381 9./6 The Model ,) %'/)8
::6C 2/ 9./6Preview the Model ,) %'/)8 " At a Glance ! /793 ,C C %9 9"8 '*/3- 0/118 /9 7'7 439 9 6 29?12 H&2/ -5/ I / . 635/ 29 9 C 3 3 - ? 66C 7/793 ?/ 9 C ,9? 97/ 2381 2 2 ::/8/. 9 2/ ? 29 A2/8 2/ A 38 030 2 8. 3B 2 1 ./ 8 ? 9,391 :23- 6 7/793 3 : 37 C 9 /C/A3 8/ --9?8 90 /@/8 38 2/ ? 29 J 630/ 8. 29A 2/ 9 2/ 0/6 ,9? 2/7 * 39/, 6: 3) 4, ; 398 ' 381 1 :23- 9 1 83D/ - 8 2/6: C9? -23/@/ C9? :? :9 / 38 / .381 ./8 30C381 2/ /;?/8-/ 90 /@/8 38 9 C - 8 2/6: C9? ,/ / ?8./ 8. 2/ :69 8. 669A C9? 9 8 6CD/ 2/ :9 3,6/ 7/ 8381 90 2/ /@/8 / / 9 C 3: 9 /-9 . 2/ /@/8 38 2/ 9 ./ 38 A23-2 2/C 2 ::/8/. !9 / 2 89 66 9 C /@/8 / 90 /;? 6 37:9 8-/ 38 2/ :69 /-3./ A23-2 /@/8 / 318303- 8 /89?12 9 ,/ /-9 ./. '* 7B8 439 9 9A .9/ A/ 381 0 @9 3 / 3 /7 90 -69 2381 00/- C9? 9A -9?6. C9? -69 2/ 3806?/8-/ 2/ A C C9? /B:/ 3/8-/ /@/8 9 :7548 # /@3/A 2/ 7/793 J 3 6/ 8. 03 : 1 :2 C9? / . 6995 09 A C %9 9 ? / 2?79 9 /@/ 6 29A 2/ /@/8 00/- /. 237 3'1 ? /9 7'9:7 24/7 2 24/7 3 :3/-/ 90 89803- 398 A 3 381 2 /66 9 C 0 97 2/ A 3 / J 630/ /793 / ,9? :/ 98J /B:/ 3/8-/ 8. / - 398 9 23 9 3- 6 /@/8 C9? / . H&2/ -5/ I ./-3./ A2/ 2/ C %9 9 3 ? 381 2/ 7/793 9 /66 ,9? 23 9A8 /B:/ 3/8-/ 9 ,9? 23 9 3- 6 /@/8 2 2/ 63@/. 2 9?12 9/ 589A381 2 2/ /@/8 - ? 66C 2 ::/8/. 9 2/ A 3 / 7 5/ 2/ 9 C 0?883/ 9 79 / 38 / / 381 9 C9? Soto wantsa black leatherjacket.Soto’smother buys himan ugly vinyljacket.Meet the AuthorMGGarySoto writes poetry, fiction,aand nonfiction. Soto was born in11952 in Fresno, California, to aMMexican-American family. The familysstruggled to make ends meet when hewwas growing up. There were times whenSSoto had to wear cardboard in his shoesand pick grapes to make money. In college Soto discoveredpoetry. He began writing his own poems and soon won anational poetry award. Although Soto has written for adults,today he is best known for his writing for young people.7 ;/ #4)'(:1'7 ;/@3 1 O ¼¶GJE adj. 9?12 238C :6 3- profile, 265terrorist, 266gagged, 268eagerly, 268Launch the LessonPrior to reading “The Jacket,” havestudents imagine that they have agift certificate to use for buying onearticle of clothing. If possible, havestudents look through clothingcatalogs to find and discuss itemsthey would and would not choose.Have students tell why they prefercertain styles. If it is not possible forthem to look at catalogs, simply havestudents describe clothing styles theylike and dislike.245 F I v. ,/ 16997C 9 38 69A :3 3 Words in Usevinyl, 265swoop, 266vicious, 268mope, 268Studying this lesson will enablestudents tor use reading skills such asidentifying sequence of eventsr define autobiography and explainhow this genre is different fromother nonfictionr make connections between theauthor’s life and the incident hedescribes in his writingr enjoy the retelling of a situationthat is familiar to middle schoolstudents;/@)/4:8 OB¼¶LA L adj. - ?/6 03/ -/ KEY TERMS30/07 11:09:27 AMSelectionWordsObjectives8 445 LP I v. ./ -/8. ;?3-56C 38 A//:381 79@/7/8 THE JACKETPreviewVocabulary " :/1* ')0-74:3*Guided Reading: Reading Modelr Reading Level: Easyr Difficulty Consideration: May nothold student interestr Ease Factor: LengthTeachingWordseyewitness, 263significant, 263unfortunate,269inclusion, 269indicate, E OF EVENTS,PLOT,263TONE, 265263CLUSTER CHART,265265SENSORY DETAIL, 265CHARACTER, 265NARRATOR,THE JACKET0258-0283 Lit3eG6 U03 ATE.indd 2632637/8/09 2:40:42 PM
::6C 2/ 9./6Teach the Model " SummaryGary Soto tells a story from his ownyouth. He recalls his enthusiasm forgetting a new jacket when he outgrewhis old one. Soto’s vision of the perfectjacket was a black leather biker’s-stylejacket. Unfortunately, his mother haddifferent ideas. She surprised him withan avocado-colored jacket with amustard yellow lining. Soto wasembarrassed to wear the jacket buthad no choice. In this humorousmemoir, he recounts the mishaps andmisfortunes of his middle school years,all of which he blames on the fact thathe had to wear what he considered aless-than-fashionable jacket. ! ,) %'/)8 78%6)( %8 8,) .%'/)8, 0-/) %2 )2)1 , The Mirrors& Windowsquestions atthe end ofthe story focus on the theme ofremembrance. Before they beginreading, ask students to thinkabout their past. Are theredecisions that they would change,knowing what they now know?WIRRORSW INDOWS8,-2/-2 &%( 8,-2 7 More by This AuthorStudents who like “The Jacket” mightenjoy other stories by Soto. Examplesinclude Taking Sides and Baseball inApril and Other Stories.A Memoir by Gary Soto Program ResourcesPlanning and AssessmentProgram Planning Guide, Selection Lesson PlanE-Lesson PlannerAssessment Guide, Lesson TestExamView0258-0283 Lit3eGMeeting the StandardsNonfiction: Unit 3, Reading Model, pp. 19–27Technology ToolsInteractive Student Text on CDVisual Teaching PackageAudio UNIT 3 NONFICTION0258-0283 Lit3eG6 U03 ATE.indd 2647/8/09 2:40:46 PM
30/07 11:09:28 AM '038,)7 ,%:) *%-0)( 1) I remember the greencoat that I wore in fifth and sixth grades when you either danced likea champ or pressed yourself against a greasy wall, bitter as a pennytoward the happy couples.When I needed a new jacket and my mother asked what kind Iwanted, I described something like bikers wear: black leather andsilver studs with enough belts to hold down a small town. We werein the kitchen, steam on the windows from her cooking. She listenedso long while stirring dinner that I thought she understood for surethe kind I wanted. The next day when I got home from school, Idiscovered draped on my bedpost a jacket the color of day-oldguacamole. I threw my books on the bed and approached the jacketslowly, as if it were a stranger whose hand I had to shake. I touchedthe vinyl sleeve, the collar, and peeked at the mustard-coloredlining.From the kitchen mother yelled that my jacket was in the closet.I closed the door to her voice and pulled at the rack of clothes in thecloset, hoping the jacket on the bedpost wasn’t for me but my meanbrother. No luck. I gave up. From my bed, I stared at the jacket. Iwanted to cry because it was so ugly and so big that I knew I’d haveto wear it a long time. I was a small kid, thin as a young tree, and itwould be years before I’d have a new one. I stared at the jacket, likean enemy, thinking bad things before I took off my old jacket whosesleeves climbed halfway to my elbow.I put the big jacket on. I zipped it up and down several times,and rolled the cuffs up so they didn’t cover my hands. I put myhands in the pockets and flapped the jacket like a bird’s wings. Istood in front of the mirror, full face, then profile, and then lookedover my shoulder as if someone had called me. I sat on the bed,stood against the bed, and combed my hair to see what I would looklike doing something natural. I looked ugly. I threw it on mybrother’s bed and looked at it for a long time before I slipped it onand went out to the backyard, smiling a “thank you” to my mom as Ipassed her in the kitchen. With my hands in my pockets I kicked aball against the fence, and then climbed it to sit looking into thealley. I hurled orange peels at the mouth of an open garbage can andwhen the peels were gone I watched the white puffs of my breaththin to nothing.Teach the Model " 3'1 ? /9 7'9:7 24/7 97 A2 :938 90 @3/A 3 23 7/793 A 3 /8 AAnalyze LiteratureAutobiography Explain that anautobiography is the true story of aperson’s life written by the person.The writer tells about events andsituations that will be interesting toreaders. Have students brainstormother experiences fifth and sixthgraders have that might be interestingto retell in an autobiography.Analyze Literature;/@3 1 O ¼¶GJE adj. 9?12 238C :6 3-Memoir Answer: It is written fromthe first-person point of view. The useof the pronouns I, we, my, and so onshow that the memoir is written in thefirst person. AUse Reading Strategies " "8 '*/3- 97'9 -/ 8#/8:'1/? )2 /8 9 C ./ 36 .9/ 2/ ? 29 ? / 9 /@95/ 7/8 6 :3- ? / 90 2/ 4 -5/ BVisualize Answer: Details include“color of day-old guacamole,”“vinyl sleeve,” and “mustard-coloredlining.” BUse Reading StrategiesVisualize Ask students to listen asyou read aloud the first page. Tellthem to close their eyes and picture intheir minds what you are reading.Then ask students to open their eyesand describe the main events theyvisualized. Finally, have them recordin sketches and/or words events thathave happened so far in the story. Asstudents read on, continue to havethem add notes on what theyvisualize. 89:*8 ! 36 A3 2 6 1/ 2/ . -:')'241 3: 9 : / . 7 ./ 0 97 7 2/. @9- .9 A3 2 :3-/ THE JACKETDifferentiated Instruction0258-0283 Lit3eG06 U03.indd 265 11/30/07 11:09:30 AMReading ProficiencyEnglish Language LearningBe sure students understand the beginning of thestory. Use a reader’s theater approach with studentsworking in pairs. Have one student play the role ofthe mother and the other of the boy. Ask pairs toact out the events that happen on the first page.Read aloud the description of the jacket. Havestudents draw the jacket and use colored markers orpencils to color it as described in the selection. Thenwrite the words jacket, sleeve, collar, and lining onthe board. Have students use these words to writetitles and captions for their drawings.THE JACKET0258-0283 Lit3eG6 U03 ATE.indd 2652657/8/09 2:40:48 PM
Teach the ModelUse Reading StrategiesVisualize Tell students that as theyvisualize what is happening in a story,one thing they can picture is theexpression on the character’s face.Model by reading aloud the sentencestelling about Brownie ripping thejacket. Look surprised and horrifiedwhen you tell about the rip. Lookdepressed as you tell about sitting onthe bed with the ripped jacket. Rereadthe other incidents in the middle ofthe story. Have students imitate thefacial expressions they visualize. A8 445 LP I v. ./ -/8. ;?3-56C 38 A//:381 79@/7/8 AAnalyze LiteratureTone Answer: The writer uses aninformal, humorous tone. For example,he exaggerates the danger of FrankieT. by calling him a terrorist. He alsolists the offense of his best friend,Steve Negrete, as eating an applewhile looking at him, which is clearlyan innocent action that is taken asoffensive by the hypersensitivenarrator. B " 3'1 ? /9 7'9:7 Use Reading SkillsIdentify Sequence of EventsSuggest that students use their storystrip to keep track of events in thestory. Which events are importantenough to include? Which events canbe left out?!43 &98/ 3 2/ ? 29 J 3 ?./ 9A . 2/ ?,4/- )2 98/ .9/ %9 9 ? / A2/8 ./ - 3,381 29A 2/ A / /. 98 2/ :6 C1 9?8. BI jumped down, hands inmy pockets, and in thebackyard on my knees Iteased my dog, Brownie, byswooping my arms whilemaking bird calls. He jumpedat me and missed. He jumpedagain and again, until a toothsunk deep, ripping an Lshaped tear on my left sleeve.I pushed Brownie away tostudy the tear as I would a cuton my arm. There was noblood, only a few loose piecesof fuzz. Dumb dog, I thought,and pushed him away hardwhen he tried to bite again. Igot up from my knees andwent to my bedroom to sitwith my jacket on my lap,with the lights out.That was the first afternoon with my new jacket. The next day Iwore it to sixth grade and got a D on a math quiz. During themorning recess Frankie T., the playground terrorist, pushed me tothe ground and told me to stay there until recess was over. My bestfriend, Steve Negrete, ate an apple while looking at me, and the girlsturned away to whisper on the monkey bars. The teachers were nohelp: they looked my way and talked about how foolish I looked inmy new jacket. I saw their heads bob with laughter, their handshalf-covering their mouths.Even though it was cold, I took off the jacket during lunch andplayed kickball in a thin shirt, my arms feeling like Braille fromgoose bumps. But when I returned to class I slipped the jacket onand shivered until I was warm. I sat on my hands, heating them up,while my teeth chattered like a cup of crooked dice. Finally warm, Islid out of the jacket but a few minutes later put it back on when thefire bell rang. We paraded out into the yard where we, thesixth graders, walked past all the other grades to stand against theback fence. Everybody saw me. Although they didn’t say out loud, 7'/11 %C /7 90 A 3 381 09 2/ ,638. 2 ? / 3 /. .9 " ! NONFICTIONDifferentiated Instruction0258-0283 Lit3eG06 U03.indd 26626611/30/07 11:09:31 AMEnglish Language LearningEnrichmentList on the board any verbs you think may beunfamiliar to students. For example, you mayinclude whisper, bob, shiver, chatter, and parade.Act out each word and discuss its meaning. Use theword in a sentence. Then have students make up asentence using each word. Have them act out themeaning as they share their sentence with the class.Ask students to work in pairs. Have one student ineach pair role-play being Gary Soto as a sixth graderand the other role-play being a guidance counselor,teacher, principal, or other person who is good atadvising young people. Tell Gary to explain hisproblems to the counselor. Ask the counselor to giveGary advice.UNIT 3 NONFICTION0258-0283 Lit3eG6 U03 ATE.indd 2667/8/09 2:40:50 PM0258-0283 Lit3eG
30/07 11:09:31 AM“Man, that’s ugly,” I heard the buzz-buzz of gossip and even laughterthat I knew was meant for me.And so I went, in my guacamole-colored jacket. So embarrassed,so hurt, I couldn’t even do my homework. I received Cs on quizzes,and forgot the state capitals and the rivers of South America, ourfriendly neighbor. Even the girls who had been friendly blew awaylike loose flowers to follow the boys in neat jackets.I wore that thing for three years until the sleeves grew short andmy forearms stuck out like the necks of turtles. All during that timeno love came to me—no little dark girl in a Sunday dress she woreon Monday. At lunchtime I stayed with the ugly boys who leanedagainst the chainlink fence and looked around with propellers ofgrass spinning in our mouths. We saw girls walk by alone, sawcouples, hand in hand, their heads like bookends pressing airtogether. We saw them and spun our propellers so fast our faceswere blurs.I blame that jacket for those bad years. I blame my mother forDher bad taste and her cheap ways. It was a sad time for the heart.With a friend I spent my sixth-grade year in a tree in the alley,waiting for something good to happen to me in that jacket, which Ehad become the ugly brother who tagged along wherever I went.And it was about that time that I began to grow. My chest puffed upwith muscle and, strangely, a few more ribs. Even my hands, thosefleshy hammers, showed bravely through the cuffs, the fingersalready hardening for the coming fights. But that L-shaped rip on theleft sleeve got bigger, bits of stuffing coughed out from its woundafter a hard day of play. I finally Scotch-taped it closed, but in rainor cold weather the tape peeled off like a scab and more stuffing fellout until that sleeve shriveled into a palsied arm. That winter theelbows began to crack and whole chunks of green began to fall off.I showed the cracks to my mother, who always seemed to be at thestove with steamed-up glasses, and she said that there were childrenin Mexico who would love that jacket. I told her that this wasAmerica and yelled that Debbie, my sister, didn’t have a jacket likemine. I ran outside, ready to cry, and climbed the tree by the alley tothink bad thoughts and watch my breath puff white and disappear.Teach the ModelMake Connections " '0 433 )9/438 9A .9/ 23 ./ - 3: 398 00/- C9? 0//6381 ,9? 2/ 8 9 C &0%1) 8,%8 .%'/)8 *36 8,37) &%( )%67 " "8 '*/3- 97'9 -/ 8#/8:'1/? )23-2 A9 . 8. 37 1/ 38 23 ./ - 3: 398 2/6: C9? :3- ? / 29A 2/ 4 -5/ 6995 89A F 5745 11 78 .1/ A3 2 ,6 ./ 2 :38 9?8. 8. 79@/ 23: 9 3 - 0 09 A . 5'18/ * '8 ,6/ 9 79@/THE JACKETWriting Skills0258-0283 Lit3eG06 U03.indd 267DescriptionTell students, “I am really enjoying Soto’s writing.One reason is because he does such a good job ofdescribing things. I like when he says his jacket wasthe color of day-old guacamole. I can just picture anugly gray-green color.” Ask students to point outdescriptions in the piece that they like. Point out thecomparisons Soto makes, such as “he was as thin asa young tree.” Have students find other descriptionsAnswer: Answers will vary. A possibleanswer might be that the studentfeels sorry for the narrator because heor she knows how it feels to belaughed at. CAnalyze LiteratureCharacterization Ask students:“Gary says his mother was cheap. Doyou think that was true? Why do youthink Mrs. Soto bought the jacket?”Have students discuss other detailsfrom the story that relate to hisgrowing up poor. DAnalyze LiteratureHyperbole Explain that when a writerwildly exaggerates something onpurpose, he or she is using hyperbole.Say: “When Soto says he spent his sixthgrade year in a tree in the alley with afriend, do you think he really stayedthere the entire year? How does thisstatement affect the tone of thewriting?” Have students find otherexamples of hyperbole in thememoir. EUse Reading StrategiesVisualize Answer: Words thatdescribe the way the jacket looks nowinclude: “stuffing coughed out from itswound,” “Scotch-taped,” “tape peeledoff like a scab,” and “sleeve shriveledinto a palsied arm.” F 11/30/07 11:09:33 AMthat use comparison. Then ask students to writetheir own description of a piece of clothing theystrongly like or dislike. Ask them to tell about size,color, texture, and decorations. Encourage them touse comparisons in describing.THE JACKET0258-0283 Lit3eG6 U03 ATE.indd 2672677/8/09 2:40:52 PM
Teach the ModelUse Reading SkillsIdentify Cause and Effect Point outthat Soto thought he was unpopularbecause of his ugly jacket. Ask: “Doyou think that is the real reason hewas unpopular? For what other reasonsmight a person feel unpopular?” Pointout that there can be many reasons.Have the class collaborate on a causeand-effect chart brainstorming somereasons a middle school student mightnot feel popular.Analyze LiteratureMemoir Answer: Students may saythe tone has grown more accepting orless angry. A245 F I v. ,/ 16997C 9 38 69A :3 3 " 3'1 ? /9 7'9:7 24/7 9A 2 %9 9J 98/ -2 81/. 38-/ 2/ ,/1388381 90 2/ /6/- 398 ABut whole pieces still casually flew off my jacket when I playedhard, read quietly, or took vicious spelling tests at school. When itbecame so spotted that my brother began to call me “camouflage,”I flung it over the fence into the alley. Later, however, I swiped thejacket off the ground and went inside to drape it across my lap andmope.I was called to dinner: steam silvered my mother’s glasses as shesaid grace; my brother and sister with their heads bowed made uglyfaces at their glasses of powdered milk. I gagged too, but eagerly atebig rips of buttered tortilla that held scooped-up beans. Finished, Iwent outside with my jacket across my arm. It was a cold sky. Thefaces of clouds were piled up, hurting. I climbed the fence, jumpingdown with a grunt. I started up the alley and soon slipped into myjacket, that green ugly brother who breathed over my shoulder thatday and ever since. )'24:,1'- 969 : / 8 90 1 //8 8. , 9A8 2 ./ ./ 318/. 9 ,6/8. 38 A3 2 2/ , -51 9?8. 90 /8 ? /. 38 7363 C -69 2381 8. /;?3:7/8 9479/11' 9?8. 238 06 , / . ? ? 66C / /8 A3 2 7/ 9 -2// /W You maywant to askstudents towrite ajournal entry or quick write, ordivide students into discussiongroups or lead a whole-classdiscussion about this question.Answer: Answers will vary.Students may have experiencedsomething that would havetotally changed their lives if ithad gone differently. Thereasons for this might includethat we are often faced bychoices that will lead us downone path in life rather thananother.WIRRORSW INDOWS;/@)/4:8 OB¼¶LA L adj. - ?/6 03/ -/IRRRRORROR SDOWSWSW INNDOW 8 23 9 C %9 9 C 2/ ,6 7/ 2/ ?16C 4 -5/ H09 29 / , . C/ I &2385 90 37/ A2/8 C9? 2 @/ 0/6 2 3 ? 398 9 /B:/ 3/8-/ A9?6. 2 @/ ,//8 ,/ / 30 986C 98/ 2381 2 . ,//8 .300/ /8 )2C .9 C9? 2385 A/ 669A 9? /6@/ 9 ,/63/@/ 2 ,9? 9? : " ! NONFICTIONDifferentiated InstructionReading ProficiencyHave students review their completed story strips.Explain that the strips show details from the story.To be sure students have the big picture, help themcreate a statement of the main idea of the memoirbased on the story details they have recorded.268TEACHING NOTEAsk the Author0258-0283 Lit3eGDivide the class into small groups. Have eachgroup brainstorm and list some questions theywould like to ask Gary Soto. Have each grouppass its questions to another group, which willthen pretend to be the author and answer in theway they think Soto would. Have groupsshare some of the questions and answerswith the class. Model a question: “Whatother clothing item have you ownedthat deeply affected your life?”UNIT 3 NONFICTION0258-0283 Lit3eG6 U03 ATE.indd 2687/8/09 2:40:55 PM
Review the Model " ! /3* '3/3- )2 538. 90 4 -5/ .9/ 2/ 8 9 A 8 , 9A .9/ 2/ 4 -5/ 2/ /-/3@/ -97: / 9 2/ 4 -5/ 2/ A 8 /. 3 97/ 90 2/ ?809 ?8 / 2381 2 2 ::/8 9 2/ 8 9 .? 381 2/ C/ 2/ A/ 2/ 4 -5/ , 9A 7 8C 90 2/ / 2381 .9/ 2/ 4 -5/ - ? / '0 :*-2 398 )2C .9 C9? 2385 2/ 8 9 / / 23 .91 , 9/ / 381 9A83/ 2/6: 2/ 3 ? 398 B:6 38 )2C .9/ 8J 2/ 8 9 /66 23 79 2/ 2 2/ .9/ 89 635/ 2/ 4 -5/ 2/ /8. 90 2/ 7/793 29A 2 @/ 2/ 8 9 J 0//6381 ,9? 2/ 4 -5/ -2 81/. 24/7 8 ? 9,391 :23- 6 A 3 381 8 ? 29 ? / 98/ 8. A9 . -293-/ 9 /B: / 23 9 2/ 0//6381 9A .9/ %9 9J ? / 90 2?79 00/- 2/ 98/ 90 23 7/793 ' / -6? / -2 9 /-9 . :/-303- ./ 36 9 /B 7:6/ 90 %9 9J A9 . -293-/ 2 -98 3,? / 9 2/ 98/ /-9 . / -2 ./ 36 9 /B 7:6/ 38 2/ 9? / -3 -6/ 8. A 3 / 38 2/ -/8 / A2 C9? 2385 3 2/ 9@/ 66 98/ “day-oldguacamole”detailTonedetaildetaildetail 7 '9/; 7/9/3- 7 138/ 2 C9? / 2/ 8 9 38 H&2/ -5/ I *9? 2 @/ 038 66C 9? 1 9A8 C9? 4 -5/ ) 3 / */'7 397 /B:6 38381 29A C9? 0//6 ,9? 1/ 381 3. 90 2/ 4 -5/ 6 . C9? 9A8 /8 9 C ./ 36 A2/8 ./ - 3,381 2/ 4 -5/ 8. C9? 0//6381 548/947 7/9/3- H&2/ -5/ I @3@3.6C / - / / /@/8 38 %9 9J 630/ 8. /@/ 6 23 :/ 98 6 0//6381 ) 3 / 1/9 7'7 '3'1 8/8 90 29A %9 9J 98/ 38 23 7/793 /@/ 6 23 ?/ 0//6381 ,9? 2 37/ 38 23 630/ %?::9 C9? 2/ 3 A3 2 ./ 36 0 97 C9? -6? / -2 1. (a) He wants a jacket like a biker’s,black with lots of studs and belts.(b) The narrator thinks the jacket isugly and not at all like the biker’sjacket he wanted.2. (a) Answers may include he got Csand Ds on quizzes, was bullied andstared at, and could not do hishomework. (b) It is unlikely that thejacket caused any of these things.Make Judgments 3'1 ? /9 7'9:7 9 3* "3* 789'3*/3Writing OptionsFind MeaningCollaborative Learning 425'7 5/3/438 3 -? -6 A2/ 2/ 2/ 8 9 90 H&2/ -5/ I A9?6. 2 @/ 0/6 .300/ /8 6C 30 23 79 2/ 2 . 13@/8 237 8 ?16C : 3 90 : 8 9 7 1 9?: , /. 98 C9? 9:38398 8. ./, / C9? / 98 98 3./ 2/ 9 2/ 3./J / 98381 C9? 63 /8 Critical Literacy '* 94 39 757 9 8 7 66 1 9?: 8 6CD/ 29A 2/ 9 CJ 7/ 8381 A9?6. -2 81/ 30 2/ /6/7/8 90 2?79 A/ / 89 : / /8 38 2/ /6/- 398 )2 .9/ %9 9J 38-6? 398 90 2?79 38.3- / ,9? 23 -2 - / 8. :/ 98 63 C 3. (a) The narrator is unhappyabout his jacket but does not feel hecan complain. He takes out hisunhappiness on his dog. (b) TeasingBrownie made things worse becausethe dog tore a hole in the jacket.4. Answers will vary. Students mayinfer that he does not want to hurther feelings or that he knows shecan’t replace the jacket.5. The narrator still does not like hisjacket and sometimes tries to gowithout it, but he has accepted thefact that it is in his life.Analyze LiteratureMemoir Answer: Student charts mayinclude examples of Soto’s use ofexaggeration and sensory details thatadd to the humorous tone, such asdescribing the color of the jacket aslike “day-old guacamole.”W30/07 11:09:33 AM ::6C 2/ 9./6W 9 9 www.mirrorsandwindows.com 09 79 / THE JACKETRubrics for Writing Options0258-0283 Lit3eG06 U03.indd 269You can adapt this as a checklist for students touse as they write.Creative WritingN Is the diary clearly written from the perspectiveof a sixth grade boy?N Does the diary entry clearly set out the writer’sfeelings about getting rid of his old jacket andbuying a new one?N Does the diary entry include original examplesof colorful language and hyperbole? Expository Writing11/30/07 11:09:37 AMN Does the paragraph indicate a grasp of howSoto’s tone reveals his feelings?N Does the paragraph give examples of how Sotocreates the humorous tone?N Does the paragraph indicate that the narrator’sfeelings may have changed over time?Program ResourcesFor further instruction, referstudents to the following extensionactivity: Collaborative Learning:Compare Opinions, Exceeding theStandards: Extension Activities, p. 8.THE JACKET0258-0283 Lit3eG6 U03 ATE.indd 2692697/8/09 2:40:57 PM
the kind I wanted. The next day when I got home from school, I discovered draped on my bedpost a jacket the color of day-old guacamole. I threw my books on the bed and approached the jacket slowly, as if it were a stranger whose hand I had to shake. I touched the vinyl slee
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
GV Series 4 Jackets Note: All Jacket Panels come with appropriate labels Item Description Boiler Size Part Number 3 381-355-762 4 381-355-769 5 381-355-766 6 381-355-770 All 381-355-764 2 Pocket for front door All 422-200-139 3 381-355-763 4 381-355-765 5 381-355-767 6 381-355-768 All 422-200-230 3
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
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Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
