Word power vocabulary enrichment activities grades 6 7

Grades 6-7
Persuasion

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Language Arts Enrichment Activities for Advanced and Gifted Learners Overview
The College of William and Mary's Center for Gifted Education is one of the nation's
foremost leaders in the development of curriculum materials and instructional and
assessment approaches for gifted learners. The lessons included in this packet are
condensed versions of those lessons. In these abridged lessons, teachers will find the
following components:
Lesson Title: Please note this is the lesson title exactly as it is referred to in the
accompanying teacher's edition.
Grade Level: The grade level has been assigned by the College of William and Mary.
Teacher's Edition Title and Lesson Number: Several teachers' editions were
referenced in creating the lessons. Use the title listed (i.e. Journeys and Destinations,
Patterns of Change, etc.) and lesson number, to locate the full lesson in the teacher's
edition.
Lesson Goals:
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GOAL 1-to develop analytical and interpretive skills in literature
GOAL 2-to develop persuasive writing skills
GOAL 3-to develop linguistic competency
GOAL 4-to develop listening/oral communication skills

GOAL 5-to develop reasoning skills in the language arts
GOAL 6-to understand the concept of change in the language arts

Assignment Overview: The major activities of the lesson are summarized here so that
teachers may see at a glance what each lesson will entail.
Suggested Materials: This section includes the title of the text as well as the author.
When possible, a direct link to the text has been provided.
Discussion Questions: When necessary discussion questions are categorized by text
(if more than one text is used for the lesson), as well as by question type (literary
response/interpretation, reasoning, and questions pertaining to change).
Response Journal: Encourage the students to keep a Response Journal for
responding to the questions in each lesson.
Extensions/Homework: Here you will find a preview of all extension activities, which
are optional activities offered to provide further enrichment or to accommodate
expanded schedules. Cross curricular connections are also noted here.

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The texts for these lessons include high-quality poems, short stories, and essays. A
great deal of the language arts lessons focus on the concept of change. As students
progress through these units, they learn that change is everywhere, change is linked to
time, change may be positive or negative, change may be perceived as orderly or
random, change may happen naturally or change may be caused by people. As
students read they will identify examples of how change affects the story.
To enhance the learning experience of students, the concept of change and
accompanying generalizations should extend into the students' other curricula. The
more connections they are able to draw, the deeper they will be able to examine and
understand the concept of change. The following generalizations are introduced in
Lesson 2:

Change is linked to time.
Change may be perceived as orderly or
random.
Change is everywhere.

Change may be positive or negative.
Change may happen naturally or may be
caused by people.
Change does not affect everything.

Throughout each lesson, two models are frequently used to encourage close interaction
with the text: The Literature Web Model and Vocabulary Web Model.
The Literature Web Model encourages students to consider five aspects of the
selection they are reading: keywords, feelings, ideas, images or symbols, and the
structure. This web helps students organize their initial responses and provides them
with a platform for discussing the piece in small or large groups. Whenever possible,
students should be allowed to underline and make marginal notes as they read and
reread. After marking the text, students then organize their notes into the web.
Suggested Discussion Questions for Literature Web:
Key Words-What words or phrases from the story are important? Why do you
think the author chose these words? What are some words that the author
seems to emphasize?
Feelings-What feeling do you get when you read the story? Why do you think
you had those particular feelings? What feelings do you think the characters
have? What feelings do you think the author had or is trying to show?
Ideas-What idea is the story mostly about? What other ideas does the folk tale
show? What is the author saying about Change?
Images/Symbols-What are some pictures or images that came to mind when
you read the story? How does the author use description and imagery?
Structure-What are some characteristics of the way the story is written? How is

dialogue used? How does its structure contribute to the meaning of the story?
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After students have completed their webs individually, they should compare their webs
in small groups. This initial discussion will enable them to consider the ideas of others
and to understand that individuals interpret literature differently. These small groups
may compile a composite web that includes the ideas of all members. Following the
small group work, teachers have several options for using the webs. For instance, they
may ask each group to report to the class, they may ask groups to post their composite
web, or they may develop a new web with the class based on the small group work. The
discussion that is generated through the use of the Literature Web is one which the
teacher should facilitate through the use of open ended questions. Students should be
encouraged to provide evidence from the text to support any response. A black line
master of the Literature Web is found in Appendix E in the designated teacher's edition.
Similarly, the purpose of the Vocabulary Web Model is to enable students to gain an
in-depth understanding of interesting words. Rather than promoting superficial
vocabulary development, the web approach allows for deep processing of challenging
and interesting words. Vocabulary Web components include: word, origin, part of
speech, word families, synonyms, antonyms, sentence from the text using word,
student example using word, stems, and dictionary definition. A black line master of the
Literature Web is found in Appendix E in the designated teacher's edition.
Students may complete the Vocabulary Web individually or in small groups. Please
allow students to access a dictionary as needed. Once students become familiar with
this activity, they may use a streamlined version to accommodate new words they meet
in their independent reading.
A vocabulary section should be kept in a separate place in students' notebooks for this
purpose. They only need to list the word, definition, and sentence in which the word was
encountered, plus any additional information they find particularly interesting. They may
then develop webs for the few selected words.

We hope you are able to implement these lessons in your classroom to enrich and
differentiate your curriculum. The original, unabridged lessons can be found in the
designated teacher's editions published by the College of William and Mary. If you have
any questions regarding the content or procedures involved within this adapted
curriculum, please feel free to contact the Advanced Studies and Gifted Learners
Department.

Teacher's editions and student guides for each unit are available for check out
from the Advanced Studies and Gifted Learners Department. Contact Irene
Benfatti’s secretary, Kathleen Romano, for details (ext. 70102).
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Lesson Title: Introduction and Preassessment (page 1 of 2)
Grades 6-7: Persuasion-Lesson 1
 GOAL 1-to develop analytical and interpretive skills in literature
 GOAL 5-to develop reasoning skills in the language arts
 GOAL 6-to understand the concept of change in the language arts
Assignment Overview:
Read and discuss The Road Not Taken.
Complete a graphic organizer entitled, The Roads Taken and Not Taken.
Suggested Materials:
The Road Not Taken by Robert Frost
/>Discussion Questions:
Literary Response/Interpretation:
How does the speaker describe the two roads? How are they similar and
different?
What do the two roads in the poem symbolize? How is making choices in life like
the choice made in the poem?
What do you think the speaker means by the last two lines of the poem?

Reasoning:
How does the speaker feel about each of the roads now? How does the speaker
believe he will fell about the roads in the future? Give evidence from the text to
support your answers.
What reasons could you give to support taking a “less-traveled road” in life?
What reasons could you give for taking a “well-worn path”?
Change:
This poem suggests that the choices that we make determine the directions that
our lives take. Do you agree or disagree? How can choices change one’s life?
What does the poem say about how we might feel about our current choices later
in life?

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Lesson Title: Introduction and Preassessment (page 2 of 2)
Extensions/Homework:
Ask students to recall a time when they had to make a decision that was like
choosing between two roads. Have each student illustrate the choice taken and
the choice not taken as roads with obstacles and destinations in each situation.
Encourage them to use the following graphic organizer:
The Road Taken
Describe the choice you made:
List reasons why you made this choice:
List changes that resulted from your
choice:

The Road Not Taken
Describe the choice you could have
made:

List reasons why you did not make this
choice:
List the ways your life would be
different if you had made this choice:

What choice was, or would have been better, and why? Are you pleased with
the outcome, and why?
Have students read Birches and After Apple Picking by Robert Frost. Write a
paragraph describing what each poem says about change.
/> />
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Lesson Title: The Concept of Change (page 1 of 3)
Grades 6-7: Persuasion-Lesson 2
 GOAL 2-to develop persuasive writing skills
 GOAL 6-to understand the concept of change in the language arts
{The content of this lesson provides the framework for future lessons and activities.}
Assignment Overview:
Facilitate the brainstorming of multiple examples of change on chart paper.
Complete a change model chart including change linked to time, change is
everywhere, change may be positive or negative, change may be perceived as
orderly or random, change may happen naturally or may be caused by people,
and change does not affect everything (see chart below).
Share group ideas with class adding new ideas to their original lists.
Encourage groups to categorize their examples of change using the following
criteria:
Change is linked to time.
Change may be perceived as orderly or
random.

Change is everywhere.

Change may be positive or negative.
Change may happen naturally or may be
caused by people.
Change does not affect everything.

Suggested Materials:
Chart paper, markers
Discussion Questions for Change Model
Brainstorming ideas about change and recording all responses:
What do you think about when you hear the word change? What kinds of things
change? What is it about them that changes?
Categorizing ideas and titling each group:
How could you put your change ideas into groups? How are some of the
changes alike?
What could you call each group? Why?
Could some of your changes belong to more than one group? Why?
What are some different ways that you could categorize your changes?

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Lesson Title: The Concept of Change (page 2 of 3)
What do your ideas tell you about changes in general? What are some of the
characteristics of change?
Brainstorming a list of things that do not change:
What are some things that are always the same, or that always happen the same
way?
Look at the list of things that change. While those things are changing, can you

think of anything else that stays the same?
What can you say about the ideas of things that do not change? How could you
put them into groups?
What would you call each group? Why?
Think about these ideas and whether they show change: routines or habits, rules
and regulations, table manners, laws, customs of cultures. Explain your answers.
If they do show change, then where would they fit into your categories of
changes? If they do not, then where would they fit into your categories of things
that do not change?
Making generalizations about change:
A generalization is something that is always or almost always true. Can you say
something that is always or almost always true about change?
Look at the categories of changes that we found and see if they help you make
generalizations about change. How are your examples alike?
Discussion Questions:
Change is linked to time. How is change
linked to time? Are all changes linked
to time in the same way? How do some
of your examples relate to time?

Change may be positive or negative.
What is progress? Does change
always represent progress? How could
a change be both positive and
negative?
Change may be perceived as orderly or
Change may happen naturally or may be
random. Can we predict change? Select caused by people. What causes
examples of change and describe
change? What influence do people

which aspects of these changes can be have over changes in nature? What
predicted and which are unpredictable? influences does nature have over the
changes people intend to make?
Change is everywhere. Does change
Change does not affect everything.
apply to all areas of our world? What
Consider the following: non-living
are some specific changes that are
things, traditions, religious rituals, and
universal and some that apply only to a universal truths. How does not apply
particular area at a given time?
or not apply to these categories?
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Lesson Title: The Concept of Change (page 3 of 3)
Extensions/Homework:
Have students find a newspaper or magazine article that tells about change or
changes. Have them write a paragraph identifying the change or changes
described in the article and explaining which of the generalizations about change
the article illustrates.
Have students research a common scientific misconception. Through their
research have them address the following questions:
 How has our understanding of the misconception changed over time?
 What has caused these changes?
 What other changes can be expected?
Have students select one of the six generalizations of change from the chart
above. Have them give three or more reasons why the generalization is true. Tell
them to provide explanations and examples to support each reason.

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Lesson Title: Introduction to Literary Analysis (page 1 of 2)
Grades 6-7: Persuasion-Lesson 3
 GOAL 1-to develop analytical and interpretive skills in literature
 GOAL 3-to develop linguistic competency
{The content of this lesson provides the framework for future lessons and activities.}
Assignment Overview:
Complete a Vocabulary Web to explore literary terms including word, origin, part
of speech, word families, synonyms, antonyms, sentence from the text using
word, student example using word, stems, and dictionary definition for teacher
selected vocabulary (Suggested word to use: diverge, Hyla, flourished, foliage).
Read and discuss The Road Not Taken and Hyla Brook.
Complete a Literature Web for The Road Not Taken and Hyla Brook including
key words, feelings, ideas, images/symbols, and structure.
Write a Response Journal entry.
Suggested Materials:
The Road Not Taken by Robert Frost
/>Hyla Brook by Robert Frost
/>Discussion Questions for Literature Web:
Key Words-What words or phrases do you especially notice? Why are they
significant to you? What are some words that the author seems to emphasize?
Why do you think the author chose these words?
Feelings-What feelings do you get when you read the poem? What words
contribute to those feelings? What feeling do you think the poet was trying to
express? Why do you think you had those particular feelings? What feelings do
you think the characters have? What feelings do you think the author/speaker
had or is trying to show?
Ideas-What is the main idea or theme of this poem? What other ideas was the

poet trying to share? What was the poet saying about choices? About change?
Images/Symbols-What is the central symbol of the poem? What deeper
meaning do the roads have? What other images contribute to the poem and its
meaning? How does the author use description and imagery?

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Lesson Title: Introduction to Literary Analysis (page 2 of 2)
Structure-What type of writing is the piece? What poetic structures and devices
are used? Examine the punctuation of the poem. How does the organization of
the sentences contribute to its meaning? Find words and phrases that are
repeated. How does the repetition contribute to the meaning of the poem?
Writing to Respond:
Have students respond to the following question in their Response Journal:
In the poem, Frost says that “way leads onto way,” suggesting that the choices
we make lead us to different choices later on. Describe a time in your life when a
choice you made led you to taking another, unexpected path. (EX: Because I
decided to play soccer rather than basketball, I met my best friend and won a
championship trophy.)
Extensions/Homework:
Have the students generate a list of slang words that students and their friends
use. Tell them to think about which of the words might be added to the dictionary
in their lifetimes. Then have students each select five words that they think
should be added to the dictionary. Have them write a justification explaining why
each word should be added.

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Lesson Title: Persuasion in Historical Documents (page 1 of 3)
Grades 6-7: Persuasion-Lesson 9
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GOAL 1-to develop analytical and interpretive skills in literature
GOAL 2-to develop persuasive writing skills
GOAL 3-to develop linguistic competency
GOAL 5-to develop reasoning skills in the language arts

Assignment Overview:
Read and discuss The Declaration of Independence.
Complete a Vocabulary Web to explore the meaning of new words in depth,
including word, origin, part of speech, word families, synonyms, antonyms,
sentence from the text using word, student example using word, stems, and
dictionary definition for teacher selected vocabulary (Suggested words to use:
unanimous, unalienable, acquiesce, annihilation, perfidy, rectitude, magnanimity,
usurpations, consanguinity, despotism, jurisdiction, tyrant).
Complete the Literature Web for The Declaration of Independence including key
words, feelings, ideas, images/symbols, and structure.
Complete the Language of Persuasion criteria chart for The Declaration of
Independence including: word choice (words with “loaded” connotations and
euphemisms), figurative language (metaphors, similes, and analogies), sentence
patterns, imitative language patterns (language patterns familiar from other
sources), and concrete and abstract images (stereotypes and generalizations).
Write a Response Journal entry.
Suggested Materials:
The Declaration of Independence

/>Discussion Questions:
According to its first two paragraphs, what is the purpose of The Declaration of
Independence? In these paragraphs, what words and phrases express the point
of view of the Second Continental Congress?
Which specific sentence or sentences in the preamble summarize the problem
or issue?
Why does The Declaration of Independence state, “Prudence, indeed, will
dictate that Governments long established should not be changed for light and
transient causes”? How does this statement strengthen the argument presented
in The Declaration of Independence?
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Lesson Title: Persuasion in Historical Documents (page 2 of 3)
What are some of the specific pieces of evidence in support of the argument
presented in The Declaration of Independence?
Does the evidence provided justify the claim that King George III was a tyrant
“unfit to be the ruler of a free people”? Why or why not?
Who was the intended audience for The Declaration of Independence? How do
you know? How might different audiences reacted to it?
What consequences and implications might this document have had for its
authors?
How was Thomas Jefferson an agent for change in Colonial America? How was
The Declaration of Independence itself a catalyst for change?
Discussion Questions for the Language of Persuasion:
Word Choice
Jefferson uses the words “dissolve the political bands” to describe the efforts to
separate from Great Britain. What efforts were actually being made to dissolve
those bands? Why are the words “rebellion” and “revolution” not used?
Find several adjective used to describe the people of the colonies. Find several

adjectives to describe the British. How might the choice of these adjectives
influence the reader’s understanding of events?
Figurative Language
Find examples of figurative language in The Declaration of Independence. Why
is the phrase “swarms of Officers” used? Why does The Declaration of
Independence compare the actions of the “foreign Mercenaries” to those of “the
most barbarous ages”?
Sentence Patterns
Consider the series of sentences outlining the actions of King George III. How
does each sentence begin? What is the effect of the repetition?
Some of the most well-known words from The Declaration of Independence are
near its beginning-“Life, Liberty, and the pursuit of Happiness”-and at its very
end-“our Lives, our Fortunes, and our sacred Honor.” What do you notice about
the structure of these two series? Why do you think they are memorable? Why
do you think three items are included in each case? Try to find other examples of
phrasing that reflects numerical patterns.

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Lesson Title: Persuasion in Historical Documents (page 3 of 3)
Imitative Language Patterns
“Life, Liberty, and the pursuit of Happiness” is itself a variation of a phrase that
was common at the time. Similarly in its Declaration of Colonial Rights, the First
Continental Congress claimed that the colonists “are entitled to life, liberty, and
property.” How is the version of the phrase in the Declaration different from its
precursors? What is the effect of the difference?
Concrete and Abstract Images
Find instances of the words “tyrant” and “tyranny” in The Declaration of
Independence. What are the implications of these words? Is King George III ever

called a “tyrant” directly? Why or why not?
Why do you think The Declaration of Independence does not refer to any specific
dates, events, or colonies? In what ways does the text apply generally to the
situation on all thirteen colonies?
Writing to Respond:
Have students respond to the following questions in their Response Journal:
Imagine you are one of the representatives in the Second Continental Congress.
Would you have signed The Declaration of Independence right away, or would
you have argued about certain parts of it? Why? What arguments might have
persuaded you one way or the other? Write a paragraph to explain your decision
and reasons.
Extensions/Homework:
Have students write an essay about how the government of the United States
today reflects the principles laid out in the Preamble of the Declaration of
Independence.
Have students research the historical context, purpose, and the effects of The
Gettysburg Address. Tell them to create a poster with a graphic organizer
comparing the historical context, purpose, and the effects of The Declaration of
Independence and The Gettysburg Address.

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Lesson Title: Persuasion in “The Pied Piper of Hamelin” (page 1 of 2)
Grades 6-7: Persuasion-Lesson 12
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GOAL 1-to develop analytical and interpretive skills in literature
GOAL 3-to develop linguistic competency
GOAL 4-to develop listening/oral communication skills
GOAL 5-to develop reasoning skills in the language arts
GOAL 6-to understand the concept of change in the language arts

Assignment Overview:
Read and discuss The Pied Piper of Hamelin.
Complete a Vocabulary Web to explore literary terms including word, origin, part
of speech, word families, synonyms, antonyms, sentence from the text using
word, student example using word, stems, and dictionary definition for teacher
selected vocabulary (Suggested words to use: vermin, subterranean, pied,
piebald, pottage, paunch, mutinous, consternation).
Complete the Literature Web for The Pied Piper of Hamelin including key words,
feelings, ideas, images/symbols, and structure.
Write a Response Journal entry.
Suggested Materials:
The Pied Piper of Hamelin by Robert Browning
/>Discussion Questions:
Literary Response/Interpretation:
What is unusual about the Piper’s appearance? What words would you use to
describe him?
How does the Piper persuade the Mayor to allow him to get rid of the rats? What
evidence does the Piper use to support his argument?
Why do the rats jump into the river?
How does the solution to the original problem create new problems? How might
the new problems have been avoided? What warning does the Piper provide that
his power extends to more than just rats?
What does the Piper mean by the words, “And folks who put me in a

passion/May find me pipe after another fashion”?
Why do you think the Piper uses music to charm the rats and the children?
What title could you give to the Piper’s song? Explain.
What lesson does the poem convey?
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Lesson Title: Persuasion in “The Pied Piper of Hamelin” (page 2 of 2)
Reasoning:
Was a thousand guilders a lot of money? Support your response with evidence
from the poem?
What evidence from the poem supports the idea that the Mayor and Council do
not make wise use of the town’s funds?
What assumption does the Mayor make about the Piper?
What is the Piper’s point of view about how he was treated? Are his actions
justified? Why or why not?
Change:
How does the society of Hamlin change after the events described in the poem?
What efforts do the people in the town make to ensure the events were
remembered?
How do the generalizations about change apply to this poem?
How can music affect how people feel and act? Are these changes always
positive? What are some examples of some ways in which music may have
affected music in history?
Writing to Respond:
Have students respond to the following questions in their Response Journal:
Describe a time when you decided to be a follower of another person or idea.
Describe a time when you allowed someone else to solve a problem for you and
found that it only created more problems for you. What are some examples of
problems you should solve on your own, and what are some problems that

should be solved with help? How do you react to someone who helps you solve a
problem?
Extensions/Homework:
Have students read Peter Pan by J. M. Barrie. Create a T-chart or Venn diagram
to compare and contrast the characters.
Have students find several picture book versions of the tale of the Pied Piper.
Tell them to consider what aspects they have in common and how they are
different, and then have them create their own picture book of the story.

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Lesson Title: Persuasion and Social Justice (page 1 of 2)
Grades 6-7: Persuasion-Lesson 14
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GOAL 1-to develop analytical and interpretive skills in literature
GOAL 3-to develop linguistic competency
GOAL 4-to develop listening/oral communication skills
GOAL 6-to understand the concept of change in the language arts

Assignment Overview:
View Martin Luther King, Jr.’s speech I Have a Dream.
Discuss the speech and consider its use of the Language of Persuasion.
Complete a Vocabulary Web to explore literary terms including word, origin, part
of speech, word families, synonyms, antonyms, sentence from the text using
word, student example using word, stems, and dictionary definition for teacher

selected vocabulary (Suggested words to use: manacle, proclamation,
redemptive, segregation).
Complete the Language of Persuasion criteria chart for I Have a Dream
including: figurative language (metaphors, similes, and analogies), sentence
patterns (anaphora), and imitative language patterns (language patterns familiar
from other sources.
Write a Response Journal entry.
Suggested Materials:
I Have a Dream by Martin Luther King, Jr.
/>Discussion Questions:
What issues did Martin Luther King, Jr. address in his speech?
Consider the sentence, “We have also come to this hallowed spot to remind
America of the fierce urgency of now.” What does King mean by the phrase “this
hallowed spot”? What does he mean by the phrase “the fierce urgency of now”?
What perspectives did people in the 1960s have on the issues King addressed in
his speech? What is your evidence?
How have those perspectives changed since the 1960s?
Discussion Questions for the Language of Persuasion:
Word Choice
Why does King use the word “dream” to appeal to his listeners? Why is it an
effective word?
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Lesson Title: Persuasion and Social Justice (page 2 of 2)
Figurative Language
Track the allusions to money in King’s speech. Why is the idea of “giving the
Negro people a bad check” an effective metaphor?
What makes other metaphors that King uses effective?
Sentence Patterns

Repetition is a powerful tool in this speech. Cite examples and comment on how
it adds to the appeal of the speech.
Imitative Language Patterns
The opening line of King’s speech is imitating the opening of another famous
speech. Can you identify the speech?
To what does the paragraph that starts, “I have a dream that one day every
valley shall be exalted…” refer?
Concrete and Abstract Images
King uses concrete images to represent abstract ideas. For example, he speaks
of freedom as ringing like a bell. What other concrete images does he use to
illustrate concepts?
Writing to Respond:
Have students respond to the following question in their Response Journal:
If you could experience the I Have a Dream speech in only one form, would you
prefer to watch and listen to a video, or to read the written text? Explain and
support your point of view.
Extensions/Homework:
Have students write their own I Have a Dream speech about their hopes and
dreams for the world.
Have students research King’s leadership or the work of others in the Civil Rights
Movement and create a poster showing their findings. Have students discuss
how these leaders brought about change and explain which generalization or
generalizations about change are shown.

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Lesson Title: Postassessment of Literary Interpretation (page 1 of 2)
Grades 6-7: Persuasion-Lesson 24
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GOAL 1-to develop analytical and interpretive skills in literature
GOAL 2-to develop persuasive writing skills
GOAL 5-to develop reasoning skills in the language arts
GOAL 6-to understand the concept of change in the language arts

Assignment Overview:
Read and discuss Stopping by Woods on a Snowy Evening.
Write a Response Journal entry.
Suggested Materials:
Stopping by Woods on a Snowy Evening by Robert Frost
/>Discussion Questions:
Literary Response/Interpretation:
Why does the speaker stop to watch the snow? Why would the horse think it was
odd to stop? What is the difference between what the horse probably wants and
what the speaker wants?
What kind of snowstorm is illustrated in the poem? What words tell about the
atmosphere of the evening?
How are the structure and rhyme scheme of the last stanza different from those
of the other stanzas?
Why does the poet repeat the line, “And miles to go before I sleep”? What does
the line mean?
Reasoning:
What inferences might you make about the owner of the woods? On what
evidence do you base your inferences?
What does the poem say about responsibility?
Change:

How does the poem relate to the generalizations about change?
What feeling might the phrase “The darkest evening of the year” bring up in the
reader? How does the rest of the poem change or dispel those feelings?

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Lesson Title: Postassessment of Literary Interpretation (page 2 of 2)
Writing to Respond:
Have students respond to the following question in their Response Journal:
What does the poem say about change? Support your response with details from
the poem.
Extensions/Homework:
Describing how the poem would change if it had not been snowing that night.

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