me   overwhelmed, But when you smile at the ground it ain't hard to tell, You don't know, Oh oh, You don't know you're beautiful, **//__ Chorus-( __//**//__ Part One- 2:40; Part Two- 2:56) __// You don’t know you’re beautiful (x2) That's what makes you beautiful ||

Figurative Language Lesson

__Westfield State University__ __THE JACKET LESSON PLAN 9__ Simile, assonance, personification, alliteration, metaphor, onomatopoeia, hyperbole. The measureable outcome is that they will know what each is, and be able to identify examples at an average of 80% accuracy or better. They will also have the opportunity to think of their own examples. Standard A-45 Plans lessons with clear objectives and relevant measurable outcomes. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone. //Introduction with Connections to Prior Knowledge:// Have a discussion on figurative language versus literal language. //Development:// Go through the power point presentation //Closure:// Do an assessment, and sing the FIGURATIVE LANGUAGE SONG help decoding, shorter answers, active reading AssessmentofStudentLearning (Considerbothformativeandsummativeassessments): quiz at the end
 * Candidate’s Name:** //Luke Baillargeon// **Course #:** //Practicum// **Semester:** //Fall 2013//
 * MA Licensure Sought:** //Moderate Disabilities// **Subject Areas:** English Language Arts
 * Grouping Scheme:** Academic Support
 * Time: Duration of the lesson:** 30 Minutes
 * Lesson Plan Title:** Figurative Language Lesson
 * Date on which the lesson is due or will be taught:** 10-10-13
 * Objectives:** Students will review the names and concepts of basic types of figurative language including:
 * Teacher Objective,**
 * Links to MA Curriculum Framework (S)**
 * p. 13 ELA standards**
 * Materials and Technology Needed:** elmo, handouts, questions
 * Connections Across the Curriculum (Optional):**
 * Instructional Procedures** (Include time necessary for each component):
 * Modifications or Accommodations for Students with Special Needs and Linguistic or Cultural Diversity:**

Definitions:

Alliteration is the repetition of a single letter in the alphabet (as in "Peter Piper picked a peck of pickle peppers.") or a combination of letters (as in "She sells seashells by the seashore."). It's just about the easiest form of repetition a poet can use. ** Metaphor ** A metaphor compares two unlike things. "My baby sister's a doll," you might say, compares your sister's size and sweetness to that of the perfection of a doll. At another time you might say, "My brother is a rat." This compares your brother to the nastiest little creature you can think of. In both cases you would be making a **metaphor** - a form of comparison that directly compares two unlike things. A metaphor wastes no time in getting to the point. ** Simile ** If you said, "My sister is like a doll," or maybe, "My brother's good as gold," you would be making a **simile** - a form of comparison in which one thing is compared to another unlike thing by using specific words of comparison like //like, as,// and //resembles.// Poets try to find unusual metaphors and similes. ** Onomatopoeia ** In its simplest form, onomatopoeia is produced by a single word that sounds like the thing it refers to: "Six burgers were //sizzling// on the grill." "A snake //slithered// through the grass." ** Personification ** One of the most familiar kinds of comparison is **personification---**that is, speaking of something that is not human as if it had human abilities and human reactions. ** Hyperbole ** A great exaggeration used to emphasize a point, and is used for expressive or comic effect. A hyperbole is not to be taken literally. Example: "An apple a day keeps the doctor away." We know that eating an apple every day will not keep you from ever getting sick and having to go to the doctor. ** Idiom ** Idioms are groups of words whose meaning is different from the ordinary meaning of the words. The context can help you understand what an idiom means. For example: "Put a lid on it." Our teacher tells us to put a lid on it. She's not really telling us to put a lid on something but to be quiet and pay attention.
 * Alliteration **


 * **<span style="color: #444444; font-family: Verdana,sans-serif; font-size: 9.5pt;">Figurative Language Quiz ** ||
 * <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">Definitions of Alliteration, Similes and Metaphors, Personification, Connotation and Imagery ||

> "The boys dove on the ball like angry dogs snarling for a bone." <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True || > The repetition of the "c" sounds is a simile. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True || > "I really do like ice cream" <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True || > "Silently, softly the swans swam on the lake." <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True || > This is an example of ___. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">hyperbole || > "The cat sat on the mat" <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True || > This is an example of a simile. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True || > The "s" sound in this sentence is an example of a metaphor. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">1. Before the movie began, I told the student to "hit the lights". This is an example of a . <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">hyperbole ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">personification ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">simile ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">idiom ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">onomatopeoia ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">2. Imagery is the term given to the whole way in which the poet conveys the images he is creating to his or her reader. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">3. Another example of a simile is:
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">4. The curious cat crept towards the mouse hole.
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">5. I was so embarrassed that I wanted to die is an example of a .... Choose all that apply. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">personification ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">metaphor ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">hyperbole ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">simile ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">idiom ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">6. " He is a strong as an ox" is an example of a simile. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">7. An example of a simile is:
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">8. Alliteration is the repetition of consonant sounds at the beginning of words. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">true ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">false ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">9. An example of alliteration is:
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">10. Personification is the name given to the term which describes giving non-living entities the qualities of a living thing. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">11. The sign read, "Mr. Soinila Fantastic, Fabulous Fourth Graders"!
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">personification ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">alliteration ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">idiom ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">onomatopeoia ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">12. Personification is when you make a strong exaggeration. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">13. Alliteration is the repetition of consonant sounds at the beginning of words <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">14. Another example of alliteration is"
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">15. "Her hair is as shiny as ebony" is an example of a metaphor. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">16. A figure of speech is known as an idiom. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">17. A metaphor is a comparison where we say that one thing IS something else. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">18. Connotation is an important aspect of poetry because it combines the dictionary meaning of a word with the experience of the poet and the experience of the reader. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">19. The students were like ants crowded around the pizza box.
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">20. Imagery is the term given to a comparison beginning with "like" or "as". <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">21. "The fog crept on little cat feet" is an example of a metaphor. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">22. Creeping silently up the hill the sentry failed to spot the enemy.
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">23. Personification is the name given to a term describing the giving of living qualities to non-living things. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">24. "The fog crept on little cat feet" can also be an example of personification. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">25. "The darkness is all around us." is an example of a metaphor. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">26. A simile is a comparison using the words LIKE or AS. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">True ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">False ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">27. Onomatopeoia is word that sounds like what it means TrueFalse <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point)
 * 1) <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">28. Snap, crackle, and pop are examples of this. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||
 * ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">hyperbole ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">personification ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">simile ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">idiom ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">onomatopeoia ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">29. The eagle flew down and scooped up the trout in its talons. This is an example of _. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">hyperbole ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">personification ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">simile ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">idiom ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">onomatopeoia ||  ||
 * # <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">30. This is the giving of human qualities to non-human things. <span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 8.5pt;">(1 point) ||  || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">hyperbole ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">personification ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">simile ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">idiom ||
 * || <span style="color: #444444; font-family: Verdana,sans-serif; font-size: 8.5pt;">onomatopeoia ||  ||


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Verse 1: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">a figure, of speech which compares, two things that are different, with “like or as”, simile **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">to render, impersonal items, a personal nature, personify, human traits. **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Half Chorus: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Literal, uses normal meanings of the words, figurative language alters them, to make ideas come alive! **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Verse 2: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">If you use, onomatopoeia, you imitate a sound, with the word, bing, bang, boom **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Hyperbole exaggerates meaning. Alliterations have the same, letters at, beginnings of the words **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Full Chorus: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Literal, uses normal meanings of the words, figurative language alters them, to make ideas come alive! **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Samples are: Samples are: onomatopoeia, metaphor, personification, hyperbole, alliteration, simile **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Bridge: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Take it, take it all, take all that I have **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;"> I’ll give you all my words just to get you back, **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;"> And fake it, fake it, I'll take what I can get **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Knocking so loud, can you hear me yet? **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Try to stay awake, but you can't forget **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Full Chorus: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Literal, uses normal meanings of the words, figurative language alters them, to make ideas come alive! **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Samples are: onomatopoeia, metaphor, personification, hyperbole, alliteration, simile **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Take it, take it all, take all that I have **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Take it, take it all, take all that I have **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Take it, take it all, take all that I have **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Take it, take it all, take all that I have **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Take it, take it all, take all that I have **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Take it, take it all, take all that I have **

<span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 0px; overflow: hidden;">
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Take it, take it all, take all that I have **