Thank+You,+M'am

= Thank You, M'am = by Langston Hughes


 * Prereading Activity 1**: Choose 1 of the following to respond to. You may write your thoughts on paper or you may click on the Discussion Tab for this page and post your thoughts there. Be sure that your response is 50+ words and that you support your opinion.
 * 1) BEFORE you read look at the illustration for this story. Write about the mood this illustration sets for the story.
 * 2) The first lines of our story are: "She was a large woman with a large purse that had everything in it but a hammer and nails." What kind of a picture does this place in your mind?
 * 3) This story is about a woman who says she would like to teach a boy "right from wrong". How might you teach someone right from wrong?


 * Prereading Activity 2**: Choose 1 of the following sets of Thinking Maps to complete before you read the story.
 * 1) Bubble Map - Describe a Thief from two points of view.[[image:describe_thief.JPG width="800" height="395"]]

2. Bubble Map - Describe a Victim from two points of view. 3. One Way Multi-flow Map - Compare effects of a specific event from two points of view.


 * Vocabulary:** pocketbook, permit, stoop, frail, contact, half nelson, kitchenette, suede, mistrust, latching, victim, roomers, barren, icebox, snatch, gas plate, daybed
 * Choose 1** of the following activities to complete.
 * 1) Group and Regroup - think about these 18 words. Create a Tree Map showing at least 5 ways you could Categorize these words. Some words may fall into more than 1 category. (i.e. Words that Describe a Character, Nouns, Words with More Than 3 Syllables, etc.). Every category has to have at least 2 words in it and every word must be placed in at least 1 category.
 * 2) Vocabulary Analysis - Choose 3 words to work with. For each word create a Tree Map with the following headings: Definition, Synonym or Antonym, How Used in Story, My Own Sentence
 * 3) Choose 8 of the words to place on the Word Cycle page. As you arrange the words you will need to tell how a word relates to the word that follows it.

__Directed Notes Activity__: Read the story a second time. As you read this time mark (with a sticki note) the places where Roger or Mrs. Jones does something surprising. Then look over your notes and write down the thing each character did that surprised you the most and explain why you were surprised by that.
 * Activities**: You will need to complete the Directed Notes Activity and 1 other activity.

__Other Activities__:
 * 1) Mrs. Rogers tells Roger, "Everybody's got something in common." Create a Venn diagram to show what these two character have in common and what makes each one unique. Then draw conclusions as to whether or not they have more in common or are more uniquely different and tell why you think so.
 * 2) Go to http://kids.yahoo.comand do a search on Langston Hughes. After reading about him summarize what you have learned about this famous American writer by creating a flow map that includes 12 important events in his life or an acrostic to share what you learned.
 * 3) Combine a flow map with a bubble map to describe Roger at the beginning, middle and end of the story. Color code your bubble maps so that descriptors given in the text are in blue bubbles and descriptors that you have inferred from the text are in green bubbles. Add a frame of reference to tell if this bubble map is from the beginning, middle or end of the story (this is the flow part of the map). Then draw some conclusions about his change over time.


 * Blogging**: Choose one question to blog about. Be sure that your response is a minimum of 75 words and has a claim - your opinion statement, textual evidence, and the reasons behind your thinking.
 * 1) Would you rather get caught stealing something from Mrs. Jones or Ooka?
 * 2) Why does Mrs. Jones give Roger the money for the blue suede shoes?

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