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SpecificallydesignedtotargetthefollowingCommonCoreEnglishLanguageArtsStandardsforReadingLiterature:CCSS.ELA-LITERACY.W.9-10.1Writeargumentstosupportclaimsinananalysisofsubstan4vetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
CCSS.ELA-LITERACY.W.9-10.2Writeinforma4ve/explanatorytextstoexamineandconveycomplexideas,concepts,andinforma4onclearlyandaccuratelythroughtheeffec4veselec4on,organiza4on,andanalysisofcontent.
CCSS.ELA-LITERACY.W.9-10.3Writenarra4vestodeveloprealorimaginedexperiencesoreventsusingeffec4vetechnique,well-chosendetails,andwell-structuredeventsequences.
StrategicInstruc.oninGrade9-10Literature:Wri4ngAboutLiteratureModule
ThismodulefeaturesthreeTier1StratagemsandtwoTier2Stratagems,eachfeaturingaspecificformofessaywri?ng.EachStratagemincludesready-to-useDVTPowerPointslides,DVTfillablePDFforms,DVTrubrics,andlessonplans,aswellassamplesofhowteachershaveusedthem.
Featuresfundamentalsofargumenta?vewri?ngstrategywherebyawritertakesaposi?onorformsasupposi?onaboutsomeaspectofaliterarywork
OpinionWri.ngTier2Stratagems
PersonalExperienceNarra.veFeaturesasimplestructurefororganizingideasforawri?ngapersonalnarra?veessay(e.g.,seKngandsitua?onset-up,Explainingkeyeventswithsuppor?ngdetailsaccompaniedwithanexplana?onofaccompanyingthoughts/reac?ons/feelings,Conclusionthataddresses“WhatIlearnedabout…myself,otherpeople,and/orsimilarsitua?ons”).
andthendefendstheposi?onwithmul?plereasonsand/orformsofevidence.
Featuresanargumenta?vewri?ngstrategywherebyawritertakesaposi?onorformsasupposi?onaboutsomeaspectofaliteraryworkandthendefends
TheDEBATEStrategyTier1Stratagems
LiteraryAnalysisFeaturesastrategywherebywritersuseDVTspreviouslydeveloped(e.g.,CharacterAnalysis,ThemeAnalysis,etc.)asabasic
StoryNarra.veProvidesthebasicstructureforplanningandcomposingaworkoffic?on(e.g.,designingfeaturesof
theposi?onwithmul?plereasonsand/orformsofevidencewhilealsoaddressingcounter-arguments.
structureforconver?ngtoExpositoryessaysdesignedtoexplainakeyfeatureofaliterarywork.
protagonistsandantagonists,seKngset-ups,includingphysicaldescrip?onsandmood,unfoldingconflict,?ppingpoint,andresolu?on).
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SeesampleDVTsfromthismoduleonthefollowingpages
The DEBATE Strategy, pg. 1 Writeargumentstosupportclaimsinananalysisofsubstan?vetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
Back-up the position with reasons and supporting facts (weakestreason1st,strongestreasonlast)
Establish a clear position on the issue Myposi?onis…
WHATbackgroundinforma?ondoreadersneedtohaveabasicunderstandingofthetopic?-OR-WHOshouldbeconcernedabouttheissue?WHY?
WHATisthetopicorissue?
Define the topic / issue
Suppor?ngfacts REASON(weakest)
Suppor?ngfacts REASON(strongest)
WasitmorallyrightforGeorgetokillLenniebeforethelynchmobreachedhim?
PremeditatedmurdertypicallyreceivesthemaximumpunishmentintheU.S.31statesusecapitalpunishmentorthedeathpenaltyEventhoughpremeditatedmurderistherea?meitcouldbemorallyright?RReferencetoaBiblescripture:Foreverythingthereisaseason,anda?meforeverything…ATimetoKill(Ecclesiastes3:2)GeorgeisfacedwiththedecisionofleKnghisintellectuallydisabledfriend,LenniebetortureandhangedbyalynchmoborprotecthimfromthatbygivinghimapainlessandpeacefuldeathWhenGeorgekilledLennie,itwasanactofloveItwasamorallyright?metokill
Georgedidthekind,lovingthingwhenheshotLennieinthebackofthehead.
CurleydoesnotwanttofindLennieandtakehimtotheauthori?es.Hejustwantstofindhimandhanghim.GeorgewantstokillLennieinamercifulway.Theybothtakethelawintotheirownhands
CurleymayeventortureLenniebeforehanginghim.Hesayshejustwantsjus?ceforhiswife’smurder,butitismorethanthat.Lennie’sstrengthhasin?midatedhim,sohewantstoexerthispoweroverLennieinthenameofjus?ce.GeorgeknowsthisaboutCurley.Curleywantssadis?crevenge.GeorgejustwantstoprotectLenniefromthat
Lenniecan’tbeheldaccountableforhisac?onslikemostadults.Hismindislikeachild’s.AllowingCurleyandthelynchmobtohangLennieislikeallowinga6-yearoldboytobestrungup.
Today,Lenniewouldbegiventheappropriatesupportforhisdisability,andGeorgewouldnothavehadthetotalresponsibilityforLennie’sbehaviorwhiletryingtowork.Since2002,theSupremeCourtruledthattheintellectuallydisabledcan’tbeeligibleforcapitalpunishment.
SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10
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The DEBATE Strategy, pg. 2 Writeargumentstosupportclaimsinananalysisofsubstan?vetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
Acknowledge the opposition’s position
Tell why the opposition’s position is incorrect (opposi?on’sstrongestreason1st,weakestreasonlast)
Opposi?on'sposi?onis…
Inconclusion… End with a concluding statement that re-states your position
Suppor?ngpointstheopposi?onmightprovide… 1stREASONopposi?onmightgive…(strongest)
Factsthatsupportyourposi?onandweakentheopposi?on’sreason COUNTER:Whythisreasonisfaulty…
Suppor?ngpointstheopposi?onmightprovide… 2ndREASONopposi?onmightgive(weakest)…
Factsthatsupportyourposi?onandweakentheopposi?on’sreason COUNTER:Whythisreasonisfaulty…
GeorgecouldhavehelpedLennieescapeinsteadofkillinghim.
GeorgecouldhavelenLennieinacave.Then,hecouldhavesteeredCurleyandhisgangtorideintheoppositedirec?on.
ItdoesnotmaVerwhatreasonsGeorgehad,hecommiVedmurder.Heshouldnothavetakenthelawintohisownhands.
Curleyandhismenwerenotinterestedinupholdingthelaw.Georgeknewthattheywerenotinalawabidingenvironment.
:GeorgeknewthatkillingLenniecouldbeaseriouscrime.buthewasmoreconcernedwithdoingthecompassionatethingforhisfriend.HealsoknewthatCurleymightbegladthatLenniewasdead.Curleywasnotconcernedwithfollowinglaws.That’swhyGeorgetooktherisktokillLennieinamercifulway.
Eventually,GeorgewouldhavehadtogotoLennie.LenniewastoodependentonGeorgetohavelastedlongwithouthishelp.
Curleywouldnothaveletitgo.HewouldhavegoVenmorementotakeupthesearchforLennie,andhewouldhavewatchedGeorge’sac?onscarefully.
ItwaswrongforGeorgetokillLennie.
ItwasmorallyrightforGeorgetokillLenniebecauseLenniewasnotresponsibleforhisac?onsasanintellectuallydisabledman.Hewaslikeasmallchild.Curleyandhismenwouldhavetorturedandkilledhim.Georgedidalovingactbygivinghimapainlessandpeacefuldeath.
Itisagainstthelawtokillanotherpersonincoldblood.
SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10
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Literature Explanatory Essay Planner pg.1 Writeinforma?ve/explanatorytextsinwhichtheymakecleartheconnec?onsanddis?nc?onsbetweenkeyideasappropriatetothepurpose;includeformaKngwhenusefultoclarifyideas.
STEP1:DeterminethepurposeoftheessayandassociatedDVT.
Describeacharacter’squali.es,ac.ons,androleinthestory …………………………………………………………………………….CharacterAnalysisDVT
Theessaywillexplain...
Explainthestory’sthemeandhowitwasdeveloped,shapedandrefinedasthestoryunfolded;describehowthethemewasconveyedthoughcharactersandscenes.
Describehowacharacter’smo.va.onaffectedhis/hergoalsandac.onsand,inturn,howtheseaffectedthestory
……….……………………….Mo4va4onInferencesDVT
Describehowacharacterinteractedwithothercharactersandwhytheseinterac.onswereimportanttothestory
……….……………………….CharacterInterac4onsDVT
Describehowthestorywasstructuredandtheconflictwasdevelopedandresolved…………………..………………..……….….StoryStructureDVT
Describehowtheauthorusedflashbackstoenhancethestory’sdrama …………………….…………………………….……….FlashbackAnalysisDVT
…………………………………………….T.H.E.M.E.AnalysisDVT
KeyIdeasaboutaCharacter.
KeyIdeasaboutthePlotorConflict.
KeyIdeasabouttheTheme.
STEP2:Plantheessay’sintroducLonComposeasentencedesignedtocreatereaderinterestthatwillserveasthefirstsentenceintheessayandaddressestheessay’stopic.
WhilestaLngthenameoftheliteraryworkandauthor,composeasentencethatindicatesthetopicofyouressay.
WritesentencesthatsummarizeskeyinformaLonaboutthetopic.
EndtheintroducLonwithasentencethatrevealsthepurposeoftheessay.
X
Doesevillurkwithinallofus?Isthatwhypeoplecommitactsofcrueltytolovedones?
Oneofthemaintopicsin“TheScarletIbis”byJamesHurstistheevilthatlurkswithin.Hurstusesthistopictocommunicatehismessage,ortheme,powerlessnessleadstocruelty.Throughoutthestory,Brother(theantagonist)saysanddoescruelthingstoDoodle(theprotagonist).Each?meBrotherfeelspowerless,helashesoutatDoodlewhichcauseshimharm.Overall,theseedofcrueltyseemstogrowoutoffeelingsofpowerlessness,andthatpowerlessnesstakesovertothepointofhur?ngothers,evenlovedones.
Thisimportantthemein“TheScarletIbis”canteachusthattheconsequencesofcommiKngactsofcrueltycanbetragicforothersandforourselves.
SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10
Wri4ngAboutLiteratureModule©AllRightsReserved
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Literature Explanatory Essay Planner pg.2 Writeinforma?ve/explanatorytextsinwhichtheymakecleartheconnec?onsanddis?nc?onsbetweenkeyideasappropriatetothepurpose;includeformaKngwhenusefultoclarifyideas.
STEP3:Planthemainbodyoftheessay1. AccesstheDVTthatbestmatchesthepurposeoftheDVT(see#1onpreviouspage).
2. NoteideasontheDVT(iftheDVThasnotalreadybeendeveloped).3. Plantheorderinwhichtheideaswillbecommunicated.
NOTE:AlthoughtheideasthatappearontheDVTmayalreadybeinthebestorderduetothedesignoftheDVT,some?meitmaymakemoresensetocommunicatetheideasinadifferentorder.Notenumbersineachoftheinforma?onboxesontheDVTtoindicatetheorderyouplantofollowwhencommunica?ngtheideas.
STEP4:Plantheessay’sending
AttheboVomofmanyoftheDVTsisacomponentforno?ngconclusions.IftheDVTyouareusingtoplanyouressayincludesthiscomponent,thenusetheseideastowhenplanninghowtheessaywillend.
STEP5:ComposeadraYoftheessay,edititusingtheExplanatoryEssayRubric,andreviseasnecessary.
Summarizeormakeconclusionsaboutthecentralideasaddressedintheessay.
Provideclosurebygivingthereaderanimportantideauponwhichtoreflect.
In“TheScarletIbis”thetopicoftheevilthatlurkswithinwasveryprevalentaswellasthethemeofpowerlessnessleadingtocruelty.
ThethreemainreasonsthatBrotherfeltpowerlesswerelossofaVen?on,athreatenedself-image,anddamagedpride.Tofeelpowerful,BrothersaidhursulthingsandcommiVedcruelactstowardDoodle,hisownsibling.HislastactofcrueltymayhavecausedDoodle’sdeath.
Inmyopinion,JamesHurstwantsthereadertoseethatcommiKngactsofcrueltycanhavetragicconsequences.Inthisstory,Brotherlosthissiblingandbestfriend,andhewouldbeforeverpowerlesstodoanythingaboutit.
SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10
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Personal Experience Narrative Planner, pg.1 Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,well-chosendetails,andwell-structuredeventsequences.
SETTINGSet-Up:FeaturesyouwanttorevealabouttheSETTINGwhereyouhadtheexperiencePOINT IN TIME
LOCATION
SITUATIONSet-Up:Whatishappeningthatcreatedtheopportunityfortheexperiencetooccur
PHYSICAL DESCRIPTION
TITLE Isabout…
Star?ngin1968,freshmanyearforthenarrator
GlendaleHighSchool
-Largebutveryovercrowdedschool-InSouthernpartoftown-Studentsformonebigmassinthehalls-Everyone,includingthenarrator,iswalkingdownthehallslikeanyotherday.
-Narratorseesastudentwhostandsoutbecauseofhisunhealthyappearance:emaciatedbody,transparentskin
-TheboyisbackedupagainstthelockersandapopularboyintheFreshmanclass,Lance,wastalkingloudlytohim
-Lancelaughsattheboyandsaysheisafreak.
-Lancegivestheboythenickname,“Glendale’sGhostFreak.”Thisrevealstothereaderwherethe?tlecamefromaswellaswhatthestoryisgoingtobeabout.
anillboywhohideshissicknessinordertoliveanormallife,however,heisplaguedbyextremeshynessandcruelbullies.
TheGhostofGlendale
SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10
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Personal Experience Narrative Planner, pg.2 Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,well-chosendetails,andwell-structuredeventsequences.
Mythoughts/reac.ons/feelingsaboutevent
KeyEvent+details
Mythoughts/reac.ons/feelingsaboutevent
KeyEvent+details
Mythoughts/reac.ons/feelingsaboutevent
KeyEvent+details
Conclusionisabout…What I learned about myself What I learned about people What I learned about situations like this one
-Nowsecondsemesterof9thgrade,Civicsclass-Narratorgoesinearlyandfindstheemaciatedboythere.-Narratorsitsbyhimandtriestotalk,boywon’treplyorlookherineyes-ReaderlearnsheisScoVyBurns-Heisverysmart,geKngallA’sintheclass,butteachernevercallsonhim.-NarratorcomplimentsScoVyonhisgradesbuthedoesn’tsayanything,simplysmiles
-Now10thgradeoutsidecafeteria-LanceandanotherhugeboyyellatScoVyaskinghimifhewantsTwinkies,callhimnames-ScoVycon?nuestowalkaway-ThetwobulliesthrowTwinkiesathimwhichstrikeScoVyroughly-ScoVydoesn’tretaliate,onlystopswalking-AnotherboystandsupforScoVyandstopstheabuse
-Nowearlyintothe11thgrade,narratorisinDramaclass-Sirensareheardarrivingattheschool,ambulancepullsup,EMTsruninsidewithastretcher-TheEMTstakeoutacoveredfigureonthestretcher-PrincipalmakesannouncementthatitwasScoVyandhepassedaway,herevealsScoVyhadseriousheartcondi?on,buts?llwantedtoaVendschool,keptstraightA’s
-WantedtogettoknowScoVybutsawthathewouldnotlethisguarddownforanyone,hehasprobablybeenbulliedtoomany?mes-Upsetabouttheteacher’sprac?ceofnotkeepingthegradesprivate,however,usedthatopportunitytopraiseScoVyforhishighscores-RealizedScoVyneverspoke
-AppalledbythebulliesopencrueltytowardsScoVy-CanunderstandandsenseScoVy’sfear-PrayedfortheAssistantPrincipaltoshowupandstopthebullies-VerythankfulforTimwhoendedthe“fight”,smiledathimingra?tude
-Shockedandterrifiedbyambulance-Verycontempla?veaboutScoVyandhischoicetostayinschoolwhiledying-Shameandguiltaboutnotinterveninginbullyingtowardshim-Makespersonalvowtostandupforthebulliedinthefuture
Thenarratorwasabletogiveaspeechaboutapersonwhowasinfluen?alinherlife.ShechoseScoVybecauseofthebullyinghehadendured.Intheconcludingparagraph,thenarratorgivesScoVythe?tle“Mockingbird”becausehenevercausedanyonepain,buthewass?fledandneverallowedtobehimself.ThenarratorreflectsonhowScoVycouldhavebeenbroughtsomuchwisdomifhehadnotbeenbulliedintosubmission.ThenarratorgivesScoVycreditforinspiringnewcouragewithinher.ShesaysthatbullyingwasnottheonlythingthatwoundedScoVy,hernotstandingupforhimwasalsoawound.Inherfinalconclusion,shesaysthattothisday,shehaskepthervowtonotjustacceptcrueltytowardsothers.
X X
SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10
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Opinion (4 Reasons + Evidence) Write arguments to support claims with clear reasons and relevant evidence
STORY
CONCLUSION about my opinion…
SUPPORTING DETAILS / EVIDENCE supporting my opinion… REASON
SUPPORTING DETAILS / EVIDENCE supporting my opinion… REASON
SUPPORTING DETAILS / EVIDENCE supporting my opinion… REASON
SUPPORTING DETAILS / EVIDENCE supporting my opinion… REASON
Important TOPIC (e.g., author’s writing style, plot, event, character, setting, theme, use of literary devices) associated with this story… My opinion about this topic…
TheOdyssey
ThePowerofCunningoverPhysicalStrength
Itismorevaluabletobeastrategicthinkerthanitistobephysicallystrong.
Shrewdthinkingcangetoneoutofdangerousplaces.
Whenapersonreliesonhismindoverhismuscles,heisaccustomedtothinkingbeforeac?ng.
Whenoutnumberedbyyounger,strongerenemies,strategicthinkingcanbringavictory.
Physicallystrongcreaturescanbeoverpoweredbysomeonewhoisintellectuallystronger.
Odysseusknowsthathecan’tphysicallyoverpowerPolyphemuswhenhe&hismenaretrappedinhiscave,soheexploitshisstupidity.(Book9)
TheCyclopsgetsdrunk.Odysseussayshisnameis“nobody”.HeblindstheCyclopswhoscreamsthat“Nobody”hurthim,sonohelpcomes.
Odysseusandhismens?llhavetogetoutofthecave,soheuseshisshrewdthinking.(Book9)
TheblindPolyphemusletshisramsoutthenextmorning.Odysseusandhismenrideoutwiththem,tuckedundertheirbellies.
WhenOdysseusmeetsAchillesintheUnderworld,hepraiseshimforhisgodlystrength,butAchillesjustreliedonstrength&felltoatrick.(Book11)Achillesdoesn’tcarethathewasreveredforhisstrength.HetellsOdysseusthatbeingaliveisagin.Hekeepshissenses.
Odysseusdevisesaplantodestroythesuitorsthathavetakenpossessionofhispalace.(Books19-20)Odysseus,disguisedasabeggar,entersthecontestforPenelope.Hewins&revealshimself.He,Telemachus,andservantsslaythesuitors.
Strategicthinkerscangetoutofdangerousplaces,outwitmonstrouscreatures,andwinvictoriesoveryounger,stronger,enemiesingreatnumbers.Theirplanningpreventsthemfromimpulsivity.Cunningismorevaluablethanphysicalstrength.
2
1
3
4
SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10
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Personal Experience Narrative Planner, pg.1 Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,well-chosendetails,andwell-structuredeventsequences.
SETTINGSet-Up:FeaturesyouwanttorevealabouttheSETTINGwhereyouhadtheexperiencePOINT IN TIME
LOCATION
SITUATIONSet-Up:Whatishappeningthatcreatedtheopportunityfortheexperiencetooccur
PHYSICAL DESCRIPTION
TITLE Isabout…
Recently,thefirstdayof9thgrade
RooseveltHighSchool,ElPaso,Texas
-Areasonablylargehighschool(the9thgradehasover300students)l-Apublicschoolwithlockersinthehall
-Firstdayofhighschool,beforethefirstclass
-Iheardaloud,malevoiceridiculinganotherstudent
-Theboyisbackedupagainstthelockersshowingextremefear
-AboynamedTroyismakingfunofhim.
-Troycallshimanalienbecausehelookssodifferent.
-Manystudentslaughathim
-Ijuststoodtherewhiletheboyenduresverbalhumilia?on
A9thgradeboywhoisbulliedstar?ngthefirstdayofhighschoolandlas?ngforseveralmonthsun?litendsintragedy.
IJustStoodThere
SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10
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Personal Narrative Planner, pg.2 Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,well-chosendetails,andwell-structuredeventsequences.
Mythoughts/reac.ons/feelingsaboutevent
KeyEvent+details
Mythoughts/reac.ons/feelingsaboutevent
KeyEvent+details
Mythoughts/reac.ons/feelingsaboutevent
KeyEvent+details- Firstdayof9thgrade- Thinboyisbeingbullied- IwatchedasaboynamedTroyridiculedhim- Otherstudentslaughedathim- Ijuststoodtherewatching- Isawhiminthelibraryandtriedtotalkto
him,buthejustscurriedaway
-Nowafewdayslater-Isawhimbulliedatanassembly-Troyandotherboyscallhim“Alien”-Hedoesnotturnaroundorrespond- DuringthePledgeofAllegiance,Troy&otherboysthrewpaperwadsathim
-Istoodtherewatching
-Now.AroundThanksgiving(9thgrade)- 9thgradeisgeKngreadyforafieldtriptoThePlanetarium
-Troyyellsattheboy,callinghimAlien- Theboydoesnotturnaroundorrespond.
- Troythrowsarock,hitshim&causeshimtofall,hiKngthebridgeofhisnoseonastepinthebus.
- Hecollapsesandisrushedtoahospital
- Principalmakesannouncement:Hediedofabrainhemorrhage.
- Iwasmor?fiedbythebully“sac?ons,butIdidn’tdoanythingtostopit.
- Itriedtobefriendlyinthelibrary,buttheboydidnotrespond.IwasafraidthathethoughtIwasoneofthestudentswholaughedathim.
- IwasshockedwhenTroyandotherboysthrewpaperwadsathim.
- Icouldfeelhishumilia?onastheyhit
- Ijuststoodtherewatching,feelingsorry
-Ididn’ttrytogetateachertostopit
- Icouldn’tbelievethatTroythrewtherockathim
- Iwasstunnedwhenhefellhardagainstthebusstep.
- Whentheprincipalannouncedthattheboy(BobbyLong)haddied,Ifeltanguish,guilt,andoverwhelmingshamethatIhadn’tdoneanythingtostopthebullying
SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10
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Personal Narrative Planner, pg.2 Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,well-chosendetails,andwell-structuredeventsequences.
What I learned about myself What I learned about people What I learned about situations like this one
X X X
Conclusionisaboutaresolu.onoftheconflictand/orpersonalreflec.onabouttheexperience
Ididalotofreflec?ngaboutthisexperience.First,IthoughtaboutwhatacowardIhadbeen.IwasafraidtospeakuptoTroyandtheotherswhomadefunofBobby.Ishouldhavealertedtheassistantprincipalanerthefirstepisodeofbullying.Bobbymights?llbealiveifIhaddonethat.ThatissomethingIwilllivewithfortherestofmylife.ThesecondthingIthoughtaboutwasthatpeopleseemtodothingsinacrowdthattheyprobablywouldn’tdoiftheywerebythemselves.IknewsomeofthestudentswholaughedatBobby,butIdonotthinktheywouldhavelaughedathimiftheyhadbeenalone.Thelast,andmostimportantthingIthoughtaboutwastheimportantlessonthisexperiencehadtaughtme.Bullyingisneverjus?fied.Itiscruelandharmful.Itiswrongandneedstobestoppedimmediately.ImadeasolemnvowtomyselfthatifIeverwitnessedsomeonebeingbulliedagain,IwouldNOTjuststandthere.
SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10
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