STAAR READING EXERCISES STAAR WRITING ...standingground.wikispaces.com/file/view/FREE+ONLINE...Contact Craig Steven Mullenix: [email protected] STAAR READING EXERCISES

Contact Craig Steven Mullenix: [email protected]

STAAR READING EXERCISES STAAR WRITING PROMPTS

BLOOM’S QUESTIONS LANGUAGE ARTS ACTIVITIES

GRAPHIC ORGANIZERS

(Activities designed for grades 4 – 9) Novel available at http://www.tatepublishing.com/bookstore

and where books are sold.

ALL ACTIVITIES FREE @ http://standingground.wikispaces.com


About the Author Craig S. Mullenix, Ed.D., is a teacher, principal, and university professor in Houston, Texas. He grew up in the largely Hispanic community on the near north side of the city. He has traveled extensively throughout Mexico and greatly enjoys his life as a father and a husband. He wholly supports the Mexican-American community in which he was raised and is an advocate for the Hispanic community and autism awareness.

*Craig Steven Mullenix, Ed.D., received his doctorate in education from the University of Houston in 2006 in the area of C&I (Curriculum and Instruction). All of the activities presented have been extensively reviewed not only by the author, but also by other reading and writing experts. One main purpose of Standing Ground is to allow teachers to use the book in class while at the same time addressing curricular needs of students. All activities are always being updated.



STAAR READING EXERCISES

Questions range from the specific to the abstract and are written from the 4th grade to the 9th grade level. All grades concentrate on similar skills, so it will benefit an older student to review previously learned skills as well as benefit a younger student who will experience future content and question stems. Feel free to use, modify, or change activities as you wish. Basic questions remain to promote reading comprehension. STAAR-stemmed questions are integrated to assist students in preparing for STAAR exam. Stems from 4th – 9th grade are included.


Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Surprise Attack”

Reading Questions: Standing Ground Chapter Entitled “Surprise Attack”

1. In paragraph 3 on page 15, the word thoroughfare means: A. road B. headlight C. car D. crossing 2. The last paragraph on page 18 that begins, “They walked the rest of the way down the obscure, winding streets…” and continues to page 19 is mostly about: A. Israel and Clarisa being angry at the boys chasing him B. how tired Israel and Clarisa are after running home C. a description of Israel’s residence and what he does when he and Clarisa enter D. Israel being hungry because his food is ruined 3. Israel did not hear the shots from outside of his window because: A. his juice bottle was broken B. he was exhausted from his experience that night C. his leg was hurt D. he did not like where he lived

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Surprise Attack”

4. Which of the following is the best summary for the chapter entitled “Surprise

Attack”? A. Israel got hit in his leg and thought that it was hurt. When he felt his leg, he realized that there was no blood. His jeans were wet because one of the bottles that he bought was broken. Clarisa examined him. She did not see anything too serious. They both were angry because they were attacked by strangers. B. Israel and Clarisa ran from across the street because some strangers had surprised him. He is a proud person, so he did not appreciate others chasing him. He and Clarisa went home and were sad because of the incident. C. Israel and Clarisa ran across the street from a store. Because they were attacked by strangers, they hid. Israel thought he was injured because his leg was wet, but he realized that he was okay. Israel and Clarisa walked to an apartment, they sat down at his kitchen table for a small snack, and Israel fell asleep. Clarisa left. D. Israel and Clarisa came out of a store and ran across a street. There, they watched a crime being committed at the store. Some strangers threw some rocks at them, and they hid behind a tree. Israel cut his hand on some glass. 5. The author’s tone in this selection can best be described as – A. angry B. cautionary C. joyous D. sad

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “A New Day”

Reading Questions: Standing Ground from Chapter Entitled

“A New Day”

1. In the first paragraph that states, “Loud music blared from Clarisa Sanchez’s clock”, the word blared means…

A. softly played

B. noisily played

C. silently played

D. rapidly played 2. When we first see Clarisa in this chapter, she is… A. getting dressed for school B. dreaming C. changing the time on her clock D. making her bed 3. Clarisa’s dream suggests that… A. she is a very selfish person B. she should remain in bed today C. she is thankful and thoughtful D. she does not like going to church


4. Clarisa’s thoughts on pages 24 and 25 indicate that… A. she does not like her sister B. her fifteenth birthday is not a very important event C. her dream was actually a nightmare D. a quinceañera is a very important celebration 5. The author uses pages 26-29 to… A. explain why Clarisa and Maribel do not like each other B. introduce the characters and setting of the story C. show why Juanito cries so much D. explain how difficult it is to live in Clarisa’s house 6. Look at the diagram below. Clarisa Clarisa and Maribel Maribel

Big sister Sleep in the same room Younger sister

Will have quinceañera Wear same size clothes Has curly hair

Responsible Gets in trouble at school

Which of the following best belongs under “Clarisa and Maribel”?

A. Fight and do not like each other B. Go to school C. Have a boyfriend D. Will be fifteen years old this year


7. Clarisa’s mamá finds out that Israel was suspended from school when… A. Maribel tells her B. he confesses to her in the living room C. Clarisa lets her know D. the school tells her 8. On page 33, the quote “There was an awkward silence for a few seconds—

something that rarely happened between the girls.” indicates that the girls… A. do not like talking to each other in the morning B. think it is polite not to talk and eat at the same time C. are thinking about Clarisa’s dream D. need to eat quickly so that they can quickly go to school 9. Which of the following is an opinion? A. Although Israel is suspended, he arrived to walk the sisters to school. B. Señora Sanchez has a lot of work to do before she leaves each morning. C. Señora Sanchez makes breakfast for her daughters. D. Israel walks out of the apartment with Juanito’s bag over his shoulder.


10. How is “A New Day” organized? A. It moves from a busy afternoon to a quiet evening. B. It moves from an outside scene to an exhausting night. C. It moves from a list of questions to clear answers. D. It moves from a general introduction of characters to the end of a scene. 11. The author uses this chapter mostly to… A. identify when the climax of the story will occur B. provide definitions of key vocabulary C. give his opinion of society D. introduce the characters of the story 12. What can the reader conclude about the relationship between Clarisa and Maribel after reading this chapter? A. They are both immature and need to grow up. B. Clarisa is the head of the household and Maribel must always obey her. C. They have a close relationship. D. They don’t really know what they are doing.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Off To School”


“Off To School”

1. The best description of Clarisa’s morning walk is… A. a somewhat dangerous walk through a gang-infested area B. a leisure stroll through a beautiful neighborhood C. a quick run through traffic D. a happy hike in a natural setting 2. When Israel asked Clarisa to skip school, her response was… A. intrigue B. embarrassment C. shock D. thankful 3. Which quote by Clarisa in this chapter shows that she cares about Israel? A “Israel, I can’t. I have a science project due today…” B. “Shut up, Maribel! This is none of our business!” C. “I don’t know. You know how she is. She’s got a big

fat mouth.” D. “Israel, you know that that’s not it.”

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Off To School” 4. Why does the author include the information in the last paragraph on page 45 and continuing to the end of that paragraph on page 46? A. To indicate that Clarisa would join a gang if offered. B. To show that joining a gang would lead to bad consequences. C. To state the danger of gangs. D. To show the normalcy of the acceptance of gangs in the neighborhood.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Encounter”


“The Encounter”

1. According to this chapter, the apartment complex in front of Juarez Middle School… A. is unattractive and has many vacant rooms. B. is full and has a waiting list. C. is painted beautifully and has nice landscaping. D. is populated by poor people from other parts of the United States. 2. Which words from the last paragraph on page 51 help the reader understand what protruded means? A. pricks sticking out of a cactus B. twisted and turned C. dark sunglasses hid the rest of his features D. donned a violet stocking cap 3. This chapter is best described as… A. a humorous setting B. a persuasive dialogue C. the climax of a story D. the setting for a conflict

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Encounter” 4. What does this chapter reveal about Israel? A. He is a coward. B. He is brave. C. He does not like walking to school. D. He doesn’t care about people.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Standing Ground”


“Standing Ground”

1. Page 53 seems to indicate that Israel… A. is timid and shy B. is complacent and strong C. is confident and able D. is wild and scared 2. The last two paragraphs on page 54 and the first three paragraphs on page 55 suggest that… A. the 3 strangers are scared of Israel B. the leader of the strange boys knows about Israel’s gang C. Israel is seriously injured D. Clarisa and Maribel are in danger 3. What kind of tone has the author set in this chapter? A. unemotional and mysterious B. reflective and scary C. involved and comical D. tough and sorrowful

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Standing Ground” 4. How does this chapter differ from the chapter entitled “The Encounter”? A. This chapter has more action. B. “The Encounter” takes place at night. C. This chapter introduces new characters. D. “The Encounter” takes place at a house.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “School Begins”


“School Begins”

1. Pages 62 and 63 are mainly about… A. a description of the school from Clarisa’s perspective B. an explanation of how Mr. Rodriguez teaches his classes C. Clarisa’s ability as an excellent student D. Clarisa’s friends and how they get along in school 2. During Mr. Rodriguez’s science class, Clarisa… A. works alone on her assignments B. turns in her assignment and receives a bad grade C. asks for a restroom pass and exits the room for a few minutes D. assists other students in completing their experiment 3. From the information in this chapter, the reader can conclude that… A. Clarisa has many friends at school and is well liked. B. Clarisa is unpopular and unhappy. C. Juarez Middle School is a miserable place. D. Clarisa’s friends are gang members.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “School Begins” 4. What did Clarisa do immediately after leaving the restroom? A. She went to science class. B. She went to her locker. C. She went to lunch. D. She played dodge ball. 5. Clarisa observed all of the following actions in the girl’s restroom except… A. girls putting on makeup B. students texting on cell phones C. girls talking about boys D. students copying homework 6. Look at the following diagram of events from this chapter. Which of the following belongs in the empty box? A. Clarisa goes to the restroom. B. Clarisa plays dodge ball. C. Clarisa dreams about her quinceañera. D. Israel tells Clarisa that he took care of a situation.

Clarisa arrives late to science class, but is allowed to enter and participate.

During lunch, Clarisa sits with her friends and talks with them about Israel and her quinceañera.

Clarisa and Maribel meet Israel outside, pick up Juanito, and walk home.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “School Begins” 7. The author’s main purpose in writing this chapter is to… A. inform the reader about Clarisa’s intelligence B. explain why Israel is suspended from school C. show how unhappy students are at Juarez Middle School D. describe a typical school day in the life of Clarisa Sanchez 8. What can the reader infer after reading this chapter? A. Clarisa is unpopular. B. Clarisa is a good and helpful student. C. Clarisa prefers to do most things alone. D. Clarisa does not like Juarez Middle School.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Not Detention!”


“Not Detention!”

1. What does the word routine mean on page 74, line 2? A. a complete set of coded instructions B. part of a performance C. commonplace tasks or duties D. rote computer operations 2. Which sentence on pages 74 and 75 shows that Clarisa tries to help Israel stay out of trouble? A. She pulled a few things out, slammed it, and bolted down the empty corridor toward science class.

B. After a few polite words, the three left and continued their path toward school.

C. Then, she saw him at the end of the hall. D. Without Israel realizing it, Clarisa coaxed him down a different side street

toward school and away from the apartment complex where the three boys had been yesterday.

3. Mr. Rodriguez sends Clarisa to the office because… A. she is tardy to class again. B. she did not do her homework assignment. C. she argued out loud with another student. D. he does not like her very much.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Not Detention!” 4. Clarisa’s time in the office can best be described as…. A. fun and cheerful B. embarrassing and businesslike C. loud and exciting D. sad and frightful 5. What do pages 79-84 reveal to the reader? A. the ability of Clarisa to be happy in any situation B. how students study and do their work in the detention room C. the enthusiasm of the detention lady D. the system that the detention room uses with assigned students 6. Which line best communicates Clarisa’s feelings about the detention room? A. Yeah, he’s the principal all right. B. How nice of him. C. How did Israel and Maribel even make it through one day? D. But what if she finds out? 7. In paragraph 9 on page 81, it states, “Nearly in tears, Clarisa looked down at

her desk. She wanted to walk up to the oversized windbag and punch her in the nose.” This statement is made because…

A. Clarisa is mad at a student that spoke to her in detention. B. Clarisa is upset with Mr. Rodriguez for sending her to detention. C. The detention lady threatened to hit Clarisa. D. Clarisa was given more days of detention by the detention lady.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Not Detention!” 8. The main conflict in this chapter is… A. between Clarisa and the principal B. solved when Clarisa receives more days of detention C. between the detention lady and Clarisa D. caused by Maribel’s laughter at Clarisa’s problems 9. The reader can infer from the paragraph beginning with the word

“Finally…” on page 84 that… A. Clarisa is relieved that the school day is over B. Clarisa is very upset with the principal C. Clarisa is frightened of the detention lady D. a student wants to fight Clarissa 10. The reader of this chapter can conclude that… A. all students at Juarez Middle school go to detention B. the principal is the new protagonist of the story C. Maribel is going to argue with the detention lady the next day D. Clarisa’s discipline experience was unsettling

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Not Detention!” 11. Which theme does this chapter most closely address? A. It is important to have family members that care. B. Consequences can be harsh and troublesome. C. Sometimes money isn’t everything. D. Friendships are worth defending.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice”


“Clarisa’s Choice”

1. In paragraph 1 on page 91, the author establishes a mood of… A. appreciation B. confidence C. confusion D. anticipation 2. When Clarisa wakes up, she says she is sick because… A. the tea her mother made her tastes gross B. she does not want to go to the detention room C. she knocks the clock down to the floor D. Juanito begins to cry 3. Which sentences best show Clarisa’s struggle with her decision regarding whether or not she should go to school?

A. Maribel is right. I should just get up and get going. Sitting in that room all day is going to be awful. Choking down Mamá’s special tea isn’t going to be much better.

B. After breakfast, the morning went as usual. When Israel arrived at the

apartment, he waited outside again so that Señora Sanchez would not see his face. C. After a few moments, Clarisa arose from the bed and walked into the kitchen. Juanito was in his high chair painting his face with the eggs their mamá had made him for breakfast. D. Maribel walked in, saw the cup, and smiled from ear to ear. She was enjoying seeing Clarisa squirm.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” 4. Page 95 is mostly about… A. Juarez Middle School’s disciplinary system B. Israel’s gang standing up for themselves C. Israel, Maribel, and Clarisa walking to school D. Clarisa’s choice to skip school 5. Look at the web of information from Standing Ground.

Which idea belongs in the empty circle? A. Reasons Israel Is Suspended From School B. Situations Contributing To Maribel’s Discipline C. Reasons That Contribute to Clarisa Skipping School D. Juarez Middle School’s Disciplinary Procedure

Arriving tardy to class

Not explaining the situation to the principal

Receiving more days of detention

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” 6. From the information presented on pages 96-99, the reader can conclude that Israel… A. does not really care about Clarisa’s future B. has friends and is wise to the ways of the streets C. wants Clarisa to drop out of school D. usually has a lot of money 7. Which idea best describes Israel’s and Clarisa’s interactions on the bus? A. They each believe that they must lie in order to not get in trouble. B. Israel believes that people should be polite to the elderly. C. Clarisa believes that they should go back to school. D. They believe that they look like siblings. 8. The reader can determine by the conversation that Israel and Clarisa had on the bench in front of the mall that… A. Israel is careless and dangerous B. Clarisa is sad and has a difficult life C. Israel respects and cares deeply for Clarisa D. they have superficial conversations and argue often

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” 9. Why does Clarisa get angry at Israel in the mall? A. Israel is walking too fast in the mall and won’t slow down. B. She believes that he is going to leave her alone. C. Israel will not share his money. D. She feels that Israel does not respect her opinions. 10. Read the diagram of information from this chapter. Which of the following belongs in the empty box? A. Israel runs away down the center of the mall. B. Israel and Clarisa run away and hide. C. While in a department store, Clarisa samples perfume. D. Israel gets some money from Abel.

Israel and Clarisa go to Mr. Music and Clarisa reads lyrics to a favorite song.

They both go to the food court and eat lunch.

A police officer approaches Clarisa and asks her about her parent.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” 11. In the last paragraph on page 109, the word impatience means… A. intolerance of delay B. acceptance of a situation C. desire of valuables D. intrusion of space 12. On page 110, the officer knows that Clarisa is lying when… A. Clarisa points to the far corner of the food court B. the officer releases his grip C. the woman turns to the officer and shakes her head no D. Israel tugs on Clarisa’s arm 13. Before Israel and Clarisa walked to the back exit of the mall and exited, they chose to… A. hide from the police officer behind a refrigerator B. buy some more music from the store C. go back to the food court to eat D. continue to shop for clothes

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” 14. By reading page 116, the reader can determine… A. Israel is going to be involved in a gang-related fight. B. Clarisa is beginning to regret her decisions. C. Maribel will inform Mamá that Clarisa skipped school. D. Mr. Rodriguez will inform the authorities about his missing student. 15. A good description of Abel’s house would be… A. attractive and inviting B. ancient and curious C. trashy and disgusting D. new and beautiful 16. The conversation at the house between Israel and Abel is interrupted when… A. Mr. Rodriguez knocks on the door B. Israel and Clarisa exit the back of the house C. a rock crashes through the window D. Abel asks Clarisa to leave the house

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” 17. Which quote from pages 122 and 123 best indicates that Israel is brave?

A. “This is what I want you to do. Go through the kitchen to the back door. Wait there.”

B. Israel looked confidently at her. “No, they won’t. I told you that I’ll get us out of this.” C. “Clarisa, put your foot in my hands, and I’ll lift you over the top of the fence.” D. “I’m coming for you, fool! You ain’t getting’ out of this one, and neither is your girl!” he shouted. 18. Clarisa could not keep running because… A. Number Thirty-Four was holding on to her hand B. she hurt her ankle jumping over a fence C. she was out of shape from a lack of exercise D. she and Israel got lost and had to stop to search for directions 19. Page 126 is mostly about… A. Clarisa’s injury and how it affects the chances of her escaping danger B. Israel’s ability to fight C. Clarisa and Israel trying to avoid the gangsters by hiding D. the gangsters showing pride in their gang name

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” 20. Look at the timeline below… Which of the following belongs in the empty box? A. Mr. Rodriguez talks with the gang members and gives them advice. He convinces them to let them drive away. B. Clarisa begins to cry in the back seat of the car. Israel and Maribel examine her ankle and apply first aid. C. The gangsters release Abel to Mr. Rodriguez and allow him to get in the car. Israel is relieved that he is safe. D. Israel decides to take control of the situation and challenges Number Thirty-Four. A future date is set for another confrontation.

Maribel and Mr. Rodriguez find Israel and Clarisa and help them get into Mr. Rodriguez’s car.

The gang turned around and walked away in unison. Mr. Rodriguez put the car in drive and they left the scene.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” 21. On page 133, the word unison means… A. one after another B. strolling slowly C. arguing with each other D. all at the same time 22. Which of the following correctly describes the setting of this chapter? A. Juarez Middle School B. the outlying community in which Clarisa lives C. an exciting adventure and dangerous encounters D. it is told in the third person 23. The author organizes this chapter by… A. relating Israel’s experiences as a Gangsta to Clarisa’s school activities B. summarizing the experiences of Mr. Rodriguez and relating those experiences to present day situations C. describing a set of experiences that the protagonist of the story has and the resulting consequences that occur due to her choices D. listing the number of ways that the surrounding community can impede the education of students

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” 24. From Mr. Rodriguez’s comments on page 130, the reader can infer that… A. he is disrespectful and thoughtless B. he does not understand the people in the community C. he is nervous and easily loses his temper D. he is calm under pressure and comprehends youth in the neighborhood 25. How does Mr. Rodriguez deal with Israel’s aggression towards the gang? A. with a lack of concern B. with humor C. with a strong firmness D. with fear 26. The action on pages 131 – 133 suggest that – A. Mr. Rodriguez understands youth and how to deescalate volatile situations. B. The gang will return and do harm to Clarisa and Maribel. C. Israel has learned a life-changing lesson. D. Clarisa will return to the gang to speak with them at a later date.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” 27. Which of the following is the best plot summary of this chapter? A. A girl understands that she received consequences at her school and makes a decision to avoid those consequences by skipping school. As a result of her choices, she becomes involved in some very dangerous situations that involve the community, police, and gang members. Ultimately, she and her boyfriend are rescued and avoid a life-threatening situation. B. A girl decides not to go to school because she does not want to go to detention. After making her decision to skip school, she goes with her

boyfriend to the corner store to meet up with his cousin. The cousin gives them some money and they decide to go to the neighborhood mall and spend the day there.

C. A boy decides to approach another gang and challenge them to a fight. As a result, his girlfriend is put into a dangerous situation. They run and hide in a garage in order to avoid the fight. Regrettably, they are found in the garage and are attacked by the rival gang. D. A boy and a girl are in love and decide to skip school in order to spend the

day together. They board a city bus and have a nice conversation with an older woman that is riding the bus with them. After exiting the bus and entering the mall, they visit many stores and eat lunch at the food court.

28. Clarisa’s internal conflict stems from her… A. perception of unfair consequences and acceptance of gangs B. constant tension with Maribel and resulting anger C. fear that Mamá will punish her and cancel her quinceñera D. envy of Israel and her passion to be a gang member 29. Which of the following would be another good title for this chapter? A. Bad Day In School B. Sometimes Gangs Are Needed C. Fun Skipping D. Avoiding Consequences Goes Wrong

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Hospital”


“The Hospital”

1. What is the importance of paragraph 1 on page 134? A. It describes how upset Mr. Rodriguez is about the situation. B. It give a good description of the scene in the hospital. C. It demonstrates the severity of Clarisa’s injuries. D. It shows how difficult it is to pay a doctor. 2. Which sentence on page 135 best suggests that Israel is planning a retaliation? A. “And I promise, the dudes that did this are gonna pay, big time!” B. Man, I’m glad they found us. But how … how did they know where

were? C. Clarisa grabbed her arm with both hands. “Come on, Maribel. I need to talk to you.” D. “Why did you snitch on me and Israel?” 3. What is the best description of Clarisa’s conversation with Maribel on pages 135 and 136? A. humorous and informative B. timid and scary C. mean and loud D. verbose and shocking

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Hospital” 4. In the hospital room, Maribel is more than likely upset with Israel because… A. Clarisa’s injuries are life-threatening B. there was a very long wait for to receive a hospital room C. he will not talk to Mr. Rodriguez D. she blames him for getting her sister into a dangerous situation 5. On pages 139 through 142, Clarisa finally realizes that… A. she never wants to see Israel again B. Israel was the cause of her being injured C. her choices caused her to be in the situation that they are in D. it is important for Israel to call his homeboys and make a plan 6. Which of the following is one similarity between Mr. Rodriguez and Israel? A. They both want to retaliate against the other gang. B. They both are from the neighborhood and understand gangs. C. They each have a sister. D. Both feel that Clarisa should receive a punishment for her actions. 7. For Israel, Mr. Rodriguez’s story about his little sisters evokes a feeling of … A. rage B. understanding C. fear D. sadness

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Hospital” 8. By the end of the chapter, how is Israel’s mood? A. somber B. angry C. jovial D. fearful 9. After reading the entire chapter, the reader can conclude that… A. Señora Sanchez is going to severely punish Clarisa for putting everyone in so much danger. B. The main characters have undergone a life-changing experience and have a great deal to ponder. C. Israel is really not a trustworthy person and will never see the Sanchez family again D. Clarisa does not love Israel anymore and is never going to talk to him again.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Back At School”


“Back At School”

1. Page 148 is mostly about… A. a description of Juarez middle school’s front office B. a description of Clarisa’s physical and mental state at the moment C. how helpful Señora Sanchez is with Clarisa D. the sadness that everyone fees as a result of Clarisa’s choices 2. Clarisa’s internal conflict on page 149 arises from… A. the principal’s talk with Señora Sanchez B. her fear of the principal and the fact that she may never see Israel again C. Mr. Rodriguez giving the principal a detailed explanation the occurrences D. the fact that, although her choices led to some serious outcomes, the principal feels it is necessary to apologize to her 3. From the principal’s comments, the reader can infer that… A. he is a strict disciplinarian and will severely punish Clarisa in the future B. he is sympathetic to Clarisa’s situation, but also holds her accountable for her actions C. Juarez Middle School is a dangerous school with few competent leaders D. Clarisa will commit the same errors in judgment again

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Back At School” 4. The author’s attitude toward Mr. Rodriquez can best be described as… A. unsympathetic B. admirable C. dismissive D. incompetence 5. The author organizes the information in this chapter through – A. lies and deceit that lead to an unfavorable outcome B. a setting that evokes fear and disdain C. conversations that show both understanding and mutual respect D. action that is both unproductive and dangerous to the protagonist

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Quinceañera”


“The Quinceañera”

1. One of Maribel’s responsibilities at the quinceañera was to… A. tend the dress as Clarisa was walking B. cut the cake at the party C. start the dance with a speech D. collect the presents from family and friends 2. The last paragraph on page 154 suggests that… A. Clarisa misses Israel a great deal B. Clarisa is enjoying the quinceañera C. Clarisa wants to return to school quickly D. Maribel and Clarisa are having a disagreement 3. Based on Israel’s conversation with Clarisa, the reader can conclude that Israel… A. will again return to his gang life with his homeboys B. will attempt to return to school, but will be suspended again C. might move out of Houston in order to change his life D. is trying to make changes in his life, but it may take some time

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Quinceañera” 4. What type of tone does the author create in this chapter? A. dangerous B. unemotional C. reflective D. heartbreaking 5. By the end of this chapter, the reader can conclude that… A. Clarisa blames much of her situation on her father’s absence. B. Maribel is jealous of her sister because of the attention she received at the quinceañera. C. Israel and Clarisa will never be together again as boyfriend and girlfriend. D. Clarisa is at peace with her father and his absence from the festivities. 6. What does the final dream reveal to the reader? A. Clarisa is at peace with her life and her current situation. B. Clarisa is planning to meet up with gang members soon. C. Clarisa is very sad about the events that have occurred in her life. D. Clarisa may drop out of school.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground Standing Ground (The Book)

Reading Questions Standing Ground (The Book)

1. Which of these is the best plot summary for the story? A. Clarisa and Israel are attacked outside of a store one night. Israel becomes

upset, but Clarisa is able to calm him down. The next day, Israel meets Clarisa and Maribel at their house and walks them to school. However, on the way to school, they are approached by a rival gang. A fight commences, which results in the gang walking away, threatening Israel with future violence. Clarisa arrives tardy to school, and is told by her teacher, Mr. Ramirez, that any future violations will result in a consequence.

B. Clarisa, a good student, together with her boyfriend and sister, are involved in an incident with a rival gang one day. Ultimately, she receives detention at her middle school because she was tardy too many times. She decides to skip school with her boyfriend, Israel, and becomes involved in dangerous situations that ultimately culminate in a life-threatening chase in the streets and a visit to the hospital. Luckily they escape harm, but Clarisa decides that she needs to separate herself from the “gang-life” and make better choices. Finally, she resolves her situation at school and her family and friends are reunited at her quinceañera.

C. Clarisa, a beautiful Hispanic teenager, dreams of being in a church. After the alarm clock wakes her up, she begins the day with her sister, Maribel, her brother, Juanito, and her mother, Señora Sanchez. They eat breakfast and are met by Clarisa’s boyfriend, Israel, at the house in the morning. Israel has been

suspended from school, but decides to walk Clarisa and Maribel to Tía Maria’s house to leave Juanito. The street is long and flat, and they are pushed off the road several times in order to avoid oncoming cars. Because of the long walk, Clarsa is late to school.

D. Clarisa is a hardworking teenager who lives in a poor neighborhood in Houston, Texas. Maribel, her younger sister, sometimes gets in trouble at school. Her biggest responsibility is taking care of her little brother Juanito.

Their mother, Señora Sanchez, supports the family by working two jobs. Israel, Clarisa’s boyfriend, is a Gangsta, and is determinded to protect his girlfriend’s family and his homeboys by any means possible. Clarisa and Israel care for each other very much; however, Clarisa continues to encounter problems because of Israel’s involvement in gangs.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground Standing Ground (The Book) 2. Why is the setting important to the story? A. The neighborhood serves as a familiar place for Clarisa’s family, a gang territory for Israel, and a long-time surrounding for Mr. Rodgriguez. B. The summertime is hot and humid in Houston, Texas. C. All of the characters in the story intend to leave the community because many of the people are poor. D. The school is a reflection of the community, gang-infested with nobody that cares about the youth. 3. What could be another title for the book? A. Gang’s Fight For Respect B. Clarisa’s Choice C. Maribel’s Trouble With Detention D. Mr. Rodriguez Punishes Students 4. Which of the following is an important theme statement regarding the book? A. It is important to protect your neighborhood by any means necessary. B. Any person involved in a gang is evil by nature. C. Schools in the inner-city are bad places for students to be and do not have staff available to help students. D. Although a neighborhood is poor and has gangs, that does not mean that there are not good families and helpful people in the community.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground Standing Ground (The Book) 5. The author develops the story by… A. writing in the third person, using dialogue, descriptions of thought, and visual images B. writing in the first person narrative using Israel’s point of view C. comparing the life in the day of a typical Hispanic family in Houston, Texas to

the everyday life of colonial America D. describing several important events in the life of Maribel Sanchez

6. By the end of the story, the reader can infer that… A. Clarisa and Israel will never be together again because of Israel’s involvement in gangs. B. Israel and Clarisa’s family will become close again as he tries to change his life, and Clarisa will continue to succeed in school. C. Clarisa will quit school because she cannot forgive her father’s absence. D. Clarisa and Israel will skip school again and look for better fortune next time.

Reading Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground Answer Sheet

Answers to Reading Questions

1 - Surprise Attack 1. A 2. C 3. B 4. C 5. B 2 - A New Day 1. B 2. B 3. C 4. D 5. B 6. C 7. A 8. C 9. B 10. D 11. D 12. C 3 - Off To School 1. A 2. C 3. D 4. D 4 - The Encounter 1. B 2. A 3. D 4. B


5 - Standing Ground 1. C 2. C 3. C 4. A 6 - School Begins 1. A 2. D 3. A 4. C 5. D 6. B 7. D 8. B 7 - Not Detention! 1. C 2. D 3. A 4. B 5. D 6. C 7. D 8. C 9. A 10. D 11. B 8 - Clarisa’s Choice 1. C 2. B 3. A 4. D 5. C 6. B 7. A 8. C 9. D 10. C 11. A 12. C 13. A 14. B


15. C 16. C 17. B 18. B 19. C 20. A 21. D. 22. B 23. C 24. D 25. C 26. A 27. A 28. A 29. D 9 - The Hospital 1. B 2. A 3. A. 4. D 5. C 6. B 7. B 8. A 9. B 10 - Back At School 1. B 2. D 3. B 4. B 5. C 11 - The Quinceañera 1. A 2. A 3. D 4. C 5. D


6. A 12 - Standing Groung (The Book) 1. B 2. A 3. B 4. D


STAAR WRITING PROMPTS STAAR writing prompts are created with assistance from the TEA website. Prompts are taken from the 4th grade level through the 9th grade English I level.


Writing Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Standing Ground, The Book”

Writing Exercise #1 Standing Ground, The Book

READ the following quote from Clarisa in Standing Ground:

---------------------------------------------------------------------- I can’t wait until my fifteenth birthday next month! Gosh, it is gonna be great. Finally, I’m going to be a woman. All my primas in Mexico had such nice parties. My friends’ fifteen parties in Houston have been wonderful too. I hope Mamá lets me stay out real late on weekends. Man, that would be awesome! ----------------------------------------------------------------------

Special events in a person’s life can be very important and can affect how they view

life. WRITE an essay explaining the importance of special events in a person’s life and

how that event can affect them in a positive or negative way in the future. Please limit

your essay to the page given.

• clearly state your controlling idea

• organize and develop your explanation effectively

• choose your words carefully

• use correct spelling, capitalization, punctuation, grammar, and sentences

STAAR WRITTEN COMPOSITIONSEXAMPLE OF LINED PAGE

STUDENTS MAY NOT WRITE OUTSIDE THE BOX



READ the following quote from Israel in Standing Ground:

---------------------------------------------------------------------- “Clarisa, I just want you to know that I listened to what you told me at the hospital, and I’m tryin’ to change some things. I’m not sayin’ that everything is perfect, but I am changing some stuff.” ----------------------------------------------------------------------

Often times, people change their minds about things. At one point in their life, they

believe one thing. Later on, that person may change their mind and feel different.

WRITE an essay explaining the affect that changing one’s mind may have on their

friends, family, and future. Please limit your essay to the page given.

• clearly state your controlling idea








Look at this book cover from Standing Ground. Write a story about your community and neighborhood. It may look different from this book cover. Be sure that your story is focused and complete and that it has an interesting plot and engaging characters. (Be sure not to include any characters from Standing Ground and understand that the plot should be different from Standing Ground). Please limit your essay to the page provided. • clearly state your controlling idea








Read the following excerpt from Standing Ground ------------------------------------------------------------------------- Students had different opinions about Juarez Middle School. For some, it was a place to learn. For others, it was just a place to be. See friends. Get away from home. Get a free meal. Kids heard teachers talking all the time about them being “at-risk students.” They didn’t really understand what this meant, but the students knew they were mostly at risk of failing classes or just being plain misunderstood. Juarez wasn’t a bad school. It just didn’t help all the kids in the way that some of them needed help.

Although schools exist to help students learn to become productive members of society and good citizens, not every school helps each student with their specific needs. Write an essay explaining whether people should be concerned with schools and the education of youth in general. Please limit the essay to the page provided. Be sure to —

• clearly state your thesis • organize and develop your ideas effectively • choose your words carefully • edit your writing for grammar, mechanics, and spelling




Writing Exercise #5 (Short Answer) Standing Ground, The Book

1. In Standing Ground, how is the author’s approach to gangs similar or different from mainstream views about gangs? Support your answer with evidence from the book. Please limit your answer to the space given on the following page.

STAAR SHORT ANSWER READING QUESTIONSEXAMPLE OF RESPONSE BOX


Writing Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Standing Ground, The Book” 2. Do you think that changing the point of view of Standing Ground from Clarisa to Israel would change the meaning of the story? Support your answer with evidence from the book. Please limit your answer to the space given on the following page.



Writing Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Standing Ground, The Book” 3. What is a major conflict in Standing Ground and how does this conflict affect major characters? Support your answer with evidence from the book. Please limit your answer to the space given on the following page.



Writing Exercises © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Standing Ground, The Book” 4. Describe a central theme in Standing Ground and how that theme is represented in other aspects of life in general. Support your answer with evidence from the book. Please limit your answer to the space given on the following page.




BLOOM’S QUESTIONS COGNITIVE VERB QUESTIONS: (organized by chapter number) Cognitive verb questions are organized according to the questioning levels as given to us by Bloom. Many of the activities used with the questioning exercises given are organized according to questioning strategies as presented by The Model Classroom Project. The dual-purposes of questioning are: 1) to allow students to think about information at both the basic and advanced level and 2) to increase the number of responses that a student may have during any class lesson, thus increasing on-task behavior and understanding.


Explanation of Simultaneity © Craig Steven Mullenix, Ed.D., Author, Standing Ground Simultaneity Techniques - © John Samara, The Curriculum Project

Explanation of Simultaneity Techniques

The following explanation of simultaneity question techniques is taken from John Samara of The Curriculum Project (http://curriculumproject.com/)

Definition of Simultaneity: Having all students respond to questions at the same time through 1 of 5 techniques. Goals: Use 3+ types of simultaneity 12+ times during every lesson & work towards 100% participation every time. Benefits: Increase confidence & self esteem with regard to answering questions; increase engagement of every student; increase # of responses per class period per student; & help students prepare quality responses for randomness. 1. Pair Share: Tell the answer to a partner and receive a response. 2. Choral Response: Everyone answers aloud at the same time. 3. Visual Cue: Simultaneously show signal. (Ex: thumbs up, tap head, hold up card). 4. Quick Write: Write the answer on a piece of paper or an individual dry

erase board and turn it over until asked to share it with teacher or with classmates.

5. Timed Thinking: Think about the question for ___ seconds, but don’t respond aloud.

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Book Cover”

Cognitive Verb Questions Standing Ground

“Book Cover”

KNOWLEDGE LEVEL Teacher says: “Let’s take a look at the front cover.” (Pause for about 15-30 seconds) *Who can tell me the name of the book? *Who can state the author’s name? COMPREHENSION LEVEL (Pair Share) Teacher says: “Take a minute to look at the details of the picture on the front cover.” (Pause for about 30 seconds to 1 minute) (Teacher assigns students number 1 or 2, letter A or B, or puts them into partners as the teacher wishes.) *Now, student A, describe the book cover to your partner. (Teacher allows students to share for 30 seconds) *Now, student B, express any different ideas that you have about the book cover to your partner. (Teacher allows students to share for another 30 seconds) *Would anyone like to share, in your own words, what you and your partner discussed? APPLICATION LEVEL Teacher gathers descriptions of book cover from students (Example: Students can write their descriptions and tape them on wall. Teacher could write descriptions on dry erase board or project them in front of class, whatever teacher likes.)

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Book Cover” (Application level continued…) *Can we categorize your descriptions? *Are there any adjectives that can summarize our descriptions of the front book cover? ANALYSIS LEVEL (Quick Write) Teacher states: “Take out your journal. We are going to do a 2 minute quick write.” *Can we determine anything about the setting of this book? *Can we compare and contrast the picture on the front cover to the neighborhood where our school resides? SYNTHESIS LEVEL (Think Time) Teacher states: “We are going to think quietly for 30 seconds. Do not raise your hand or talk to a friend.” *Can you speculate what the plot of the book may be? *Please imagine what you feel the book may be about. EVALUATION LEVEL Is there anything that we can infer about the story based on the book cover?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Surprise Attack”

Cognitive Verb Questions Standing Ground from Chapter Entitled

“Surprise Attack”

KNOWLEDGE LEVEL (Timed Thinking and Visual Cue) Teacher poses a question: “Who can recount what happened in this first short chapter? Don’t say anything. I want you to think for 30 seconds by yourself.” Teacher then asks for a visual cue: “Now, give me a “thumbs up” if you can recount the events of this first chapter.” Teacher chooses a student. *Do we know anything about characters in this chapter? *Can we list anything said about the setting of the book? *Is there anything else that you remember about the first chapter that you can tell me? COMPREHENSION LEVEL (Pair Share) Teacher states: “Describe how you feel after reading the first chapter.” (Pause for about 30 seconds to 1 minute) “Tell a partner how you feel after reading the first chapter.” *Can you describe the neighborhood? *Can you describe Israel’s residence? *Express your feelings about the characters and where they live.

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Surprise Attack” APPLICATION LEVEL (Quick Write) Can you write a summary of the first chapter? Take 5 minutes to do so. Teacher then chooses 3 students to read their summaries. Teacher states: “Would one more student like to read their summary?” ANALYSIS LEVEL *Can we determine some particular obstacles that Israel faces in his life? SYNTHESIS LEVEL * Is there anything that you can speculate about Israel’s character in this book? *Is there anything that you can speculate about Clarisa’s character in this book? *What can we hypothesize about the setting of this first chapter as it relates to a possible plot? EVALUATION LEVEL (Timed Thinking) Teacher states, “I want you to think silently for 45 seconds about the question I am going to ask you. What conclusions about the setting, plot, or characters can you make at this point? After 45 seconds teacher states, “I am going to choose to hear 4 answers. I will draw 4 popsicle sticks and ask for your comments.” (Pair Share) Teacher states: “Take 30 seconds to share with a partner what you will say if I draw your name on the popsicle stick.” Teacher then draws one name at a time, listening to student comments.

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “A New Day”


“A New Day”

KNOWLEDGE LEVEL (Wait Time and Pair Share) Teacher poses a question: “Who can remember the names of the characters that are presented in this chapter? (Pause for about 10 seconds) “Tell a friend next to you all of the names that you can remember.” *Who can remember where the scene begins? COMPREHENSION LEVEL (Quick Write) *I want everyone to pick any two of the characters that we discover in this chapter and describe each one using at least three adjectives and two complete sentences. *Express your feelings about Clarisa and her home. APPLICATION LEVEL (Quick Write) *Please summarize the main events of this chapter in three sentences, using correct capitalization and punctuation, with a minimum of 50 words. (5-10 minutes) (Pair Share) *Now, turn to a partner and take turns reading your summary. (Two minutes)

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “A New Day” (Randomness) *I am going to draw 3 popsicle sticks. Each of these students will read their summaries to the class. I will bullet their answers on the front board. ANALYSIS LEVEL *Can we use this Venn diagram to compare and contrast personality traits of Clarisa and Israel? (Various characters can be used) *What do you perceive are Clarisa’s responsibilities in her family and how do you feel about this? *What do you think is going to happen over the next day? SYNTHESIS LEVEL *Why do you think Israel is so upset in this chapter? *Can you speculate anything about the relationship between Clarisa and Israel? EVALUATION LEVEL (Quick Write) *Using your marker board, decide what you think is the most important piece of information that you learned in this chapter. (Pair Share) *Now, share your marker board answer with your friend.

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Off To School”


“Off To School”

KNOWLEDGE LEVEL *Who walked to school in the morning? *What time was it? *Where were they going? *What does Israel ask Clarisa to do with him today? *What new character is introduced in this chapter? COMPREHENSION LEVEL (Quick Write) Teacher states, “I am going to give you one minute and then I am going to randomly choose some students to share with the class. Write down as many adjectives as you can to describe Clarisa’s, Israel’s, and Maribel’s morning walk.” *Can you describe the neighborhood? *Can you explain why Israel is upset? *What specific piece of information do we find out about Israel? *Can you paraphrase Clarisa’s thoughts about gangs? *How do you feel about gangs? APPLICATION LEVEL Teacher says, “I am going to give you a graphic organizer with 4 boxes. I want you to fill in the boxes with the main information of the chapter, choosing actions from the beginning, middle, and end of the chapter. In essence, you are creating a type of summary for the chapter. (Graphic Organzer)

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Off To School” ANALYSIS LEVEL *Can you distinguish between the character traits of Israel, Clarisa, and Maribel? *Determine one good quality from each of the characters in this chapter based on either actions you have read or conversations characters have had. SYNTHESIS LEVEL (Pair Share) Teacher says, “Get with your partner. Imagine one of you is Clarisa and one of you is Israel. Have a conversation explaining the importance of making a good grade in my class. First, I am going to give you one minute to think in silence about your character and what they might say” (wait time). “Now, have a conversation with your partner for one minute, each taking turns talking. Do not talk over your partner. When they start talking, you listen. When you start, they listen. Ready…go. EVALUATION LEVEL *Based on what you have read, what judgments can you make about each character? (Quick Write) Teacher says, “Can you decide who you think is the best role model in this chapter? Why? There are no wrong answers. You can choose any character, just be sure that you support your choice with examples of either actions or quotes from the book to this point. You can use any chapter up to this point.

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Encounter”


“The Encounter”

KNOWLEDGE LEVEL *What is Israel planning on doing this day? *With whom is he planning to meet? COMPREHENSION LEVEL *Describe the apartment complex across from Juarez Middle School. *Recount the situation that unfolds in front of the apartment complex. APPLICATION LEVEL (Quick Write) *Can you summarize this chapter in 3 sentences? ANALYSIS LEVEL *Can you determine what mistakes, if any, one of the main characters committed when they saw the strangers? Why do you feel this way? SYNTHESIS LEVEL *Can you generate a list of responses towards the strangers that any of the main characters could have elicited that may have produced a different outcome? EVALUATION LEVEL (Pair Share) Teacher says, “I am going to give you two minutes to discuss the following question with a partner. Then, I will randomly choose three different students to share with the class. *Can you predict what is going to occur in the next chapter as a result of the decisions made by the main characters in this chapter?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Standing Ground”


“Standing Ground”

KNOWLEDGE LEVEL *List the new characters in this chapter. *Can you remember what happened in this chapter? COMPREHENSION LEVEL *Can you express in your own words what occurred during the fight? APPLICATION LEVEL (Timed Thinking) Teacher says, “If you could separate this chapter into three distinct parts, what would they be? Take about 30 seconds to think silently.” (Quick Write) Teacher continues, “Now, write down what you thought about.” (Pair Share) Teacher states, “Share what you wrote down with a partner.” …after 30 seconds… “Now, who would like to share?” ANALYSIS LEVEL *Can you compare Clarisa’s reactions with Maribel’s reactions in this chapter? What insight does this give you about character traits? *How do the characters feel at the end of this chapter as they approach the school?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Standing Ground” SYNTHESIS LEVEL *Can you speculate about any future events that might occur because of this scuffle? EVALUATION LEVEL *What judgments can you make about any of the character’s choices during this chapter? *Can you decide who acted right and who acted in the wrong?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “School Begins”


“School Begins”

KNOWLEDGE LEVEL *Who can recall the name of the school? *Who is Mr. Rodriguez? *What did Clarisa do that caused Mr. Rodriguez to speak to her in the hallway? *Who did Clarisa eat with at lunch? *What did Clarisa do after lunch? *Who was waiting across the street for Clarisa and Maribel after school? COMPREHENSION LEVEL (Quick Write) Teacher says, “Students, I want you to describe Juarez Middle School using three adjectives. Next to each adjective, I want you to support your adjective using a sentence from the chapter. I am giving you five minutes to do this.” (Pair Share) Teacher says, “Now, I am going to give you thirty seconds to turn to a partner and share what you wrote with them.” (Timed Thinking & Randomness) Teacher continues, “Students…don’t say anything out loud. You are going to choose the best adjective and supporting sentence that your friend chose and share with the class. Take a few seconds to make your choice and why you think it is a good choice.” “Now, I am going to choose a popsicle stick and that person is going to share. I am going to choose five students randomly from the cup.” *Can you explain what Clarisa was trying to tell Mr. Rodriquez about being late? Did he listen? What did Clarisa finally decide to do? *What are the hallways like in the school? How does this make you feel? *Describe what happens in the restroom? *Express your feelings about Clarisa’s friends and her lunchtime experience. *How do you feel that her day went?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “School Begins” APPLICATION LEVEL (Quick Write) Teacher says, “Please write a four sentence summary for this chapter. Be sure to include information from the beginning, middle, and end of the chapter. Use correct grammar.” ANALYSIS LEVEL *Can you compare a typical day at school for Clarisa to a typical school day that you experience? *What are some experiences that Clarisa has at school that are different from your experiences? SYNTHESIS LEVEL *Please generate a list of 5 things that you think that you could add to Clarisa’s day that you believe would be normal daily occurrences at Juarez Middle School. What context clues did you use that led you to your list? *What predictions do you have about the next chapter? EVALUATION LEVEL *What conclusions can you draw regarding Juarez Middle School, its teachers, and its students? Please be ready to support your conclusion with text evidence. *Are there any judgments that you can make about Mr. Rodriguez? Why?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Not Detention!”


“Not Detention!”

KNOWLEDGE LEVEL *Who sent Clarisa to the detention room? *Where did Clarisa go first before the detention room? *Can you recount the events that occurred while Clarisa was in the detention room? *What were the rules in the detention room? *Who was in charge of the detention room? *When Clarisa left the detention room at the end of the day, where did she go? What happened? COMPREHENSION LEVEL *Who can explain why Clarisa was sent to the detention room? *Describe the conversation between the principal and Clarisa. *Tell us about the physical appearance of the detention room. *Describe the person supervising the detention room. *Explain the events that made Clarisa so upset. *Can you describe Maribel’s reaction when she saw Clarisa after school? APPLICATION LEVEL *Can you organize the events into a logical order that led to Clarisa being sent to the office? ANALYSIS LEVEL *Compare the depiction of the school office in the story to this school’s office? How is it the same? How is it different? *Can you make a determination as to why Mr. Rodriguez would not listen to Clarisa when she arrived at his classroom door? Was he correct or not? Why? *How do you feel about the detention room at Juarez Middle School? Why?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Not Detention!” SYNTHESIS LEVEL (Timed Thinking) Teacher states, “How do you feel about how Mr. Rodriguez dealt with Clarisa? Don’t answer. Just think.” Teacher gives students about fifteen seconds. (Quick Write) Teacher says, “I want you to imagine that you are Mr. Rodriguez. How would you have handled the situation if you were him? Why? I am going to give you two minutes to write it down on your marker board.” (Pair Share) Teacher says, “Now, share what you wrote with a friend. I am going to give you each 30 seconds to share.” (Randomness) Teacher states, “I am going to randomly choose four students to come to the board and share one thing that you would have done.” – Teacher draws four popsicle sticks from a cup that each have a student name on them. *How would you change the rules in the detention room? Or, would you leave them the same? Why? *Please generate a T-Chart about the actions of the minor characters in this chapter that you feel were appropriate and inappropriate. EVALUATION LEVEL (Quick Write) *Can you decide which decisions in the chapter were justified and which decisions were unjustified? Provide evidence and reasoning for your reasoning. *What can you infer about the principal based on his actions in this chapter? How about the detention lady? *Based on Clarisa’s reactions and the consequences she received, can you infer what may happen later in the book? *To this point in the book, decide who are your favorite and least-favorite characters. Why? Provide at least two specific reasons for each of your choices.

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice”


“Clarisa’s Choice”

KNOWLEDGE LEVEL *Where does this chapter open? *What does Clarisa say is bothering her? *What does Clarisa choose to do? *Where do Israel and Clarisa go first? *Who is outside of the store waiting for Israel? *What does Abel give to Israel? *Where do Clarisa and Israel decide to go after leaving the corner store? *Recount the events on the bus. *Can you remember the conversation between Israel and Clarisa when they first entered the mall? *What music does Clarisa look at in the store in the mall? *Where do they eat? *Can you give an account of the happenings in Jenny’s department store? What happened? *Where does Clarisa take the police officer? *Where do Israel and Clarisa go after running away from the food court? *When they got back to their neighborhood, where do Clarisa and Israel go? *Who shows up at Abel’s house to confront them? *Where did Israel, Clarisa, and Abel run off to? *What happens to Clarisa when they jump the fence? *Where do Israel and Clarisa hide? *Who finds them? *Recount how Clarisa and Israel escaped from the garage. *Who finds them? How? *Can you remember anything about the conversation between Mr. Rodriguez and the gang members? *Where does Mr. Rodriguez decide to take Clarisa? COMPREHENSION LEVEL *Express your feelings about Clarisa’s decision to skip school. *What is your first impression of Abel? Why? *Describe what happens on the bus to the mall. *Can you express your understanding of the conversation between Israel and Clarisa before they enter the mall? *Explain the significance of the words to one of Clarisa’s favorite songs. *Can you describe what happened in Jenny’s department store? How did this surprise you?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” *In your own words, explain how Clarisa and Israel were able to escape the mall police officer. *Describe the early-summer weather in Houston. *Can you paraphrase what occurred at Abel’s house? *Describe Abel’s house. *Give details regarding Clarisa’s and Israel’s escape. *Describe the garage where Clarisa and Israel hid. *Express your emotions when you realize that Mr. Rodriguez and Maribel came to rescue Clarisa. *Describe the conversation between Mr. Rodriguez and the gang. How was his tone? APPLICATION LEVEL (Quick Write & Pair Share) Teacher states, “I am going to give you ten minutes to write ten sentences that correctly organizes the plot in this chapter. First, without writing anything, I want you to turn to your partner and discuss the events in the chapter while flipping through the book. I will give you five minutes to do this. Again, you are just talking, not writing.” Teacher states, “Now, on one page, write ten separate sentences that, together, summarize the occurrences in this chapter. Use between eight and twelve words per sentence, and use correct grammar. Ready, go. You have ten minutes.” (Pair Share) Teacher says, “Now, I want groups to exchange sentences and read each others’ papers for two minutes.” (Randomness) Teacher states, “I am now going to choose three popsicle sticks. When I choose a name, I want you to quickly read the ten sentences from the other group.” *Please summarize the most important happenings of this chapter. *Can you organize this chapter by scene?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Clarisa’s Choice” ANALYSIS LEVEL *Can you determine the appropriateness of Clarisa’s decisions in this chapter? *Compare and contrast Mr. Rodriguez and Israel using a Venn Diagram. *Can you determine any character flaws in this chapter? Why do you say it is a flaw? *Can you balance Israel’s decisions in this chapter with the outcomes? How about Clarisa’s decisions and outcomes? SYNTHESIS LEVEL *Imagine that you were in Israel’s situation. How would you react to the rival gang? *Can you speculate about Israel’s and Clarisa’s relationship after this chapter? Why? *Pick one situation that Clarisa finds herself in during this chapter. Can you generate a different decision that might have led to a different outcome (could be a better or worse outcome)? EVALUATION LEVEL *Can you decide who made the bigger error in this chapter, Israel or Clarisa? *What judgments do you have regarding Abel, Israel, or Clarisa (good or bad)? *How do you interpret the main character’s reactions to the other gang’s violence towards them? *Based on what happened in this chapter, what can you infer about Israel’s and Clarisa’s relationship? *What experiences do you have that are similar or different to the main characters in this chapter? How do you interpret your views regarding this comparison? *Why do you feel that Israel or Clarisa either made good or bad decisions in this chapter? *Judge the actions of the rival gang.

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Hospital”


“The Hospital”

KNOWLEDGE LEVEL *Who is in the hospital waiting area with Clarisa? *Recount the events in the hospital waiting area. *What happened in Clarisa’s hospital room? *What did Mr. Rodriguez and Israel talk about? *Recount Mr. Rodriguez’s story to Israel. *Ultimately, was Clarisa in trouble with Señora Sanchez? COMPREHENSION LEVEL *Describe the hospital waiting area. *Explain Maribel’s feelings about Clarisa’s ordeal. *Can you explain each character’s feelings at the moment? *Explain why Clarisa becomes upset with Israel in her hospital room. *In your own words, describe Mr. Rodriguez’s story to Israel. *How does Clarisa’s mamá feel when she sees Clarisa? APPLICATION LEVEL (Pair Share & Wait Time) Teacher says, “I want you to turn to a neighbor and talk about the major events of this chapter, from the time the characters enter the hospital waiting area until Clarisa’s mother walks into the hospital room. See if you can come up with 5-7 specific events. I am going to give you three minutes. (Pair Share & Quick Write) Teacher says, “With your partner, I want you to list in order the major events that you discussed.” (Quick “Extended Time” Write) Teacher says, “Now, using the list that you and your partner came up with, I want you to write a 3-4 sentence Summary for this chapter. Use correct punctuation and grammar. I will give you fifteen minutes.”

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Hospital” (Students Share) Teacher states, “Now, we are going to take a gallery walk. I want you and your partners to take a piece of tape and tape your summaries next to each other around the room on the wall. Then, we will take a quick walk around the room to read them. You will not be able to read all of the summaries, there is not enough time. However, we will all get to most of them.” ANALYSIS LEVEL *Compare and contrast Mr. Rodriguez’s youth to Israel’s current situation using a Venn Diagram. *Can you determine when Clarisa becomes upset and disappointed with Israel and why she gives him an ultimatum? *Can you explain the evolution of the characters from your understanding of them at the beginning of the book to how you look at them now? *Have any characters grown or changed in their thoughts to this point in the book? Show text evidence. SYNTHESIS LEVEL (Quick Write) *Teacher states “Pretend that you are in Clarisa’s or Israel’s situation in this chapter. What are you going to do next? Write down your thoughts.” (Pair Share) *Now turn to a friend and share with them. (Randomness) *Now I am going to choose three students to share what either they wrote or what their friend told them. EVALUATION LEVEL *What conclusions can you make about Clarisa’s strengths and weaknesses? *What conclusions can you make about Israel’s strengths and weaknesses?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Hospital” *What inferences can you make about any character flaws that you perceive from any character? *What is your interpretation of how Israel feels towards Mr. Rodriguez? *Can you make any decisions about who is right and who is wrong in this chapter? *Can you make an argument for Israel’s initial position regarding retaliation towards the rival gang? *What overall messages can you infer that the author gives us in this chapter? *Judge Mr. Rodriguez’s character as believable or not believable. *What judgments can you make regarding Clarisa’s family? Why?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Back At School”


“Back At School”

KNOWLEDGE LEVEL Where is the meeting? Who is present at the meeting? What do they talk about? What is decided at the end of the meeting? COMPREHENSION LEVEL (Quick Write) In your own words, describe what unexpected event occurs during the meeting. APPLICATION LEVEL (Pair Share & Randomness) Teacher states, “With a partner, I want you to summarize the conversation that occurs in the office in three sentences. You will have five minutes. Then, I will randomly draw names to share.” . ANALYSIS LEVEL Can you determine the appropriateness of the principal’s actions in this chapter? Were his actions appropriate or not? Can you determine the appropriateness of Clarisa’s actions in this chapter? Were her actions appropriate or not?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Back At School” SYNTHESIS LEVEL Can you create and sketch a street sign that depicts your thoughts about the events of this chapter? EVALUATION LEVEL Can you interpret from the conversation in the principal’s office any changes or growth that has happened with any of the characters? Judge the appropriateness of Clarisa’s new school consequence. Do you agree or disagree?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Quinceañera”


“The Quinceañera”

KNOWLEDGE LEVEL Can you remember which characters were at Clarisa’s quinceañera? What happened after the church celebration? Recount what happened in Clarisa’s bedroom at the end of the evening. COMPREHENSION LEVEL Describe the scene in the church. Explain the events of the evening. Express how you feel about Israel showing up at the dance that evening. APPLICATION LEVEL (Quick Write) Please summarize “The Quinceañera” in 3-5 sentences. Be sure to include major events from the beginning, middle, and end of the chapter. . ANALYSIS LEVEL Compare and contrast Israel’s demeanor in this chapter from his demeanor at the beginning of the book. Can you determine how the characters have changed up to this point in the story?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “The Quinceañera” SYNTHESIS LEVEL Speculate what will happen between Clarisa and Israel over the next three months. Imagine that you are Clarisa or Israel. What will be your “next move”? EVALUATION LEVEL What can you conclude about the relationship between Clarisa, Israel, and Clarisa’s family after reading this chapter?

Cognitive Verb Questions © Craig Steven Mullenix, Ed.D., Author, Standing Ground “Standing Ground The Book”

Cognitive Verb Questions Standing Ground, The Book

HIGHER LEVEL QUESTIONS REGARDING STANDING GROUND: 1. What do you feel are some of the main themes in Standing Ground? Support your answers using text evidence. 2. What are some of the major conflicts in Standing Ground? Support your answers using text evidence. 3. Choose a character and list the qualities that you most like about that character. Support your answers using text evidence. 4. Choose a character and list the qualities that you least like about that character. Support your answers using text evidence. 5. Do you feel that the story is realistic? Why or why not? 6. Is there any religious significance in the book? What? Whay? 7. How do the characters change from the beginning of the book to the end? Support your answers using text evidence. 8. What do you feel the author’s message is? 9. How does the author “paint a picture” of the setting through his words? 10. Do you feel this book is an important book for youth to read? Why or why not?


LANGUAGE ARTS ACTIVITIES Teachers are the creative impetus behind our students and motivate our students to take our country to the future and beyond! These exercises are worksheets for the teacher to browse through, choose, and change according to teacher preference.


Language Arts Exercise © Craig Mullenix, Ed.D., Author, Standing Ground

Characterization Standing Ground

Definition: Characterization is the way an author presents characters. In direct presentation, a character is described by the author, the narrator or the other characters. In indirect presentation, a character's traits are revealed by action and speech. Introduction: Suggestion: Teacher can show a short video (five minutes or less) from Teacher Tube or YouTube that shows a scene from a play, movie, or show in which a character speaks and acts in a particular way. Teacher can then make a list of character traits based on guided student responses that focus on the character’s dialogue and action in the video. Suggestion: Students can bring in pictures of friends or family and write internal and external characteristics based on what students share. Activity with Book: Upon completion of reading the chapters “Surprise Attack” and “A New Day”, list physical traits as well as other characteristics of main characters. Then, put these traits into a character web for each character. Example:

Maribel

Curly hair

Younger sister

funny

Language Arts Exercises © Craig Mullenix, Ed.D., Author, Standing Ground *Special thanks to Bill Healy for his assistance

Language Arts Questions Clarisa’s Choice from Chapters Entitled

“Off to School”, “The Encounter”, and “Standing Ground”

Use the following graphic organizers to identify character traits of major characters that you have observed after reading up to the chapter entitled “Standing Ground”. Name of character: _______________________________________

Character Thoughts:

Character Feelings:

What the character did:


Name of character: _______________________________________

Character Thoughts:

Character Feelings:




Character Thoughts:

Character Feelings:




Character Thoughts:

Character Feelings:



Conflict Introduction Standing Ground

Definitions: Internal Conflict: the psychological struggle within the mind of a literary or dramatic character External Conflict: struggle between a literary or dramatic character and an outside force such as nature or another character, which drives the dramatic action of the plot Objective(s):

The student will discuss conflict and define internal and external conflict through quick writes and class discussion. The student will identify internal and external conflicts in Standing Ground through a graphic organizer. Activities: Suggestion: Pose the question, “Have you ever had a problem with another person? Take a couple of minutes and write it down.” Students then share their quick writes with each other. Teacher takes volunteers and displays what they share on marker board or projector. (This leads to external conflict with another character) Suggestion: Teacher may show videos or pictures showing situations people end up in as a result of weather (snow, rain, earthquakes, drought, tornados, hurricanes, etc….). Relate this information to external conflict of character vs. nature. Suggestion: Have students take out their journals and write 3-5 things that they “feel funny” doing. Teacher may provide an example, such as having a fear of being in small, dark spaces. Students then pair share their writing. Teacher then lists various student responses and focuses on the “psychological”. (This leads to internal conflict)


Activity with Standing Ground: Upon the completion of various chapters, or upon completion of the book, the teacher can use the following graphic organizer to list the various conflicts that exist in the book.

Example:

versus the gangs (external) versus his anger (internal)

External Conflicts

Israel


Practicing Main Idea through Standing Ground

Main Idea Definition: The overall idea or the overall picture of a section of text. Write a common subject for each of the following groups of words taken from various chapters in Standing Ground.

________________

Clarisa Maribel

Sra. Sanchez Juanito

________________

Quinceañera Wedding Birthday

________________

Number 34 Tattooed Boy

Stocking Cap Boy

________________

Apartment Juarez Middle School

The mall

________________

Staying alone Helping Sanchez family

Gangsta Kicked out of school

________________

Clean Offices Supermarket

Care for Family

________________

Running in hallways Cell phones in restrooms

Putting on makeup Going to lockers

________________

Traveling Studying

Helping others Many friends

________________

Gym Lunchroom

Office Detention Room


Practicing Main Idea Through Standing Ground

Main Idea Definition: The overall idea or the overall picture of a section of text. The following paragraphs are taken from various chapters of Standing Ground. After reading each paragraph, write what you feel is the main idea of the paragraph. From page 20: A thin shimmer of light cascaded through the window from the street lamps outside and dimly lit one side of Israel’s face. Clarisa could see him now. The face was of a boy, a young teen. He wasn’t so young anymore; at least, that’s what the streets said. Israel knew how to take care of himself. He had been doing it for quite some time now. Tonight would be no different. He could handle it. He had done it before, many times. Tomorrow, he would see his homeboys and her again. It would be okay. He took another swig from the soda bottle and put it to one side. Slowly, his head lowered and fell into the fold of his arms on the table. Sirens blared outside in the dark. Down the street, a few faint gunshots echoed through the humid night air. He never heard them. He was asleep. Main Idea: __________________________________________________________________ From page 28: A few posters decorated the walls. The most special poster was a picture of a beautiful woman. She was the Virgin of Guadalupe, an important symbol of hope for many in Mexico. On a trip to Mexico to visit family a few years earlier, their mamá had bought this poster for them. It showed the painting of a beautiful young woman in a long, multicolored dress, her head covered with a hood that connected to her long robe. Stars twinkled in a half circle above her head. Her face was tan, like theirs, and the Virgin of Guadalupe was staring down toward her feet. Clarisa loved this poster. That’s why she put it on the bedroom door, so it would be the last thing that she saw every time she left the room. She liked the thought that someone was watching over her and taking care of her. Main Idea: __________________________________________________________________


From page 43: The streets in Clarisa’s neighborhood were infinitely long and flat as pancakes. Walking down any given street was an experience. Next to a home one could find an auto shop or a store, followed by another home and then some other type of business. Graffiti was pasted on the walls of the buildings and homes. Most of it was crude, unrecognizable letters and symbols roughly spray painted on a wall or a fence. However, some taggers (those who painted, or tagged, the walls) were quite talented. Various walls displayed huge murals with beautiful, bright colors and elegant lettering that spelled out a gang’s territory and history. Property was helpless to the onslaught of graffiti. Local owners would try to paint over most of it, only to have it tagged again a short time later. So common was the graffiti that most people no longer noticed it. Actually, the surprising part was when someone passed a wall or a fence that was clean. Now that was a sight! Main Idea: __________________________________________________________________ From page 62: Students had different opinions about Juarez Middle School. For some, it was a place to learn. For others, it was just a place to be. See friends. Get away from home. Get a free meal. Kids heard teachers talking all the time about them being “at-risk students.” They didn’t really understand what this meant, but the students knew they were mostly at risk of failing classes or just being plain misunderstood. Juarez wasn’t a bad school. It just didn’t help all the kids in the way that some of them needed help. Clarisa took school very seriously. She put forth her best foot when it came to learning, and learn she did. She was ranked at the top of her class. Main Idea: __________________________________________________________________


From pages 79 – 80 Clarisa didn’t like the drill sergeant’s attitude, but she held her tongue. As she walked into the room, the stench and heat hit her like a pan to the face. She estimated that more than thirty-five students were stuffed into this room that was suitable for no more than twenty warm bodies. The dingy, tan walls were peeling like a snake shedding its skin. All windows were covered with old, brown pull-down shades, and the graffiti-riddled chairs were in straight rows, occupied by silent, miserable students, some of whom were smirking at her entrance. Main Idea: __________________________________________________________________

From page 108 “Oh, wow!” She sighed. “This is totally awesome!” She had never smelled an aroma so lovely in her life. The sweet, powdery fragrance reminded her of a sunny day in a garden full of flowers. Her eyes remained closed as she took another deep breath. She wished that she could buy the bottle but knew that it was very expensive and that she would never have enough money. As she slowly opened her eyes to ask the nice woman a question, she noticed that the beautiful smile and perfect teeth were gone, replaced by a horrible frown. Main Idea: __________________________________________________________________ From page 117: Although Clarisa was used to living in and seeing places that weren’t too nice, Abel’s house looked so bad that it scared her. The front yard was a jungle of weeds covered with bottles, paper bags, and other trash. White paint flaked off of the sides of the house, exposing dark, rotted wood. Two of the front windows were broken, and the screen door leading into the house was falling off the hinges. Main Idea: __________________________________________________________________


From page 134: The four of them sat in the emergency room of the hospital. As Mr. Rodriguez spoke on the phone to Señora Sanchez, Maribel watched the small television up in the corner of the busy waiting room. Exhausted from the experiences of the day, Clarisa and Israel slumped down in the tiny emergency room chairs. The area was at capacity. An old man lay next to them, snoring as if he were at home. Across from them, three young girls were standing in the corner, leaning on the wall, half-asleep. There was no other space to lay, sit, or stand. Main Idea: __________________________________________________________________ From page 146: “Israel, I don’t know what you’re planning on doing, but I want you to think real hard before you do it. Right now, you’re not in school. Your girlfriend is in the hospital. We don’t know what happened to Abel. If this is what your gang is doing for you, then I can tell you this. They aren’t doing much except helping you get into more trouble. Think about it.” Main Idea: __________________________________________________________________


From pages 167-168: As she continued to dance with him, she felt him step away. For a moment she was by herself. Then loud roars and claps from her friends and family came forth as someone else stepped in to take Israel’s place on the dance floor. She held the man close as they turned and floated in the middle of the dance floor. The church hall roof opened, and the stars once again twinkled above them. Out of the corner of her eye, she saw Israel standing on the side of the dance floor, smiling and clapping for her. “Happy birthday, hijita. I hope that you had a special day,” the man dancing with her whispered into her ear. “Oh, it was great! Thank you. Thank you so much.” “You had a special day. You are so wonderful. I am so proud of you. I love you!” “I love … I love you too … Papi! Thank you for coming.” Clarisa slept peacefully. She smiled. Main Idea: __________________________________________________________________


Plot Analysis and Structure

Most stories have the following parts: (1) exposition, (2) rising action, (3) climax, (4) falling action, and (5) resolution. Standing Ground follows this story format. Here are some definitions: Exposition: The “set-up” of the story that introduces background information of the story such as the setting, main characters, and conflicts. Rising Action: It is a series of events that move the story. Basic and secondary conflicts are presented. Climax: This is the most critical point in the story. It is the turning point. Often, it is the point at which things change from going badly for the characters to going well. Falling Action: The point at which the conflicts have unraveled. A moment of final suspense may occur. The final outcome may still be in doubt. Resolution: The main character or characters are in a better situation. The conflict is gone or, for the most part, has been resolved. Story Pyramid The above story pyramid is used to show a story’s plot and how the action moves. Most stories fit into this story pyramid, but some stories are more complicated and may not follow this pyramid exactly. Standing Ground does follow this model.

exposition

rising action

climax

falling action

resolution


Suggestion: Obviously, during the reading of Standing Ground in the classroom, the teacher will be discussing plot and the different parts of the book that relate to the “Story Pyramid”. Upon completion of the book, the teacher can divide the class into groups of exposition, rising action, climax, falling action, resolution. Each group can have the following questions to answer: Using questioning strategies that have been presented in other free online exercises, the teacher can guide each group in the sharing of their answers.

1. List the most important action and characters in your part of the story pyramid. 2. Write a three sentence summary for your section. 3. Compare and contrast your part of the story to another part of the Story Pyramid. How are they the same? How are they different? 4. Is there anything that you would change in your part of the plot that could move the story in a different direction or make it more interesting? 5. Why is it important to understand both plot and the “Story Pyramid”?


THEMES IN STANDING GROUND Theme explanation and definition: Theme is a very broad idea portrayed or implied in a story. It can be a message of a story or a moral of a story. There can be a main theme in a novel, and there can also be many other “minor” themes that are presented in stories. The theme, or “message”, can be about many things such as life, humanity, or society. Themes are universal ideas presented in stories, and are one of the fundamental concepts of literature. Some examples of themes are: Fate vs. Free Will Good vs. Evil Illusion of Power Love conquers all There are limitless themes that can be gathered from literature, but most novels usually have specific implied themes within their pages. Directions: Standing Ground has major themes and minor themes implied throughout the book.. On the following graphic organizer, have students list themes that they perceive within the book along with text evidence. Then, in the middle oval of the graphic organizer, have students choose the most important theme that they perceive the book implies. There may be more than one answer. Teachers can use questioning strategies to elicit answers and have students share.


Theme #1: Text Evidence:




Main Theme


TONE AND MOOD IN STANDING GROUND Tone: A working definition of tone could be the style, expression, or manner in writing. It is the author’s attitude towards events and characters in a literary piece. Some adjectives that describe tone could be: serious or humorous, cheerful or sad, imploring or conciliatory,

clear or suspicious, cheerful or resigned, angry or witty, positive/negative/neutral There is no easy way to define tone in literature. It involves higher-level thinking and inferences on the part of the educator and students. But, above all, always remember that it is the “author’s attitude” as drawn from the text by the reader. Mood: A working definition of mood could be the overall atmosphere of a book or state of mind. It is the prevailing feeling in a novel. Some adjectives that describe mood could be: optimistic, realistic, romantic, sorrowful, imaginary, etc… Again, there is no easy way to define mood in literature. It also involves higher-level thinking and inferences on the part of the educator and students. But, above all, remember that it is the “atmosphere” of the literary piece. For example, a children’s book may be described as having a positive tone and very humorous, with an optimistic mood. Suggestion for the following activity: Directions: Have students pick a chapter in Standing Ground and fill out the following chart about the particular chapter they pick. Individual or groups should then discuss their answers with the class. Then, as an entire classroom activity, have students fill out the “Book Chart” (without the why and text evidence pieces). Do not have students write down all of the information. Take a digital picture of the entire “Book Chart” once it is completed and edited by the class and teacher and send it to or print it for students. Or, make a digital file for students and distribute.


Chapter Chart

Chapter # And

Name

In general, is there a

positive, negative or

neutral tone?

Further describe with adjectives the tone (author’s

attitude).

What is the overall mood (atmosphere)?

Answer: Why? Can you provide any text evidence?




Standing Ground Tone and Mood Book Chart

Chapter # and Name

Tone (+, - or neutral)

Tone (Author’s attitude)

Mood (Atmosphere)

1. Surprise Attack

2. A New Day

3. Off to School

4. The Encounter

5. Standing Ground

6. School Begins

7. Not Detention!

8. Clarisa’s Choice

9. The Hospital

10. Back at School

11. The Quinceañera

Language Arts Exercises © Craig Mullenix, Ed.D., Author, Standing Ground *Special Thanks to Brin Boyle for her assistance with this exercise

Figurative Language Standing Ground from

Chapter Entitled “Surprise Attack”

When you describe something by comparing it with something else, this is figurative language. It is language that goes beyond the literal meaning of words in order to create an emotional effect or to create insight.

Simile It is when a direct comparison between two unlike things is made. The words “like” or “as” are usually used.

Example: The street is as crooked as a crack.

Imagery

Language used in terms of our senses.

Example: “She lifted her head up, showing the powdery skin below her chin. The tiny bell on her necklace rang as she stretched out her arms. Her tiny fingers rubbed on the ceiling. Pink, beautiful knuckles were soft and white.”

Metaphor An implied comparison between two relatively unlike things using a form of be. The comparison is not announced by like or as.

Example: The hill was a nest of cotton.

Personification This occurs when the qualities of a person are given to an animal, an object, or an idea.

Example: The yo-yo danced with its other partners at the toy contest. (Here, a toy is given the qualities of a human being)

Alliteration Repeated consonant sounds occurring at the beginning of words or within words.

Example: The boy bought a billion bags of bubble gum.

Onomatopoeia Words that mimic sounds and appeal to our sense of hearing.

Example: “Boom!”


Hyperbole It is an exaggerated statement.

Example: “If I have told you once, I have told you a million times!”


Use the first chapter of Standing Ground entitled “Surprise Attack” to answer the following questions regarding figurative language.

1. Which type of figurative language is used in the following passage from the chapter “Surprise Attack”? (A) “Smoke from the mufflers of passing cars hit them in the face.” (pg. 16) ____________________________________________ (B) “Without warning, a rock buzzed by his ear, crashing through the window of a vacant building behind them.” (pg. 17) ____________________________________________ (C) “Again, hunger would be a familiar friend for a couple of nights.” (pg. 18) ____________________________________________ 2. Rewrite the following sentence from “Surprise Attack” using (A) simile and (B) metaphor. Sentence: “A thin shimmer of light cascaded through the window from the street lamps outside and dimly lit one side of Israel’s face.” (A) Sentence using simile: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________


(B) Sentence using metaphor: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Choose a sentence in “Surprise Attack” where onomatopoeia can be used and write it below: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. Use alliteration to change and add emphasis to the following quote from “Surprise Attack”. “Sirens blared outside in the dark.” (pg. 20) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________


GRAPHIC ORGANIZERS Graphic Organizers are provided so that educators can guide students in understanding Standing Ground through structured visual organizers that assist with content acquisition. The graphic organizers presented were given to me during a professional development opportunity by Dr. Jim Curry and John Samara of The Model Classroom Project.


Attributes Chart(Used to study attributes of characters, settings, plot, etc.)

CLARISA

protagonist

female

teen

has a boyfriend

student

leader

intelligent

beautiful

Attributes Chart

Double Bubble Chart(Used like a Venn Diagram, to compare and contrast)

JUAREZ MIDDLE SCHOOL

MY SCHOOL

eighth grade

gym

lockers

use cell phones in restroom

poor neighborhood

middle class neighborhood

many gang members

I have not seen gangs

on a busy street

in a quiet neighborhood

detention room is full

no detention during school

Double Bubble Chart

1

2

3

4

Cycle Chart(Used to show flow of plot or sequence of events)

Chapter 1

Surprise Attack

Clarisa and Israel come out of the small convenience store.

Some unknown boys rob the store. Clarisa and Israel watch while hiding across the street.

The unknowns throw rocks at Clarisa and Israel. Israel cuts his hand on some glass.

Clarisa and Israel run back into the neighborhood. They get to Israel’s apartment. Israel goes to sleep. Clarisa leaves.

1

2

3

4

Cycle Chart

Cause

Cause

Cause

Effect

Effect

Effect

Cause & Effect Chart(Shows relationship between cause and effect)

Event

Israel fights Number 34 and his rival gang.

The rival gang threw rocks at Israel and Clarisa the night that the store was robbed.

The rival gang disrespected Clarisa.

The rival gang was claming the same territory as the Gangstas.

Violence exists and is condoned as a means of protection.

There continues to be instability in the neighborhood.

The relationship between Clarisa and Israel is strained.

Cause

Cause

Cause

Effect

Effect

Effect

Cause & Effect Chart

Event

Character or Event Description Chart(Used to provide more detailed descriptions of major events in a story)

CLARISA DECIDES TO SKIP SCHOOL

OUTSIDE OF THE STORE

ON THE BUS

AT THE MALLAT ABEL’S HOUSE

meet Abel

get money

go to bus stop

questioned by an old woman

lie

ride to the mall

go to different stores

eat lunch

chased by police

Clarisa grossed out

argue

attacked by rival gang

Character or Event Description Chart

Character or Event Description Chart(Used to answer basic questions about characters, events, etc.)

Topic:

Who…

When…

Why… What…

How… Where…

INTRODUCTION OF

CHARACTERS

MARIBEL

Got in trouble at school.

Science class.

Yesterday

She put earthworms from her experiment down a boy’s pants.

The boy kept bothering her.

Character or Event Description Chart

Topic:

Who…

When…

Why… What…

How… Where…

Tree Chart(Can be used to organize and describe characters, plot, events, settings, etc.)

Eighth grade included

Some kids like it, some don’t

Best teacher is Mr. Rodriguez

Busy at class change

Long and flat

No sidewalks

Dangerous

Busy with traffic

Low-income

Mixed in with businesses

Full of residents

Some along busy streets

Inner-city

CLARISA’S NEIGHBORHOOD

Juarez Middle School

StreetsApartments and

Homes

Tree Chart

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

Evidence Chart(Used for judgments, inferences, and showing text evidence)

Position:

Reason 1 Reason 2 Reason 3

Israel is actually a good person.

He helps people.

He is responsible.

He likes children.

He always is at Sanchez Apartment.

He protects Clarisa and Maribel.

He meets up with his cousin at the store.

He takes care of himself alone at his apartment.

He walks Clarisa and Maribel to school daily.

He carries Juanito to Tia Maria’s house.

He let’s Juanito play with his important necklace.

Evidence Chart

Position:

Reason 1 Reason 2 Reason 3

(Activities designed for grades 4 – 9) Novel available at http://www.tatepublishing.com/bookstore

and where books are sold.

Documents

STAAR READING EXERCISES STAAR WRITING ...standingground.wikispaces.com/file/view/FREE+ONLINE...Contact Craig Steven Mullenix: [email protected] STAAR READING EXERCISES