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Multi Text Study Rationale/Explanation
Jason Koon
For this multi-text study I chose two books that deal with the political and social
tensions of Northern Africa.
Naidoo, Beverly, The Other Side of Truth. London, England: Harper Collins.
2000. ISBN. 0064410021
Thoennes, Kristin. Nigeria (Countries of the World). Mankato, Minnesota:
Capstone Press. 1999. ISBN 0736801545
Graf, Mike. Somalia (Countries of the World). Mankato Minnesota: Capstone
Press. 1999. ISBN 0736811087
Internet Workshop: http://en.wikipedia.org/wiki/Ken_Saro-Wiwa
I chose The Other Side of Truth because it portrays the plight of many people
around the world in a way that is easy for young adolescents to understand and relate to.
The book deals with experiences that most young adolescents can relate to such as loss,
fear, and uncertainty. Through these common experiences, Naidoo opens the minds of
her reader’s to a world that is far different from their own; a world of oppression and
injustice. The fictional events of this novel are set in the context of real historical events;
such as the execution of Ken Saro-Wiwa, and against the backdrop of the Abacha regime
that controlled Nigeria in the mid-1990‘s. This gives the novel an authenticity that will
open the mind’s of students to the realities of life in Northern Africa.
The Other Side of Truth is written on a fifth grade reading level, but the interest
level is considered to be from 7th to 9th grade. This novel is the winner of numerous
awards including the Carnegie Medal, and was named an ALA notable book, and an ALA
best book for young adults.
The Non-fiction text for this study is Nigeria. It is part of The Countries of the
World series. This book provides background information on Nigerian culture, history,
religion, and politics. This book is written on a 4th grade reading level and will provide
students with a real-life context in which to place Naidoo’s characters and story.
I chose these books for 7th grade because it connects with the Social Studies
Standard course of study for seventh grade. Africa is one of the major themes in seventh
grade social studies and this multi-text study will lend itself to numerous interdisciplinary
connections between Language Arts and Social Studies. Also, I chose this study because
it details the struggle of the two young refugees to find recognition and aid. The two
main characters in the book use informational and argumentative communication to
expose the evils of the regime from which they are fleeing and argue successfully to be
allowed to stay in England.
The Other Side of TruthMulti-Text Study
Student Packet
Jason Koon
RE 3150
4/4/06
Table of Contents
Section Book(s) Used Page #
1. Reading/Assignment Schedule for all books……………………………..2
2. Reading Log for all texts……………………………….............................3
Individual
3. Pre-reading activities for The Other Side of Truth………………………..4-6
Small groups, and whole group
4. Reading Guides for The Other Side of Truth ……………………………..7-14
Individual
5. A Day in the Life of…. For Nigeria………………………………..............15
Individual
6. Ken Saro-Wiwa Internet workshop to be used with the online text………16-17
Individual
7. Ken Saro-Wiwa Speech project………………………………....................18
Small Groups, presented to whole group
8. Letters to the Editor/Congressman all texts………………………………19
Individual
9. Reference List………………………………...............................................20-21
10. Vocabulary Unit for The Other Side of Truth………………………………22-23
10. Rubrics………………………………..........................................................24-29
11. Objectives……………………………….....................................................30
Reading/ Assignment Schedule
This is a schedule that you should follow when reading The Other Side of Truth
and the other texts that go along with it. This will help you break the book up, so that you
can read a little bit each day rather than try to read it all in one or two nights.
Assignment(s) to be completed
Week One - Pre-reading Web-quest
- Read Chapters 1-9 (Chapters 1& 2 will be read aloud)
- Read Nigeria by Kristin Thoennes
- Study Guide #1
Week Two - Read Chapters 10-19 (Chapters 10 &11 will be read aloud)
- Study Guide #2
- A day in the life of
Week Three - Read Chapters 20-28 (Chapter 20 will be read aloud)
- Read Aloud Somalia by Mike Graf
- Study Guide #3
Week Four - Read Chapters 29-33 (Chapters 29 & 30 will be read aloud)
- Ken Saro-Wiwa Internet Workshop
Week Five - Chapters 34-42
- Study Guide #4
Week Six - Post-reading Activity: Letters to the editor/congressman
- Ken Saro-Wiwa speech project
Name:__________________________ Book:__________________________________
Reading Log
Date Place Pages Read
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Pre-Reading ActivityBeverly Naidoo Web Quest
It is important to remember that whenever you are looking for information on the
internet you must be careful to make sure that your sources are accurate and reliable.
Link to http://www.infopeople.org/resources/bkmk/select.html and take a few minutes to
review the checklist on evaluating internet sources.
Before beginning your internet search look at the title of the book. You can
usually learn something about a book just by looking at its title. Develop three specific
questions that you have about this book based on the title.
1. ________________________________________________________________
_________________________________________________________________?
2. ________________________________________________________________
_________________________________________________________________?
3. ________________________________________________________________
_________________________________________________________________?
After developing these questions get together with your small groups and
make inferences or predictions about the answers.
1.________________________________________________________________
_________________________________________________________________.
2. ________________________________________________________________
_________________________________________________________________.
3. ________________________________________________________________
_________________________________________________________________.
Next, in your small groups, use internet sources to investigate eight questions
about Beverly Naidoo and her book, The Other Side of Truth. You will share your
findings with the class. Some websites that contain helpful information are listed below.
You may also use any additional websites that you find, but make sure they are reliable
and accurate sources.
http://www.beverlynaidoo.comhttp://www.chapters.indigo.ca/iten.asp?
Item+9786029628&Catalog=Books&N=43+606241&Lang=en&Section+kids&zxac=1http://www.contemporarywriters.com/authors/?p=auth244
1. What are some of the major events of Beverly Naidoo’s life that may have had an effect on her as a writer?
2. What awards has the book won?
3. What is the setting of this book?
4. Describe the two main characters?
5. Write a brief summary of the plot?
6. What are some other books that Naidoo has written?
7. From what you know about Naidoo’s life, why do you think she has written this book?
8. Why is it important to know background information about a book and its author before reading it?
Reading Guide #1: Chapters 1-7
1. Why did the Nigerian Government assassinate Sade and Femi’s mother?
2. In chapter one Uncle Tunde and Folarin have a conversation about the truth and the articles that Folarin writes for his newspaper. Re-read what each says to the other. Who do you agree with more? Why?
3. How do the children get to England?
4. Do you think that Folarin did the right thing by sending his children to a foreign country by themselves? What would you have done in his situation?
5. In Chapter Seven Sade and Femi have a run in with the authorities. From what you know about them, how would their reaction to the authorities be different from yours?
Characterization List at least three character traits for each character. Note whether you learned this
information through direct or indirect characterization and the page number where you found this information.
Sade
Femi
Papa (Folarin)
Uncle Tunde
Reading Guide #2: Chapters 8-19
1. What events in Chapters 9-12 lead the children to be taken into police custody? How do they come to meet Mama Appiah?
2. What effect do Sade and Femi’s experiences growing up in Nigeria have on the way that they view the police?
3. What does Sade think of Iyawo Jenny? Why does Sade not respond truthfully to Iyawo Jenny’s questions?
4. How does Femi deal with the traumatic events that he has experienced? What effect doe this have on Sade?
5. Through their traumatic experiences Sade and Femi have begun to encounter the other side of truth. What do you think is Naidoo’s purpose is in writing a book about the negative effects of telling the truth on these children?
CharacterizationList at least three character traits for each character. Give a page number where you found clue about this
character trait. Tell whether you learned this information through direct or indirect characterizationMrs. Bankole
Iyawo Jenny
Mama Appiah
Kevin
Reading Guide #3 Chapters 20-28
1. What are some of the differences that Sade notices between her old school in Nigeria and her new school in London?
2. How do Marcia and the other girls react to Sade? How does Miriam treat Sade?
Character Study: MotivationFill in the chart with possible motivations for the character’s behavior
Character Behavior MotivationFemi Refusing to talk to Sade
Marcia Treating Sade badly
Sade Stealing from Miriam’s family’s store
Miriam Leaving Sade to be cornered by Marcia
Miriam Telling Sade her story of escape from Somalia
3. By this point, many different themes are developing. Complete the chart to show how the book addresses the following themes and what events and/or characters in the story help to develop these themes?
Theme What does the book say Which events or characters address this theme
Control/abuse of power
Telling the truth
Racism
4. Compare and Contrast Sade and Miriam? How are they alike, how are they different?
Reading Guide #4: Chapters 29-42
1. Earlier in the novel, Naidoo helps us to understand why the children lied about who they were and why they had come to England, but now we see the Negative effects of their lies. What negative effects did their lies have?
2. How does Folarin end up in a British prison? What do Sade and Femi do to try to get their father out of this prison?
3. Through chapter 28, the truth has been responsible for many of the negative things that have happened to Sade, Femi, and Folarin. In the final chapters how does the truth save them?
4. Throughout the course of this book, the main characters undergo major changes. In your small groups complete the chart using the character
traits from Study Guide #1, then list at least three new character traits that each character has developed during the course of the novel.
Character Traits from Study Guide #1 New Character TraitsSade
Femi
Folarin
5. Although the events of this story are fictional, similar events regularly happen around the globe. Why do you think events like this often go unreported? What effects might the truth have, if it were reported about real life events, the way it was reported about the Solaja family in the story?
A Day in the Life of…
The book Nigeria by Kristin Thoennes gives us some insight into Sade and
Femi’s lives in Nigeria. After reading this book, you are going to write a first person
account of a young person growing up in Nigeria. Use the following questions to help
you organize your ideas before you write. You may want to use the book Nigeria
(Cultures of the World) by Patricia Levy for more information.
My Life in Nigeria
What section of Nigeria do I live in?__________________________________________
To what people group do I belong?___________________________________________
What languages do I speak?_________________________________________________
What jobs do my parents have?______________________________________________
_______________________________________________________________________
What are my favorite foods?_________________________________________________
What is my religion?_______________________________________________________
What holidays do I celebrate?________________________________________________
________________________________________________________________________
What is my school like?____________________________________________________
________________________________________________________________________
Where do I live?__________________________________________________________
What is my home like?_____________________________________________________
_______________________________________________________________________
What are my favorite things to do ?___________________________________________
________________________________________________________________________
Ken Saro-Wiwa Internet Workshop
Although The Other Side of Truth is fiction, it makes reference to a few real life
events and people. One of these is the execution of Nigerian journalist and author Ken
Saro-Wiwa. In your small groups, access http://en.wikipedia.org/wiki/Ken_Saro-Wiwa
and answer the following questions based on your reading of this article.
1. Who was Saro-Wiwa speaking out for? What was he speaking out against?
2. According to the Nigerian government, what was the official reason for his execution?
3. Why do you think Saro-Wiwa was really executed?
4. Think about the novel The Other Side of Truth, Folarin Solaja was faced with a difficult decision after the death of Saro-Wiwa. He had to decide between writing the truth and protecting his family. Fill out the chart with reasons for and against speaking out against the government.
Reasons for speaking out
Reasons for staying quiet
What would you have done it you were in Folarin’s position? Why?
Ken Sarro-Wiwa Speech Project
The following assignment is to be completed in your small groups. Each group
will choose a discussion leader, a research coordinator, a secretary, and a speaker.
Discussion leader The discussion leader will direct the group meetings. He/she will make sure the meetings are orderly.
Research Coordinator The research coordinator will oversee any research and fact checking that needs to be done to complete this
assignment.
Secretary The Secretary will keep a record of the ideas that are discussed and write/type the final copy of the
speech.
Speaker The Speaker will contribute ideas to the group and be responsible for delivering the speech to the class.
All group members are expected to participate in the research, discussions, and writing of the speech, as well as contribute ideas and insights whenever possible!!
The Assignment
Imagine that it is October 1995 and you are the United States ambassador to the
United Nations. Ken Saro-Wiwa is still being held prisoner by the Nigerian government,
and you have the opportunity to deliver a speech to the Nigerian government on the
subject of Saro-Wiwa’s arrest and pending execution. Write a persuasive speech arguing
for the release of Ken Saro-Wiwa. Make sure to give specific reasons why he should be
released.
Letters to the Editor/ Letters to your congressman
This is your opportunity to take what you have learned and apply it in the real
world. By reading The Other Side of Truth, your eyes have hopefully been opened, as
mine were, to the injustice and oppression that is happening all over the world.
Unfortunately, most Americans have not had an experience like you have hopefully had
during this study. You are going to have an opportunity to help them open their eyes.
You have a choice of two assignments.
1. Write a letter to the editor about your experience reading The Other Side of
Truth, non-fiction materials and the information about Ken Saro-Wiwa. Give
persuasive reasons why Americans should be aware, and work to bring an end
to injustice and oppression around the world. Include suggestions about what
individuals can do to help. You may want to use examples from the book.
2. Write a letter to your congressman about your experience reading The Other Side
of Truth and the materials about Ken Saro-Wiwa. Give persuasive reasons why
the United States government should act to bring an end to injustice and
oppression around the world.
These letters should be in business letter format, so that they can be sent to
our congressman or the editor of our local newspaper!!
Reference List
A Month and a Day: A Detention Diary by: Ken Saro-Wiwa and William Boyd; Penguin,
1996. ISBN 0140259147. A Month and a Day is the true account of Ken Saro-
Wiwa’s detention experience in a Nigerian prison. Naidoo’s book is heavily influenced
by Saro-Wiwa’s story.
Songs in a Time of War by: Ken Saro-Wiwa; Passeggiata, 1993. ISBN 9994501623. This
is a book of poetry written by Saro-Wiwa.
Sozaboy by: Ken Saro-Wiwa; Longman(African Writers Series), 1995 ISBN
0582236991. Sozaboy is a novel written for young adolescents about a young man who
signs up for the Nigerian Military and fights in the Biafran War. It is partly based on his
own personal experiences.
Journey to Jo’burg by: Beverly Naidoo; Collins Educational, 1996. ISBN 0006726933.
This is one of Naidoo’s first and most acclaimed books. Many of the same themes that
are addressed in The Other Side of Truth are also present in this work.
Out of Bounds by: Beverly Naidoo; Puffin, 2001. ISBN 0141309695. This is a collection
of short stories by Naidoo that deals with the oppression and injustice under the
Apartheid system of South Africa.
Esparanza Rising by: Pam Munoz Ryan; Blue Sky Press, 2002. ISBN 043910242x.
Although set in a very different context than The Other Side of Truth, Esparanza Rising
deals with many of the same themes. Especially the idea of being forced to leave ones
homeland and becoming a refugee.
Coming to England by: Florella Benjamin, Illustrated by Michael Frith; Puffin, 1995
ISBN 0140380817. Based on Benjamin’s real life experience of moving from
Trinidad to England, this book deals with adjusting to life in a new country and culture.
Nigeria (Cultures of the World) by: Patricia Levy; Benchmark Books, 1996.
ISBN 1854355740. This book is a much more in depth look at the culture of
Nigeria. It goes into much more detail about the life that Sade and Femi may have had in
Nigeria before being forced to leave.
The Other Side of Truth is an eye-opening book to much of the injustice and
oppression that exists around the world, as well as to issues dealing with refugees,
immigration, and racism. These additional materials are all materials that will help
further your study in any or all of these areas. All of these references deal in some way
with some of the themes or events of the book. I have provided this list and allowed for
self-selection so that all students can pursue the themes and elements of this study that
were of particular interest to them.
Other Side of Truth Vocabulary Unit
Surname
Refugee
Asylum
Immigration
Passport
Boycott
Vocabulary Activity 1: Synonyms and Antonyms
Complete the chart with at least two synonyms and one antonym for each word
Antonym Vocabulary Word Synonym
Surname
RefugeeAsylum
Immigration
Passport
Boycott
Vocabulary Activity 2: Sentence stems and idea completion
1. A debate was held over the issue of immigration to decide if_____________________
_______________________________________________________________________.
2. The young woman had become a refugee because_____________________________
_______________________________________________________________________.
3. Peter was granted asylum after___________________________________________
_______________________________________________________________________.
4. Stephen refuse to tell the officials his surname because________________________
_______________________________________________________________________.
5. I couldn’t find my passport so ____________________________________________.
6. The boycott was _______________________________________________________.
Vocabulary Assessment
Write a well-developed paragraph using all of the vocabulary words at least once.
Rubrics
Pre-Reading Web Quest
Work in Progress 0-5pts Satisfies Assignment 6-10pts
Exceptional Quality 11-15pts
Demonstrates little knowledge of research skills and procedures
Demonstrates basic ability to conduct research and collect information.
Demonstrates exceptional ability to research and synthesize information
Demonstrates little ability to assign meaning to information and little creative thought.
Demonstrates ability to assign meaning to information or creative thought.
Demonstrates ability to assign meaning and creative thought.
Ideas are unorganized and incomplete
Ideas are generally organized and complete.
Ideas are organized, complete, and well expressed
Demonstrates a lack of understanding of standard English usage, grammar, and punctuation. Errors are numerous.
Demonstrates basic knowledge of standard English usage, grammar and punctuation. There are few errors.
Demonstrates exceptional understanding of standard English usage, grammar, and punctuation. Work is generally error free.
A 41-45B 36-40C 31-35D 26-30F 25 or below
Study Guides
Work in Progress - 1pt Satisfies Assignment - 3pts
Exceptional Quality - 5pts
Reading Guide demonstrates that the student is not able to draw conclusions or think critically about the text.
Reading Guide demonstrates that the reader is able to begin to draw conclusions, and think critically about the texts.
Reading Guide demonstrates exceptional ability to draw conclusions and think critically about the texts.
Reading Guide is either not coherent or not completed in complete sentences.
Reading Guide demonstrates complete and coherent thoughts and sentences
Reading Guide demonstrates well-developed, complete, and coherent thoughts and sentences.
Reading guide demonstrates a lack of understanding of standard English usage, grammar, and punctuation. Errors are numerous.
Reading Guide demonstrates basic knowledge of standard English usage, grammar and punctuation. There are few errors.
Reading Guide demonstrates exceptional understanding of standard English usage, grammar, and punctuation. Work is generally error free.
Reading guide demonstrates that student has either not read or not comprehended assigned texts.
Reading Guide demonstrates that student has read and comprehended assigned texts.
Reading Guide demonstrates that student has read, comprehended and assigned meaning to assigned texts.
A 18-20B 13-17C 9-12
D 7-9F 6 or below
A Day in the Life of….
Work in Progress - 1-4pts Satisfies Assignment - 5-9pts
Exceptional Quality - 10pts
Demonstrates little knowledge of Nigeria and its culture.
Demonstrates a basic knowledge of Nigeria and its culture
Demonstrates detailed knowledge about Nigeria and its culture
Final product is disorganized or poorly written
Final product is well organized.
Final product is well organized and shows creativity and style.
Demonstrates a lack of understanding of standard English usage, grammar, and punctuation. Errors are numerous.
Demonstrates basic knowledge of standard English usage, grammar and punctuation. There are few errors.
Demonstrates exceptional understanding of standard English usage, grammar, and punctuation. Work is generally error free.
A 28-30 B 25-27C 21-24 D 19-20
F 18 or below
Vocabulary Unit Rubric
Work in Progress 1-2pts Satisfies assignment 3-4pts
Exceptional Quality 5pts
Does not demonstrate either understanding or application of vocabulary words
Demonstrates basic understanding of the meaning and application of vocabulary words
Demonstrates a thorough understanding of the meaning and application of vocabulary words
Students cannot use context to discover the meaning of words.
Student is beginning to learn to use context to discover the meaning of words.
Students demonstrates the ability to use context to discover the meaning of words
Demonstrates a lack of understanding of standard English usage, grammar, and punctuation. Errors are numerous.
Demonstrates basic knowledge of standard English usage, grammar and punctuation. There are few errors.
Demonstrates exceptional understanding of standard English usage, grammar, and punctuation. Work is generally error free.
A 15 B 12-14C 9-11 D 6-8
F 5 or below
Ken Saro-Wiwa Internet Workshop
Work in Progress 1-2pts Satisfies Assignment 3-4pts
Exceptional Quality 5pts
Answers demonstrate that the student is not able to draw conclusions or think critically about the text.
Answers demonstrate that the reader is able to begin to draw conclusions, and think critically about the texts.
Answers demonstrate exceptional ability to draw conclusions and think critically about the texts.
Answers are either not coherent or not completed in complete sentences.
Reading Guide demonstrates complete and coherent thoughts and sentences
Answers demonstrate well-developed, complete, and coherent thoughts and sentences.
Answers demonstrate a lack of understanding of standard English usage, grammar, and punctuation. Errors are numerous.
Reading Guide demonstrates basic knowledge of standard English usage, grammar and punctuation. There are few errors.
Reading Guide demonstrates exceptional understanding of standard English usage, grammar, and punctuation. Work is generally error free.
Answers demonstrate that student has either not read or not comprehended assigned texts.
Answers demonstrate that student has read and comprehended assigned texts.
Answers demonstrate that student has read, comprehended and assigned meaning to assigned texts.
A 18-20B 15-17C 12-14D 9-11F 8 or below
Ken Saro-Wiwa Speech Project
Work in Progress 1-2pts Satisfies Assignment 3-4pts
Exceptional Quality 5pts
Demonstrates little knowledge of research skills and procedures
Demonstrates basic ability to conduct research and collect information.
Demostrates exceptional ability to research and synthesize information
Demonstrates little ability to assign meaning to information and little creative thought.
Demonstrates ability to assign meaning to information or creative thought.
Demonstrates ability to assign meaning and creative thought.
Ideas are unorganized and incomplete
Ideas are generally organized and complete.
Ideas are organized, complete, and well expressed
Demonstrates little understanding of persuasive and argumentative writing
Demonstrates a basic understanding persuasive and argumentative writing
Demonstrates exceptional understanding of argumentative writing. Finished product is persuasive and very well written.
Demonstrates a lack of understanding of standard English usage, grammar, and punctuation. Errors are numerous.
Demonstrates basic knowledge of standard English usage, grammar and punctuation. There are few errors.
Demonstrates exceptional understanding of standard English usage, grammar, and punctuation. Work is generally error free.
Speech is poorly delivered and demonstrates lack of understanding of persuasive speaking techniques
Speech demonstrates basic understanding of persuasive speaking techniques
Speech is persuasive and compelling
A 28-30B 24-27C 19-23D 15-18F 15 or below
Letters to the Editor/Congressman
Work in Progress 5-6pts Satisfies Assignment 7-9pts
Exceptional Quality 10-12pts
Demonstrates little understanding of themes, concepts, and ideas presented in the texts.
Demonstrates basic understanding of themes, concepts, and ideas presented in the text.
Demonstrates exceptional understanding of themes, concepts, and ideas presented in the text.
Demonstrates little ability to assign meaning to information and little creative thought.
Demonstrates ability to assign meaning to information or ability to think creatively.
Demonstrates ability to assign meaning and think creatively.
Ideas are unorganized and incomplete
Ideas are generally organized and complete.
Ideas are organized, complete, and well expressed
Demonstrates little understanding of persuasive and argumentative writing
Demonstrates a basic understanding persuasive and argumentative writing
Demonstrates exceptional understanding of argumentative writing. Finished product is persuasive and very well written.
Demonstrates a lack of understanding of standard English usage, grammar, and punctuation. Errors are numerous.
Demonstrates basic knowledge of standard English usage, grammar and punctuation. There are few errors.
Demonstrates exceptional understanding of standard English usage, grammar, and punctuation. Work is generally error free.
A 54-60B 46-53 C 38-45 D 30-37F 29 or below
NCSCOS Objective Addressed
Unit Activity NC Language Arts Grade 7In Small groups students complete a pre-reading web quest for The Other Side of Truth
2.01 - Respond to informational materials that are read, heard, and/or viewed by summarizing information, determining the importance of information, making connections to related topics/information, and drawing inferences and/or conclusions
In Small Groups students create a persuasive speech arguing for the release of Ken Saro-Wiwa
1.03 - Interact in group settings by responding appropriately to comments and questions, offering personal opinions confidently without dominating, and giving appropriate reasons to support their opinions
3.03 - Study and create arguments that evaluate by justifying the judgement with logical, relevant reason, clear examples, and supporting details.
Create a business letter to the editor of a local newspaper, or a business letter to a congressman or other government official.
3.02 - Explore and Analyze the problem-solution process by constructing essays/ presentations that respond to a given problem by proposing a solution that includes relevant details, and recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
Students will read texts and complete reading guides.
5.01 - Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
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