Common Core Middle School Literary Analysis Writing Unit .

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Common Core Middle SchoolLiterary Analysis Writing Unit7th gradeProfessional Develop Module HandoutsCommon Core Literary Analysis Writing Unit – Handouts for PD ModulePage 1

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2Grade LevelTextFocus/AnalysisWriters study mentortexts (Immersion)Progressions Grades 2-634Using the Power ofReviewsPersonal EssayMentor Texts:Family Fun at Cracker BarrelBy 2nd Grade Oakland SchoolsWriting TeamCrumbs Bakery By SarahPicard TaylorMentor Texts:Chicken Soup for the Kid’sSoul 2, By Jack Canfield, et.al.Because of Winn-Dixie, ByKate DiCamilloFireflies, By Julie BrinckloeShortcut, By Donald CrewsJunkyard Wonders, By PatriciaPolaccoWrite a review that statesand supports an opinion on atopic of their choice. Review mentor texts toWrite a personal essay with athesis statement thatexpresses their opinion/bigidea based on individualpersonal experiences. Review mentor texts tounderstand how to expressopinions Reread reviews and discussseed ideas Writers craft an opinion ona topic of their choicedetermine big ideas andevidence to support bigideas Identify possible essay ideas to write aboutConnect mentor text bigideas to personal lives andexperiences56Persuasive LetterPersuasive EssayLiterary EssayMentor Texts:Chicken Soup for the Kid’sSoul, By Jack Canfield, et.al.Chicken Soup for the Kid’sSoul 2, By Jack Canfield, et.al.Mentor Texts:Chicken Soup for the PreteenSoul, By Jack Canfield, et.al.Chicken Soup for the Kid’sSoul 2, By Jack Canfield, et.al.Smoky Night, By Eve BuntingMr. Peabody’s Apples, ByMadonna RitchieBrave Irene, By William SteigCharlotte’s Web, By E. B.WhiteMentor Text:Scouts Honor, by AviLiterary EssayMentor Texts:The Other Side, By JacquelineWoodsonBaseball in April and OtherStories, By Gary SotoEvery Living Thing, By CynthiaRylantLiterary EssayBuilding an Argument:Letter of ComplaintMentor Text:Sample Letters of ComplaintBumper StickersTV AdvertisementsArgument Paragraph:Prove Your PointMentor Text:**This unit has not beencompleted as of 7/27/12Write a persuasive letter tosupport a point of view withreasons and evidence.Mentor Texts:A Day’s Work, By Eve BuntingEvery Living Thing, By CynthiaRylantWrite a persuasive letter tosupport a point of view withlogically ordered reasons.Write a literary essay thatstates an opinion/claim(thesis statement) based on aclose analysis of a narrativetext.Write a literary essay thatstates an opinion/claim(thesis statement) based on aclose analysis of a narrativetextWrite a letter of complaintabout a problem based ondaily life.Write Review mentor texts to Study mentor texts to Write and talk aboutdetermine important ideasand evidence to supportideas Create a chart to comparestructure of narrativewriting to essay writingdetermine important ideasand evidence to supportideas Review narrative and essaychart to comparesimilarities and differencesof structureWrite a literary essayanalyzing a character’sdevelopment.narrative texts tobrainstorm theories aboutcharacters Reread text to studycharacter traits and makeconnections that supporttheories Discuss and defineargument terminology Compare facts and opinions Analyze claims on bumperstickers and TVadvertisementsCommon Core Literary Analysis Writing Unit – Handouts for PD ModulePage 4

Peruse sample complaintletters and identify keyparts (problem, solution,related issues) Writer’s plan,research, and rehearse theiropinions (content andstructure) Select a type of reviewand craft an opinionElaborate on opinion withcategories and supportivereasonsResearch information tosupport opinion usingcategory template andnote taking skills (learnedin previous unit)Brainstorm questions touse in an interview togather more informationfor elaboration of details Learn how to gather and use direct quotes tosupport opinionstatementPractice orally rehearsingtheir writing before they Select a big idea to develop into a personalessayList evidence (personalstories) from lives tosupport big idea (thesis) Brainstorm essay ideas Craft a thesis statement that reflects their opinionabout a big ideaOrganize ideas usingboxes and bullets Use linking words and phrases to create aparallel structureCreate a chart to comparestructure of narrativewriting to essay writingCommon Core Literary Analysis Writing Unit – Handouts for PD Modulebased on observations,facts and events frompersonal livesJot down evidence fromlives related to selfselected important idea inwriter’s notebooks Study narrative text to collect essay ideas byfocusing on importantideas from storiesExamine personal writer’snotebooks for importantideas that could becomeessay ideas Choose an important ideathat matters most withstrong evidence to supportan essay ideaPage 5 Brainstorm important ideas Using prompts to pushfrom published narratives,personal narratives andnarrative storiesSupport important ideaswith evidence from aexperience, observation,fact, event, or quotationthinking Elaborate on Ideas andtheories Choose an important idea that matters most andpush thinking to developthree related examplesTurn important idea intoopinion statement usingthought prompts Organize ideas using boxesand bullets Use linking words andphrases to create a parallelstructure with reasons Identify supportingevidence with quotes, keywords and key events Analyze and evaluateevidence (actions, thoughtsand dialogue) Use theories to create aclaim Reread for additionalevidence

Write opinion statementbegin drafting on paper Draft a thesisusing thought prompts Brainstorm personalstatement/claim withrelevant and logicalreasoning and support Organize ideas using boxesand bulletsproblems based onexperience in writer’snotebooks Learn to differentiate Use linking words andphrases to create a parallelstructure with reasons between a problem andan issueWrite problemstatements with relatedissues for support Identify the cause and effect of problemsIdentify components of acomplaint letter tounderstand properformat Determine viability of atopic Differentiate betweenindividual problems andproblems of scaleDrafting Identify categories by reviewing notesDefining a beginning,middle and ending usingboxes Craft an introduction using Draft an introduction that Draft an introduction usingthe 3-5 sentence structure:big idea, elaborationdetails, thesis statementMake a movie in your mindand record each story stepby stepuses precise words toconvey important ideasTry different essay startersand elaborate with detailsto express point of viewthe 3-5 sentence structure:important idea,elaboration, point of viewCompose three bodyparagraphs with angledevidence to support pointof view Use mentor texts to identify specializedlanguage and use voice toshow, not tellUse transition words toconnect opinions andreasons that flowthroughout Crafting strong story leads using: quotes, an opinion,a question or credibilityCrafting strong endings toclose a review using: Angle the stories to support your point of view(thesis statement)Use specific words andphrases to help readersvisualize your story Craft a conclusion that linksback to the big idea (thesisstatement) to reinforcepoint of view using:reasons, looking ahead, orCommon Core Literary Analysis Writing Unit – Handouts for PD Module Angle evidence to support point of view in two bodyparagraphsMake a movie in your mindand practice writingparagraphs with step bystep events Determine most relevant parts of evidenceCraft a conclusion that linksback to the point of viewusing a set structurePage 6 Determine most relevant parts of evidenceWrite a 3-5 sentenceconclusion that links backto point of view Organizing evidence inchronological or priorityorder Using direct quotes andparaphrase as evidence Connect ideas withtransitions and key words Use “triangle method” todevelop introductory andconcluding paragraph

repetition, a rating, acomparisona lesson Compare content and Construct 3 different Construct 3 differentpractice essays tostrengthen understandingof essay structurestructure of personalessays to narratives Use paragraphing and transitions to structureessaysUse detailed actions andwords to elaborate andsupport the thesisstatement Connect thesis/claim to thereal world in conclusionparagraph Use specific details, such asproper names, exactquotes, and precise actions Present evidence usingstorytelling or paraphrasingtechniquepractice essays tostrengthen understandingof essay structure Use paragraphing and transitions to structureessaysUse detailed actions andwords to elaborate andsupport the thesisstatement Study character struggles, motivation, changes andtraits to determineimportant idea forthesis/claim statementConnect thesis/claim to thereal world in conclusionparagraph Present evidence usingstorytelling or paraphrasingtechniqueRevising and Editing Study mentor texts byrereading to notice anauthor’s craft Inserting comparisons to create a stronger andpersuasive voicePartners give constructivefeedback forimprovement Edit using a checklist forcapitalization, usage,punctuation, and spelling Reread essay out loud to a Reread essay out loud to apartnerpartner Rewrite evidence that isn’t Rewrite evidence that isn’tclearly stated or supportiveof point of viewUse a checklist to revisewriting with a specific lensfor: clarity and meaning,specific words and phrases,and paragraphsclearly stated or supportiveof point of viewUse a checklist to revisewriting with a specific lensfor: clarity, effective wordsand phrases, and completesentences Edit for capitalization, end Edit for capitalization ofpunctuation, and spellingof high-frequency wordssentences and propernouns, end punctuationand commas, and highfrequency wordsCommon Core Literary Analysis Writing Unit – Handouts for PD ModulePage 7 Reread essay out loud torevise for clarity andmeaning Revise point of view and Generate a list of topics,ideas and arguments towrite about Write a problem statement that pinpointsthe cause and effectsSupport arguments withdetails, facts and reasons Employ factual and anecdotal evidence toprove argumentResearch using GoogleSearch Engine to findfactual evidence fromcredible sources tosupport argument Select evidence that is themost credible and relevant Draft a complaint letterfor a selected targetaudience Use peer reviewers toidentify strengths and setgoals for revisions(constructive criticism)evidence Edit for comma usage inwriting with a specific lensfor: clarity, effective wordsand phrases, and completesentencesrelation to direct quotesand introductory transitions Consider decisions aboutformat (font, style,alignment, spacing) tomaintain appropriate style Use a checklist to revise Edit for capitalization ofsentences and propernouns; end punctuation;commas for introductoryphrases, clauses, andconjunctions; and spellingof high frequency words

Edit for commas andquotation marks in directspeech, quotations, andtitles of short stories. Useunderlining (handwriting)or italics (typing) for titlesof books. Use a checklist to revisePublishing for anaudience Choose whether or not todisplay on a website,share with another class,put on fancy paper, postin a public place, mail,present publically to anaudience, etc Edit for commas andquotation marks in directspeech, quotations, andtitles of short stories. Useunderlining (handwriting)or italics (typing) for titlesof books. Use a checklist to revisewriting with a specific lensfor a developedintroduction and asatisfying conclusion andeffective transitions withproper sentence flowwriting with a specific lensfor a complete introductionand significant conclusionand effective transitionswith proper sentence flow Rewrite revised and edited Rewrite revised and edited Rewrite revised and editedessays onto special paperessays onto special paperessays onto special paper Plan a celebration where authors read aloud theiressays in small groupsReflect on writing byanswering a questionCommon Core Literary Analysis Writing Unit – Handouts for PD Module Plan a celebrationwhere authors read aloudtheir essays in small groups Reflect on writingby answering a questionPage 8 Plan a celebration whereauthors read aloud theiressays in small groups Display student writing fora gallery walk with stickynote suggestions Publish final copies usinga word processingprogram paying attentionto font, style, alignmentand spacing Write a reflection aboutthe writing process

Literary Essay Learning Progressions Grades 6 - 12Grade LevelText and Focus ofAnalysisTheory Building andCreating a Claim689101112Choice of GenreThemeChoice of GenreCharacter & ThemeShort Fiction ThemeNovelThemeMultiple GenresAuthor’s CraftDramaMultiple Interp. Using promptsto push thinkingElaborate onideas andtheories Reading onMultiplelevels: plot andmeaningMakingconnectionsacross a longtext IdentifysupportingevidenceAnalyze andevaluateevidence(actions,thoughts anddialogue)Reading onmultiple-levels:plot andmeaningMakingconnectionsacross a shorttextExamine andanalyze multipleinterpretationsof a work’sdeeper meaningto create a claim Analyzedecisionswriter’s use todevelopthemesEvaluatingevidence toconfirm andrevise theoriesand create aclaim Choosing andconnectingevidence tocreate a claimDrafting andselecting avariety of mmary, andliterary device Identify deepermeaningthroughrereading Organize Evidence toDevelop a Line ofReasoning andSupport a Claim7Choice of GenreCharacter Using theoriesto create a claim Organizingevidence inchronological orpriority orderUsing directquotes andparaphrase asevidence Using promptsto push thinkingElaborate onideas andtheoriesIdentify andevaluatesupportingevidenceAnalyze author’sdecisionsTesting theoriesto create a claimOrganizingevidence inchronological,priority, orcategorical orderUsing directquotes,paraphrase, andsummary asevidence Identify andevaluate explicitand inferredevidenceEvaluate evidencefor relevance tothe claimAnalyze author’sdecisions todevelop charactersand plot thatdevelops thethemeTesting andrevising theoriesto create a claimChoosing effectiveorder: cause-effectand comparecontrastUsing extendedand connectedexampleparagraphsConnectingexamples in aparagraphSupporting aclaim withanalysis ofauthor’sdecisionsCommon Core Literary Analysis Writing Unit – Handouts for PD Module Choosing andconnectingevidence tocreate a claimDrafting andselecting avariety of bodyparagraphs:extendedexample,connectedexample, andsummary Page 9 Develop a theoryto identify themost effectiveauthorAnalyze the craftand structure ofmultiple texts bydifferent authorsEvaluate multipletexts by differentauthors toformulate multipleclaimsFormulate a claim Create a warrantto connect claimand evidenceChoosing andconnectingevidence to createa claimDrafting andselecting a varietyof bodyparagraphs.Identify arelationship andline of reasoningthat will bedeveloped b theessay’s structureFormulate bodyparagraphs thatincludeExplanation andreasons to connectthe claim andevidence Develop a theoryabout author’sintent and primarypurposeAnalyze anartist’s/author’sinterpretation of anoriginal text toformulate a claimDistinguish aprimary claim andcounter-claimCreate a warrant toconnect claim andevidenceChoosing andconnectingevidence to createa claimDrafting andselecting a varietyof body paragraphs.Identify arelationship andline of reasoningthat will bedeveloped b theessay’s structureFormulate bodyparagraphs thatinclude Explanationand reasons toconnect the claimand evidenceInclude counterclaims

Revising andEditing Use peerreviewers toidentifystrengths andset goals forrevisionsComma usage inrelation todirect quotesandintroductorytransitionsConsiderdecisions aboutformat (font,style, alignment,spacing) tomaintainappropriatestyle Use transitionsand key wordsto createcohesionUse peerreviewers toidentify andevaluatevariouselements of theessayPositionphrases andclausesFollowparentheticalcitation andwork citedformats toreference text. Use peerreviewers toidentify strengthsand set goals forrevisionsUse commas,ellipsis, anddashes to indicatea pause, break, oromissionMake decisions ina final draft tomaintainformality andcohesion: a title,citation ofevidence andformatting Common Core Literary Analysis Writing Unit – Handouts for PD ModuleSelecting andorganizing validevidenceExamining andupgrading wordchoice Revising formeaning at thesentenceResponding tocommon grammar,mechanics, andspelling errors Selecting andorganizingvalid evidenceExamining andupgradingword choice Revising formeaning at thesentence levelResponding tocommongrammar,mechanics,and spellingerrors Page 10 Selecting andorganizing validevidenceExamining andupgrading wordchoice Revising formeaning at thesentence andparagraph levelResponding tocommongrammar,mechanics, andspelling errors Selecting andorganizing validevidenceExamining andupgrading wordchoiceRevising for meaningat the sentence andparagraph levelResponding tocommon grammar,mechanics, andspelling errors

Literary ProcessRubricDEVELOPINGTHEORIESExemplary ORGANIZINGEVIDENCE TOSUPPORT CLAIMS DRAFTING ANDMANAGING TYPESOF EVIDENCE REVISING ANDEDITING ProficientDemonstration evident oftrying multiple differenttheories on themeDemonstration of a variety oftextual evidence gatheringDemonstration of alteringtheories based on textualevidence Claim created directlyconnects to the theorybuilding and evidencegatheredSorting and sifting to findmost relevant supportingevidence is demonstratedPlanning of reasons andevidence is clearlydemonstratedPlans demonstrate new andrevised evidence Planning and organization ofevidence in a logical mannerthat fits the argument ispresentedMultiple drafts of bodyparagraphs utilizing differentapproaches to presentingevidence is demonstratedCohesion between intro, body,and conclusion isdemonstrated with key wordsand transitions Conferring, revision andediting work is clearlydemonstrated on draft workand evident in final copyFocused effort on followingcomma usage rules is clear indrafts and final copyStyle and format are formal innature(Reflection) Writerdemonstrates strongawareness of the impacthis/her writing decisions haveon the reader DevelopingDemonstration evident oftrying a few different theorieson themeDemonstration of textualevidence gatheringSome demonstration ofaltering theories based ontextual evidence Claim created has connectionto the theory building andevidence gatheredSorting and sifting to findmost relevant evidence isattemptedSome planning of reasons andevidence is demonstratedPlans demonstrate some newevidence Planning and organization ofevidence is presentedA draft of each bodyparagraph trying differentapproaches to presentingevidence is demonstratedKey words are used to createa connection between intro,body, and conclusionparagraphs Conferring, revision andediting work is demonstratedon draft work and mostlycarried over to final copySome effort on followingcomma usage rules is evidentin drafts and final copyStyle and format are mostlyformal in nature(Reflection) Writerdemonstrates someawareness of the impact ofhis/her writing decisions Common Core Literary Analysis Writing Unit – Handouts for PD Module Little or no demonstration oftrying different theories onthemeLittle or no demonstration oftextual evidence gatheringLittle or no demonstration ofaltering theories based ontextual evidenceClaim created does notconnect to theory buildingand/or evidence gatheringSorting and Sifting ofevidence is evident, but notlogically demonstratedPlanning of evidence needsimprovementNo new evidence isintroducedLittle or no planning ororganization of evidence ispresentedLittle drafting of bodyparagraphs is demonstratedConnections between intro,body, and conclusionparagraphs needsimprovementLittle conferring, revision andediting work is demonstratedon draft work; final copylooks a lot like initial draftImprovement needed onfollowing comma usage rulesStyle and format are casual innature(Reflection) Writer does notdemonstrate muchawareness of the impact ofhis/her writing decisionsPage 11

Literary EssayRubricIntroduction &ClaimMeets Expectations vely includes:connection, summary,claim.Introduction clearlypresents theory(ies)as claim(s) to beproven.Introductionincludes: connection,summary, claim. Introductionpresents theory (ies)as claim(s) to beproven. Has only a claim toopen the paper. Introduction doesnot clearly presentclaim(s) to beproven.Claim:Some paragraphs could bemore clear about the focusfrom the claim.Claim:Paragraphs still need to stayfocused on claim.Evidence:Examples support claims invarious ways (quoted,paraphrased).Evidence:Examples support claims, butlack variety in presentation.Evidence:Many examples weaklysupport the claim and are notquoted or paraphrasedcorrectly. Conventions BasicClaim:All paragraphs have a clearfocus from the claim using keywords.Connections:Statements are positionedaround all examples toconnect the examples to theclaim.OrganizationDeveloping Connections:Statements are positionedaround some examples toconnect the examples to theclaim.Evidence presentsclaim(s) in aneffective, logicalstructure(chronologically,compare/contrast orby priority).Transition words arecohesive to thestructure used. Evidence of editingfor spelling,capitalization &punctuation(especially quotationmarks and citations).Uses formalvocabulary/wordchoice. Evidence does notseem to bepresented in a logicalstructure. Transition words areunconnected or notused. Attempts were madeto edit, but needsimprovement. Lacking conventions;no evidence ofediting. Vocabulary/word choice tends tobe informal. Vocabulary/word choice needsimprovement to beclearCommon Core Literary Analysis Writing Unit – Handouts for PD ModuleIncomplete/MissingConnections:Many examples are missingstatements to connect theexamples to the claim.Evidence presentsclaim(s) in a logicalstructure(chronologically,compare/contrast orby priority).Transition words arecohesive to thestructure used. Incomplete/MissingPage 12Incomplete/MissingIncomplete/Missing

Literary Essay 7: Session 1Theme: The BasicsTheme is like the moral of the story. It’s the message or meaning. Theme is bigger than just these characters and this story. Theme and subject is NOT the same thing. A theme can be taken outside of the book and applied to the real world we live in. Literary works may contain many themes as long as you are able to support your idea with evidence Readers construct themes based on their own experience and on how the author wrote the story. .Ways to find the theme:1. Look for changes in the main character2. Watch for clear statements of theme – what does the author write or say that stands out as part of themessage?3. Examine the title.4. Look at the main conflict. What is the character’s major struggle or conflict? What message is sent fromthe way it is resolved or how s/he reacts to it?5. What “big ideas/subjects” does the story seem to be about?6. Pivotal Moments: what makes one moment significant?Prompts to capture your thinking about theme: I think the author is saying The character teaches/shows readers The story or scene really got me thinking about The biggest problem the character faced was The way the character solved/reacted to the problem shows me that ThankYou, M'am by Langston HughesCommon Core Literary Analysis Writing Unit – Handouts for PD ModulePage 13

She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried itslung across her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her andtried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boys weight and the weight ofthe purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back onthe sidewalk, and his legs flew up. the large woman simply turned around and kicked him right square in his blue-jeaned sitter.Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.After that the woman said, "Pick up my pocketbook, boy, and give it here." She still held him. But she bent down enough to permithim to stoop and pick up her purse. Then she said, "Now ain’t you ashamed of yourself?"Firmly gripped by his shirt front, the boy said, "Yes’m."The woman said, "What did you want to do it for?"The boy said, "I didn’t aim to."She said, "You a lie!"By that time two or three people passed, stopped, turned to look, and some stood watching."If I turn you loose, will you run?" asked the woman."Yes’m," said the boy."Then I won’t turn you loose," said the woman. She did not release him."I’m very sorry, lady, I’m sorry," whispered the boy."Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody home to tell you to wash yourface?""Nom," said the boy."Then it will get washed this evening," said the large woman starting up the street, dragging the frightened boy behind her.He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans.The woman said, "You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Areyou hungry?""Nom," said the being dragged boy. "I just want you to turn me loose.""Was I bothering you when I turned that corner?" asked the woman."Nom.""But you put yourself in contact with me," said the woman. "If you think that that contact is not going to last awhile, you gotanother thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones."Common Core Literary Analysis Writing Unit – Handouts for PD ModulePage 14

Sweat popped out on the boys face and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a halfnelson about his neck, and continued to drag him up the street. When she got to her door, she dragged the boy inside, down ahall, and into a large kitchenette-furnished room at the rear of the house. She switched on the light and left the door open. Theboy could hear other roomers laughing and talking in the large house. Some of their doors were open, too, so he knew he and thewoman were not alone. The woman still had him by the neck in the middle of her room.She said, "What is your name?""Roger," answered the boy."Then, Roger, you go to that sink and wash your face," said the woman, whereupon she turned him loose--at last. Roger lookedat the door, looked at the woman, looked at the door, and went to the sink.Let the water run until it gets warm," she said. "Heres a clean towel.""You gonna take me to jail?" asked the boy, bending over the sink."Not with that face, I would not take you nowhere," said the woman. "Here I am trying to get home to cook me a bite to eat andyou snatch my pocketbook! Maybe, you aint been to your supper either, late as it be. Have you?""There’s nobody home at my house," said the boy."Then we’ll eat," said the woman, "I believe you’re hungry or been hungry to try to snatch my pocketbook.""I wanted a pair of blue suede shoes," said the boy."Well, you didn’t have to snatch my pocketbook to get some suede shoes," said Mrs. Luella Bates Washington Jones. "You couldof asked me.""Mam?"The water dripping from his face, the boy looked at her. There was a long pause. A very long pause. After he had dried his faceand not knowing what else to do dried it again, the boy turned around, wondering what next. The door was open. He could makea dash for it down the hall. He could run, run, run, run, run!The woman was sitting on the day-bed. After a while she said, "I were young once and I wanted things I could not get."There was another long pause. The boys mouth opened. Then he frowned, but not knowing he frowned.The woman said, "Um-hum! You thought I was going to say but, didn’t you? You thought I was going to say, but I didn’t snatchpeople’s pocketbooks. Well, I wasnt going to say that." Pause. Silence. "I have done things, too, which I would not tell you, sonneither tell God, if he didn’t already know. So you set down while I fix us something to eat. You might run that comb through yourhair so you will look presentable."In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen.The woman did not watch the boy to see if he was going to run now, nor did she watch her purse which she left behind her on theCommon Core Literary Analysis Writing Unit – Handouts for PD ModulePage 15

day-bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner othereye, if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now."Do you need somebody to go to the store," asked the boy, "maybe to get some milk or something?""Don’t believe I do," said the woman, "unless you just want sweet milk yourself. I was going to make cocoa out of this cannedmilk I got here.""That will be fine," said the boy.She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The woman did not ask the boyanything about where he lived, or his folks, or anything else that would embarrass him. Instead, as they ate, she told him abouther job in a hotel beauty-shop that stayed open late, what the work was like, and how all kinds of women came in and out,blondes, red-heads, and Spanish. Then she cut him a half of her ten-cent cake."Eat some more, son," she said.When they were finished eating she got up and said, "Now, here, take this ten dollars and buy yourself some blue suede shoes.And next time, do not make the mistake of latching onto

Common Core Middle School Literary Analysis Writing Unit 7th grade Professional Develop Module Handouts Common Core Literary Analysis Writing Unit – Handouts for PD Module Page 1 . Chicken Soup for the Preteen Soul, By Jack Canfield, et.al. Chicken Soup for the Kid’s Sou

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