comparing texts “because of libraries we can say these things” and “for the love of books”...

Comparing Texts

“BECAUSE OF LIBRARIES WE CAN SAY THESE THINGS”

AND

“FOR THE LOVE OF BOOKS”Conyers Middle School 8th Grade Language Arts-4.5 Assessment Final Practice

Created by Ms. Walker

What Will I Learn?How to make quick annotations

How to identify and analyze theme/thematic elements

How to identify and analyze tone

How to identify and analyze diction

How to identify and analyze author’s purpose

How to identify and analyze perceptions

How to draw conclusions and make inferences

How to answer constructed response questions

Day 1ANNOTATING THE TEXT


InstructionsGet into four even groups.

As a class, read the poem, “Because of Libraries We can Say These Things” by Naomi Shihab

Nye (3 minutes).

In your groups, read the poem again. Then quickly write what you think each stanza is about

(10 minutes, 3 minutes to discuss stanza meanings).

Quick annotations and mini activities: I will demonstrate what quick annotations look like with the first two

stanzas (20 minutes).

In your groups, continue annotating the text using what you learned about quick annotations

(15 minutes).

Quick Annotations

You have already been introduced to the steps in annotating a text, so you’re off to a great start. But what do you do when you are responsible for taking a timed assessment? It is quite impossible to follow the full list of annotation steps. There is a quicker way to annotate that is beneficial in preparing to answer constructed response and extended response questions.

So what do you do when you need to annotate during a timed assessment?

Quick Annotations cont. Step 1: Read the text (stanza-by-stanza or paragraph-by-paragraph) Step 2: Stop at the end of each stanza or paragraph and quickly summarize what you’ve read Step 3: While reading, if you happen to notice any patterns, jot them down immediately Step 4: Identify the CLDs (Common Literary Devices)

Theme Diction Tone Mood Author’s Purpose Allusion (there may not always be one, but remember that it is a reference to a famous person, place, event, saying, etc.) Metaphor Syntax Symbol/Symbolism Point of View

Tone Wordsaccusatory-charging of wrong doing

apathetic-indifferent due to lack of energy or concern

awe-solemn wonder

bitter-exhibiting strong animosity as a result of pain or grief

cynical-questions the basic sincerity and goodness of people

condescension; condescending-a feeling of superiority

callous-unfeeling, insensitive to feelings of others

contemplative-studying, thinking, reflecting on an issue

critical-finding fault

choleric-hot-tempered, easily angered

contemptuous-showing or feeling that something is worthless or lacks respect

caustic-intense use of sarcasm; stinging, biting

conventional-lacking spontaneity, originality, and individuality

disdainful-scornful

didactic-author attempts to educate or instruct the reader

derisive-ridiculing, mocking

earnest-intense, a sincere state of mind

erudite-learned, polished, scholarly

fanciful-using the imagination

forthright-directly frank without hesitation

Tone Words cont.gloomy-darkness, sadness, rejection

haughty-proud and vain to the point of arrogance

indignant-marked by anger aroused by injustice

intimate-very familiar

judgmental-authoritative and often having critical opinions

jovial-happy

lyrical-expressing a poet’s inner feelings; emotional; full of images; song-like

matter-of-fact--accepting of conditions; not fanciful or emotional

mocking-treating with contempt or ridicule

morose-gloomy, sullen, surly, despondent

malicious-purposely hurtful

objective-an unbiased view-able to leave personal judgments aside

optimistic-hopeful, cheerful

obsequious-polite and obedient in order to gain something

patronizing-air of condescension

pessimistic-seeing the worst side of things; no hope

quizzical-odd, eccentric, amusing

ribald-offensive in speech or gesture

reverent-treating a subject with honor and respect

ridiculing-slightly contemptuous banter; making fun of

Tone Words cont. reflective-illustrating innermost thoughts and emotions

sarcastic-sneering, caustic

sardonic-scornfully and bitterly sarcastic

satiric-ridiculing to show weakness in order to make a point, teach

sincere-without deceit or pretense; genuine

solemn-deeply earnest, tending toward sad reflection

sanguineous -optimistic, cheerful

whimsical-odd, strange, fantastic; fun

“Because of Libraries We Can Say These Things” by Naomi Shihab Nye

She is holding the book close to her body,carrying it home on the cracked sidewalk,down the tangled hill.If a dog runs at her again, she will use the book as a

shield.


She looked hard among the long linesof books to find this one.When they start talking about money,when the day contains such long and hot places,she will go inside.

“the cracked sidewalk” and “the tanged hill” are metaphors for the

girl’s life. A cracked sidewalk is damaged, tainted, and possibly unstable. A tangled hill is full of complicated obstacles that are

difficult to travel.

Quick Annotations Model


shield.

The first line reveals that this poem is a narrative poem, because it sounds like an introduction to a story.

The book is obviously important because

libraries is in the title.

This also confirms that the

book has a significance.

Holding something close to

your body is a sign that the

“something” is valuable.

While this is an external conflict that the girl experiences while walking home from the

library, it could also be a metaphor of the real turmoil in the girl’s life.

Using the book as a shield is literal and figurative. The book could indeed protect her

from the dog, but the book also shields her from her reality by allowing her to escape.

The first three lines are written in present continuous tense, meaning the speaker is talkING about events that are actually happenING now. This normally happens by addING “ING” to the verb.

The last line is written in future continuous tense, because the line references what the girl will be doing “if a dog runs at her again.”

Quick Annotations Model Cont.


The first line is written in simple past tense, because it discusses the finished actions that happened in the past.

The last three lines are written in future continuous tense, because the line references what the girl will be doing “when they start talking about money.”

The girl took her time when choosing her book. She wanted to ensure that she

picked the perfect book to escape into when things in her family were rocky. She

couldn’t just pick any ol’ book.

The second line makes it seem like the speaker is finally showing us the book the

girl picked, but we cannot see the book and we know nothing about the book. The word

“this” also appears to be present tense.

You know she doesn’t really mean “talking,” right? What parents

actually just “talk” about money?

“They” must be the girl’s parents, because “she will

go inside” the book

when they start “talking.”

Any long and hot place makes us want to escape, but what the girl is

talking about are uncomfortable situations.

CLDs

She is holding the book close to her body,carrying it home on the cracked sidewalk,down the tangled hill.If a dog runs at her again, she will use the book as a shield.


Theme: Although these are only the first two stanzas, we can begin to determine the

theme with the evidence we have so far. Possible theme: When life is hard, escape in

a book. Can you think of another one?

Diction is the author’s word choice. When writing, authors strategically choose words that will help them fulfill their purpose for writing, including creating mood within the

reader. Diction can be colloquial (Slang), informal (Conversational), formal (Professional, Serious), connotative

(Suggestive meaning), Concrete (Specific) Abstract (General or Conceptual), Euphonious (Pleasant Sounding), Cacophonous (Harsh sounding), Monosyllabic (One syllable), Polysyllabic

(More than one syllable).

Syntax: You kind of can’t talk about diction without talking about syntax. Syntax is the actual way in which words and sentences are placed together in the writing. While diction refers to the choice of words, syntax determines how the chosen words are used to form a

sentence; basically, it's all about sentence structure—how words and phrases relate to each other. Most often than not, adopting a complex diction means a complex syntactic structure of sentences

and vice versa. In combination, syntax and diction help writers develop tone, mood and atmosphere in a text along with evoking interest of the readers. So, does this poem use short and concise phrases or sentences? Long and contemplative sentences? What

about emphasis? Are words inverted? Talk about it!

What I can say about diction so far: Nye utilizes connotative and abstract diction throughout the poem to reveal the necessity for escape. For

instance, Nye uses words such as “shield” (4) and “inside” (9) to connote, or suggest an escape from the subject’s reality. The author also conceptualizes escape by choosing abstract language—or metaphors—

that signify a need for the escape. A “cracked sidewalk” (2) and a “tangled hill (3) reveal the subject’s lack of stability and difficult life.

CLDsTone: Go back to slides 7-9 to view the tone words. Choose two tone words that are appropriate for this text. Fill in the blanks: The tone represented in this poem is both ____________ and ____________ because of its_________________________________________________________ language. It seems the author may have a personal connection to the poem since the poem creates a _____________________________________________________________________________________mood within the reader.

Author’s purpose: The purpose of this poem is to reveal the common and rather sad reasons one uses a book to escape. The purpose is also

to provide the reader with multiple uses for a book that go deeper than simply reading it.

LET’S ASSUME THIS IS A QUESTION ON THE TEST. I’VE ALREADY PROVIDED MY OPINION, BUT IT’S MISSING SOMETHING…TEXTUAL

EVIDENCE! THIS IS WHERE YOU’D PROVIDE DIRECT QUOTES OR PARAPHRASES TO BACK UP YOUR THOUGHTS ON THE AUTHOR’S TEXT.

WHAT EVIDENCE COULD I USE TO SUPPORT MY OPINION?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Symbolism:Now this part is easy! A symbol is a person, place, or

thing that comes to represent an abstract idea or concept—it is anything that stands for something

beyond itself. So…symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense.

What are the symbols in the first two stanzas?

Point of view the manner in which a story is narrated or depicted and who it is that tells the story. Simply put, the point of view determines the angle and

perception of the story unfolding, and thus influences the tone in which the story takes place. The point of view is instrumental in manipulating the reader’s understanding of the narrative. In a way, the point of view can allow or withhold

the reader’s access into the greater reaches of the story. Two of the most common point of view techniques are first person, wherein the story is told by the narrator from his or her standpoint and third person, wherein the narrator does not figure in the events of the story and tells the story by referring to all characters and places in third person with third person pronouns and proper

nouns. So what’s the point of view and how do you know?

Your Turn….

We will add your annotations to the next few slides.

An orange bed is waiting.Story without corners.She will have two families.They will eat at different hours.


She is carrying a book past the fire stationand the five and dime.


What this town has not given herthe book will provide; a sheep,a wilderness of new solutions.The book has already lived through its troubles. The book has a calm cover, a straight spine.


When the step returns to itself,as the best place for sitting,and the old men up and down the streetare latching their clippers,


she will not be alone.She will have a book to openand open and open.Her life starts here.


Day 2ANALYZING TEXT


InstructionsGet back into your groups.Read the poem as a class (5 minutes).Review what we’ve learned (10 minutes).Practice citing explicit textual evidence (40 minutes)



shield.

An orange bed is waiting.Story without corners.She will have two families.They will eat at different hours.


She is carrying a book past the fire stationand the five and dime.


What this town has not given herthe book will provide; a sheep,a wilderness of new solutions.The book has already lived through its troubles. The book has a calm cover, a straight spine.


When the step returns to itself,as the best place for sitting,and the old men up and down the streetare latching their clippers,


she will not be alone.She will have a book to openand open and open.Her life starts here.


Examples of Explicit Textual Evidence

OPTION 1: You could combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

OR OPTION 2: You could simple create three sentences—one for

each step. You decide…

Examples on next slides.

Question

Why does the subject escape through books?


Example 1: Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects when the subject needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life.


Example 1: Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects when the subject needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life.

I stated my idea.

I directly cited the part of the

text that led me to my idea that

the author clearly exposes the truth about dysfunctional

families and the effects.

I explained the evidence that I chose to support my idea.


Example 2: Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects it has on individual family members. The subject of the poem feels she needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life.


Example 2: Naomi Shihab Nye clearly exposes the truth about dysfunctional families and the effects it has on individual family members. The subject of the poem feels she needs to “have two families” (12) so she “will not be alone” (25). The subject prefers to escape into the pages of a book—with characters she feels more comfortable with—in order to hide from the reality of her life.

I stated my idea.

I directly cited the part

of the text that led me

to my idea that the

author clearly exposes

the truth about

dysfunctional families

and the effects.

I explained the evidence that I

chose to support my idea.

Let’s Try it Together… (10 minutes)

Question: Based on the details in the poem, what experiences has the subject had?

Option 1: Combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

Option 2: Create three sentences—one for each step

Now try it in your groups… (15 minutes)

Question: What does the girl understand about how reading a book can enhance her life?

Now try it on your own… (15 minutes)

Question: Based on details in the poem, what can you infer about the young girl’s neighborhood?

Day 3ANNOTATING THE TEXT

“FOR THE LOVE OF BOOKS”

InstructionsGet into four even groups.

As a class, read the essay, “For the Love of Books” by Rita Dove (6 minutes).

In your groups, read the essay again. Then quickly write what you think each paragraph is about

(14 minutes).

Quick annotations and mini activities: I will demonstrate what quick annotations look like with the first two

paragraphs (10 minutes).

In your groups, continue annotating the text using what you’ve learned about quick annotations

(25minutes).

Quick Annotations cont. Step 1: Read the text (stanza-by-stanza or paragraph-by-paragraph) Step 2: Stop at the end of each stanza or paragraph and quickly summarize what you’ve read Step 3: While reading, if you happen to notice any patterns, jot them down immediately Step 4: Identify the CLDs (Common Literary Devices)

Theme Diction Tone Mood Author’s Purpose Allusion (there may not always be one, but remember that it is a reference to a famous person, place, event, saying, etc.) Metaphor Syntax Symbol/Symbolism Point of View

Tone Wordsaccusatory-charging of wrong doing

apathetic-indifferent due to lack of energy or concern

awe-solemn wonder

bitter-exhibiting strong animosity as a result of pain or grief

cynical-questions the basic sincerity and goodness of people

condescension; condescending-a feeling of superiority

callous-unfeeling, insensitive to feelings of others

contemplative-studying, thinking, reflecting on an issue

critical-finding fault

choleric-hot-tempered, easily angered

contemptuous-showing or feeling that something is worthless or lacks respect

caustic-intense use of sarcasm; stinging, biting

conventional-lacking spontaneity, originality, and individuality

disdainful-scornful

didactic-author attempts to educate or instruct the reader

derisive-ridiculing, mocking

earnest-intense, a sincere state of mind

erudite-learned, polished, scholarly

fanciful-using the imagination

forthright-directly frank without hesitation

Tone Words cont.gloomy-darkness, sadness, rejection

haughty-proud and vain to the point of arrogance

indignant-marked by anger aroused by injustice

intimate-very familiar

judgmental-authoritative and often having critical opinions

jovial-happy

lyrical-expressing a poet’s inner feelings; emotional; full of images; song-like

matter-of-fact--accepting of conditions; not fanciful or emotional

mocking-treating with contempt or ridicule

morose-gloomy, sullen, surly, despondent

malicious-purposely hurtful

objective-an unbiased view-able to leave personal judgments aside

optimistic-hopeful, cheerful

obsequious-polite and obedient in order to gain something

patronizing-air of condescension

pessimistic-seeing the worst side of things; no hope

quizzical-odd, eccentric, amusing

ribald-offensive in speech or gesture

reverent-treating a subject with honor and respect

ridiculing-slightly contemptuous banter; making fun of

Tone Words cont. reflective-illustrating innermost thoughts and emotions

sarcastic-sneering, caustic

sardonic-scornfully and bitterly sarcastic

satiric-ridiculing to show weakness in order to make a point, teach

sincere-without deceit or pretense; genuine

solemn-deeply earnest, tending toward sad reflection

sanguineous -optimistic, cheerful

whimsical-odd, strange, fantastic; fun

“For the Love of Books” by Rita Dove

Quick Annotations ModelYou can immediately tell that the author is reflecting on her

experiences with books.

The author creates a vivid picture of her experiences with books through the picturesque imagery. Imagery is visually

descriptive language.

Heft is the weight of something. The author had a relationship with books. She knew every detail (intimacy) about the ones she chose. Books that had leather binding were usually longer which required

a more sturdy binding to hold the pages together.

The author could escape to worlds she never knew existed—until she flipped through the pages of the book.

Allusion: A Thousand and One Nights—a collection of West and South Asian folk tales including “Aladdin’s Wonderful

Lamp.” The author predicted what she thought the books were going to be about.

Her satisfaction was in knowing that she could take a huge stack of books home for free from the library.

Quick Annotations ModelIt seems like the author spent most of her time reading. She even read in the summer, which is normally people’s vacation time. She got excited when new additions made their way to the shelves of

her sunroom.

She used to judge a book by its cover; that is, until she had no other books to choose from. Then she realized the cover

didn’t even matter, because the story could still be great!

The author creates a vivid picture of her experiences with books through the picturesque imagery. Imagery is visually

descriptive language.

The author creates an image of her world as she lists a number of texts she’d read.

When she finally read the unappealing book of poetry, she discovered a variety of enjoyable poetry that appealed to her

emotions and intellect.

CLDs The theme of the text so far could be: allow a book to take you on a journey. The author

loves books, but it wasn’t until she gave them all a

chance that she realized their true wonders.

The tone of the text is contemplative and didactic. The author reminisces

on her times with books while teaching the audience the benefits of

giving all books a chance.

The mood created through the author’s tone is that of nostalgia. Reading the text makes one remember the former

days when books took the reader on magic journeys, meeting whimsical creatures and unrealistic characters.

The purpose of this text is to teach (didactic) the audience that books can be advantageous and fascinating parts

of a person’s life.

Remember that the mood created is up to you, but it must make sense with the theme. I can say that the mood created for me is nostalgia, because the

author’s tone is reflective.

The metaphor used in this text is that books

are vehicles to unknown lands.

The syntax employed by the author is a variety of simple and complex sentences. The shorter, more abrupt sentences help the author take the audience on a playful yet quick journey through her experiences with books. On the other hand, the longer, more complex syntax creates a subtle, contemplative and thought-

provoking experience for the reader.

Whenever talking about syntax, think of ways

the sentence structure relates to the purpose, tone, and mood of the

text.

The point of view is first person point of view. This text is an essay and they are traditionally written

by the author in first person.

Symbolism is represented when the author refers to the experience of guessing what the

book would be like to that of a genie in a bottle. So, the genie in the bottle is a symbol of surprise

just as the closed book is. The book is also a symbol of escape for the author. The genie/book

reference is also a simile.

Your Turn….

We will add your annotations to the next few slides.

Day 4ANALYZING THE TEXT


InstructionsGet back into your groups.Read the essay as a class (5 minutes).Review what we’ve learned (10 minutes).Practice citing explicit textual evidence (40 minutes)


OPTION 1: You could combine steps 1 and 2 in one sentence, then add a second sentence for step 3.

OR OPTION 2: You could simple create three sentences—one for

each step. You decide…

Examples on next slides.

Question

For the author, what traits did an unopened book and a genie's lamp share?


Example 1:When comparing the “closed book” to the “genie’s lamp,” Dove uses vivid language which creates the image of endless “possibilities” as she would “gaze” and “daydream”—much like the grandeur of the three wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character.


Example 1:

When comparing the “closed book” to the “genie’s lamp,” Dove uses vivid language which creates the image of endless “possibilities” as she would “gaze” and “daydream”—much like the grandeur of the three wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character.

I stated my idea. I directly cited the part of the

text that led me to my idea that the author uses vivid language which creates

the image of the endless

possibilities a book has.



Example 2

When comparing the book to the genie, Dove uses vivid language which creates an imaginative and fanciful image that comes to life in the mind of the reader. The endless “possibilities” a “closed book” has as she would “gaze” while she would “daydream” is much like the grandeur of the three wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character.

Example 2

When comparing the book to the genie, Dove uses vivid language which creates an imaginative and fanciful image that comes to life in the mind of the reader. The endless “possibilities” a “closed book” has as she would “gaze” while she would “daydream” is much like the endless wishes one is granted by a genie. This comparison only intensifies the love of the worlds Dove escapes to, as a genie is far from being a real character.


I stated my idea.I directly cited

the part of the

text that led

me to my idea

that the

author uses

vivid language

which creates

the image of

the endless

possibilities a

book has.


Let’s Try it Together… (10 minutes)

Question: What point is the author making about the imaginative life of a child through this catalog of her favorite literature?

Now try it in your groups… (15 minutes)

Question: Which experience made the author realize that she could be a "real" writer?

Now try it on your own… (15 minutes)

Question: When the author started reading Shakespeare, she did not know that it "was supposed to be difficult" and so she loved it. What does this statement suggest about our expectations when approaching challenges?

Day 5COMPARING THE TEXTS



InstructionsGet into your groups.Choose between a Venn Diagram and Comparison and Contrast Chart (2 sheets of butcher paper is needed)Discuss the similarities and differences of the texts (5 minutes)Answer simple questions to compare the texts (10 minutes)Answer complex questions to compare and contrast the texts (40 minutes, 8 minutes per question)

Choose from the following:

1. A 2-circle Venn Diagram

2. A Comparison and Contrast Chart

What’s different about the two texts?

Write your answers on your chosen graphic organizer.

What’s the same about the two texts?

Write your answers on your chosen graphic organizer.

Let’s begin comparing by answering simple questions first…..

Question 1

What’s the main difference between “Because of Libraries We Can Say These Things” and “For the Love of Books”?

Question 2

What’s the main similarity between “Because of Libraries We Can Say These Things” and “For the Love of Books”?

Now here comes what you think is hard, but I believe you already know how to do!

TAKE A DEEP BREATH AND ANSWER THESE QUESTIONS

LIKE A BOSS!

Question 1

Besides knowing that each text is about escape, in what other specific way do these texts connect thematically?

Question 2

What are the attitudes presented in each text? Evaluate the similarities and differences.

Question 3

Which text does a better job depicting the journey of the escape?

Question 4

Based on the diction of each text, what perceptions of escape does each author help to create?

Question 5

What can you conclude about the speakers’ feelings in regards to whether or not they believe books are made for more than reading?

comparing texts “because of libraries we can say these things” and “for the love of books”...

Documents

quick annotations

text stanza

timed assessment

walker slide

constructed response

extended response questions

paragraph step

stanza meanings