Response to Literature – Teacher Resources
Teacher Resources
The following short stories are recommended because they address big ideas and themes that students
can relate to—overcoming obstacles, fitting in and honesty, among others. Teachers who are
implementing Response to Literature for the first time might also find it beneficial to use the stories
provided, because they are accompanied by step-by-step sample answers. Alternatively, you may use
other stories listed in Prof. P’s Office, or your own selections with identifiable, rich themes.
Select three or four stories for your class and try to assign at least four students to each story so as to
create communities for sharing ideas. Be sure to consider your students’ reading levels and interests in
making your selections. Materials in this section are arranged in the order below.
Synopses of Short Stories
The Other Side by Jacqueline Woodson
(Level O*)
Clover lives beside a fence that separates the black and white people in her town. Her mother instructs
her never to climb over to the other side because it isn't safe. But one summer morning, Clover
notices a girl on the other side. Both children are curious about one another. Will Clover go to the
other side of the fence? Or will she listen to her mother?
As reviewed in the School Library Journal
“Stray” from Every Living Thing by Cynthia Rylant
(Level R)
It is the middle of winter, and Doris finds an abandoned puppy in the road. Her parents allow Doris to
keep the puppy in the basement until the roads clear up and they can drive the puppy to the pound.
Over the next few days, Doris grows close to the stray animal. What will happen when her parents
take the dog to the pound?
“Mother and Daughter” from Baseball in April by Gary Soto
(Level U)
Mrs. Moreno seems to always have crazy plans that never work. Her daughter, Yollie, is excited to
dance with Ernie at the eighth-grade dance, but Mrs. Moreno cannot afford a new outfit. Her mother
decides to dye an old dress black. Yollie has doubts about this plan. Will the dress look OK? Or will it
be a disaster?
“Inside Out” from The Circuit by Francisco Jiménez
(Level V)
Francisco is a young boy who is nervous about attending school for the very first time because he does
not speak or understand any English. It is really hard for him because he wants to fit in. Throughout
the year, he gets bullied by a popular classmate named Curtis. How will Francisco make it through his
first school year?
“Fortune Cookie" from What do Fish Have to do with Anything? by Avi
(Level W)
Parker’s parents just got divorced. He is unhappy with both his mom and dad, and he wants to get
back at them. His tells them that one wish for his birthday is to have dinner with both of them. Since
his parents don’t even talk to each other on the phone, this is a really big deal. Will his mom and dad
both agree to his birthday wish?
* Story levels are based on Fountas and Pinnell
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
The Other Side
by Jacqueline Woodson
Text taken from the picture book:
Woodson, Jacqueline. The Other Side. New York: G.P. Putnam’s Sons, 2001.
That summer the fence that stretched through our town seemed bigger. We lived in a yellow house on
one side of it. White people lived on the other. And Mama said, “Don’t climb over that fence when you
play.” She said it wasn’t safe.
That summer there was a girl who wore a pink sweater. Each morning she climbed up on the fence and
stared over at our side. Sometimes I stared back. She never sat on that fence with anybody, that girl
didn’t.
Once, when we were jumping rope, she asked if she could play. And my friend Sandra said no without
even asking the rest of us. I don’t know what I would have said. Maybe yes. Maybe no.
That summer everyone and everything on the other side of that fence seemed far away. When I asked
my mama why, she said, “Because that’s the way things have always been.”
Sometimes when me and Mama went into town, I saw that girl with her mama. She looked sad
sometimes, that girl did.
“Don’t stare,” my mama said. “It’s not polite.”
It rained a lot that summer. On rainy days that girl sat on the fence in a raincoat. She let herself get
all wet an acted like she didn’t even care. Sometimes I saw her dancing around in puddles, splashing
and laughing.
Mama wouldn’t let me go out in the rain.
“That’s why I bought you rainy-day toys,” my mama said.
“You stay inside here—where it’s warm and safe and dry.”
But every time it rained, I looked for that girl. And I always found her. Somewhere near the fence.
Someplace in the middle of the summer, the rain stopped. When I walked outside, the grass was damp
and the sun was already high up in the sky. And I stood there with my hands up in the air. I felt brave
that day. I felt free.
I got close to the fence and that girl asked me for my name.
“Clover,” I said.
“My name’s Annie,” she said. “Annie Paul. I live over yonder,” she said, “by where you see the
laundry. That’s my blouse hanging on the line.”
She smiled then. She had a pretty smile.
And then I smiled. And we stood there looking at each other, smiling.
“It’s nice up on this fence,” Annie said. “You can see all over.”
I ran my hand along the fence. I reached up and touched the top of it.
“A fence like this was made for sitting on,” Annie said. She looked at me sideways.
The Other Side © Jacqueline Woodson
http://www.writingmatters.org
Appendix A
“My mama says I shouldn’t go on the other side,” I said.
“My mama says the same thing. But she never said nothing about sitting on it.”
“Neither did mine,” I said.
That summer me and Annie sat together on that fence. And when Sandra and them looked at me
funny, I just made believe I didn’t care.
Some mornings my mama watched us. I waited for her to tell me to get down from that fence before I
break my neck or something. But she never did.
“I see you made a new friend,” she said one morning. And I nodded and Mama smiled.
That summer me and Annie sat on that fence and watched the whole wide world around us.
One day Sandra and them were jumping rope near the fence and we asked if we could play.
“I don’t care,” Sandra said.
And when we jumped, Sandra and me were partners, the way we used to be.
When we were too tired to jump anymore, we sat up on the fence, all of us in a long line.
“Someday somebody’s going to come along and knock this old fence down,” Annie said.
And I nodded. “Yeah,” I said. “Someday.”
The Other Side © Jacqueline Woodson
http://www.writingmatters.org
Appendix A
Stray © Cynthia Rylant
http://www.writingmatters.org
Appendix A
Stray © Cynthia Rylant
http://www.writingmatters.org
Appendix A
Stray © Cynthia Rylant
http://www.writingmatters.org
Appendix A
Mother and Daughter © Gary Soto
http://www.writingmatters.org
Appendix A
Mother and Daughter © Gary Soto
http://www.writingmatters.org
Appendix A
Mother and Daughter © Gary Soto
http://www.writingmatters.org
Appendix A
Mother and Daughter © Gary Soto
http://www.writingmatters.org
Appendix A
Mother and Daughter © Gary Soto
http://www.writingmatters.org
Appendix A
Inside Out © Francisco Jiménez
http://www.writingmatters.org
Appendix A
Inside Out © Francisco Jiménez
http://www.writingmatters.org
Appendix A
Inside Out © Francisco Jiménez
http://www.writingmatters.org
Appendix A
Inside Out © Francisco Jiménez
http://www.writingmatters.org
Appendix A
Inside Out © Francisco Jiménez
http://www.writingmatters.org
Appendix A
Inside Out © Francisco Jiménez
http://www.writingmatters.org
Appendix A
Inside Out © Francisco Jiménez
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Fortune Cookie © Avi
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: The Other Side
The Other Side by Jacqueline Woodson
This story is available in:
Woodson, Jacqueline. The Other Side. New York: G.P. Putnam’s Sons, 2001.
Below are some possible responses to Woodson’s story, The Other Side. They are meant to help you
plan your lessons and to model writing, rather than act as an answer key. You and your students may
generate other valid responses. The material is presented by lesson, in the order in which it would
typically be completed.
Lesson 1.3: Big Ideas and Themes
Big Ideas
Obstacles
Friendship
Fairness
Race
Corresponding Theme Statements
It is worth overcoming challenges to get what you want.
People who are different can become friends.
It is difficult but worthwhile to stand up for what you know is right.
We may look different on the outside, but we are similar on the inside.
Selected Theme Statement:
It is worth overcoming challenges to get what you want.
Lesson 2.1: Evidence from Story (T-chart)
The evidence on this T-chart supports the theme statement, “It is worth overcoming challenges
to get what you want.”
Evidence/Examples from Story
What I Think It Means
(in relation to my theme)
Mama said, “Don’t climb over that fence when
you play.” She said it wasn’t safe.
The fence is an obstacle that Clover can not
cross.
When the girls were jumping rope, Sandra did
not let Annie join in.
Sandra is a challenge that stands in the way
of Clover getting to know Annie.
“The fence that stretched through our town
seemed bigger. We lived in a yellow house on
one side of it. White people lived on the
other.”
The fence is a barrier that separates black
and white people. Clover cannot interact with
the white people on the other side.
“That summer everyone and everything on
the other side of the fence seemed far away.”
The fence is like a giant wall that Clover
cannot cross.
Mama will not let Clover go out in the rain to
play, which is where Annie was playing.
Annie is playing outside in the rain, but Mama
is a challenge in the way of letting them play
together.
When Clover and Annie first talk to each
other, they both say that their mamas do not
let them go to the other side of the fence.
Both Annie and Clover’s moms are getting in
the way of these two girls becoming friends.
Sandra gives Clover a funny look when she
sits with Annie. Clover pretends she doesn’t
care.
Sandra might be jealous that Clover has a
new friend, but Clover knows that Sandra is
still her friend.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: The Other Side
Annie suggests that they sit on the fence
together.
They happily find a solution, despite all of the
challenges.
Lesson 2.3: Organizational Structure
There are several challenges that Clover needs to overcome, so it makes sense to use the
organizational structure of three different challenges that Clover faces to categorize my
evidence in support of my theme statement.
Theme Statement: It is worth overcoming challenges to get what you want.
Categories
Clover’s mama
Sandra
The fence
Lesson 3.1: Topic Sentences
Topic Sentences for Body Paragraphs
Clover’s mother is one barrier that prevents her from getting to the other side of the fence.
Clover’s friend Sandra is an obstacle that prevents Clover from playing with Annie.
The biggest obstacle for Clover is the actual fence that goes through the middle of town.
Lesson 3.2 Body Paragraphs
Clover’s mother is one challenge that prevents her from getting to the other side of the fence.
Mama says, “Don’t climb over that fence when you play,” because she thinks it is not safe.
Clover is curious about the white girl on the other side, but Mama stands in the way of them
becoming friends. Mama also does not let Clover play outside in the rain, because she says that
it is safer inside. Annie plays outside in the rain, and Mama does not think that it is safe to play
with her. Since Mama is afraid, she sets up rules that prevent Clover from going to the other
side and making a new friend.
Clover’s friend Sandra is an obstacle that prevents Clover from playing with Annie. Annie asks
to jump rope with Clover and her friends, but Sandra says, “no,” before Clover even has a
chance to say anything. Since it is really hard to go against what friends say, Clover is probably
too afraid to speak up. When Clover finally feels brave enough to hang out with Annie, Sandra
gives them a funny look. Maybe she is jealous that Clover has made a new friend. Clover just
pretends that she does not care. She knows that Sandra is still her friend and that they will still
be partners when everyone jumps rope. Clover starts to realize that although Sandra tries to
stand in her way, she can still make a new friend.
The biggest barrier for Clover is the actual fence that goes through the middle of the town.
When she describes it she says, “The fence that stretched through our town seemed bigger.”
The fence seems so big to her because it is the physical barrier that prevents Clover from
meeting a new friend. Everything on the other side of the fence seems far away to Clover. The
fence stands in the way of Clover getting to know Annie who is on the other side. By the middle
of the summer, the two girls get close enough to the fence that they can introduce themselves.
Clover and Annie realize that both of their mothers will not let them go to the other side of the
fence. Annie suggests that they sit on top of the fence. The fence turns into a way for the two
girls to become friends instead of standing as an obstacle.
Lesson 3.3: Introduction
In the story, The Other Side by Jacqueline Woodson, a long fence separates the black and white
people in the town. Clover is a black girl who is very curious about a white girl named Annie on
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: The Other Side
the other side of the fence. She is not able to become friends with her. It is worth overcoming
challenges to get what you want. Her mother, her friend Sandra, and the actual fence are all
challenges that stand in Clover’s way of getting to the other side and making a new friend.
Lesson 3.4: Conclusion
Annie and Clover think of a creative way to get past the challenges that stand in the way of
their friendship. Annie and Clover show Sandra and Mama that different kinds of people can be
friends. Even though obstacles do often stand in the way of getting what we want, it is
important to find ways of dealing with these obstacles. One day that fence will get torn down,
and it will be because of brave people like Annie and Clover.
Completed Essay
Title: Friends across the Fence
In the story, The Other Side by Jacqueline Woodson, a long fence separates the black and white
people in the town. Clover is a black girl who is very curious about a white girl named Annie on
the other side of the fence. She is not able to become friends with her. It is worth overcoming
challenges to get what you want. Her mother, her friend Sandra, and the actual fence are all
challenges that stand in Clover’s way of getting to the other side and making a new friend.
Clover’s mother is one challenge that prevents her from getting to the other side of the fence.
Mama says, “Don’t climb over that fence when you play,” because she thinks it is not safe.
Clover is curious about the white girl on the other side, but Mama stands in the way of them
becoming friends. Mama also does not let Clover play outside in the rain, because she says that
it is safer inside. Annie plays outside in the rain, and Mama does not think that it is safe to play
with her. Since Mama is afraid, she sets up rules that prevent Clover from going to the other
side and making a new friend.
Clover’s friend Sandra is an obstacle that prevents Clover from playing with Annie. Annie asks
to jump rope with Clover and her friends, but Sandra says, “no,” before Clover even has a
chance to say anything. Since it is really hard to go against what friends say, Clover is probably
too afraid to speak up. When Clover finally feels brave enough to hang out with Annie, Sandra
gives them a funny look. Maybe she is jealous that Clover has made a new friend. Clover just
pretends that she does not care. She knows that Sandra is still her friend and that they will still
be partners when everyone jumps rope. Clover starts to realize that although Sandra tries to
stand in her way, she can still make a new friend.
The biggest barrier for Clover is the actual fence that goes through the middle of town. When
she describes it she says, “The fence that stretched through our town seemed bigger.” The
fence seems so big to her because it is the physical barrier that prevents Clover from meeting a
new friend. Everything on the other side of the fence seems far away to Clover. The fence
stands in the way of Clover getting to know Annie who is on the other side. By the middle of
the summer, the two girls get close enough to the fence that they can introduce themselves.
Clover and Annie realize that both of their mothers will not let them go to the other side of the
fence. Annie suggests that they sit on top of the fence. The fence turns into a way for the two
girls to become friends instead of standing as an obstacle.
Annie and Clover think of a creative way to get past the challenges that stand in the way of
their friendship. Annie and Clover show Sandra and Mama that different kinds of people can be
friends. Even though obstacles do often stand in the way of getting what we want, it is
important to find ways of dealing with these obstacles. One day that fence will get torn down,
and it will be because of brave people like Annie and Clover.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Stray
“Stray” by Cynthia Rylant
This story is available in:
Rylant, Cynthia. Every Living Thing. New York: Aladdin Paperbacks, 1985, pp 42-47.
Below are some possible responses to Rylant’s story, “Stray.” They are meant to help you plan your
lessons and to model writing, rather than act as an answer key. You and your students may generate
other valid responses. The material is presented by lesson, in the order in which it would typically be
completed.
Lesson 1.3: Big Ideas and Themes
Big Ideas
Family
Relationships
Growing Up
Friendship
Corresponding Theme Statements
Parents are willing to make sacrifices for their children.
Children grow up when they take care of an animal.
Animals and people have a special bond
Selected Theme Statement:
Parents are willing to make sacrifices for their children.
Lesson 2.1: Evidence from Story (T-chart)
The evidence on this T-chart supports the theme statement, Parents are willing to make
sacrifices for their children.
Evidence/Examples from Story
What I Think It Means
(in relation to my theme)
“I know for sure where it’s going…” says Mr.
Lacey (p. 43).
He wants to take the dog to the pound right
away, but can not do so because the roads
are too snowy.
“Doris hugged the puppy” (p.43).
Doris bonds with the puppy immediately.
Mr. Lacey let it sleep in the basement.
Dad sacrifices the use of his basement
because he knows that Doris cares about this
puppy. He could have made the puppy sleep
outside.
“Mrs. Lacey grudgingly let Doris feed it table
scraps” (p. 43).
She knows how much the puppy means to
her daughter.
Doris does not give the dog a name because
she knows she cannot keep it.
Doris tries not to get too attached. She knows
they are not able to afford it.
Doris begs her mother to keep the dog. Mrs.
Lacey says, “You know we can’t afford a dog,
Doris. You try to act more grown-up about
this” (p. 46).
Doris is really sad, but Mrs. Lacey knows that
they cannot keep the dog.
“So I brought the dog back” (p. 47).
Mr. Lacey sees what a terrible place the
pound is, and he knows how important the
dog is to Doris.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Stray
Lesson 2.3: Organizational Structure
Since both parents have to make sacrifices and Doris is the one they sacrificed for, each
paragraph will focus on a different character.
Theme Statement: Parents are willing to make sacrifices for their children.
Categories
Doris
Mrs. Lacey
Mr. Lacey
Lesson 3.1: Topic Sentences
Topic Sentences for Body Paragraphs
Doris immediately falls in love with the puppy, and wants to keep it.
Mrs. Lacey knows that it is not realistic to keep the dog.
Mr. Lacey tries to balance what is best for both his family and the dog.
Lesson 3.2 Body Paragraphs
Doris immediately falls in love with the puppy, and wants to keep it. “Doris hugged the puppy”
when she finds him (p. 43). She bonds with this stray dog right away. She knows that she
cannot keep it because her family cannot afford a dog. Although she loves it, she tries not to
get too attached. As a result, Doris does not name the puppy.
Mrs. Lacey knows that it is not realistic to keep the dog, but she does not want the dog to
starve. She sees how much the dog means to her daughter, so she lets Doris feed it table
scraps. She does this grudgingly, which means that it was really hard for her to give away the
leftover food. She usually considered doing that wasteful. When Doris begs her mom to keep
the dog, Mrs. Lacey shakes her head. “You know we can’t afford a dog, Doris. You try to act
more grown-up about this” (p. 46). Mrs. Lacey is aware of how sad Doris is, but also knows
that it does not make sense to keep a dog because the family cannot afford it.
Mr. Lacey is trying to balance what is best for both his family and the dog. When the dog first
arrives at their house, he says, “I know for sure where it’s going” (p. 43). He means that he
plans to take it to the pound. Mr. Lacey knows that Doris will be very upset if the dog is left
outside in the stormy weather, so he allows the puppy to stay for a while in the basement. At
the end of the story, Doris’ dad brings the dog back home, because he sees what a terrible
place the pound is. He decides to keep the dog, which means that he will have to sacrifice in
many ways. Doris’ happiness is the most important thing to him.
Lesson 3.3: Introduction
In the short story “Stray” by Cynthia Rylant, Doris finds a dog on her family’s property and her
parents want to bring it to the pound. This story is about how parents often make sacrifices for
their children. Doris really wants to keep the dog, Mrs. Lacey knows that is not a realistic
option, and Mr. Lacey tries to figure out what would be best for his family.
Lesson 3.4: Conclusion
People often make sacrifices for their loved ones. In “Stray,” Mr. and Mrs. Lacey are like most
parents who sacrifice for their children’s happiness. When parents put their children first, it
teaches children to think about others before themselves.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Stray
Completed Essay
Title: A Family Compromise
In the short story “Stray” by Cynthia Rylant, Doris finds a dog on her family’s property and her
parents want to bring it to the pound. This story is about how parents often make sacrifices for
their children. Doris really wants to keep the dog, Mrs. Lacey knows that is not a realistic
option, and Mr. Lacey tries to figure out what would be best for his family.
Doris immediately falls in love with the puppy, and wants to keep it. “Doris hugged the puppy”
(p. 43) when she finds him. She bonds with this stray dog right away. She knows that she
cannot keep it, because her family cannot afford a dog. Although she loves it, she tries not to
get too attached. As a result, Doris does not name the puppy.
Mrs. Lacey knows that it is not realistic to keep the dog, but she does not want the dog to
starve. She sees how much the dog means to her daughter, so she lets Doris feed it table
scraps. She does this grudgingly, which means that it was really hard for her to give away the
leftover food. She usually considered doing that wasteful. When Doris begs her mom to keep
the dog, Mrs. Lacey shakes her head. “You know we can’t afford a dog, Doris. You try to act
more grown-up about this” (p. 46). Mrs. Lacey is aware of how sad Doris is, but also knows
that it does not make sense to keep a dog because the family cannot afford it.
Mr. Lacey is trying to balance what is best for both his family and the dog. When the dog first
arrives at their house, he says, “I know for sure where it’s going” (p. 43). He means that he
plans to take it to the pound. Mr. Lacey knows that Doris will be very upset if the dog is left
outside in the stormy weather, so he allows the puppy to stay for a while in the basement. At
the end of the story, Doris’ dad brings the dog back home because he sees what a terrible place
the pound is. He decides to keep the dog, which means that he will have to sacrifice in many
ways. Doris’ happiness is the most important thing to him.
People often make sacrifices for their loved ones. In “Stray,” Mr. and Mrs. Lacey are like most
parents who sacrifice for their children’s happiness. When parents put their children first, it
teaches children to think about others before themselves.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Mother & Daughter
“Mother and Daughter” by Gary Soto
This story is available in:
Soto, Gary. Baseball in April and Other Stories. New York: Harcourt, 1990.
Below are some possible responses to Soto’s story, “Mother and Daughter.” They are meant to help
you plan your lessons and to model writing, rather than act as an answer key. You and your students
may generate other valid responses. The material is presented by lesson, in the order in which it
would typically be completed.
Lesson 1.3: Big Ideas and Themes
Big Ideas
Poverty
Family
Relationships
Obstacles
Wanting to Belong
Corresponding Theme Statements
Poverty can force people to do things they usually wouldn’t do.
Parents are willing to make sacrifices for their children.
Obstacles can stand in the way of getting what we want.
We all want to be accepted as part of a group.
Selected Theme Statement:
Parents are willing to make sacrifices for their children.
Lesson 2.1: Evidence from Story (T-chart)
The evidence on this T-chart supports the theme statement, “Parents are willing to make
sacrifices for their children.”
Evidence/Examples from Story
What I Think It Means
(in relation to my theme)
Mrs. Moreno buys Yollie a desk, typewriter
and lamp for her to study.
Mrs. Moreno wants Yollie to do well in school.
She spends her money on things to help her
study.
“The best Mrs. Moreno could do was buy Yollie
a pair of black shoes with velvet bows and
fabric dye to color her white summer dress
black” (p. 63).
Mrs. Moreno wants to give her daughter
everything, but she has to do it in creative
ways that do not cost a lot of money.
Mrs. Moreno could not buy Yollie a new dress,
only a new pair of shoes to match her old
summer dress.
Mrs. Moreno wants to give Yollie the best she
can. She thinks it is more important to save
for Yollie’s education than to buy her a new
dress.
Mrs. Moreno works hard. She “propped her
work-weary feet” on the stool (p 62).
Mrs. Moreno is tired from working so hard,
but she wants to give Yollie a better life.
Mrs. Moreno takes from the “secret stash of
money” to give her daughter to buy a new
outfit (p. 68).
Mrs. Moreno does give Yollie what she wants,
an outfit for her date with Ernie. But this
means that there is less money in the college
fund.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Mother & Daughter
Lesson 2.3: Organizational Structure
Since the theme is about parents sacrificing for their children, it makes sense to organize the
evidence around the conflict between the parent and child, Yollie and Mrs. Moreno, and how
they resolve the conflict.
Theme Statement: Parents are willing to make sacrifices for their children.
Categories
Mrs. Moreno’s point of view
Yollie’s point of view
How the resolve the conflict after Ernie Castillo calls
Lesson 3.1: Topic Sentences
Topic Sentences for Body Paragraphs
Mrs. Moreno wants to save money for Yollie’s education, so she works hard.
Yollie wants to impress Ernie Castillo at the 8th grade dance.
They work out the conflict and learn to understand each other’s point of view after Ernie
Castillo calls.
Lesson 3.2 Body Paragraphs
Mrs. Moreno wants to save money for Yollie’s education, so she works hard. She “propped her
work-weary feet” on the stool which means that she is tired from working so hard (p 62). Mrs.
Moreno always tells Yollie that she has to study a lot. If she has extra money, Mrs. Moreno
spends it on things that will help Yollie study to become a doctor, like a desk, typewriter and
lamp. Yollie’s education is the most important thing to Mrs. Moreno, so she is willing to make
sacrifices so that Yollie will have a better life.
Yollie wants to impress Ernie Castillo at the 8th grade dance. There is a little money stashed
away for Yollie’s college, but that money is not for new clothes. Instead, Mrs. Moreno has a
crazy idea to dye an old dress black. Yollie has a great time at the dance with Ernie. Then it
starts to rain. The dye on her dress leaks, and it makes a puddle on the floor. Yollie gets
embarrassed and runs home. She is really mad at her mom. If she had a new dress like she
wanted, she would not be so ashamed.
They work out the conflict and learn to understand each other’s point of view after Ernie Castillo
calls. He asks Yollie why she left the dance early. After he realizes that she is not mad at him,
Ernie asks Yollie to go see a movie with him. Mrs. Moreno feels badly about what happened
with the dress at the dance. She decides to reach into her “secret stash of money” (p. 68).
They go to Macy’s and buy Yollie a new outfit for her date. Mrs. Moreno makes the sacrifices of
some of the college savings so her daughter will be happy.
Lesson 3.3: Introduction
“Mother and Daughter” is a short story by Gary Soto about an 8th grader named Yollie who goes
to a school dance. Her mother always has all sort of crazy ideas to do nice things for Yollie. In
this story, Gary Soto shows that parents make sacrifices for their children. Mrs. Moreno wants
to save money for Yollie’s education, but Yollie wants new clothes for the school dance, so Mrs.
Moreno makes sacrifices in order to solve the problem.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Mother & Daughter
Lesson 3.4: Conclusion
Parents usually know what is best for their children. They make sacrifices in many ways so that
their children will be happy. My grandmother baby-sits to help save for my college. She makes
sacrifices for me in the same way that Mrs. Moreno does for Yollie. We all should be thankful for
what our parents do to help us out. Maybe we will be parents like that some day.
Completed Essay
Title: Mrs. Moreno Makes Sacrifices
“Mother and Daughter” is a short story by Gary Soto about an 8th grader named Yollie who goes
to a school dance. Her mother always has all sorts of crazy ideas to do nice things for Yollie. In
this story, Gary Soto shows that parents make sacrifices for their children. Mrs. Moreno wants
to save money for Yollie’s education, but Yollie wants new clothes for the school dance, so Mrs.
Moreno makes sacrifices in order to solve the problem.
Mrs. Moreno wants to save money for Yollie’s education, so she works hard. She “propped her
work-weary feet” on the stool which means that she is tired from working so hard (p 62). Mrs.
Moreno always tells Yollie that she has to study a lot. If she has extra money, Mrs. Moreno
spends it on things that will help Yollie study to become a doctor, like a desk, typewriter and
lamp. Yollie’s education is the most important thing to Mrs. Moreno, so she is willing to make
sacrifices so that Yollie will have a better life.
Yollie wants to impress Ernie Castillo at the 8th grade dance. There is a little money stashed
away for Yollie’s college, but that money is not for new clothes. Instead, Mrs. Moreno has a
crazy idea to dye an old dress black. Yollie has a great time at the dance with Ernie. Then it
starts to rain. The dye on her dress leaks, and it makes a puddle on the floor. Yollie gets
embarrassed and runs home. She is really mad at her mom. If she had a new dress like she
wanted, she would not be so ashamed.
They work out the conflict and learn to understand each other’s point of view after Ernie Castillo
calls. He asks Yollie why she left the dance early. After he realizes that she is not mad at him,
Ernie asks Yollie to go see a movie with him. Mrs. Moreno feels badly about what happened
with the dress at the dance. She decides to reach into her “secret stash of money” (p. 68).
They go to Macy’s and buy Yollie a new outfit for her date. Mrs. Moreno makes the sacrifices of
some of the college savings so her daughter will be happy.
Parents usually know what is best for their children. They make sacrifices in many ways so that
their children will be happy. My grandmother babysits to help save for my college. She makes
sacrifices for me in the same way that Mrs. Moreno does for Yollie. We all should be thankful for
what our parents do to help us out. Maybe we will be parents like that some day.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Inside Out
“Inside Out” by Francisco Jiménez
This story is available in:
Jiménez, Francisco. The Circuit: Stories from the Life of a Migrant child. Albuquerque, NM: University
of New Mexico Press, 1997, pp. 14-26.
Below are some possible responses to Francisco Jimenez’ story, “Inside Out”. They are meant to
help you plan your lessons and to model writing, rather than act as an answer key. You and your
students may generate other valid responses. The material is presented by lesson, in the order in
which it would typically be completed.
Lesson 1.3: Big Ideas and Themes
Big Ideas
Wanting to belong
Change
Respect
Forgiveness
Growth
Individuality
Corresponding Theme Statements
Accept people for who they are.
When in a new environment, people often change.
It is important to respect adults.
Forgiveness can lead to friendship.
Some people and animals take a while to blossom.
Everybody is unique and has special qualities.
Selected Theme Statement: Accept people for who they are.
Lesson 2.1: Evidence from Story (T-chart)
The evidence on this T-chart supports the theme statement, “Accept people for who they
are.”
Evidence/Examples from Story
What I Think It Means
(in relation to my theme)
Roberto tells Francisco that it is “bad manners
to wear a hat indoors.” He thinks about
leaving the hat at home so he would not
forget to take it off in class (p.14).
His big brother wants to help him to make
sure that he fits in, but he also wants to be
like his dad.
Curtis is “always chosen captain” (p.19).
There are always the popular and unpopular
kids in a class. Curtis is very popular.
Francisco is picked last for teams (p.19).
He probably feels badly about that.
His teacher won’t let him speak Spanish even
though he does not speak English. When the
other kids are talking, he just stares at the
caterpillar in the jar (p.19).
He has no one to talk to and feels alone. It is
terrible to feel alone and to feel that who you
are or what language you speak isn’t okay.
The principal gives him a hand-me-down
jacket because he does not have one(p.21).
He is happy to have the jacket until he finds
out that it belonged to Curtis.
Francisco fights with Curtis and feels really
embarrassed about getting in trouble (p. 23).
He does not want to fight, but he really wants
the jacket.
Francisco wins the art prize and his
“classmates, including Curtis, stretched their
necks to see the ribbon” (p. 25).
Now he feels special too.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Inside Out
The caterpillar turns into a butterfly (p. 25).
Both Francisco and the caterpillar change.
Curtis really likes the drawing and Francisco
gives it to him (p. 26).
Francisco forgives Curtis, and he becomes
more accepted.
Lesson 2.3: Organizational Structure
Francisco becomes more accepted over time, so it makes sense to use the organizational
structure of change with a beginning, middle, and end.
Theme Statement: Accept people for who they are.
Category
Beginning
Middle
End
Lesson 3.1: Topic Sentences
Topic Sentences for Body Paragraphs
Francisco feels nervous at the beginning of the school year, because he is afraid that he
will not fit in.
In the middle of the story, Francisco tries to make friends, but he still has trouble being
accepted.
At the end of the school year, Francisco becomes more accepted by his classmates.
Lesson 3.2 Body Paragraphs
Francisco feels nervous at the beginning of the school year because he is afraid that he will not
fit in. His brother Roberto wants him to be polite so he tells Francisco that it is “bad manners
to wear a hat indoors” (p. 14). Francisco thought about leaving the hat at home so he would
not forget to take it off in class. This shows that he wants to do what everyone else does.
Francisco cannot speak English at all, so when everyone else is talking he stares at a caterpillar
in a jar.
In the middle of the story, Francisco tries to make friends, but he still has trouble being
accepted. When the students play games, a boy named Curtis is always chosen captain, while
Francisco is chosen last. Francisco is the only child in the class who doesn’t have a jacket. His
principal gives him one so he won’t be cold and will be like the other students. Unfortunately, it
turns out that the jacket originally belonged to Curtis. He and Francisco get in a big fight over
the coat. Francisco feels more left out than ever.
At the end of the school year, Francisco becomes more accepted by his classmates. He has
learned a bit more English and the names of some of the other students in the class. One day
the caterpillar turns into a butterfly and Francisco is the one to tell the rest of the class by
saying, “Look, look,” in English. Francisco also wins a prize for his drawing of the butterfly.
Not only is Francisco proud, but the rest of his classmates are impressed too. They “stretched
their necks out to see the ribbon” (p. 25). They realize that Francisco is special in his own way.
On the way to the school bus, Curtis admires the drawing and Francisco gives it to him as a
gift. This shows that he they have forgiven each other and also that Francisco has become
more accepted.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Inside Out
Lesson 3.3: Introduction
The story “Inside Out” by Francisco Jiménez is about a boy named Francisco who goes to school
for the first time. At home he speaks Spanish. When he is at school has a hard time learning
English and often does not understand what is going on. The story is also about accepting
people for who they are. Over the course of the story, Francisco’s classmates learn to accept
him for who he is.
Lesson 3.4: Conclusion
During the course of the story, Francisco becomes more comfortable with his classmates and
they become more accepting of him. When the caterpillar changes into a butterfly, it
represents Francisco changing from a shy boy into someone who shares his beautiful drawing.
Everyone in the world does something special and it is important to respect each person’s
individuality.
Completed Essay
Title: Becoming Accepted
The story “Inside Out” by Francisco Jiménez is about a boy named Francisco who goes to school
for the first time. At home he speaks Spanish. When he is at school has a hard time learning
English and often does not understand what is going on. The story is also about accepting
people for who they are. Over the course of the story, Francisco’s classmates learn to accept
him for who he is.
Francisco feels nervous at the beginning of the school year, because he is afraid that he will not
fit in. His brother Roberto wants him to be polite so he tells Francisco that it is “bad manners
to wear a hat indoors” (p. 14). Francisco thought about leaving the hat at home so he would
not forget to take it off in class. This shows that he wants to do what everyone else does.
Francisco cannot speak English at all, so when everyone else is talking he stares at a caterpillar
in a jar.
In the middle of the story, Francisco tries to make friends, but he still has trouble being
accepted. When the students play games, a boy named Curtis is always chosen captain, while
Francisco is chosen last. Francisco is the only child in the class who doesn’t have a jacket. His
principal gives him one so he won’t be cold and will be like the other students. Unfortunately, it
turns out that the jacket originally belonged to Curtis. He and Francisco get in a big fight over
the coat. Francisco feels more left out than ever.
At the end of the school year, Francisco becomes more accepted by his classmates. He has
learned a bit more English and the names of some of the other students in the class. One day
the caterpillar turns into a butterfly and Francisco is the one to tell the rest of the class by
saying, “Look, look,” in English. Francisco also wins a prize for his drawing of the butterfly.
Not only is Francisco proud, but the rest of his classmates are impressed too. They “stretched
their necks out to see the ribbon” (p. 25). They realize that Francisco is special in his own way.
On the way to the school bus, Curtis admires the drawing and Francisco gives it to him as a
gift. This shows that he they have forgiven each other and also that Francisco has become
more accepted.
During the course of the story, Francisco becomes more comfortable with his classmates and
they become more accepting of him. When the caterpillar changes into a butterfly, it
represents Francisco changing from a shy boy into someone who shares his beautiful drawing.
Everyone in the world does something special and it is important to respect each person’s
individuality.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Fortune Cookie
“Fortune Cookie” by Avi
This story is available in:
Avi. What do Fish Have to do with Anything? Cambridge, MA: Candlewick Press, 1997, pp. 169196.
Below are some possible responses to Avi’s story, “Fortune Cookie.” They are meant to help you
plan your lessons and to model writing, rather than act as an answer key. You and your students may
generate other valid responses. The material is presented by lesson, in the order in which it would
typically be completed.
Lesson 1.3: Big Ideas and Themes
Big Ideas
Divorce
Family
Relationships
Love
Corresponding Theme Statements
Divorce is hard for a family.
Divorce shapes new relationships between parents and their children.
Sometimes we hurt the people we love.
Selected Theme Statement:
Divorce shapes new relationships between parents and their children.
Lesson 2.1: Evidence from Story (T-chart)
The evidence on this T-chart supports the theme statement, “Divorce shapes new relationships
between parents and their children.”
Evidence/Examples from Story
What I Think It Means
(in relation to my theme)
Parker’s mom works long hours as a legal
assistant, and then comes home to take care
of the two kids.
She is now the main caregiver, because Dad
no longer shares that responsibility with her.
His dad calls him only on Tuesdays, and they
talk about sports and TV.
Parker’s dad does not spend as much time
with Parker as before the divorce. Parker does
not talk about his feelings with his dad
anymore.
Parker’s dad explains that he and his mother
do not talk to each other anymore, and that
they talk through Parker.
The divorce has caused Parker’s parents to
stop talking. Their relationship depends upon
Parker, and now he is testing his parents.
“I could tell she didn’t really believe me, but
was prepared to listen to me like a good ma
should” (p. 176).
She is always ready to listen to Parker’s
thoughts.
Parker wants his parents to get together for
his 13th birthday.
Parker has to take charge.
Parker’s dad throws money down, leaves the
table, and does not return.
Parker wishes his dad could be more
responsible.
Parker’s mother and father both leave the
table, and Parker wonders if they would come
back.
His plan fails and he feels like a little kid
again.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Fortune Cookie
His mother comes back. He realizes that he
loves and trusts her, but he does not trust his
father even though he still loves him.
He realizes that he can count on his mom.
Even though the new roles are tough, Parker
is starting to get used to them.
Lesson 2.3: Organizational Structure
Since the story focuses on three characters, and the theme focuses on their roles, it makes
sense to organize the evidence so that each paragraph focuses on one specific character’s role.
Theme Statement: Divorce shapes new relationships between parents and their children.
Categories
Mom’s new role
Dad’s new role
Parker’s new role
Lesson 3.1: Topic Sentences
Topic Sentences for Body Paragraphs
After the divorce, Parker’s mom becomes the main caregiver for Parker and his sister.
Parker’s dad does not spend much time with him after the divorce.
Parker is put in a difficult position after the divorce, and he tries to figure out his new role.
Lesson 3.2 Body Paragraphs
After the divorce, Parker’s mom becomes the main caregiver for Parker and his sister. She
works long hours as a legal assistant, and then comes home to take care of the two children.
She used to share this responsibility with Parker’s dad, but now the kids live only with their
mom. She is prepared to listen to Parker when he wants to talk. When Parker is about to tell
his mom something really important, he says, “I could tell she didn’t really believe me, but was
prepared to listen to me like a good ma should” (p. 176). At the end, Parker is afraid that his
parents won’t come back to the table, but his mom returns. It is her responsibility to take care
of Parker. When she drives him home, they talk about his feelings.
Parker’s dad does not spend much time with Parker after the divorce. They only talk once a
week, and the conversations are just about shallow topics, such as sports and TV, rather than
what Parker is really feeling. At the birthday dinner, everything gets tense. Instead of taking
responsibility for the problem, his father throws down money and leaves dinner early.
Parker is put in a difficult position after the divorce, and he tries to figure out his new role. He
acts like a referee between his parents, because they are no longer speaking to each other. He
gets tired of this and tries to get them together for dinner. His plan falls apart, because both of
his parents become angry and storm away. When he is left alone, he feels disappointed and
more like a child again.
Lesson 3.3: Introduction
The short story “Fortune Cookie” by Avi is about a boy named Parker whose parents recently
divorced. For his 13th birthday he wants them all to be together for dinner. His plan fails when
they get in an argument and both mom and dad leave him alone at the restaurant. Throughout
the story, it is clear that the parents’ divorce has shaped new relationships between family
members. Parker, along with his mom and dad, are each trying to figure out their new role in
the family.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Fortune Cookie
Lesson 3.4: Conclusion
The new roles are confusing for everyone in the family. Mom feels exhausted, Dad feels left
out, and Parker feels torn between being a child and an adult. When Parker talks with his mom
he begins to realize it is OK to be sad about the divorce. Their conversation makes him feel
more connected to his mom and makes him realize that he does not have to be in charge.
Teenagers with divorced parents usually end up looking at their family relationships in a new
way.
Completed Essay
Title: A New Type of Family
The short story “Fortune Cookie” by Avi is about a boy named Parker whose parents recently
divorced. For his 13th birthday he wants them all to be together for dinner. His plan fails when
they get in an argument and both mom and dad leave him alone at the restaurant. Throughout
the story, it is clear that the parents’ divorce has shaped new relationships between family
members. Parker, along with his mom and dad, are each trying to figure out their new role in
the family.
After the divorce, Parker’s mom becomes the main caregiver for Parker and his sister. She
works long hours as a legal assistant, and then comes home to take care of the two children.
She used to share this responsibility with Parker’s dad, but now the kids live only with their
mom. She is prepared to listen to Parker when he wants to talk. When Parker is about to tell
his mom something really important, he says, “I could tell she didn’t really believe me, but was
prepared to listen to me like a good ma should.” (p. 176) At the end, Parker is afraid that his
parents won’t come back to the table, but his mom returns. It is her responsibility to take care
of Parker. When she drives him home, they talk about his feelings.
Parker’s dad does not spend much time with Parker after the divorce. They only talk once a
week, and the conversations are just about shallow topics such as sports and TV, rather than
what Parker is really feeling. At the birthday dinner, everything gets tense. Instead of taking
responsibility for the problem, his father throws down money and leaves dinner early.
Parker is put in a difficult position after the divorce, and he tries to figure out his new role. He
acts like a referee between his parents because they are no longer speaking to each other. He
gets tired of this and tries to get them together for dinner. His plan falls apart, because both of
his parents become angry and storm away. When he is left alone, he feels disappointed and
more like a child again.
The new roles are confusing for everyone in the family. Mom feels exhausted, Dad feels left out, and
Parker feels torn between being a child and an adult. When Parker talks with his mom he begins to
realize it is OK to be sad about the divorce. Their conversation makes him feel more connected to his
mom and makes him realize that he does not have to be in charge. Teenagers with divorced parents
usually end up looking at their family relationships in a new way.
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A
Response to Literature – Teacher Resources: Sample Letter
Sample Letter to the Author
“Inside Out” by Francisco Jiménez
1270 Arthur Avenue
Bronx, NY 10458
Prof. Francisco Jiménez
Bannan Hall 311
Santa Clara University
500 El Camino Real
Santa Clara, CA 95053-0300
November 29, 2007
Dear Mr. Jiménez:
In my life I have often felt like I do not fit in. When I read “Inside Out” from your book The Circuit, I
felt connected to the character Francisco because he really wanted to fit in with his classmates, and so
do I. Everyone wants to be accepted for who they are and over the course of the school year Francisco
does become more a part of the group.
It is hard to feel different from everyone else. Francisco did not know any English, and felt left out
when the other kids in his class were talking. Sometimes my friends get answers really quickly and it
takes me more time to think about things. I get frustrated by this. I study really hard to try to improve
in school. I really want to be as good as my classmates are.
I recently joined the swim team at school. I found a bunch of people who also love to swim. Even
though I have to get up really early to practice, I don’t mind. I actually won a race at last week’s swim
meet! I am happy that I found a place where I fit in with other kids my age.
In your story, Francisco’s teacher allowed him to be himself and also praised his drawing in front of the
whole class. When that happened, he felt more comfortable in himself and his peers were more
accepting of him. The characters in your story demonstrated how important it is to feel connected to
other people. I realize that I am an important part of my swim team. Did you have a similar
experience to Francisco when you were in first grade?
Sincerely,
KC
© 2007 Teaching Matters, Inc.
http://www.writingmatters.org
Appendix A