kwl chart - ms. georgopoulos - home...kwl chart before you begin your research, list details in the...
TRANSCRIPT
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7 Resource 1.1
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
KWL Chart
Before you begin your research, list details in the first two columns. Fill in the last column after completing
your research.
K What do you think you know
about Salem Witch Trials?
W What are things that they have
always wondered about Salem
Witch Trials?
L
What did you learn about the
Salem Witch Trials?
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7 Resource 1.2
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
After watching the clip write three adjectives to describe your physical and/or mental reactions to the footage
from the clip.
1. ________________
2. ________________
3. ________________
1. How did this film make you feel?
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2. What are some possible explanations for the witch trials in Salem, Massachusetts?
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7 Resource 1.3
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
WITCH HUNTING
Today we are recreating the events of Salem in the early 1690s. You will interact with your Salem neighbors
and get to know them, while trying to find out who is secretly a witch. Use your skills at looking for people that
are unusual or different from the rest of the group.
Before this class I chose a person to be the witch (she or he knows who they are). There are specific answers to
the following questions that prove she or he is a witch. You must go around to each person in class and ask
them these questions.
Based on your evidence, try to guess who the witch is. You will then report back to the town constable (teacher)
and we will make public who the witches are and put them on trial! Be careful to fill in the list so you can recall
who you talked to and WHY you thought they were a witch.
Questions to ask your peers:
Do you have any pets/animals? Do you cry when you are sad?
Can you swim? Do you attend religious ceremonies?
Name Notes about Classmates Answer
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7 Resource 1.4
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Debrief from Witch Hunt
This activity was designed to simulate the feeling of mass paranoia and hysteria. Did your group accuse other
students of being witches when the person in power (an authority figure) told you there were witches among us?
Paranoia: Noun. A tendency on the part of an individual or group toward excessive or irrational suspiciousness
and distrustfulness of others. (Merriam-Webster Dictionary)
Below are two pages from a popular culture book (at an upper elementary reading level) on the common beliefs
among Europeans about witches during the 16th and 17th centuries. Many of these same beliefs were brought to
the American colonies by the English and other European immigrants.
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Local Connection:
Thomas Danforth, a Massachusetts Bay official and one of the judges at the Salem Witch Trials, had acquired
land west of Boston (now Framingham, then named Danforthʼs Farm). After the trials, Danforth realized that
those who were accused and survived would be ostracized. He decided to help the Cloyes family, as well as a
dozen other escaping Salem families, who were "all related by blood or marriage," to find refuge on his land.
Today, this area of Framingham is called Salem End (located next to the campus of Framingham State
University) and the main route through it is Salem End Road.
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7 Resource 1.5
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Think and Respond
First, read the prompt in the box below.
Using this paper given to you, spend a short amount of time for pre-writing activities such as brainstorming,
reviewing, and free writing your thoughts.
After you finish your prewriting activity Write a response that you will be able to share and discuss with your
classmates. Make sure you include specific details to support your explanation.
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“What creates separation of people in societies? How can fear of the unknown can cause chaos, and lead
to excluding or killing certain groups in society?
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7 Resource 1.6
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Directions: In your groups take a few minutes to research the following sites.
1. http://www.history.com/topics/salem-witch-trials
2. http://www.salemwitchtrials.com/
3. https://www.smithsonianmag.com/history/a-brief-history-of-the-salem-witch-trials-175162489/
Category History
Salem Witch Trials
SalemWitchTrials.com Smithsonian Magazine
Salem Witch Trials
Who?
What?
Why?
Where?
When?
How?
Main Idea
2-3 important
details
What I
thought was
most
interesting.
2 questions I
have from
reading?
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Summary
Write a summary of a tragic situation that was caused by irrational fear and prejudice, such as the Salem
witch trials. Then explain how you think people could avoid repeating the same mistakes if that event were to
occur again.
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7 Resource 2.1
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Close Read: Read the selection below. Use the symbols from the Close Read Symbol chart below to do a close read of
the text. (This means that you will underline the part you want to put a symbol next to, and put the symbol in the
margin next to what you underlined.)
1. Number the paragraphs.
2. Use the symbols below to actively read the short story and take additional notes in the margin
Close Read Symbol Chart
Symbol Comment/Questions
* • This is the Main Idea
! • Important part/detail
• Surprising or Interesting
? • I have a question about this.
• Important word
• I do not know what this word means.
C • I have a connection
A Brief History of the Salem Witch Trials
One town's strange journey from paranoia to pardon
By Jess Blumberg, Smithsonian.com, October 24, 2007
The Salem witch trials occurred in colonial Massachusetts between 1692 and 1693. More than 200 people
were accused of practicing witchcraft—the Devil's magic—and 20 were executed. Eventually, the colony
admitted the trials were a mistake and compensated the families of those convicted. Since then, the story
of the trials has become synonymous with paranoia and injustice, and it continues to beguile the popular
imagination more than 300 years later.
Salem Struggling
Several centuries ago, many practicing Christians, and those of other religions, had a strong belief that the
Devil could give certain people known as witches the power to harm others in return for their loyalty. A
"witchcraft craze" rippled through Europe from the 1300s to the end of the 1600s. Tens of thousands of
supposed witches—mostly women—were executed. Though the Salem trials came on just as the
European craze was winding down, local circumstances explain their onset.
In 1689, English rulers William and Mary started a war with France in the American colonies. Known as
King William's War to colonists, it ravaged regions of upstate New York, Nova Scotia and Quebec,
sending refugees into the county of Essex and, specifically, Salem Village in the Massachusetts Bay
Colony. (Salem Village is present-day Danvers, Massachusetts; colonial Salem Town became what's now
Salem.)
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The displaced people created a strain on Salem's resources. This aggravated the existing rivalry between
families with ties to the wealth of the port of Salem and those who still depended on agriculture.
Controversy also brewed over Reverend Samuel Parris, who became Salem Village's first ordained
minister in 1689, and was disliked because of his rigid ways and greedy nature. The Puritan villagers
believed all the quarreling was the work of the Devil.
A Brief History of the Salem Witch Trials
In January of 1692, Reverend Parris' daughter Elizabeth, age 9, and niece Abigail Williams, age 11,
started having "fits." They screamed, threw things, uttered peculiar sounds and contorted themselves into
strange positions, and a local doctor blamed the supernatural. Another girl, Ann Putnam, age 11,
experienced similar episodes. On February 29, under pressure from magistrates Jonathan Corwin and
John Hathorne, the girls blamed three women for afflicting them: Tituba, the Parris' Caribbean slave;
Sarah Good, a homeless beggar; and Sarah Osborne, an elderly impoverished woman.
Witch Hunt
All three women were brought before the local magistrates and interrogated for several days, starting on
March 1, 1692. Osborne claimed innocence, as did Good. But Tituba confessed, "The Devil came to me
and bid me serve him." She described elaborate images of black dogs, red cats, yellow birds and a "black
man" who wanted her to sign his book. She admitted that she signed the book and said there were several
other witches looking to destroy the Puritans. All three women were put in jail.
With the seed of paranoia planted, a stream of accusations followed for the next few months. Charges
against Martha Corey, a loyal member of the Church in Salem Village, greatly concerned the community;
if she could be a witch, then anyone could. Magistrates even questioned Sarah Good's 4- year-old
daughter, Dorothy, and her timid answers were construed as a confession. The questioning got more
serious in April when Deputy Governor Thomas Danforth and his assistants attended the hearings.
Dozens of people from Salem and other Massachusetts villages were brought in for questioning.
On May 27, 1692, Governor William Phipps ordered the establishment of a Special Court of Oyer (to
hear) and Terminer (to decide) for Suffolk, Essex and Middlesex counties. The first case brought to the
special court was Bridget Bishop, an older woman known for her gossipy habits and promiscuity. When
asked if she committed witchcraft, Bishop responded, "I am as innocent as the child unborn." The defense
must not have been convincing, because she was found guilty and, on June 10, became the first person
hanged on what was later called Gallows Hill.
Five days later, respected minister Cotton Mather wrote a letter imploring the court not to allow spectral
evidence—testimony about dreams and visions. The court largely ignored this request and five people
were sentenced and hanged in July, five more in August and eight in September. On October 3, following
in his son's footsteps, Increase Mather, then President of Harvard, denounced the use of spectral evidence:
"It were better that ten suspected witches should escape than one innocent person be condemned."
Governor Phipps, in response to Mather's plea and his own wife being questioned for witchcraft,
prohibited further arrests, released many accused witches and dissolved the Court of Oyer and Terminer
on October 29. Phipps replaced it with a Superior Court of Judicature, which disallowed spectral evidence
and only condemned 3 out of 56 defendants. Phipps eventually pardoned all who were in prison on
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witchcraft charges by May 1693. But the damage had been done: 19 were hanged on Gallows Hill, a 71-
year-old man was pressed to death with heavy stones, several people died in jail and nearly 200 people,
overall, had been accused of practicing "the Devil's magic."
Restoring Good Names
Following the trials and executions, many involved, like judge Samuel Sewall, publicly confessed error
and guilt. On January 14, 1697, the General Court ordered a day of fasting and soul-searching for the
tragedy of Salem. In 1702, the court declared the trials unlawful. And in 1711, the colony passed a bill
restoring the rights and good names of those accused and granted £600 restitution to their heirs. However,
it was not until 1957—more than 250 years later—that Massachusetts formally apologized for the events
of 1692.
In the 20th century, artists and scientists alike continued to be fascinated by the Salem witch trials.
Playwright Arthur Miller resurrected the tale with his 1953 play The Crucible, using the trials as an
allegory for the McCarthyism paranoia in the 1950s. Additionally, numerous hypotheses have been
devised to explain the strange behavior that occurred in Salem in 1692. One of the most concrete studies,
published in Science in 1976 by psychologist Linnda Caporael, blamed the abnormal habits of the
accused on the fungus ergot, which can be found in rye, wheat and other cereal grasses. Toxicologists say
that eating ergot-contaminated foods can lead to muscle spasms, vomiting, delusions and hallucinations.
Also, the fungus thrives in warm and damp climates—not too unlike the swampy meadows in Salem
Village, where rye was the staple grain during the spring and summer months.
In August 1992, to mark the 300th anniversary of the trials, Nobel Laureate Elie Wiesel dedicated the
Witch Trials Memorial in Salem. Also in Salem, the Peabody Essex Museum houses the original court
documents, and the town's most-visited attraction, the Salem Witch Museum, attests to the public's
enthrallment with the 1692 hysteria.
Salem Witch Trials Reading Questions
1. How many people were accused of practicing witchcraft?
2. How many people were executed?
3. What is one reason Salem was struggling before the Salem Witch Trials?
4. Who was the new minister in Salem?
5. Who accused the first people of being witches? (three people)
6. Who was accused of being a witch? (three people)
7. Who was the first person killed?
8. Who opposed the Salem Witch Trials?
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9. When did the state of Massachusetts officially apologize for the Salem Witch Trials?
10. What play was written about the events of the Salem Witch Trials?
7 Resource 3.1
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
The Monsters are due on Maple Street
Vocabulary Preview
Word Bank: idiosyncrasy assent dissent metamorphosis insomnia Scapegoat
revelation fluster(ed) transfixed persistent pan
Before you begin, categorize the words in this chart.
Words I know Words I Don’t know
Using the words above, fill in the blanks in the following sentences. Since you are not looking up the words yet,
use your best guess, context clues, and process of elimination to place each word into a sentence.
1. My sister is very _________________________. When she wants something, she will keep trying.
2. Everyone has an __________________________ that at least one person would consider strange.
3. During a news broadcast, the camera will ____________________ between the anchors when they speak.
4. In The Monsters are Due on Maple Street, one of the characters, Les Goodman, has
__________________________, or the inability to fall asleep, and would get up to go outside and look at the
stars.
5. The crowd was ____________________________ by the team’s ability to score three touchdowns in a row.
6. He was disliked not because he made mistakes, but because he was always looking for a
_________________________ to take the blame for him.
7. The girl got __________________________ when it was her turn to take the stage at the talent show.
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8. The bill moved through congress quickly, and was approved without ______________________.
9. The boy had a ________________________ as he was doing his math work; he had been doing it wrong the
whole time!
10.My father nodded in __________________________ when I asked to go to the football game.
11. The caterpillar goes through an amazing _____________________________ in order to become a butterfly.
7 Resource 3.1B
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Vocabulary Extension
Based on the following definitions, create your own sentences using the vocabulary words.
1. Persistent (adj.) continue firmly in a course of action
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2. Idiosyncrasy (n.) a mode of behavior unique to an individual.
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3. Revelation (n.) A surprising or unknown fact made known in a dramatic way
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4. Metamorphosis (n.) a change in form of a thing into a completely different thing
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5. Pan (v.) move a camera (in film or television) to follow a subject
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6. Fluster (ed) (v., adj.) to agitate or confuse, to make nervous
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7. Insomnia (n.) sleeplessness or inability to sleep
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8. Scapegoat (n.) a person who is blamed for the mistakes of others
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9. Assent (n.) an expression of approval or agreement
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10. Dissent (n.) an expression of disapproval or disagreement
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11. Transfixed (v.) to become motionless in wonder, astonishment, or awe
7 Resource 3.2
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
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7 Resource 3.3
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Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Question Prompts
Right There Questions
The answer to these questions is in one place and often the words from the question and the
answer are in the same sentence. “In the Book” Questions Right There
These are basic recall questions. The answer is in one
place and often the words from the question and the
answer are in the same sentence.
For example:
a. Where does this person live?
b. What does this person do for a living?
c. When does this story take place?
Think and Search Questions
These answers are in the text, but may be a little harder to find.
Think and Search
These answers can be found in the text, but involve higher
level thinking like comparing/contrasting, drawing
inferences, describing the mood, setting, or symbolism.
For example:
a. What are the important ideas in this text?
b. What are the character traits that you see in the
main character?
c. What does this person look like?
d. What kinds of challenges did the person face?
e. What are the persons’ major accomplishments?
f. How can you prove that this person is (brave,
loyal, kind, etc.)?
g. Based on the text, what conclusion can you draw
about…?
h. What clues in the text help us understand the
word…?
i. What does this article mostly describe…?
Author and Me Questions The answer is not in the text. You must think
about what you learned from the text and what you know to get an answer.
“In Your Head” Questions Author and Me
The answer is not in the text. Students must think about what they learned from the text and what they know to generate an answer.
For example: a. Why did the author…? b. What was the most surprising part of the book or
article? c. If you could interview the author, a character,
historical figure, or person of interest what would you ask?
d. If you could add to, take away, or change a part of the book or article what would you change and why?
e. What questions do you still have about this topic? f. Why should/shouldn’t people (use something from
the article – exercise every day, bite their fingernails, etc.)?
On My Own Questions The answer is not in the text. You must rely on
what you know to answer.
On My Own
The answer is not in the text. Students must rely solely on their own interpretation experience to answer the question.
For example: a. Have you ever (done something brave, competed
in sports, climbed a mountain, etc.)? b. What was it? c. When have you (felt proud, rode your bike for the
first time, felt ashamed, etc.)? d. What do you think it would be like to (climb a
mountain, fly a plane, compete in the Olympics)? e. What do you think about (kids having a hobby that
could be possible dangerous, etc.)?
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7 Resource 3.3B
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Student Question Chart
Instructions: Write one or two questions for each category.
Title of text: ___________________________________________
Right There Questions
The answer to these questions is in one place and often the words from the question and the answer
are in the same sentence.
Think and Search Questions
These answers are in the text, but may be a little harder to find.
Author and Me Questions The answer is not in the text. You must think about
what you learned from the text and what you know to get an answer.
On My Own Questions The answer is not in the text. You must rely on what
you know to answer.
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7 Resource 3.3B
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Student Question Chart
Instructions: Write one or two questions for each category.
Title of text: ___________________________________________
Right There Questions
The answer to these questions is in one place and often the words from the question and the answer
are in the same sentence.
Think and Search Questions
These answers are in the text, but may be a little harder to find.
Author and Me Questions The answer is not in the text. You must think about
what you learned from the text and what you know to get an answer.
On My Own Questions The answer is not in the text. You must rely on what
you know to answer.
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7 Resource 3.4
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Monsters are due on Maple Street
QAR Questions
1. What is the setting of the screenplay?
2. What are the first signs that something strange is happening on Maple Street?
3. What is Tommy's explanation for what is happening?
4. What first causes neighbors to suspect that Les Goodman is from outer space?
5. What happens that temporarily turns the neighbors away from their conflict among themselves?
6. Whom or what does Charlie shoot with the shotgun and why does he shoot?
7. According to the narrator, what is as destructive as bombs and fallout?
8. What is the resolution of the screenplay?
9. What is the real cause of the power fluctuations on Maple Street?
10. Why does the community turn into an angry and suspicious mob?
11. What is the exposition of the screenplay?
12. What is the fifth dimension?
13. What is the climax of the screenplay?
14. What type of conflict is in the screenplay?
15. What point of view is this screenplay written in?
16. Who was the first person to suggest that aliens were creating the power fluctuations?
17. What did the aliens comment about the Earthlings?
18. How does fear contribute to Maple Street?
19. What is the theme of the screenplay?
20. What is a literary element of drama you see in this play?
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7 Resource 4.1
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Literature Circle Roles
In your Literature Circles, you will be responsible for preparing information for each meeting according to your
role.
Discussion Leader: Your job is to develop a list of questions you think your group should discuss about the
assigned section of the book or story. Use your knowledge of levels of questions to create thought-provoking
literal, interpretive, and universal questions. Try to create questions that encourage your group to consider many
ideas. Help your group explore these important ideas and share their reactions. You will be in charge of leading
the day’s discussion.
Diction Detective: Your job is to carefully examine the diction (word choice) in the assigned section. Search
for words, phrases, and passages that are especially descriptive, powerful, funny, thought-provoking, surprising,
or even confusing. List the words or phrases and explain why you selected them. Then, write your thoughts
about why the author might have selected these words or phrases. What is the author trying to say? How does
the diction help the author achieve his or her purpose? What tone do the words indicate?
Bridge Builder: Your job is to build bridges between the events of the book and other people, places, or events
in school, the community, or your own life. Look for connections between the text, yourself, other texts, and the
world. Also, make connections between what has happened before and what might happen as the narrative
continues. Look for the characters’ internal and external conflicts and the ways that these conflicts influence
their actions.
Reporter: Your job is to identify and report on the key points of the reading assignment. Make a list or write a
summary that describes how the writer develops the setting, plot, and characters in this section of the book.
Consider how characters interact, major events that occur, and shifts in the setting or the mood that seem
significant. Share your report at the beginning of the group meeting to help your group focus on the key ideas
presented in the reading. Like that of a newspaper reporter, your report must be concise, yet thorough.
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7 Resource 4.1A
Discussion Leader Role Sheet
Your job is to develop a list of questions that you think your group should discuss about the assigned section.
Use your knowledge of levels of questioning to create thought- provoking literal, interpretive, and universal
questions. Try to create questions that encourage your group to consider many ideas. Help your group explore
these important ideas and share their reactions. You will be in charge of leading the day’s discussion.
Name: Book/Short
Story:
Group: Pages:
Discussion Questions:
Sample question ideas:
What kinds of conflicts are the characters facing?
What do you think about the way the author _________________________________?
What if ______________________________________ had happened instead?
What would you have done had you been in this character’s shoes?
What did you think about this event?
Did this surprise you? Why or why not?
What do you think will happen next?
Questions that should be revisited the next time the group meets:
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7 Resource 4.1B
Diction Detective Role Sheet
Your job is to carefully examine the diction (word choice) in the assigned section. Search for words, phrases,
and passages that are especially descriptive, powerful, funny, thought- provoking, surprising, or even confusing.
Complete the graphic organizer below on the selected words, phrases, or passages. During the discussion, you
can read the words, phrases, or passages yourself; ask someone else to read them; or have people read them
silently before sharing your thoughts on it.
Name: Book/Short
Story:
Group: Pages:
Page # Word, Phrase, or
Passage
Reason for Selecting Word,
Phrase, or Passage
Why did the author select this word or
phrase? What is the author trying to
say? How does the diction help the
author achieve his or her purpose?
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7 Resource 4.1C
Bridge Builder Role Sheet
Name: Book/Short
Story:
Group: Pages:
Your job is to build bridges between the events of the book and other people, places, or events in school, the
community, or your own life. Look for connections between the text, yourself, other texts, and the world. Also,
make connections between what has happened before and what might happen as the narrative continues. Look
for the characters’ internal and external conflicts and the ways that these conflicts influence their actions.
Event from Story/Book
Types of Connections
Text to self
Text to text
Text to world
Connection
Event from Story/Book
Types of Connections
Text to self
Text to text
Text to world
Connection
Event from Story/Book
Types of Connections
Text to self
Text to text
Text to world
Connection
What has happened previously in the book/story?
(if this is a short story this question may not
apply)
Predict what will happen if the book or story
continues.
Discuss a character’s internal and/or external conflict, and the ways that conflict has influenced or will
influence his or her actions.
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7 Resource 4.1D
Reporter Role Sheet Your job is to identify and report on the key points of the assigned section. Make a list or write a summary that
describes how the writer develops the setting, plot, and characters in this section of the book. Share your report
at the beginning of the group meeting to help your group focus on the key ideas presented in the reading. Like
that of a newspaper reporter, your report must be concise, yet thorough.
Name: Book/Short
Story:
Group: Pages:
Setting (Consider shifts in the setting or mood that seem significant.)
Plot (Consider major events that occurred in the assigned section.)
Characters (Consider how characters interact and how characters have changed.)
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7 Resource 4.2
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Journal Activity 1 Questions
Directions: Use the QAR response method to answer the Journal questions. Make sure to use text evidence.
1. What is the 5th dimension?
2. Make a prediction about what the flash is?
3. Predict the effect this event will have on the community.
4. Do you think the events described in the stage directions are included to move the action forward or to
hint that something strange is happening? Explain
5. How does the playwright use dialogue as the exposition?
6. What strange event occurs just before Maple Street loses electricity?
7. How do Tommy’s words intensify the uneasiness people are feeling?
8. What does Tommy tell Steve, don and Charlie?
9. Make a prediction about what you think Tommy will fare in the face of the crowd’s growing irritation
with him?
10. What hint does Steve’s comment give about how characters will react in the play later?
11. What forces are in conflict now? How has the nature of the conflict changed?
12. What happens to Goodman’s car?
13. Why the problem with les Goodman is considered part of the rising action of the plot?
14. What does Charlie accuse Goodman of?
15. Do you predict that the neighbors watching the Goodman house will or will not discover anything
suspicious? Explain.
16. Do you predict that the suspicion will end with Goodman? Explain
17. What does don reveal about Steve to their neighbors?
18. How do Dons actions advance the plot toward a climax?
19. What happens to the dark figure that is walking around Maple Street?
20. Do you think the blackout will be resolved? How/?
21. What events are increasing the tension in the conflict?
22. Who will Charlie name? Why?
23. According to Charlie, who is the monster?
24. What do think will happen next on Maple Street?
25. Who is watching Maple Street? Where are they watching from?
26. Make a prediction on why they are watching.
27. Go back through text and find all idioms. Write then down and what they mean?
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7 Resource 4.2A
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Journal Activity 2 Questions
Directions: Use the QAR response method to answer the Journal questions. Make sure to use text evidence.
1. If you were a resident of maple Street, how would you have responded to the strange events?
2. What are the first signs that something strange is happening on Maple Street?
3. How do these signs initiate the conflict on Maple Street?
4. How do the people on Maple Street single out Les Goodman in Act 1?
5. What qualities of his cause the reaction?
6. What does this suggest about what is really happening on Maple Street/
7. Why does Charlie shoot Peter Van Horn?
8. What does the crowd’s response to this shooting suggest about how well they are thinking?
9. Who accuses Tommy after the shooting, and why?
10. Why are people prepared to believe such an accusation?
11. How do you the events of the play support this statement? ‘The tools of conquest do not necessarily
come with bombs and explosions and fallout?”
12. What causes the power fluctuations on Maple Street?
13. What warning should people take care from this play?
14. Who are the monsters on Maple Street?
15. Do you believe that people are usually treated as if they are innocent until proved guilty? Explain
27
7 Resource 4.3
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____ Close Reading Exercise
Monsters are Due on Maple Street
Directions: draw an inference from a text by using background knowledge and quoting evidence from the text. Refer to what the text states explicitly to determine
an inference. Ask and answer questions determine understanding of a text Question 1: Looking at the opening descriptions of the setting of Maple Street, what does the author want the reader to understand about the situation and the
characters? Cite examples to support your answer.
Steps Guide Comment/Notes
1) Reread the text and
look for evidence to
answer the question
What is the question asking?
2) Highlight or
underline evidence
found within the text
to support your
thinking.
A. In what paragraph to you see evidence to form an inference? (write out the
sentence)
B. What do these clues make you think?
3) Construct a
response, using
evidence from the
text, to answer the
question in your own
words.
A. Now that you’ve made an inference about why the mom doesn’t want to give
details to her son, reread that section again to see if your inference makes sense
with the text.
B. What is a clue in the text to support your inference?
C. Now, you need to put all of your thoughts into writing. Start off with answering the
question and including the sentence that you’re talking about. Here is how I would
start it off: In the first paragraph, the mom doesn’t want to talk in detail to her
son…
D. Next, explain where you found your evidence to support this inference.
E. You can either paraphrase or use quotes from the text. In the next paragraph, when
she says… “….”Another example is in the fourth paragraph when she says, “…..”
I know this is true for me personally, because ….. Finally, explain your thinking.
Your Response
28
Directions: draw an inference from a text by using background knowledge and quoting evidence from the text. Refer to what the text states explicitly to determine
an inference. Ask and answer questions determine understanding of a text Question 2: What do Steve’s words and the stage directions reveal about him or his intentions? (page 140-141)
Steps Guide Comment/Notes/Response
1) Reread the text and
look for evidence to
answer the question
What is the question asking?
2) Highlight or
underline evidence
found within the text
to support your
thinking.
A. In what paragraph to you see evidence to form an inference? (write
out the sentence)
B. What do these clues make you think?
3) Construct a
response, using
evidence from the
text, to answer the
question in your own
words.
C. Now that you’ve made an inference…reread that section again to see
if your inference makes sense with the text.
D. What is a clue in the text to support your inference?
E. Now, you need to put all of your thoughts into writing. Start off with
answering the question and including the sentence that you’re
talking about. Here is how I would start it off: In the first paragraph,
the mom doesn’t want to talk in detail to her son…
F. Next, explain where you found your evidence to support this
inference.
A. You can either paraphrase or use quotes from the text. In the next
paragraph, when she says… “….”Another example is in the fourth
paragraph when she says, “…..” I know this is true for me
personally, because ….. Finally, explain your thinking.
1) Reread the text and
look for evidence to
answer the question
What is the question asking?
Your Response
29
Directions: interpret figurative language by analyzing how literal words can have deeper meaning
Question 3: What are the weapons of humanity? How can each destroy? Use specific evidence from the text to support how each of these weapons caused
destruction in this story. (page 148)
Steps Guide Comment/Notes
1) Reread the section
of the text that is in
the question. Ask
yourself, “What is the
author literally saying
in that sentence?”
A. When you need to look at a specific sentence straight from the text, first always
go back into the text and reread that section.
A. Make sure that you have a complete understanding of what the author is saying
“literally,” which means the actual words that are written, before you try to
figure out what the deeper meaning is.
2) Next, ask yourself,
“What is the meaning
of the figurative
language in relation to
the character? Since
the text says_____, I
think it means______
about the character.”
So now that you know what the literal, or real, meanings of the words are, it is time
to see if there could be a deeper meaning to these words…
3) Next, link the
figurative language to
the author’s message
by using text
evidence: “Because
the author wrote ____
and _____, I think the
bigger
meaning/message is
______.”
A. What figurative language does the author use?
B. Why does the author use it in this piece?
C. Reread the text to see if you notice anything around the original sentence.
Your Response
30
Directions: interpret figurative language by analyzing how literal words can have deeper meaning
Question 4: Why does the author title the story “The Monsters are Due on Maple Street”? What is the significance of the word “due”?
Steps Guide Comment/Notes 1) Reread the section of the text
that is in the question. Ask
yourself, “What is the author
literally saying in that
sentence?”
B. When you need to look at a specific sentence straight from the text, first
always go back into the text and reread that section.
C. Make sure that you have a complete understanding of what the author is saying
“literally,” which means the actual words that are written, before you try to
figure out what the deeper meaning is.
2) Next, ask yourself, “What is
the meaning of the figurative
language in relation to the
character? Since the text
says_____, I think it
means______ about the
character.”
So now that you know what the literal, or real, meanings of the words are, it is time
to see if there could be a deeper meaning to these words…
3) Next, link the figurative
language to the author’s message
by using text evidence: “Because
the author wrote ____ and
_____, I think the bigger
meaning/message is ______.”
D. What figurative language does the author use?
E. Why does the author use it in this piece?
F. Reread the text to see if you notice anything around the original sentence.
Your Response
31
Directions: determine the theme of a story by examining how the main character responded to challenges.
Question 5: At the end of the play, what conclusion do the aliens come to about humanity?
Steps Guide Comment/Notes
1) Reread the text and
highlight or underline where
characters interact in words or
actions.
2) Look at the quotations that
are in the story, and ask,
“What does this say about the
character?”
3) Consider how the text
ended, in relation to the
characters’ actions, thoughts
and words. Ask yourself,
“What is the author trying to
teach me through these
characters?”
Your Response
32
7 Resource 4.4
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Text Dependent Questions
Text-dependent Questions Evidence-based Answers What does the narrator’s dialogue on page 138 tell the reader about
what will occur later in the plot?
What is the effect of the author including the “Voices” dialogue at
the bottom of page 138 and top of 139?
On page 139, when the author says (through Charlie), “A little
power failure and right away we all get flustered and everything,”
what does the word flustered mean? How does this tie into the
character reactions?
What does the word “murmur” mean, and why is it used repetitively
(once on page 139 and 140.)
When Tommy says, “They sent four people. A mother and a father
and two kids who looked just like humans… but they weren’t,”
what is the effect on the crowd? (page 141)
33
How do different people view Les Goodman in Act I? What do their
actions and statements reveal?
How have the characters shifted from a crowd to a mob? What
words on pages 141-142 reinforce the idea of a mob? How is this
mob mentality significant?
On page 143, Les reacts to the crowd. What does he say, and what
does this reveal about the theme?
How does the title relate to Steve’s joke on page 143 that “We’re
all on a monster kick, Les.”?
From pages 146-148, what is the sequence of events that describe
the mob’s progression? How do the plot and character actions
develop a theme of the story?
On page 146, using Charlie’s reactions and words as evidence, how
do you think Charlie feels about shooting Peter Van Horn?
At the end of the play, what conclusion do the aliens come to about
humanity?
34
7 Resource 4.5
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Charting Plot Plot contains the main events of a play, novel, movie, or other similar work.
Exposition (includes setting, characters, and initial conflict)
1. Who are the characters and what is happening in the beginning of the story? ________________________________________________________________________________ ________________________________________________________________________________ 2. What are the external conflicts in the story (conflicts occurring between characters or with forces of nature)? What are the internal conflicts in the story (conflicts occurring within a character’s mind)? ________________________________________________________________________________ ________________________________________________________________________________ 3. What is the setting? ________________________________________________________________________________ ________________________________________________________________________________ Complications (rising action/conflict)
List the series of events that make it hard for the character(s) to get what he or she wants. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Climax Describe the most emotional or suspenseful moment in the story. This is the point that the conflict is decided one way or the other. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Falling Action The events that happen in between the climax and the resolution. ________________________________________________________________________________ ________________________________________________________________________________ Resolution Explain how the story comes to an end. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Theme Explain the theme/message/lesson of the story. ________________________________________________________________________________ ________________________________________________________________________________
35
7 Resource 5.1
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Literary Elements
Literary elements are devices an author uses to convey meaning to a reader. We’ve already discussed plot, and its elements, but here are some additional elements we have seen in the teleplay. In the chart, fill in the example side for each element with examples from the text. We will discuss the elements before you begin.
Metaphor: a comparison between two unlike things (direct comparison) “She is a shooting star!”
Point of view: Third Person Omniscient
Dialogue: a conversation between two or more characters
Internal Conflict: a struggle that takes place in a character’s mind
External Conflict: a clash between two characters or a character and natural forces
Foreshadowing: a technique used to create suspense or hint at future events .
Symbol: A person place, thing, or event that has its own meaning and stands for something else.
Mood: the overall emotion created by a work of literature
36
7 Resource 5.2
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
5 Steps to Writing an Expository Essay
Expository Essay Structure The expository essay is composed of five paragraphs.
1. The introductory paragraph contains the thesis or main idea.
2. The next three paragraphs, or body of the essay, provide details in support of the thesis.
3. The concluding paragraph restates the main idea and ties together the major points of essay.
Step 1: Prewriting for the Expository Essay Take time to brainstorm about the topic and main idea.
1. Next, do research and take notes.
2. Create an outline showing the information to be presented in each paragraph, organized in a logical
sequence.
Step 2. Drafting the Expository Essay When creating the initial draft of an expository essay, consider the following suggestions:
1. The most important sentence in the introductory paragraph is the topic sentence, which states the
thesis or main idea of the essay. The thesis should be clearly stated without giving an opinion or taking
a position.
2. Each of the three body paragraphs should cover a separate point that develops the essay’s thesis. The
sentences of each paragraph should offer facts and examples in support of the paragraph’s topic.
3. The concluding paragraph should reinforce the thesis and the main supporting ideas. Do not
introduce new material in the conclusion.
4. Since an expository essay discusses an event, situation, or the views of others, and not a personal
experience, you should write in the third person (“he,” “she,” or “it”), and avoid “I” or “you”
sentences.
Step 3: Revising the Expository Essay Review, modify, and reorganize your work with the goal of making it the best it can be.
Keep these considerations in mind:
1. Does the essay give an unbiased analysis that unfolds logically, using relevant facts and examples?
2. Has the information been clearly and effectively communicated to the reader?
3. Watch out for “paragraph sprawl,” which occurs when the writer loses focus and veers from the topic
by introducing unnecessary details.
4. Is the sentence structure varied? Is the word choice precise?
5. Do the transitions between sentences and paragraphs help the reader’s understanding?
6. Does the concluding paragraph communicate the value and meaning of the thesis and key supporting
ideas?
Step 4: Next, proofread and correct errors in grammar and mechanics, and edit to improve style and clarity.
Having a friend read the essay helps writers edit with a fresh perspective.
Step 5: Publishing the Expository Essay Turn in your assignment on time to your teacher.
37
7 Resource 5.3
Name: _____________________________ Date: __________________________ Team: _______ Grade:____
Example Expository Essay.
This is an example of the first few paragraphs of writing of an expositor essay.
Prompt: Students were asked to take a position on whether their school should participate in the
national “Shut Down Your Screen Week.”
The children in my class have been talking about the proposal that some of you have made which is
whether or not our school should participate in the national “Shut Down Your Screen” week. I don’t think that
if we did that, it would have a positive effect on the children in our school. There are a few reasons that we
might want to participate but I weighed it out and I don’t think that we should participate. These are the
reasons.
One reason that I don’t think that our school should participate in the
national “Shut Down Your Screen” week is that when we can use computers,
we can get assignments done faster during the school day so that we can move
on to other things. For example, when you are given a task to type, if you write
it by hand, it will take a much longer time then if we just decided to type it. If
we are given an assignment that we have to do research on, we can usually get a
lot more useful information from the internet then even from a book sometimes.
Also, we will be able to move on to our next subject much faster because our
research or typing will be finished.
Another reason that I don’t think we should shut down our screens for a
week is because the Internet is the most reliable source for information. In the
article “Is Google Making Us Stupid” it said the
Supports the claim with
clear reasons and
relevant evidence.
Evidence here is from
writer’s own experience,
and demonstrates an
understanding of the
topic
Organizes the reasons and
evidence clearly
Uses words, phrases,
and clauses to clarify
the relationships among
claims and reasons
38
7 Resource 5.4
Name: _____________________________ Date: __________________________ Team: _______ Grade:____
Evidence Chart
Evidence Quote or paraphrase
Page number
Human Flaw (s)
Elaboration / explanation of how this evidence supports ideas or argument
“The camera pans along the faces of the people as they stare, somehow caught up by this revelation and somehow, illogically, wildly, frightened.” (stage notes)
Their suspicion grows as they wonder why Goodman didn’t seem interested in whatever flew over them and didn’t go out with the rest of them to look. It grows into the identification of Goodman as an “oddball.”
“In this brief fraction of a moment they take the first step toward a metamorphosis from a group into a mob. They begin to head purposefully…toward the house at the end.” (stage notes)
Despite Goodman’s protestations, the accusations continue, including the possibility that he’s “waiting for something” while star-gazing.
“As God is my witness…you’re letting something begin here that’s a nightmare!” (Goodman)
“Let’s pick out every idiosyncrasy of every single man, woman, and child on the street. And then we might as well set up some kind of a kangaroo court. How about a firing squad at dawn?” (Steve)
39
“You’re standing here all set to crucify – all set to find a scapegoat…. Well now look, friends, the only thing that’s gonna happen is that we’ll eat each other up alive–“ (Steve)
As the people are arguing, a figure starts to approach from the distance. Rather than waiting for a clear view of the figure, people start to grab their children and cry out in fear.
In reaction to the figure, and still not knowing anything, Charlie gets his shotgun. Without even calling out a warning, Charlie shoots the approaching figure, which turns out to be neighbor Pete Van Horn.
The crowd turns on Charlie after his house’s lights turn on, identifying him as quick to kill and possibly as having to kill because Pete knew something. He has to fight the crowd’s increasing violence, including people throwing rocks.
“Several close camera shots suggest the coming of violence: A hand fires a rifle. A fist clenches. A hand grabs the hammer from Van Horn’s body, etc.” (stage notes)
“they pick the most dangerous enemy they can find… and it’s themselves.” (Alien)
40
7 Resource 5.5
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Essay Prompt
Prompt
At the end of Act II, in the last paragraph of the play, the narrator lists several flaws in human
nature. Of the narrator’s understandings of human flaws, select the most valid and identify
examples of these human flaws from the story that reinforce each understanding. What is the
author saying about human nature? Support your claims with valid reasoning and relevant and
sufficient evidence from the text, including direct quotes and page numbers.
Possible Human Flaws to Choose:
1. “There are weapons that are simply thoughts . . . to be found only in the minds of men.”
2. “There are . . . attitudes . . . to be found only in the minds of men.”
3. “There are . . . prejudices . . . to be found only in the minds of men.”
4. “Suspicion can destroy.”
5. “a thoughtless, frightened search for a scapegoat has a fallout all of its own.”
Brainstorm some of the things he may mean here.
*
*
*
*
*
*
*
*
*
41
7 Resource 5.6
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Expository Essay Outline
1. Introduction.
The first paragraph of your paper should introduce your topic to the readers. It should consist of such elements:
1. Hook: This is a sentence that should be placed at the beginning of the introduction with a purpose to attract your
readers’ attention to your essay. A hook might be a question or statement, interesting fact, or famous quote.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. Background. Give a brief summary about the topic of your paper. You should understand that not all your
readers may know as much about the subject of your work as you, so this information will be very helpful for
them.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
3. Thesis. At the end of your introduction paragraph, you should place your thesis statement, a sentence that
focuses on the main question of your research and determines the direction of your paper.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. Body. This is a largest section of any paper. A body should consist of several paragraphs (minimum 3) that describe different
aspects of your topic.
Each paragraph should consist of such components:
First body Paragraph
A. Topic sentence. This is a sentence at the beginning of a paragraph that describes the main idea of what you’re
going to tell in this paragraph.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B. Facts and Evidence. Here you should present some factual information that supports your thesis. To find
necessary evidence, you should do an investigation before you start writing.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
C. Your Commentary. Comment and explain your evidence for your readers to understand it clearly.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
42
D. Transition. This is a sentence at the end of a paragraph that logically leads to the subtopic that will be discussed
in the following paragraph.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
***Repeat steps A-D for your second and third body paragraphs.
E. Outline a Conclusion.
A good concluding paragraph is very important. It helps you leave a lasting impression on your readers. Structure your
conclusion like this:
A. Summary: Restate your thesis and topic sentences to summarize your main points.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B. Discussion: Discuss the significance of your topic and the importance of your own study.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
C. Proposition: Reveal the questions that you couldn’t answer with your essay and propose your readers to
conduct their own investigations to research these issues.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
43
7 Resource 5.7
Informative-Explanatory Essay Writing Rubric
Score 4 3 2 1
Pu
rpo
se, F
ocu
s, a
nd
Org
an
iza
tio
n
The response is fully sustained
and consistently focused within
the purpose, audience, and task;
and it has a clear controlling idea
and effective organizational
structure creating coherence and
completeness. The response
includes most of the following:
• Strongly maintained
controlling idea with little or
no loosely related material
• Skillful use of a variety of
transitional strategies to
clarify the relationships
between and among ideas.
• Logical progression of ideas
from beginning to end with a
satisfying introduction and
conclusion
• Appropriate style and
objective tone established
and maintained
The response is adequately
sustained and generally focused
within the purpose, audience, and
task; and it has a clear controlling
idea and evident organizational
structure with a sense of
completeness. The response
includes most of the following:
• Maintained controlling idea,
though some loosely related
material may be present
• Adequate use of a variety of
transitional strategies to
clarify the relationships
between and among ideas
• Adequate progression of
ideas from beginning to end
with a sufficient introduction
and conclusion
• Appropriate style and
objective tone established
The response is somewhat
sustained within the purpose,
audience, and task but may
include loosely related or
extraneous material; and it may
have a controlling idea with an
inconsistent organizational
structure. The response may
include the following:
• Focused controlling idea but
insufficiently sustained or
unclear
• Inconsistent use of
transitional strategies with
little variety
• Uneven progression of ideas
from beginning to end with
an inadequate introduction or
conclusion
The response is related to the
topic but may demonstrate little
or no awareness of the purpose,
audience, and task; and it may
have little or no controlling idea
or discernible organizational
structure. The response may
include the following:
• Confusing or ambiguous
ideas
• Few or no transitional
strategies
• Frequent extraneous ideas
that impede understanding
• Too brief to demonstrate
knowledge of focus or
organization
44
Score 4 3 2 1
Ev
iden
ce a
nd
Ela
bora
tio
n
The response provides thorough
and convincing support, citing
evidence for the controlling idea
or main idea that includes the
effective use of sources, facts,
and details. The response
includes most of the following:
• Smoothly integrated,
thorough, and relevant
evidence, including precise
references to sources
Effective use of a variety of
elaborative techniques
(including but not limited to
definitions, quotations, and
examples), demonstrating an
understanding of the topic
and text
• Clear and effective
expression of ideas, using
precise language
• Academic and domain-
specific vocabulary clearly
appropriate for the audience
and purpose
• Varied sentence structure,
demonstrating language
facility
The response provides adequate
support, citing evidence for the
controlling idea or main idea that
includes the use of sources, facts,
and details. The response
includes most of the following:
• Generally integrated and
relevant evidence from
sources, though references
may be general or imprecise
Adequate use of some
elaborative techniques
• Adequate expression of ideas,
employing a mix of precise
and general language
• Domain-specific vocabulary
generally appropriate for the
audience and purpose
• Some variation in sentence
structure
The response provides uneven,
cursory support/evidence for the
controlling idea or main idea that
includes partial use of sources,
facts, and details. The response
may include the following:
• Weakly integrated evidence
from sources; erratic or
irrelevant references or
citations
• Repetitive or ineffective use
of elaborative techniques
• Imprecise or simplistic
expression of ideas
• Some use of inappropriate
domains specific vocabulary
• Most sentences limited to
simple constructions
The response provides minimal
support/evidence for the
controlling idea or main idea,
including little if any use of
sources, facts, and details. The
response may include the
following:
• Minimal, absent, erroneous,
or irrelevant evidence or
citations from the source
material
• Expression of ideas that is
vague, unclear, or confusing
• Limited and often
inappropriate language or
domain- specific vocabulary
• Sentences limited to simple
constructions
Score 4 3 2 1
Con
ven
tio
ns
The response demonstrates an
adequate command of basic
conventions. The response may
include the following:
• Some minor errors in usage
but no patterns of errors
• Adequate use of punctuation,
capitalization, sentence
formation, and spelling
The response demonstrates a
partial command of basic
conventions. The response may
include the following:
• Various errors in usage
• Inconsistent use of correct
punctuation, capitalization,
sentence formation, and
spelling
The response demonstrates a lack
of command of conventions, with
frequent and severe errors often
obscuring meaning.
The response demonstrates a lack
of command of conventions, with
many frequent and severe errors
often obscuring thought and
meaning.
45
7 Resource 6.1
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Act 2 Scene 3
Close Read
(The camera slowly moves up for a shot of the starry sky, and over this we hear the Narrator’s voice.)
Narrator: The tools of conquest do not necessarily come with bombs and explosions and fallout. There are
weapons that are simply thoughts, attitudes, prejudices—to be found only in the minds of men. For the record,
prejudices can kill and suspicion can destroy. A thoughtless, frightened search for a scapegoat has a fallout all
its own for the children. . . and the children yet unborn, (a pause) and the pity of it is. . . that these things cannot
be confined to . . . The Twilight Zone!
(Fade to black.)
Quick Write # 1 What did Serling want to achieve with “The Monsters on Maple Street?” What issues or concepts did Serling want his
audience to think about? Cite Specific evidence to support your answer.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________ Quick Write # 2
Write a paragraph about those connotations.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________ Quick Write # 3
What is the theme of “Monsters are due on Maple Street? What does Serling mean when calls someone or something
“monsters?” Who are the monsters? What does Serling want us to realize about ourselves?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
46
Assignment Description:
Answer the following question:
Choose one of the themes below and explain how Rod Serling illustrates that theme in his teleplay, “The
Monsters are Due on Maple Street.” Use specific and relevant evidence from the play to support your
answer.
Prejudice can be as dangerous as any weapon
Fear can turn human beings into monsters
When we let prejudice and suspicion control us, we become our own worst enemy
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
47
7 Resource 7.1
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____ Close Read: Read the selection below. Use the symbols from the Close Read Symbol chart below to do a close read of the text. (This
means that you will underline the part you want to put a symbol next to, and put the symbol in the margin next to what you
underlined.)
3. Number the paragraphs.
4. Use the symbols below to actively read the short story and take additional notes in the margin
Close Read Symbol Chart
Symbol Comment/Questions
* • This is the Main Idea
! • Important part/detail
• Surprising or Interesting
? • I have a question about this.
• Important word
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C • I have a connection
January 4, 1923, White Mob Destroys Small Black Community In Rosewood, Florida - Today In Crime
History Posted by Michael Buchanan on Tue, 03 January 2012 in Today In Crime History
On this date, January 4, in the year 1923, a white vigilante mob began a two day rampage, resulting in the burning and dislocation
of the small Afro-American community of Rosewood Florida.
Rosewood is located nine miles east of Cedar Key in western Levy County, Florida. In 1920 Rosewood had three churches, a
train station, a large one-room black masonic hall, and a black school. There were several unpainted plank wood two-story homes
and approximately a dozen two-room homes. Additionally, there were a number of small one-room shanties. In 1923 Afro-
Americans made up the majority of the Rosewood Community.
The events that culminated in the burning of Rosewood actually began on January 1, 1923 in the neighboring community of
Sumner, Florida, when a white woman claimed that a black man had assaulted her. Several groups of white men assembled to
capture the accused black man, believing that he had fled and was hiding in Rosewood with the assistance of the black
Community. At least one black man, who was believed to have information about the assault, was lynched in Rosewood on
January 1, 1923, by members of one vigilante group of white men. The dead man’s body was strung up and displayed as a
warning to the black community.
As news of the alleged assault upon the white woman spread through neighboring communities over January 2 and 3, several
white men from surrounding areas began to travel to Sumner and the Rosewood area to assist in the search for the accused black
man. A rumor circulated that members of the Rosewood community were hiding and protecting the accused man. By January 4,
1923, approximately 30 armed white vigilantes had assembled, supposedly to search for the perpetrator of the assault and those
that may have assisted him.
Upon arriving at Rosewood during the evening of January 4, 1923, the white posse found a group of African Americans barricaded
in one home. Surrounding the house, the white mob riddled it with rifle and shotgun fire. The occupants of the home resisted
and at least two white men were killed, while several others were wounded. At least one black occupant of the house was
killed. The shooting continued for over an hour. The attack ended when the white vigilantes ran out of ammunition. As these
men left Rosewood, they burned one church and several unoccupied houses.
In 1923, the idea that black people had taken up arms against white men was unthinkable in southern white communities. As this
news spread, armed white men traveled to Levy County from Gainesville, Starke, and Perry, Florida. By January 5, a group of
200 - 300 angry armed white men had assembled.
Members of this white mob descended on Rosewood before dawn on January 5, 1923. Homes and other buildings were burned
as the black community members fled into the neighboring swamp. At least two members of Rosewood community were
murdered by white vigilantes on this day. Over the next two days, the homes of all black residents in Rosewood were destroyed,
burned to the ground. The actual number of dead and wounded during the entire January 1923 Rosewood massacre is difficult to
determine. Estimates of the number of black community members killed range from 6 to 27.
No arrests were ever made for the murders committed in Rosewood, Florida. An all-white grand jury was convened in Levy
County during February 1923, but it determined that there was insufficient evidence to make any indictments. To this date, not
one person has ever been prosecuted for those crimes committed during January 1923, in Rosewood, Florida.
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7 Resource 7.2
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____ Complete the Venn Diagram Below: Evaluate how the incident in Rosewood, Florida is comparable to the events
in “Monsters are due on Maple Street.” Provide evidence from the article(s) and story to support your opinion. Use the
graphic organizer to organize your thoughts and evidence.
How is the Rosewood incident similar to “Monsters . . .?”
What is my proof from the articles and play?
49
7 Resource 7.3
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Directions: Use your notes from the Venn Diagram and complete the outline below before you begin writing
the first draft of your compare and contrast essay.
Writing Prompt
Write a 4 paragraph response that evaluates how the incident in Rosewood, Florida is comparable to the
events in “Monsters are due on Maple Street.” Provide evidence from the article(s) and story to support
your opinion.
Outline Paragraph 1: Introduction to how both stories are comparable
Hook: To introduce your main topic, you ideally want to start with a hook sentence and then detail the specifics
of the topic itself.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Identify: Who or what you’re comparing and contrasting.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Thesis: Express the specific aspects you’re comparing and contrasting. This provides a clear idea of where your
essay is going.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Paragraph 2 Body: How were the characters’ experiences similar?
A. Topic sentence. This is a sentence at the beginning of a paragraph that describes the main idea of what you’re
going to tell in this paragraph.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B. Facts and Evidence. Detail #1 how their experiences are similar. Here you should present some factual
information that supports your thesis.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
C. Facts and Evidence. Detail #2 how their experiences are similar. Here you should present some factual
information that supports your thesis.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
50
Paragraph 3 Body: How were the characters’ experiences different?
A. Topic sentence. This is a sentence at the beginning of a paragraph that describes the main idea of what you’re
going to tell in this paragraph.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Facts and Evidence. Detail #1 how their experiences are different. Here you should present some factual
information that supports your thesis.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B.
Facts and Evidence. Detail #2 how their experiences are different. Here you should present some factual
information that supports your thesis.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Paragraph 4: Closure on “courage in life”
A. Summary: Restate your thesis and topic sentences to summarize your main points.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B. Discussion: Discuss the significance of your topic and the importance.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
51
7 Resource 7.4
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Compare Contrast Rubric
Category 4 3 2 1
Purpose &
Supporting
Details
The paper compares
and contrasts items
clearly. The paper
points to specific
examples to
illustrate the
comparison. The
paper includes only
the information
relevant to the
comparison.
The paper compares
and contrasts items
clearly, but the
supporting
information is
general. The paper
includes only the
information
relevant to the
comparison
The paper compares
and contrasts items
clearly, but the
supporting
information is
incomplete. The
paper may include
information that is
not relevant to the
comparison.
The paper compares
or contrasts, but
does not include
both. There is no
supporting
information or
support is
incomplete.
Organization
& Structure
The paper breaks
the information into
whole to-whole,
similarities - to-
differences, or
pointby-point
structure. It follows
a consistent order
when discussing the
comparison.
The paper breaks
the information into
wholeto-whole,
similarities - to-
differences, or
pointby-point
structure but does
not follow a
consistent order
when discussing the
comparison.
The paper breaks
the information into
wholeto-whole,
similarities - to-
differences, or
pointby-point
structure, but some
information is in the
wrong section.
Some details are not
in a logical or
expected order, and
this distracts the
reader
Many details are
not in a logical or
expected order.
There is little sense
that the writing is
organized.
Transitions The paper moves
smoothly from one
idea to the next.
The paper uses
comparison and
contrast transition
words to show
relationships
between ideas. The
paper uses a variety
of sentence
structures and
transitions.
The paper moves
from one idea to the
next, but there is little
variety. The paper
uses comparison and
contrast transition
words to show
relationships between
ideas.
Some transitions
work well; but
connections
between other ideas
are fuzzy.
The transitions
between ideas are
unclear or
nonexistent.
Grammar &
Spelling
(Conventions)
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 3-4
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
52
7 Resource 8.1
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
T-Chart
Comparing the written form of the play to the episode. Look for similarities and differences between the two
Monsters are due on Maple Street Twilight, Season 1 Episode 21
Short Response: Which one do you considered to explain the theme the best and why?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
53
7 Resource 8.3
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Venn-Diagram
Compare and contrast written form of the play to the episode. Look for similarities and differences between the two.
Monsters are due
on Maple Street
Tele-Play
Twilight
Episode 21
54
Resource 8.4
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
4-square Graphic Organizer
1. What was the author’s message in the written version of Monsters due
on Maple Street?
2. How is the video different from the written version of MDMS? What
did the actors do to cause the story to change?
3. How are the written story and the video the same? How are the
written story and video different from each other?
4. Which version of the story did you like better?
a. Give 2-3 references to the text or video to justify your answer.
55
Resource 8.5
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Directions: Use your notes from the T-chart, compare/contracts graphic organizer and Venn diagram and complete
the outline below before you begin writing the first draft of your compare and contrast essay.
Writing Prompt
Write a 4 paragraph essay Comparing and Contrasting the play vs. the TV. Show which one was better and why?
Also, explain the theme.
Things to include
o The changes in suburbia settings, and the shift from alien invasion to terrorism between different
plot lines.
o How did the use of literary devices (plot, characterization, and setting) communicate the authors’
message (theme)?
o Compare and contrast character traits (with text evidence) and explain how each contributes to the
theme.
Outline Paragraph 1: Introduction to how both setting had to be…
Hook: To introduce your main topic, you ideally want to start with a hook sentence and then detail the specifics
of the topic itself.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Identify: Who or what you’re comparing and contrasting.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Thesis: Express the specific aspects you’re comparing and contrasting. This provides a clear idea of where your
essay is going.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Paragraph 2 Body: How are both versions similar?
Topic sentence. This is a sentence at the beginning of a paragraph that describes the main idea of what you’re going
to tell in this paragraph.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Facts and Evidence. Detail #1 how their experiences are similar. Here you should present some factual
information that supports your thesis.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
56
Facts and Evidence. Detail #2 how their experiences are similar. Here you should present some factual
information that supports your thesis.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Paragraph 3 Body: How are both versions different?
Topic sentence. This is a sentence at the beginning of a paragraph that describes the main idea of what you’re
going to tell in this paragraph.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Facts and Evidence. Detail #1 how their experiences are different. Here you should present some factual
information that supports your thesis.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Facts and Evidence. Detail #2 how their experiences are different. Here you should present some factual
information that supports your thesis.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Paragraph 4: Closure
Summary: Restate your thesis and topic sentences to summarize your main points.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Discussion: Discuss the significance of your topic and the importance.
___________________________________________________________________________________________
___________________________________________________________________________________________
________________________________________________________________________________________
57
Resource 8.6
Name: _____________________________ Date: __________________________ Team: _______ Grade: ____
Movie or Play???
Play and Episode Comparison Project
Once you’ve completed your essay you are to create a poster to either promote the TV version
or the written play version of Monsters are due on Maple Street.
In this activity, you will explore matching texts—novels and the movies adapted from them—to
develop your analytical strategies. You will use your graphic organizers to draw comparisons
and make a decision which version you liked the most: Play or TV. You will analyze the
differences between the two versions by citing specific adaptations in the film version,
indicating the effect of each adaptation on the story, and deciding if you felt the change had a
positive effect on the overall story. You will then design a new movie poster to promote
which you liked best: episode or play.
REQUIREMENTS:
1. Your poster must contain original art to represent the version you liked the best. You need
at least one main graphic but may choose to include more.
2. Must be in full color. No pencil!
3. Title of story and author’s name must be clearly visible
4. At least one “review” quote from a critic about the story. This should be made-up and is
intended to draw the viewer’s interest. No more than 2 sentences.
5. Include a “tagline” for the story. This should act as a “teaser”—make it short and catchy.
6. You must have a three-sentence summary of the story attached to your poster (can be
written on the back or typed and pasted)
7. You must have your essay attached to this!
8. Be creative and have fun with this!
58
Resource 8.7
Name: _____________________________ Date: __________________________ Team: _______ Grade: ___
Grading Rubric: Movie Poster Project
CATEGORY 4 3 2 1
Graphics - Originality Several of the graphics
used on the poster
reflect a exceptional
degree of student
creativity in their
creation and/or display.
One or two of the
graphics used on the
poster reflect student
creativity in their
creation and/or display.
The graphics are made
by the student, but are
based on the designs or
ideas of others.
No graphics made by the
student are included.
Graphics - Relevance All graphics are related
to the topic and make it
easier to understand. All
borrowed graphics have
a source citation.
All graphics are related
to the topic and most
make it easier to
understand. All
borrowed graphics have
a source citation.
All graphics relate to the
topic. Most borrowed
graphics have a source
citation.
Graphics do not relate to
the topic OR several
borrowed graphics do
not have a source
citation.
Required Elements The poster includes all
required elements as
well as additional
information.
All but 1 of the required
elements are included on
the poster.
All but 2 of the required
elements are included on
the poster.
Several required
elements were missing.
Summary The poster includes a 3-
sentence summary that
is comprehensive and
contains all parts of the
plot.
The poster includes a 3-
sentence summary that
includes most parts of
the plot.
The poster includes a
summary that is shorter
than 3 sentences or does
not effectively describe
key events.
The summary is
inaccurate or shorter
than 2 sentences in
length.
Attractiveness The poster is
exceptionally attractive
in terms of design,
layout, and neatness.
The poster is attractive in
terms of design, layout
and neatness.
The poster is acceptably
attractive though it may
be a bit messy.
The poster is
distractingly messy or
very poorly designed. It
is not attractive.
TOTAL: __________________/20
*Score will be multiplied by 3 for a total of 60 points