TEACHER MODEL:

Babbitt, Natalie. Tuck Everlasting. New York: Farrar, Straus and Giroux, 1975. (1975) From Chapter 12

The sky was a ragged blaze of red and pink and orange, and its double trembled on the surface of the pond like color spilled from a paintbox. The sun was dropping fast now, a soft red sliding egg yolk, and already to the east there was a darkening to purple. Winnie, newly brave with her thoughts of being rescued, climbed boldly into the rowboat. The hard heels of her buttoned boots made a hollow banging sound against its wet boards, loud in the warm and breathless quiet. Across the pond a bullfrog spoke a deep note of warning. Tuck climbed in, too, pushing off, and, settling the oars into their locks, dipped them into the silty bottom in one strong pull. The rowboat slipped from the bank then, silently, and glided out, tall water grasses whispering away from its sides, releasing it.

  • Read the sentence from the excerpt above.

The author uses imagery in this sentence most likely to show-

  • In the paragraph above, what is mood or tone of the excerpt? What words does the author use to create this mood?
  • The imagery in this paragraph shows that the setting is…

Student Excerpt 1:

Singer, Isaac Bashevis. “Zlateh the Goat.” Zlateh the Goat and Other Stories. New York: HarperCollins, 2001. (1984)

The snow fell for three days, though after the first day it was not as thick and the wind quieted down. Sometimes Aaron felt that there could never have been a summer, that the snow had always fallen, ever since he could remember. He, Aaron, never had a father or mother or sisters. He was a snow child, born of the snow, and so was Zlateh. It was so quiet in the hay that his ears rang in the stillness. Aaron and Zlateh slept all night and a good part of the day. As for Aaron’s dreams, they were all about warm weather. He dreamed of green fields, trees covered with blossoms, clear brooks, and singing birds. By the third night the snow had stopped, but Aaron did not dare to find his way home in the darkness. The sky became clear and the moon shone, casting silvery nets on the snow. Aaron dug his way out and looked at the world. It was all white, quiet, dreaming dreams of heavenly splendor. The stars were large and close. The moon swam in the sky as in a sea.

1)Identify when sensory language is used and what the subject of language is. / 2)Then infer and draw conclusions about the imagery it creates.

Student Excerpt 2:

Curtis, Christopher Paul. Bud, Not Buddy. New York: Delacorte Books for Young Readers, 1999. (1999) From Chapter 1

Here we go again. We were all standing in line waiting for breakfast when one of the caseworkers came in and tap-tap-tapped down the line. Uh-oh, this meant bad news, either they’d found a foster home for somebody or somebody was about to get paddled. All the kids watched the woman as she moved along the line, her high-heeled shoes sounding like little fire-crackers going off on the wooden floor.

Shoot! She stopped at me and said, “Are you Buddy Caldwell?”

I said, “It’s Bud, not Buddy, ma’am.”

She put her hand on my shoulder and took me out of the line. Then she pulled Jerry, one of the littler boys, over. “Aren’t you Jerry Clark?” He nodded.

“Boys, good news! Now that the school year has ended, you both have been accepted in new temporary-care homes starting this afternoon!”

Jerry asked the same thing I was thinking, “Together?”

She said, “Why no, Jerry, you’ll by in a family with three little girls…”

Jerry looked like he’d just found out they were going to dip him in a pot of boiling milk.

“…and Bud…” She looked at some papers she was holding. “Oh, yes, the Amoses, you’ll be with Mr. and Mrs. Amos and their son, who’s twelve years old, that makes him just two years older than you, doesn’t it, Bud?”

“Yes, ma’am.” She said, “I’m sure you’ll both be very happy.”

Me and Jerry looked at each other

1)Identify when sensory language is used and what the subject of language is. / 2)Then infer and draw conclusions about the imagery it creates.

Student Excerpt 3:

Lin, Grace. Where the Mountain Meets the Moon. New York: Little, Brown, 2009. (2009) From Chapter 1

Far away from here, following the Jade River, there was once a black mountain that cut into the sky like a jagged piece of rough metal. The villagers called it Fruitless Mountain because nothing grew on it and birds and animals did not rest there.

Crowded in the corner of where Fruitless Mountain and the Jade River met was a village that was a shade of faded brown. This was because the land around the village was hard and poor. To coax rice out of the stubborn land, the field had to be flooded with water. The villagers had to tramp in the mud, bending and stooping and planting day after day. Working in the mud so much made it spread everywhere and the hot sun dried it onto their clothes and hair and homes. Over time, everything in the village had become the dull color of dried mud.

One of the houses in this village was so small that its wood boards, held together by the roof, made one think of a bunch of matches tied with a piece of twine. Inside, there was barely enough room for three people to sit around the table—which was lucky because only three people lived there. One of them was a young girl called Minli.

Minli was not brown and dull like the rest of the village. She had glossy black hair with pink cheeks, shining eyes always eager for adventure, and a fast smile that flashed from her face. When people saw her lively and impulsive spirit, they thought her name, which meant quick thinking, suited her well. “Too well,” her mother sighed, as Minli had a habit of quick acting as well.

1)Identify when sensory language is used and what the subject of language is. / 2)Then infer and draw conclusions about the imagery it creates.

Student Excerpt 4:

Cisneros, Sandra. “Eleven.” Woman Hollering Creek and Other Stories. New York: Random House, 1991. (1991)

What they don’t understand about birthdays and what they never tell you is that when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one. And when you wake up on your eleventh birthday you expect to feel eleven, but you don’t. You open your eyes and everything’s just like yesterday, only it’s today. And you don’t feel eleven at all. You feel like you’re still ten. And you are — underneath the year that makes you eleven.

Like some days you might say something stupid, and that’s the part of you that’s still ten. Or maybe some days you might need to sit on your mama’s lap because you’re scared, and that’s the part of you that’s five.

And maybe one day when you’re all grown up maybe you will need to cry like if you’re three, and that’s okay. That’s what I tell Mama when she’s sad and needs to cry. Maybe she’s feeling three.

Because the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other, each year inside the next one. That’s how being eleven years old is.

You don’t feel eleven. Not right away. It takes a few days, weeks even, sometimes even months before you say Eleven when they ask you. And you don’t feel smart eleven, not until you’re almost twelve. That’s the way it is.

1)Identify when sensory language is used and what the subject of language is. / 2)Then infer and draw conclusions about the imagery it creates.

Student Excerpt #5: Mora, Pat. “Words Free As Confetti.” Confetti: Poems for Children. Illustrated by Enrique O. Sanchez. New York: Lee and Low, 1999. (1996)

Come, words, come in your every color.

I’ll toss you in storm or breeze.

I’ll say, say, say you,

Taste you sweet as plump plums,

bitter as old lemons,

I’ll sniff you, words, warm

as almonds or tart as apple-red,

feel you green

and soft as new grass,

lightweight as dandelion plumes,

or thorngray as cactus,

heavy as black cement,

cold blue as icicles,

warm as abuelita’s yellowlap.

I’ll hear you, words, loud as searoar’s

Purple crash, hushed

as gatitos curled in sleep,

as the last goldlullaby.

I’ll see you long and dark as tunnels,

bright as rainbows,

playful as chestnutwind.

I’ll watch you, words, rise and dance and spin.

I’ll say, say, say you

in English,

in Spanish, I

’ll find you.

Hold you.

Toss you.

I’m free too.

I say yo soy libre,

I am free

free, free,

free as confetti.

Ticket Out:
Read the following text excerpt from Tuck Everlasting by Natalie Babbitt, then answer the question about the sensory language. Make sure to mark text evidence.
Here and there the still surface of the water dimpled, and bright rings spread noiselessly and vanished. “Feeding time,” said Tuck softly. And Winnie, looking down, saw hosts of tiny insects skittering and skating on the surface. “Best time of all for fishing,” he said, “when they come up to feed.”
He dragged on the oars. The rowboat slowed and began to drift gently toward the farthest end of the pond. It was so quiet that Winnie almost jumped when the bullfrog spoke again. And then, from the tall pines and birches that ringed the pond, a wood thrush caroled. The silver notes were pure and clear and lovely
  • In the paragraph above, what is mood or tone of the excerpt? What words does the author use to create this mood?
/ Ticket Out:
Read the following text excerpt from Tuck Everlasting by Natalie Babbitt, then answer the question about the sensory language. Make sure to mark text evidence.
Here and there the still surface of the water dimpled, and bright rings spread noiselessly and vanished. “Feeding time,” said Tuck softly. And Winnie, looking down, saw hosts of tiny insects skittering and skating on the surface. “Best time of all for fishing,” he said, “when they come up to feed.”
He dragged on the oars. The rowboat slowed and began to drift gently toward the farthest end of the pond. It was so quiet that Winnie almost jumped when the bullfrog spoke again. And then, from the tall pines and birches that ringed the pond, a wood thrush caroled. The silver notes were pure and clear and lovely
  • In the paragraph above, what is mood or tone of the excerpt? What words does the author use to create this mood?

Ticket Out:
Read the following text excerpt from Tuck Everlasting by Natalie Babbitt, then answer the question about the sensory language. Make sure to mark text evidence.
Here and there the still surface of the water dimpled, and bright rings spread noiselessly and vanished. “Feeding time,” said Tuck softly. And Winnie, looking down, saw hosts of tiny insects skittering and skating on the surface. “Best time of all for fishing,” he said, “when they come up to feed.”
He dragged on the oars. The rowboat slowed and began to drift gently toward the farthest end of the pond. It was so quiet that Winnie almost jumped when the bullfrog spoke again. And then, from the tall pines and birches that ringed the pond, a wood thrush caroled. The silver notes were pure and clear and lovely
  • In the paragraph above, what is mood or tone of the excerpt? What words does the author use to create this mood?
/ Ticket Out:
Read the following text excerpt from Tuck Everlasting by Natalie Babbitt, then answer the question about the sensory language. Make sure to mark text evidence.
Here and there the still surface of the water dimpled, and bright rings spread noiselessly and vanished. “Feeding time,” said Tuck softly. And Winnie, looking down, saw hosts of tiny insects skittering and skating on the surface. “Best time of all for fishing,” he said, “when they come up to feed.”
He dragged on the oars. The rowboat slowed and began to drift gently toward the farthest end of the pond. It was so quiet that Winnie almost jumped when the bullfrog spoke again. And then, from the tall pines and birches that ringed the pond, a wood thrush caroled. The silver notes were pure and clear and lovely
  • In the paragraph above, what is mood or tone of the excerpt? What words does the author use to create this mood?