Pelzer, D



Literacy Project

Rachael Muse

Content Area Literature

Dr. Cozens

Alternative Text Set

Social Studies Grade Level Expectation

Relationships of Individuals and Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

G. Effect of laws and events on relationships

8 grade Identify how laws and events affect members of groups and relationships among groups

English Language Arts Common Core

Reading Strands 8th grade

Craft and Structure

6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

NONWHITE

Hosseini, K. (2003). The kite runner. (1st ed. ed.). New York, NY: Riverhead Books.

Political strife and social status affect the lives of two boys growing up in the same house. One son of a wealthy family and the other a son of a servant, this book allows you to view their worlds.

Hosseini, K. (2008). A thousand splendid suns. New York, NY: Riverhead Books.

War ravaged country brings together unlikely people as they fight to survive. Friendship grows in unusual places.

WOMAN

Frank, A. (1953). Anne Frank: The diary of a young girl. New York, NY: Pocket Book.

Anne Frank’s diary is a gripping account of the life of a Jew in hiding during the Second World War. Her tale is one that evokes great emotion.

MAGAZINES

Gosh, B. (2012, September 24). Agents of outrage. Time Magazine, 28-34.

This article is about an outbreak of crime and rebellion in the Middle East. This happened on the anniversary of 9/11. Many are still fighting the battles of that day.

Young, S. & Smolowe, J. (2012, September 24). School bus kidnapping memories never

stop. People Magazine, 154-156.

Students recount the events of being buried alive. The students share how this event has impacted their lives many years later.

NEWSPAPERS

Cardwell, D. (2000, November 15). Black girl's courage in 1960 inspires children.

New York Times. Retrieved from

Editorial/2012-03-25-PNI0325opi-cps-help-4-INVEST_ST_U.htm

This news article is about the 40th anniversary since Ruby Bridges first attended school. The article touches on ways to incorporate her story into the classroom today.

Former foster kids helped. (2012, March 12). USA Today. Retrieved from



This article is about one man who made a difference in people’s lives after reading the book A Child Called It by David Pelzer. One event can impact the lives of many.

NONFICTION

Bartoletti, S. C. (2005). Hitler youth: Growing up in Hitler’s shadow. New York,

NY: Scholastic Press.

This book is about the estimated 7 million girls and boys who were apart of Hitler’s Youth. The things they took part in and witnessed are incredible. Their impact on the world can be seen everywhere.

Lester, J. (1998). To be a slave. New York, NY: Dial Books.

The format of the book is different from most. There are excerpt of stories with some narration or explanation between; there is no real ordering. The content is very startling and is not appropriate for young readers.

Pelzer, D. J. (1995). A child called it. Omaha, NE: Health Communications, Inc.

This story is a remarkable one. It brings out every emotion as you read the story of David Pelzer. This little boy survives the torture and abuse of his mother.

Pelzer, D. (1997). The lost boy. Deerfield Beach, FL: Health Communications, Inc.

Another work by David Pelzer this book is about his life in the foster care system. He is still searching for a home and someone that loves him for who he is.

NOVELS

Bartoletti, S. C. (2008). The boy who dared. New York, NY: Scholastic Press.

A young boy ingrained into Hitler’s Youth finds out more about what Hitler is really doing. He fights justice by listening to British radio and speaking out against Hitler.

Card, O. S. (1985). Ender's game. New York, NY: Tor Books.

Ender is placed in governmental training programs to fight against an alien race. He becomes a great leader and wins many mock battles. Ender’s Game has a suprise ending.

Collins, S. (2008). The hunger games. New York, NY: Scholastic Press.

This very popular book details the yearly event of the Hunger Games. Katniss Everdeen must fight to the death to help her family and district survive.

Lowry, L. (1993). The giver. New York, NY: Dell Laurel-Leaf.

Jonas is chosen to be the receiver of all the memories. Jonas is unsure of the new responsibility and begins to question the way society works.

 

SONG

McBride, M. (1994). Concrete angel. Retrieved from

read/m/martinamcBride-lyrics/concrete-angel-lyrics.html

This song is about a girl who is the victim of abuse. The little girl is searching for love and a place to belong. The song is attached.

Mckenna, L. (2012). Ruby’s shoes. Retrieved from

mckenna-ruby-s-shoes-lyrics.html

Ruby’s Shoes is a song about Ruby Bridges’ walk to school everyday. The song is attached.

POSTERS

Nordstrom, C. (2009). Children’s attitudes about slavery and women’s abolitionism as

seen through anti-slavery fairs. Retrieved from

history-by-era/slavery-and-anti-slavery/resources/children’s-attitudes-about-slavery-and-women’s-abo

The poster is an anti-slavery meeting. The picture is attached. This is one of many anti-slavery posters available. The website also has teaching lessons.

CHILDRENS PICTURE BOOK

Bridges, R. (1999). Through my eyes. New York, NY: Scholastic Press.

Through My Eyes is Ruby Bridges triumphant story of overcoming segregation in the public school. Ruby Bridges is a young girl who faced great prejudice.

Suess, D. (1954). Horton hears a who. New York, NY: Random House.

Horton goes against the rest of the jungle animals to save the tiny town of Whoville.

Suess, D. (1971). The lorax. New York, NY: Random House.

The Onsler breaks his promise to the Lorax and searches out a way to fix the mess he has caused.

WEBSITE

Pelzer, D. (2008). Wannab web. Retrieved from

David Pelzer’s official website is an excellent resource. The site has multiple videos and presentations that are geared for middle school and high school students. He speaks to people of all ages about breaking the cycle of abuse and overcoming past afflictions.

Ruby Bridges. (2000). Ruby bridges. Retrieved from

Ruby Bridges’ official website is an excellent site. There are awesome resources and pictures that are good for lessons.

Word Sort

Pelzer, D. J. (1995). A child called it. Omaha, NE: Health Communications, Inc.

SS GLE 6G8

Relationships of Individuals and Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

G. Effect of laws and events on relationships

8 grade Identify how laws and events affect members of groups and relationships among groups

English Language Arts Common Core Reading 8th 4.

Reading 8th grade

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

In your table groups, place each word in the category that best fits. The group must come to an agreement and explain why they chose to placement of each word. After each group is finished we will have a class discussion. Each group will share their word sort and explain how the words fit into each category. Some words may fit into both categories, with student explanation.

Enthusiasm, hero, strained, erupted, discipline, scold, confined, courage, threat, beat, desperate, control, acknowledge, imagine, phony, determined, throbbing, comfort, monotone, compassionate, acceptance, confidence

|Words of Oppression |Words of Encouragement |

|Strained |Enthusiasm |

|Erupted |Hero |

|Discipline |Courage |

|Scold |Beat |

|Confined |Acknowledge |

|Threat |Imagine |

|Expose |Determined |

|Beat |Comfort |

|Desperate |Compassionate |

|Control |Acceptance |

|Phony |Confidence |

|Throbbing | |

|Monotone | |

The word sort can be given before assigning the reading of A Child Called It. It would give the teacher an idea of students’ understanding of oppression and encouragement. This word sort could also be given after the students have read the book A Child Called It. The word sort will assess students’ ability to distinguish between words that are oppressive and words that are encouraging.

Vocabulary Self Awareness Chart

Pelzer, D. J. (1995). A child called it. Omaha, NE: Health Communications, Inc.

SS GLE 6G8

Relationships of Individuals and Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

G. Effect of laws and events on relationships

8 grade Identify how laws and events affect members of groups and relationships among groups

English Language Arts Common Core Reading 8th 4.

Reading 8th grade

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Use the following words to complete the Self-Awareness Chart below. Put a ( by the terms you know and understand. Then give a definition and an example or two. If you know some about the word but still need more information, put - and fill out as much information as you can. If you are unfamiliar with the word put an X.

Enthusiasm, hero, strained, erupted, discipline, scold, confined, courage, threat, beat, desperate, control, acknowledge, imagine, phony, determined, throbbing, comfort, monotone, compassionate, acceptance, confidence

|Word |( |- |X |Example |Definition |

|Hero |( | | |Spiderman, Superman |A person who is brave |

| | | | | |and saves the day. |

|Enthusiasm | |- | |The students showed | |

| | | | |enthusiasm for learning| |

|Strained | | |X | | |

|Erupted | | | | | |

|Discipline | | | | | |

|Scold | | | | | |

|Confined | | | | | |

|Courage | | | | | |

|Threat | | | | | |

|Beat | | | | | |

|Desperate | | | | | |

A Vocabulary Self-Awareness Chart is an excellent tool to use in the classroom. Not only does it allow the teacher to know where the students need more instruction, but it allows the students to know where they are in relation to the text. A check list similar to this one can be used throughout the unit or reading text. Use before allows the teacher know what can be skipped and what needs to be emphasized. Use during allows the teacher to modify the lesson to emphasize what students need. Use after allows the teacher to see progress of the learning process.

Question Answer Relationship (QAR)

Collins, S. (2008). The hunger games. New York, NY: Scholastic Press.

Content GLE/s

SS GLE 6G8

Relationships of Individuals and Groups to Institutions and Traditions 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions G. Effect of laws and events on relationships 8 grade Identify how laws and events affect members of groups and relationships among groups

Literacy GLE/s

English Language Arts Writing 8th grade 1

1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

Student directions:

Answer the following questions using evidence from the text and support from your own experiences.

|IN THE TEXT |Question |Answer |

|Right There questions (2) |1. Who is Katniss Everdeen’s best friend? |Gale |

|(think who is, where is, list, when is, how | | |

|many, when did, name, what kind of-Remember | | |

|that the answer will be in one location in | | |

|the text) | | |

| |2. Where does this story take place? |District 12 and the Capitol |

|Think and Search questions (2) |1. How did Katniss obtain the mocking-jay pin? |Katniss found the mocking-jay pin at the HOB. The woman |

|(require students to "search" through the | |selling the trinkets gave it to her because it was reaping |

|entire passage they read to find information)| |day. |

| |2. What caused the Hunger Games to start? |There was a war between the districts, and the capitol uses |

| | |the Hunger Games as a reminder of the war. |

|IN YOUR HEAD | | |

|Author and You questions (1) |1. What two supplies would you give Katniss while she|I would give Katniss extra arrows so that she doesn’t run out |

|(require students to answer with information |was fighting in the Hunger Games? Why? |due to the limited supply. I would give Katniss medicine to |

|not in the text; however, students must read | |help Peta because he is ill from his injuries. |

|the text material to understand what the | | |

|question is asking then use the information | | |

|from the text and explain what you know or | | |

|have experienced) | | |

|On Your Own questions (1) |1. What is a challenging problem you have faced? |One challenge I have faced is deciding where to go to college.|

|(can be answered with information from the | |I was very scared and nervous about choosing the wrong school.|

|students' background knowledge and do not | |It was a challenge for me because I wanted to go to a good |

|require reading the text | |school that was not in my home area, but not too close. I also|

| | |wanted to go to a school were I knew someone. I decided to go |

| | |to OCC and MSSU because my best friend attended school at OCC.|

Rubric for Author and Me (adjust your rubric to match your question)

|4 |3 |2 |1 |

|Student states what supplies they |Student states what supplies they |Student states what supplies they |Student states what supplies they |

|would send Katniss. The student |would send Katniss. The student |would send Katniss and uses |would send Katniss but does not use |

|thoroughly explains background |uses some background knowledge or |background knowledge/experiences to|personal knowledge/experience to |

|knowledge or experiences to further |experience to further explain and |support and explain, |support or explain. |

|support their answer. |support their answer. | | |

Rubric for On My Own (adjust your rubric to match your question)

|4 |3 |2 |1 |

|Student stated a challenge they have |The student stated a problem and |Student presented a vaguely stated |Student failed to clearly present a |

|faced. The student gives how the |the outcome of the challenging |challenge. The student alludes to |challenge. No clear solution. Student|

|challenge made them feel and the |problem. |how the situation made them feel. |vaguely responds. No explanation was |

|outcome of their challenge. | | |provided. |

When and why I would use this strategy

I would use this strategy after the students have read the story. I would use this strategy to get students to think critically and find evidence to support their arguments.

Graphic Organizer

Collins, S. (2008). The hunger games. New York, NY: Scholastic Press.

SS GLE 6G8

Relationships of Individuals and Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

G. Effect of laws and events on relationships

8 grade Identify how laws and events affect members of groups and relationships among groups

Common Core Writing 8th grade 1.

Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

Choose a Venn-Diagram based on the number of items to compare. The outer parts of the circle are filled in with characteristics that only apply to that item. The overlapping sections are filled in with characteristics that the items have in common. If there are 3 or more circles, the very center section is filled in with characteristics that all items have in common.

The Venn-Diagram is an excellent choice for many texts. The circles are easily modified to fit the needs of students and text. It works well for fiction and non-fiction texts. The graphic organizer is used to make comparisons. Graphic organizers are used throughout the day and throughout the beginning, middle and end of the lesson. Graphic organizers are also easily used as assessments.

Note Taking

Pelzer, D. J. (1995). A child called it. Omaha, NE: Health Communications, Inc.

SS GLE 6G8

Relationships of Individuals and Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

G. Effect of laws and events on relationships

8 grade Identify how laws and events affect members of groups and relationships among groups

English Language Arts Common Core Reading 8th 4.

Reading 8th grade

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Students will create a three column organizer to take notes while reading the text. After completing the reading, write a two to three sentence summary. This three column note taker is divided into Main Ideas, Details & Notes, and My Thoughts.

|Main Ideas |Details & Notes |My Thoughts |

|Chapter 1 The Rescue |David is taken from school never to move |I think David would be scared to be taken |

| |back to his mother’s house again. |from the only place he knows, but relieved |

| | |he doesn’t have go back. |

| | | |

| | |I cannot imagine scavenging for food, like |

| |David would have to hurry and finish his |David had to do everyday. |

| |chores. If he was lucky he would get to eat | |

| |his brother’s leftovers. Many days he didn’t| |

| |eat at all. | |

|Chapter 2 Good Times |David’s family was the typical happy family |David’s family seemed happy on the outside, |

| |for a long time. They went on vacation and |but on the inside things began to fall |

| |showed their love for each other. |apart. |

|Chapter 3 Bad Boy |Mother began to drink more and more. When |Alcohol abuse played a big factor in the way|

| |father was gone mother would care less and |the mother treated David. |

| |less about cooking and cleaning and taking | |

| |care of the Kids | |

| | | |

| |David was forced to stand in front of the | |

| |mirror and say over and over again that he |Mental and emotional abuse are just as |

| |was a bad boy. |torturous and destructive as physical abuse.|

|Chapter 4 The Fight for Food |David was given one set of clothes for the |One set of clothes would wear out quickly |

| |school year. They quickly became soiled and |especially for a kid. |

| |torn. | |

| | | |

| |David stole food from kids at school and |David did what he had to do to survive. |

| |from the local grocery store. | |

|Chapter 5 The Accident |One night David’s mother was especially |David was forced to take care of himself. |

| |angry and threatened to kill David. She had |Even when he was bleeding and very ill from |

| |a knife in her hand and accidentally stabbed|his wounds. I do not think I would have the |

| |David. David was still expected to wash the |strength to do that. |

| |dishes. David’s father did nothing to help | |

| |him. | |

|Chapter 6 While Father is Away |Father stayed away from home more and more. |Father was David’s hero and protector, but |

| |When father was home he would help David do |soon stopped coming to the rescue. |

| |his chores and would talk to David. Mother | |

| |quickly put a stop to that. | |

| | | |

| |One time mother did not feed David for ten | |

| |days. |Its amazing that David lived so long with |

| | |out food. |

|Chapter 7 The Lord’s Prayer |After father stopped coming around and David|Kevin, David’s little brother, showed David |

| |became ostracized at school, Kevin was |love as only infants can do. |

| |David’s only hope. | |

| | | |

| |David turned to anger: toward his mother, |David’s anger was mounting and his hope was |

| |father, brothers, himself, people at school,|all but diminished. |

| |and God. | |

|Epilogue Sonoma County, California |David is a grown man now. He can look back |David is loved by his son and loves his son.|

| |at his life and see the good and strong man |They show their love for each other in many |

| |he has become. He takes his son to a place |ways. |

| |his family once vacationed. Father and son | |

| |share their love. |David has overcome many obstacles to become |

| | |the man he is today. |

Summary:

This story is a remarkable one. It brings out every emotion as you read the story of David Pelzer. This little boy survives the torture and abuse of his mother.

The three column note taker is an excellent choice for most texts. The columns are easily modified to fit the needs of students and text. It works well for fiction and non-fiction texts. The note taker also provides an area for students to interact and give their opinions as they are reading, connecting the student to the text. The note taker is best used while the student is reading, while the details are fresh in the mind.

Modeled Writing

Frank, A. (1953). Anne Frank: The diary of a young girl. New York, NY: Pocket Book.

Cole, H. (1998). I took a walk. New York, NY: Greenwillow.

Social Studies Grade Level Expectation SS6G8

Relationships of Individuals and Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

G. Effect of laws and events on relationships

8 grade Identify how laws and events affect members of groups and relationships among groups

English Language Arts

Writing Grade 8

2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Modeled writing based on the book I Took a Walk.

I sat quietly at the edge of the pond and peered through the tall cattails.

I saw… a grebe on her nest, a heron, whirligig beetles, a bluegill, tree swallows, a rail, a painted turtle, a damselfly, a marsh wren’s nest, yellow iris, a dragonfly, a minnow, water lilies.

Create a story with the same rhythm as I Took a Walk about Diary of a Young Girl by Ann Frank.

I sat quietly in the attic and peered through the dimly lit room. I saw… dust floating through the air; mix matched furniture, scared family, held breaths, silent prayers, and terrified faces.

This is a fun activity to use after students have read the text. This can be used with just about any text and allows students to use imagery to create a story. To further this activity, students can illustrate the story.

Shared Reading

Pelzer, D. J. (1995). A child called it. Omaha, NE: Health Communications, Inc.

SS GLE 6G8

Relationships of Individuals and Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

G. Effect of laws and events on relationships

8 grade Identify how laws and events affect members of groups and relationships among groups

English Language Arts Common Core Reading 8th 4.

Reading 8th grade

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

The teacher reads aloud the text and while reading models proper reading strategies.

|Text |Teacher Think-Aloud |Strategy |

|A Child Called It: |Let’s take a look at the cover. I see a |Predictions and using pictures and titles |

|One Child’s Courage to Survive |picture of a child whose chin is being |engage students to read. |

|By David Pelzer |raised by a hand. This looks like a gentle | |

| |encounter. Looking at the title, “it” is in| |

| |quotes. I wonder who the child is and what | |

| |obstacles he has to overcome. | |

|Chapter 1 The Rescue: |From the first paragraph, we can see that |Inferences and questioning are used about |

|March 5, 1973, Daly City, California- I’m |the boy is suffering from neglect. His |the other children in the house. |

|late. I’ve got to finish the dishes on |mother doesn’t allow him to eat. I think |Predictions are used to figure out why it’s|

|time, otherwise no breakfast; and since I |the brothers are also abused. It says that |a bad thing to not have his hands in the |

|didn’t have dinner last night, I have to |the mother yells at them. Why would hands |water. |

|make sure I get something to eat. Mother’s |being out of the water be a bad thing? Or a| |

|running around yelling at my brothers. I |reason to get into trouble? Let’s keep | |

|can hear her stomping down the hallway |reading to find out. | |

|towards the kitchen. I dip my hands back | | |

|into the scalding rinse water. It’s too | | |

|late. She catches me with my hands out of | | |

|the water. | | |

|SMACK! Mother hits me in the face, and I |Now we know for sure that the boy is |Comprehension and text strategies are used |

|topple to the floor. I know better than to |physically abused. He is beaten because his|to figure out what the word defiant means. |

|stand there and take the hit. I learned the|hands were not in the sink. An act of |Inferences are used to figure out what is |

|hard way that she takes that as an act of |defiance, I think that means standing up |an act of defiance against the mother. The |

|defiance, which means more hits, or worst |against the mother’s authority. How did the|prediction about the boy is still being |

|of all, no food. I regain my posture and |boy defy his mother? By standing and taking|proven, he is physically abused. |

|dodge her looks, as she screams into my |the abuse. So that must mean the mother | |

|ears. |wants the boy to cower and duck. | |

|I act timid, nodding to her threats. |The boy acts timid to appease his mother. |Vocabulary and context clues are used to |

|“Please,” I say to myself, “just let me |In his begging he would rather be hit than |figure out difficult or unknown words. |

|eat. Hit me again, but I have to have |go with out food. What does mock defeat | |

|food.” Another blow pushes my head against |mean? I think it means he is faking defeat | |

|the tile counter top. I let the tears of |so that his mother will be satisfied and | |

|mock defeat stream down my face as she |leave him alone. | |

|storms out of the kitchen, seemingly | | |

|satisfied with herself. After I count her | | |

|steps, making sure she’s gone, I breathe a | | |

|sigh of relief. The act worked. Mother can | | |

|beat me all she wants, but I haven’t let | | |

|her take away my will to survive. | | |

Shared reading and think alouds are excellent models for students. It shows students how to process what they are reading as they read. This strategy involves many strategies such as vocabulary, reading comprehension, inferences, predictions and more. This strategy works well at the beginning of the lesson, to give students a good example.

Constructed Response

A Child Called It

One Child’s Courage to Survive

By David Pelzer

Chapter 1 The Rescue

March 5, 1973, Daly City, California- I’m late. I’ve got to finish the dishes on time, otherwise no breakfast; and since I didn’t have dinner last night, I have to make sure I get something to eat. Mother’s running around yelling at my brothers. I can hear her stomping down the hallway towards the kitchen. I dip my hands back into the scalding rinse water. It’s too late. She catches me with my hands out of the water.

SMACK! Mother hits me in the face, and I topple to the floor. I know better than to stand there and take the hit. I learned the hard way that she takes that as an act of defiance, which means more hits, or worst of all, no food. I regain my posture and dodge her looks, as she screams into my ears.

I act timid, nodding to her threats. “Please,” I say to myself, “just let me eat. Hit me again, but I have to have food.” Another blow pushes my head against the tile counter top. I let the tears of mock defeat stream down my face as she storms out of the kitchen, seemingly satisfied with herself. After I count her steps, making sure she’s gone, I breathe a sigh of relief. The act worked. Mother can beat me all she wants, but I haven’t let her take away my will to survive.

1. In one sentence state the main idea of the text.

2. Is “A Child Called It” an appropriate title for the book? Explain and support your position using two details from the text.

3. What is the most important event in the text? Give two supporting details explain why this is the most important event.

4. Explain what the author means by this sentence: “I know better than to stand there and take the hit.” Give two supporting details or examples from the text or your personal experience.

5. Which of the following means mock as used in the text?

a. to challenge

b. to mimic or imitate

c. to ridicule

d. to tease or joke with

6. Which of the following means defiance as used in the text?

a. bold resistance to authority

b. submission to authority

7. The author says he learned the hard way about how to appease his mother. Have you ever learned to do something the hard way? You will be given time to complete your prewriting activities such as brainstorming, listing, outlining, and writing a rough draft. You will then have time in which to write your final paper.

Constructed Response Rubrics

Question 1

2pts The response includes an accurate statement of the main idea of the

passage in one sentence.

Example- The main idea of the text is a young boy trying to survive an abusive

environment.

1pt The response includes an accurate statement of the main idea of the

passage in two or more sentences, OR with one run-on sentence.

Example- The main idea of the text is a child is abused by his mom and he is just

trying to make her happy even though she beast him and doesn’t let him eat and

he just wants to eat and be a normal kid.

0pts Other

Question 2

2pts The response includes an opinion and a reasonable explanation, related to

the appropriateness of the title, using two details from the passage as

support.

Example- Yes, the title is a good one for the text. It is good because it explains

how the boy is treated by his mother. He is abused physically, hit by his mother, and emotionally, his mother yells at him.

1pt The response includes an opinion and a reasonable explanation that uses

one detail from the passage as support.

0pts Other

Scoring Note: The student must indicate an opinion to receive credit.

Question 3

2pts The response includes a statement of the most important event in the

passage. The response also includes a reasonable explanation of why the

event is “most” important using two details from the passage as support

Example- The most important event in the passage is the boy begging his mother to beat him instead of not feeding him. This is important because it shows that he has to overcome his mother. It also shows how he was abused, physically.

1pt The response includes a reasonable explanation of the most important event of the

text and one example/detail from the passage or personal experience for support.

0pts Other

Question 4

2pts The response includes a reasonable explanation of the statement “I know better

than to stand there and take the hit.” Give one example/detail from the passage

or personal experience for support.

Example- The author means that he has learned about his mother and learned

from the mistakes he has made in the past. He has used what he has learned to

avoid some of the abuse, and appease his mother.

1pt The response includes a reasonable explanation of the author’s “I know better

than to stand there and take the hit.”

0pts Other

Question 5

1pt B

Question 6

1pt A

Question 7

The author says he learned the hard way about how to appease his mother. Have you ever learned to do something the hard way?

Mechanics

2pts 0-1 spelling errors, 0-1 punctuation errors

1pt 2-5 spelling errors, 2-5 punctuation errors

0pts 5+ spelling and punctuation errors

Organization

2pts Sentence structure is varied, student has a strong topic sentence

1pt Sentence structure is not well varied and topic sentence is poorly

constructed

Vocabulary

2pts Words are specific and varied

1pt Words are basic and dive little detail

Theme

2pts Student stays on topic, and uses supporting details

1pt Student is merely answering the question, uses little supporting evidence

Brain storming-

Learning to study

Riding a bike

Learning to use a pocket knife

DRAFT

One thing that I’ve had to learn the hard way was to ride my bike. I had ridden it with my training wheels and that was ok. When the time came to leave my training wheels behind, I didn’t want to ride my bike anymore. It was scary and I might fall down, a lot. I burise easy. When I first got on my new bike I was neruous. I started to pedal and made it a few feet before I fell off. After I assessed the damage, I decided it wasn’t too bad I could wait to try again another day. Days turned into weeks. I finally worked up the courage to try again. I got on made it a few feet then fell off. Tried again, made it a few more feet and fell off. After the nin billionth try, I made it. I was riding my bike without falling off. I rode up and down the street. I was elated. The wind in my hair and skweals of laughter could be heard a mile away. I was riding my bike. My euphoria came to an abrupt halt, how do I stop without falling off? Oh well, that lesson could be learned another day.

FINAL

Many things have to be learned the hard way; this is just one of them. Learning to ride my bike was no easy feat. I was perfectly happy and safe from scraped knees with my training wheels. When the time came to leave my training wheels behind, I didn’t want to ride my bike anymore. It was scary and I might fall down, a lot. I bruise easy. When I first got on my new bike I was nervous. I started to pedal and made it a few feet before I fell off. I assessed the damage. I decided it wasn’t too bad but I could wait to try again another day. Days turned into weeks. I finally worked up the courage to try again. I got on made it a few feet then fell off. Tried again, made it a few more feet and fell off. After the nine billionth try, I made it. I was riding my bike without falling off. I rode up and down the street. I was elated. The wind in my hair and squeals of laughter could be heard a mile away. I was riding my bike. My euphoria came to an abrupt halt, how do I stop without falling off? Oh well, that lesson could be learned another day.

Mini Lesson 1

Grade Level: 8th

Content: Social Studies/ Language Arts

Lesson: Graphic Organizer, Venn-Diagram

Content Objective(s): After instruction, students will be able to compare and contrast characters from a book by designing a Venn-Diagram.

GLE/CCS:

SS GLE 6G8

Relationships of Individuals and Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

G. Effect of laws and events on relationships

8 grade Identify how laws and events affect members of groups and relationships among groups

Common Core Writing 8th grade 1.

Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

Modifications:

One way to modify this activity is to allow students to work in partners, or in small groups. Working in groups is a good way to allow students the social interaction that helps with thinking and leaning language.

Materials/Media/Resources:

Collins, S. (2008). The hunger games. New York, NY: Scholastic Press.

Paper, pencils, markers/crayons, rubric, sample Venn-Diagram below, white boards, erasers, dry erase markers

Anticipatory Set:

Students will break into groups of twos and threes. They will make a Venn-Diagram comparing and contrasting themselves to the members of the group. Students should come up with 3 items per section of the circle.

Instructional Input:

We are using graphic organizers to compare characters from the book The Hunger Games. We will compare Cinna and Haymich.

Modeling/Demonstrating:

On the board or ELMO, draw two large overlapping circles. Over the left circle, write Cinna. Over the right circle, write Haymich.

Cinna is very kind, so I will write kind underneath his name. Haymich is rude, so I will write rude under his name. Cinna and Haymich are both men, so I will write men in the area that is made by the overlapping circles.

Guided Practice:

Now I want you to think of some things that Cinna and Haymich have in common as well as things that are different. What is one thing about Cinna that Haymich does not have in common? Cinna is a stylist by profession, so we will write stylist under Cinna’s name. What is something that Haymich does not have in common with Cinna? Haymich is the mentor for the tributes from district 12. So we will write mentor under Haymich. What is one thing Cinna and Haymich have in common? Cinna and Haymich both try to keep Katniss alive. So we will write keep Katniss alive in the center.

Checking for Understanding:

Students in small groups will brainstorm other characteristics that Cinna and Haymich have in common and differ on. Students will write them on a white board to hold up and share with the class.

Independent Practice:

Students will choose two different characters from the book to make a Venn-Diagram. Choose two or three characters from the text to make a Venn-Diagram. List 4 or more characteristics in each category.

Closure:

Have three students share their Venn-Diagrams with the class. Display student’s work around the room.

Evaluation/Assessment:

| |1 Point |3 Points |5 Points |

|Character 1 |Student includes 1 |Student includes 2-3 |Student includes 4 or more |

| |characteristic using |characteristics using details|characteristics using details|

| |details from the text |from the text |from the text |

|Character 2 |Student includes 1 |Student includes 2-3 |Student includes 4 or more |

| |characteristic using |characteristics using details|characteristics using details|

| |details from the text |from the text |from the text |

|Both Character 1 & 2 |Student includes 1 |Student includes 2-3 |Student includes 4 or more |

| |characteristic using |characteristics using details|characteristics using details|

| |details from the text |from the text |from the text |

Mini Lesson 2

Grade Level: 8th

Content: Social Studies/ Language Arts

Lesson: Note Taking

Content Objective(s):

After instruction, the student will be able to create a three column note taker based on note taking strategies.

GLE:

SS GLE 6G8

Relationships of Individuals and Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

G. Effect of laws and events on relationships

8 grade Identify how laws and events affect members of groups and relationships among groups

English Language Arts Common Core Reading 8th 4.

Reading 8th grade

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Modifications:

One way to modify this activity is to allow students to work in partners, or in small groups. Working in groups is a good way to allow students the social interaction that helps with thinking and leaning language.

Materials/Media/Resources:

Pelzer, D. J. (1995). A child called it. Omaha, NE: Health Communications, Inc.

Rubric, Note Taker Sample, white boards, markers, erasers, pencils, papers, and some students will benefit if the table is already drawn, or they can type

Anticipatory Set:

Ask students if they know of any note taking strategies they like to use. Suggest a few that you like. Such as concept maps, outline forms, and ABC Blocks.

Instructional Input:

Today we are going to learn about a new way to take notes. This way is called a Three Column Organizer.

Modeling/Demonstrating:

The titles of these columns are Main Ideas, Notes & Details, and My Thoughts. The first chapter has a few details that I want to include. So in the first column I wrote Chapter 1, The Rescue. In the second column I wrote David is taken from school never to move back to his mother’s house again. This is an important detail from the text. In the third column, I wrote about how this made me feel and my thoughts. I think David would be scared to be taken from the only place he knows, but relieved he doesn’t have go back.

Guided Practice:

What is another detail or details from chapter 1 we should include? (David would have to hurry and finish his chores. If he was lucky he would get to eat his brother’s leftovers. Many days he didn’t eat at all.) All of this we will write in the second column. In the third column we will write how this makes us feel. I cannot imagine scavenging for food, like David had to do everyday.

Checking for Understanding:

With a partner, using white boards have students find another detail for chapter 1 and state their thoughts or how it made them feel. Have students show their responses, and share a few with the class.

Independent Practice:

Students will fill out the three column organizer for the other chapters in the book. Students should come up with 2 or more details, or main ideas for each chapter. Students will also make a personal response to each detail given. After completing the Three Column Note Taker, students will write a 3 sentence summary of the text.

Closure:

In small groups of 2-4 students have groups share their most memorable details and their personal responses. As a class have students share their memorable details and their personal responses.

Evaluation/Assessment:

|Chapter |5 Points |3 Points |1 Point |

|1 |Student has 2 details from the text and 2 |Student is missing one detail from |Student is missing 2 of the |

| |personal responses to the details. |the text OR one personal response. |following details or personal |

| | | |response. (or any combination) |

|2 |Student has 2 details from the text and 2 |Student is missing one detail from |Student is missing 2 of the |

| |personal responses to the details. |the text OR one personal response. |following details or personal |

| | | |response. (or any combination) |

|3 |Student has 2 details from the text and 2 |Student is missing one detail from |Student is missing 2 of the |

| |personal responses to the details. |the text OR one personal response. |following details or personal |

| | | |response. (or any combination) |

|4 |Student has 2 details from the text and 2 |Student is missing one detail from |Student is missing 2 of the |

| |personal responses to the details. |the text OR one personal response. |following details or personal |

| | | |response. (or any combination) |

|5 |Student has 2 details from the text and 2 |Student is missing one detail from |Student is missing 2 of the |

| |personal responses to the details. |the text OR one personal response. |following details or personal |

| | | |response. (or any combination) |

|6 |Student has 2 details from the text and 2 |Student is missing one detail from |Student is missing 2 of the |

| |personal responses to the details. |the text OR one personal response. |following details or personal |

| | | |response. (or any combination) |

|7 |Student has 2 details from the text and 2 |Student is missing one detail from |Student is missing 2 of the |

| |personal responses to the details. |the text OR one personal response. |following details or personal |

| | | |response. (or any combination) |

|Epilogue |Student has 2 details from the text and 2 |Student is missing one detail from |Student is missing 2 of the |

| |personal responses to the details. |the text OR one personal response. |following details or personal |

| | | |response. (or any combination) |

|Summary |Student has 3 complete sentences that sum |Student has 2 complete sentences |Student has one sentence that sums |

| |up the entire text in their own words. |that sum up the entire text in |up the text. |

| | |their own words. | |

Three Column Note Taker for A Child Called It by David Pelzer

|Main Ideas |Details & Notes |My Thoughts |

|Chapter 1 The Rescue |David is taken from school never to move |I think David would be scared to be taken |

| |back to his mother’s house again. |from the only place he knows, but relieved |

| | |he doesn’t have go back. |

| | | |

| | |I cannot imagine scavenging for food, like |

| |David would have to hurry and finish his |David had to do everyday. |

| |chores. If he was lucky he would get to eat | |

| |his brother’s leftovers. Many days he didn’t| |

| |eat at all. | |

|Chapter 2 Good Times |David’s family was the typical happy family |David’s family seemed happy on the outside, |

| |for a long time. They went on vacation and |but on the inside things began to fall |

| |showed their love for each other. |apart. |

|Chapter 3 Bad Boy |Mother began to drink more and more. When |Alcohol abuse played a big factor in the way|

| |father was gone mother would care less and |the mother treated David. |

| |less about cooking and cleaning and taking | |

| |care of the Kids | |

| | | |

| |David was forced to stand in front of the | |

| |mirror and say over and over again that he |Mental and emotional abuse are just as |

| |was a bad boy. |torturous and destructive as physical abuse.|

|Chapter 4 The Fight for Food |David was given one set of clothes for the |One set of clothes would wear out quickly |

| |school year. They quickly became soiled and |especially for a kid. |

| |torn. | |

| | | |

| |David stole food from kids at school and |David did what he had to do to survive. |

| |from the local grocery store. | |

|Chapter 5 The Accident |One night David’s mother was especially |David was forced to take care of himself. |

| |angry and threatened to kill David. She had |Even when he was bleeding and very ill from |

| |a knife in her hand and accidentally stabbed|his wounds. I do not think I would have the |

| |David. David was still expected to wash the |strength to do that. |

| |dishes. David’s father did nothing to help | |

| |him. | |

|Chapter 6 While Father is Away |Father stayed away from home more and more. |Father was David’s hero and protector, but |

| |When father was home he would help David do |soon stopped coming to the rescue. |

| |his chores and would talk to David. Mother | |

| |quickly put a stop to that. | |

| | | |

| |One time mother did not feed David for ten | |

| |days. |Its amazing that David lived so long with |

| | |out food. |

|Chapter 7 The Lord’s Prayer |After father stopped coming around and David|Kevin, David’s little brother, showed David |

| |became ostracized at school, Kevin was |love as only infants can do. |

| |David’s only hope. | |

| | | |

| |David turned to anger: toward his mother, |David’s anger was mounting and his hope was |

| |father, brothers, himself, people at school,|all but diminished. |

| |and God. | |

|Epilogue Sonoma County, California |David is a grown man now. He can look back |David is loved by his son and loves his son.|

| |at his life and see the good and strong man |They show their love for each other in many |

| |he has become. He takes his son to a place |ways. |

| |his family once vacationed. Father and son | |

| |share their love. |David has overcome many obstacles to become |

| | |the man he is today. |

Summary:

This story is a remarkable one. It brings out every emotion as you read the story of David Pelzer. This little boy survives the torture and abuse of his mother.

-----------------------

Venn Diagram of Cinna and Haymich

Sweet

Likes Katniss

Costume designer

Treats Katniss with respect

From the Capitol but looks

and acts almost normal

Drinks all the time

Won the Hunger Games

Rude

Aggravates Katniss

Both

Keep Katniss alive

Push Katniss to be a better person

Rebels

men

CInna

Haymich

Venn Diagram of Cinna and Haymich

Sweet

Likes Katniss

Costume designer

Treats Katniss with respect

From the Capitol but looks

and acts almost normal

Drinks all the time

Won the Hunger Games

Rude

Aggravates Katniss

Both

Keep Katniss alive

Push Katniss to be a better person

Rebels

CInna

Haymich

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