SEEDFOLKS ESSAY PROMPTS

Reading activity Read Kim’s story to the class or as a class. Day Seven may carry over into Day Eight Objective: Paul Fleischman is a Californian who likes to read while he enjoys his morning cup of coffee and a bagel. Reading Activity Continue reading with Sae Young’s story. Students will write an original short story focusing on plot and conflict.

Eight Week Quiz A. Shapiro’s experiences and how they related to other stories of Jewish American citizens. Write the responses on the board under the column for Wendell. Discuss as a class Mr. Read the final chapter by “Florence” and answer the questions and record the answers on the board in the column for Florence. Students should read their stories in a “round-robin” method. Upon completion, ask the questions associated with Kim’s chapter.

Final Test – Hard. Mention that she is a sarcastic young woman in an extremely difficult situation. What would you say to your child to combat this?

Have students break into cooperative learning groups and have each group read another story.

Seedfolks Essay Topics & Writing Assignments

Students will learn to read purposefully, actively, and critically from literary texts. Introduction of the Writing Assignment As the students have learned about seven of the characters in Seedfolksthey have seen how one single person can begin changing an entire community. Display the posters, eesay that students may refer to them daily as future chapters are read. Be sure to follow the district and school guidelines in formatting the stories on a shared drive.

  FGSR THESIS GUIDELINES

Seedfolks: Stories that Make a Difference

Teachers should be familiar with Paul Fleischman’s Seedfolks. From there, he began to develop memories, ideas, and newspaper stories. Read the final chapter by “Florence” and answer the questions and record the answers on the board in the column for Florence. Eight Week Quiz A. As a culminating activity to reading Seexfolksstudents will enter their “chapter” of the book into the computer for publication in their class’ edition.

After the students ready Leona’s chapter, read to the seedfplks the preface of the section on African-American’s in Missing Stories by Ronald Coleman, pg.

Seedfolks Essay Topics & Writing Assignments

Oral Reading Evaluation Sheet. After each group has presented to the class the answers to the above questions,have a class discussion about the final two paragraphs of Dahlia Cordova’s story on page of Missing Stories. Propmts a FREE sample. Daily Classroom Preparation Each day display the character posters produced from the preview day of class.

seedfolks essay prompts

Day Seven may carry over into Day Eight Objective: Choose three characters from the book, and explain how their lives have essya impacted by the stereotypes either about them, held by others, or held by them about others. Record the student answers on the board under the column for Curtis. Eight Week Quiz F. Using the book Seedfolks as the primary learning tool will also engage issues of diversity, acceptance, and community involvement.

  MIRROR IMAGE LENA COAKLEY ESSAY

Four Week Quiz A. She is very angry about her situation–not necessarily about the baby. Contacts E-mail More Distance Education.

seedfolks essay prompts

Public Information Logo and Guidelines. Have a class discussion about what the students wrote. The title of their chapter will be their own name–just as Fleischman has titled his chapters.

Write the students responses on the board under the heading “Kim. Mid-Book Test – Hard. Write the responses on the board under the column for Wendell. Their story will be the 14th chapter to the book.

Choose three characters, and explain how the garden has given them hope, or changed their lives. View the Study Pack. Further directions on peer editing and a sample “chapter” will be given on Day Four.

Rough drafts of stories will be due on Day Five, when a peer edit will be conducted.

seedfolks essay prompts