Somewhere In The Darkness g1p2s

Meghan McCarville Literacy in the Intermediate Grades November 22, 2011

Literary Focus Unit: Somewhere in the Darkness by Walter Dean Myers

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Themes: courage, family, honesty, trust

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Goals/objectives:

Students will be able to use multiple ways to determine the meaning of unfamiliar words. 2. Students will improve the methods in which they comprehend the meaning of text, resulting in them being able to create a clear summary of that text. 3. Students will become better writers after the writing activities and be able to effectively relate real life events to the novel. 4. After completing their reading and discussing the questions provided, students will have a clear and in depth understanding of Somewhere in the Darkness. 1.

Background knowledge: • In order for one to be able to read this novel they should first, be at the appropriate reading/grade level. Some of the vocabulary and content in the novel could be considered inappropriate in the wrong setting. Teachers should explain to their students that just because characters in the book talk and act a certain way doesn’t mean it’s appropriate to do so. Somewhere in the Darkness is a good novel to use with kids from a different background than Jimmy to expose them to a different culture and way of life. It would also be a good novel to use with at risk students since they may fluctuate more to a story such as this. It would be a good way to interest them/keep them interested in reading. Vocabulary Words From Novel: • talcum powder collard greens perking bodega

porgie infirmary inmate precinct shadowbox conniption fit inverted the slam latticework okra conjure man winced •

Vocabulary Activities:

1.Word of the day -Pick a word out of the reading they had for that day that would be most likely unfamiliar to the age group, write it on the board and have students make guesses as to what they think the meaning is. Then discuss the history of the word so the students can have a better understanding of it. 2. Using Dictionaries/Thesauruses -Have them make list of words they aren’t familiar with from what they read for that day, including page numbers. First, using the dictionaries, have them look up the words to get the definitions and see how they’re pronounced. Then, using the thesaurus, have them look up the words to get synonyms and antonyms of those words. This will help them to better understand words that were unfamiliar to them before. To make sure they understand the meaning of these new words, have them use each one in a sentence. 3.Deriving Meaning of Word From Context -Having a similar start to the latter activity, have the students come up with a list of words they’re unfamiliar with from that day’s reading with the page numbers. Instead of having them look up the words in dictionaries, have them go back to the text. Explain to them that in many cases, one can identify the meaning of a word by looking for context clues in the text. Have them re-read the excerpt of the text where the word occurs. Then have them look for clues around that word that could give them a clue about what the word means. Once they have done this, have them look up the word to see if they are

correct. If not, tell them to go back once they have read the true definition and see how the word fits the definition in this context. Again, have them use the words in a sentence so you can see they know what it means. Gunning, Thomas G. (2010). Creating Literacy for All Students, Seventh Edition. Boston: Allyn and Bacon.

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Comprehension Strategies- These three activities can be used in a step-bystep sequence all leading up to being able to summarize a text or portion of text.

1. Comprehending themes of novel, main ideas -Comprehending the main idea is essential to the students’ reading of a novel since without this, no other activities you have planned throughout the unit will work. First, you must show them and give examples of what a main idea is. Use stories you have already read for examples. Explain to them that determining the main idea of something comes slowly, as you read it. Have some examples of written paragraphs that have clear main ideas (using the overhead or projector). Read over them as a class and with the first one, model for them by telling them what you think the main idea is. Go through a couple more as a whole class and call on students to tell what the main idea is. Lastly, provide handouts with different paragraphs and split the students into small groups. Have them determine the main idea in their groups. Come back as a class and share what they all came up with. 2. Determine Important Details -Determining the important details of a text is also essential to understanding the reading process. The skill of note taking depends solely on if a person is able to take the important details out of a text. A similar method to comprehending the main idea can be used here. Using some overheads of short stories, read them over as a class. Have them separate the important information from the information that isn’t as essential to the story with your help. Then you can practice note taking. Have a handout ready with a short story for everyone. Give them time to read through the story and take notes on it, using the important details. When finished, have them get into groups and compare their notes. Walk around to each group to see what the results are. 3.

Summarizing

-Finally, after being able to determine the main idea and important details, the students will be ready to start the summary process. First, work on oral summaries. Explain to the class what summary means and from there, work on examples like you’ve been doing with the last two activities. Using overheads of paragraphs or short stories, demonstrate for them how to summarize them in three sentences or less. Next, it’s their turn to orally summarize. Call on different students for each example you show. To wrap up the activity, have another short story handout for each student to read and this time they are to write out their summary. When finished, get into groups and share their summaries. Collect them at the end so you can see that each student understands the concept. Gunning, Thomas G. (2010). Creating Literacy for All Students, Seventh Edition. Boston: Allyn and Bacon.

Graphic Organizers • Pdf printouts are attached. The Five W’s chart can be used at any point in the novel do document a significant event. This could be tied in during the the comprehension portion of the unit to practice using important details. The Story Map should be used at the end of the novel and may be used to assess the overall comprehension of the book.

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Discussion Questions

Identify at least three themes in Somewhere in the Darkness. (Knowledge) List and discuss ways in which Jimmy grew and changed throughout the novel. (Knowledge) 3. Jimmy was bullied by Frank in the novel. Tell about a time where you may have been bullied and what you did to solve the problem. (Knowledge) 4. Summarize why Crab decided to take Jimmy across the country with him. (Comprehension)

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Explain why Crab is no longer in prison (the real reason). (Comprehension) Using a map, trace the route Jimmy and Crab took on their trip, starting in New York. (Comprehension) 7. Give an example of a situation where you were asked to trust a person or situation you weren’t familiar with. (Application) 8. Debate with a small group if you think Jimmy did the right thing by going with Crab. Do you think it was a good thing that he went with him or do you think he would have been better off not knowing his father? (Analysis) 9. Compare/contrast Jimmy’s home life at Mama Jean’s with yours. In what ways are they similar? In what ways are they different? (Analysis) 10. Analyze Crabs story about how he is innocent. Do you believe him at first, or do you think he is hiding more things from Jimmy? (Analysis) 11. Examine Crab’s relationship with Mavis. What kind of relationship do you think it is: a friendship or a more romantic one? Look back on the text and make observations. (Analysis) 12. Determine the factors leading up to the end of the novel. Do you agree with how Jimmy felt towards Crab in the end or do you think you would feel differently? Explain. (Analysis) 13. Suppose you were in Mama Jean’s place. Would you have let Jimmy go with Crab so easily or would you have questioned it a bit more? Why? (Synthesis) 14. After reading the first two chapters, predict why Jimmy’s father is there and what will happen next. (Synthesis) 15. Construct some thoughts about the conjure man scene. In your opinion, do you think this sort of thing would help a person like Crab to feel better or do you think only a real doctor could help? Explain. (Synthesis) 16. Generate an idea for what you would do if you were Jimmy in a situation like the one where the police catch Crab. Discuss if you would sit back and let what happens happen or if you would do something to try to stop it. 17. Decide at what point in the novel you think Jimmy started to change his opinion of and trust Crab. (Evaluation) 18. In a discussion, justify the lies that Crab told throughout the novel. Why did he tell them? (Evaluation) 19. In your opinion, do you think what Crab did (breaking out of the hospital and telling lies) was right or wrong in the big picture? Explain. (Evaluation) 20. Act as a book critic and evaluate the novel. Talk about the writing style, word choices and plot.

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Similar Books for Independent Reading

Secrets in the Shadows by Anne Schraff (grades 9-12) Scorpions by Walter Dean Myers (7-9) The Beast by Walter Dean Myers (9-12) Bud, Not Buddy by Christopher Paul Curtis (5-7) Small Steps by Louis Sachar (5-8) Holes by Louis Sachar (6-8) On My Honor by Marion Dane Bauer (6-8) Buried Onions by Gary Soto (6-9) Taking Sides by Gary Soto (6-9) Tangerine by Edward Bloor (6-8) Retrieved from http://www.scholastic.com/tbw/bookAlikeSearch.do? Ntk=TBW_BookAlike7_SI&workId=860&gradeOffset=0

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Reading/Writing activities

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Create an alternative ending for the novel. You will start at the point where the police are chasing Crab and you can go from there. You must include: *What happens to Crab as far as his disease and his breakout from prison *What happens to Jimmy? Does he stay with Crab? Does he go back to New York? It’s up to you. 2.

Keep a reading journal and make an entry for every three chapters you read. The entries should include things like summaries, reflections, your opinion about what happened, and predictions of what is to come.

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Jimmy was put into an uncomfortable situation when he was told he had to go with Crab to Chicago. In your journal, write about a time where you were in a situation that was uncomfortable for you. Include what it was, who it involved, and the outcome of he situation. Did it help you grow like Jimmy’s situation did or was there a different outcome?

4. Do a 10 minute free write in your journal without stopping your pencil. The topic of the free write is you putting yourself in Mama Jean’s shoes. Imagine if you were her, having

raised a boy into a teenager and one day his absent father comes into the picture and wants to take him away from you. Jot down everything you are feeling and what you would do about it. •

Poetry- poems based on the themes in the novel

Cheated My Love (excerpt) © Tanya Growing up was tough because of you You left and didn't care what I went through Without you, I survived and grew You were supposed to be my dad but your actions were so bad when I succeed you are never glad You never tried to care Never gave me your love to share To forgive you I would never dare Treated me so unfair when I needed you, you weren't there I don't trust the world because of what you did I don't believe anything you ever said All you ever did was lie Always made me cry You were why I wanted to die You'll never stop you won't even try Retrieved from Cheated My Love, Abandonment Poem http://www.bestteenpoems.com/poem/cheated-my-love#ixzz1eOR8NdQm  

Trusting

© Sentinel trusting someone, it's like walking with your eyes closed, trusting no one is a sure way to lose those you hold close. finding the right path, it's harder than one thinks, you want to trust, but don't want to blink. how does one know for sure, when nothing seems pure. to trust you, it means to crush my walls, to lose you, means I lose my all. going against instinct, not protecting myself, all to love someone, I lose my walls for help. if I must choose, I choose you. now I wonder..... was it the right thing to do?? Retrieved from Learning To Trust, Trusting, Change Poem http://www.bestteenpoems.com/poem/learning-to-trust-trusting#ixzz1eORs70kN Best Teen Poems

Courage

Daniel Vango The courage I need I need the courage to control my instincts The courage I need to face my fears I need the courage to see the future The courage I need to compare facts and opinion I need the courage to think right

The courage I need to see if my friends trust me I need the courage to ask questions The courage I need to survive I need the courage to convince myself to do something I have to prepare myself for any thing that comes up! Retrieved from http://www.poemhunter.com/poem/courage-37/

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Differentiated Instruction

One method of differentiated instruction that can be used during the teaching of this novel is using independent reading time to do so. The list above of similar books to Somewhere in the Darkness includes books of different reading levels so students can read books during this part of class that they’re the most comfortable with. Another way to differentiate is to split the students into reading groups based on their reading level. This way, you can meet with them separately, giving the lower level groups more guidance and monitor where they are in their reading process. Lastly, having the students do small group activities like those listed in the comprehension section will allow them to not only see their ideas but also those of others. This can help them in the thinking process; seeing the point of view of other people is always beneficial.

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Assessments

1. Performance Assessment (to be done either during or after book is read) Jimmy displays a great amount of courage to leave everything he knows and travel across the country with a man he doesn’t know. In groups of 4, come up with a skit that displays a different act of something courageous. All group must participate 2. Matching (to be done when book is complete) Draw a line to connect the character’s name to their description. Jimmy

Resident of Marion who knew Crab when he was young

Crab

Boxer who was a bully to Jimmy

Mama Jean Mavis

Conjure man who helped ease Crab’s pain Boy who’s father showed up and brought him across the country

Frank

Raised Jimmy from when he was young

High John

Escaped from prison to clear his name to his son

Miss Mckenzie

Framed Crab for murder

Rydell

Old friend of Crab’s in Chicago

3. Multiple Choice Come up with short multiple choice quizzes to give out randomly after certain sections of the book just to make sure that students are keeping up on their reading and that they are comprehending what they read. Those two things are essential if the teacher wants to have a meaningful class discussion of the book. An example of a question to use would be: Directions: Circle the best answer. Crab told Mama Jean that he was released on parole because he was able to find work in: a. b. c. d.

Baltimore Chicago San Francisco Denver

The questions are meant to be simply a check on how the students are doing with the book. 4. Short Answer These tests are effective because the teacher can use them either when the students are in the process of reading or after they’ve completed the book. The reason they are

so effective is because unlike multiple choice, one can see that the students really know the correct answer; there is no way they can guess from different choices or use the process of elimination. They can be used on a more formal exam. An example of a short answer question one could use for this book would be: Directions: After reading the question thoroughly, answer the entire question in 1-3 sentences. Why was it that Jimmy was so reluctant to leave with Crab? You would be able to tell by the student’s answer if they read and comprehended the book. 5.

Essay (to be used after the book is complete)

Compare/contrast Jimmy’s situation in Somewhere in the Darkness to a similar one that you’re either encountered yourself or heard about from another person. The other situation should be similar in that is has to do with family and should be described with details. Document specific events from the novel using character’s names, if applicable, and be sure to use page numbers.