Grade 8: Module 1: Unit 1: Lesson 12

Examining How Word Choice Contributes to Tone

and Meaning: Close Reading of “Wet and Crying”
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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
I can analyze the impact of word choice on meaning and tone. (RL.8.4)
I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)

Supporting Learning Targets Ongoing Assessment

• I can make inferences to deepen my understanding of Inside Out & Back Again. • QuickWrite 6 (from homework)
• I can explain how nuances in word meanings contribute to the overall tone of the poem. • Write-Pair-Share note-catcher with text-
• I can participate in discussions about the text with a partner, small group, and whole dependent questions
class.

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. NYS Common Core ELA Curriculum • G8:M1:U1:L12 • June 2014
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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

Agenda Teaching Notes

1. Opening • Review: Write-Pair-Share protocol (Appendix 1).

A. Engaging the Reader and Review • Choose strategic partnerships ahead of time. For this lesson, consider grouping a few of your
Learning Targets (5 minutes) strongest students together while you work directly with other students. On the other hand,
2. Work Time heterogeneous pairs might be best. You know the composition of your class.

A. Write-Pair-Share about “Wet and • This lesson introduces the “Word Choice, Tone, and Meaning” note-catcher, which serves as a
Crying” (10 minutes) scaffold toward the End of Unit Assessment. Here, students use this note-catcher to help them
carefully analyze a single poem. In the next lesson, they use this same note-catcher as they
B. Guided Practice: How Word Choice
analyze a second poem as well as a new informational text.
Contributes to Tone and Meaning (20
minutes) • In advance: Review Work Time Part B carefully for the explanation of the word tone as it
relates to literary analysis. Students have been informally exposed to this concept in previous
3. Closing and Assessment
lessons, but this is the first lesson in which students work with a specific definition.
A. Debrief and Discussion: What Happens
• Consider which students might need access to the Vocabulary Guide to support reading
to Hope? (10 minutes)
comprehension and understanding of basic concepts. The glossary can be provided during an
4. Homework additional support class in advance, with time to pre-teach the words, or modified to be used by
A. Read pages 61–69 and complete students independently(see supporting materials).
QuickWrite 7

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

Lesson Vocabulary Materials

symbol/symbolize, inferences, • Inside Out & Back Again (book; one per student)
nuance, convey, tone; flecked, • Write-Pair-Share Note-Catcher with text-dependent questions (one per student)
clusters (60)
• Word Choice, Tone, and Meaning Note-Catcher (one per student)
• Document camera
• Things Close Readers Do Anchor Chart (begun in Lesson 2; added to in this lesson)—today’s focus: think
about how the author’s word choice contributes to tone and meaning
• QuickWrite 7 (one per student; for homework)
Optional Materials
• Vocabulary Guides
• Write-Pair-Share Note-Catcher (Alternate Version)
• Visible Timer
• QuickWrite 7 Paragraph Frame

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

Opening Meeting Students’ Needs

A. Engaging the Reader and Review Learning Targets (5 minutes) • Students may benefit from
• Ask students to share with a partner their QuickWrite 6 from their homework about Ha’s family’s having these directions posted
possessions and what they might symbolize. as a “do now” activity when
* “What might the objects described in the poem represent for each person? What evidence supports your they arrive in class.
ideas?” • Reviewing academic
• Collect students’ QuickWrites to gauge their ability to infer symbolism. Remind them that thinking about vocabulary words benefits all
symbolism is challenging, and they will keep practicing throughout the year. students developing academic
language.
• Have learning targets displayed for students. Focus students on the second target and read it aloud:
• Some students may benefit
* “I can explain how nuances in word meanings contribute to the overall meaning of the poem.”
from referring to the
• Have students think, then turn and talk, about the word nuance. Students likely will need this word Vocabulary Guide for the
defined: subtle differences in meaning. If needed, provide an example: the words “argue” and “bicker” both lesson .
mean to disagree, or the words “sprint” and “jog” both mean to run, or the words “chuckle” and “snicker”
• Circulating teachers and aides
both mean to laugh, but they each have slightly different meaning and feeling (or tone). Argue, for
should gently encourage
example, is strong; it means you are really into it with someone. Bicker, on the other hand, is like “light”
struggling students to use their
arguing. It’s something low-level and ongoing. Ask students to discuss the differences in the other words,
glossaries as needed
and cold call on pairs to respond.
throughout the lesson.
• Tell students that today’s work will be to examine how subtle nuances in the words in the poem “Wet and
• ELLs may be unfamiliar with
Crying” affect the tone (feeling) and the overall meaning of the text. As they look at how Ha’s tone changes
more vocabulary words than
in the poem “Wet and Crying,” they will come to understand more about how she is feeling about the
are mentioned in this lesson.
events happening around her. Remind students that they will continue to make inferences and discuss their
Check for comprehension of
thinking with partners, small groups, and the class.
general words that most
students would know.

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

Work Time Meeting Students’ Needs

A. Write-Pair-Share about “Wet and Crying” (15 minutes) • Consider partnering ELL
• Be sure students have their texts, Inside Out & Back Again. Ask students to arrange their seating to students who speak the same
work with the partnerships you have defined. Remind students that they have been developing their skills home language when
with close reading throughout this unit. Today, they will have an opportunity to read closely more on their discussion of complex content
own and with a partner. is required. This can allow
• Ask them to silently and independently reread the poem “Wet and Crying” on page 60. Remind students students to have more
that this reread is to refresh their memory and that they are reading for the gist. meaningful discussions and
clarify points in their native
• Invite students to talk with partners about the gist of the poem.
language.
• Distribute the Write-Pair-Share Note-Catcher. Explain the Write-Pair-Share protocol with these basic
• For students who struggle with
directions:
following multiple-step
1. Listen to the text-dependent question. directions, consider displaying
2. Think about your answer. Use the novel as a resource, and look for details from the text. these directions using a
document camera or
3. Write your answer, making sure to refer to details from the text.
interactive whiteboard.
4. When given a signal, share your writing with your partner. (Pairs decide who will share first and who
• Some students may benefit
will listen.)
from having key sections pre-
5. After both people have shared, write down any new thinking. highlighted in their texts. This
6. Repeat with the next question; let the other partner share first. will help them focus on small
• Each round/question will take 3 minutes. sections rather than scanning
the whole text for answers.
• Begin. Circulate to observe students’ work and support as needed.
• Some students may benefit
• After this Write-Pair-Share experience, ask for volunteers to share their thinking. Call on two or three
from having the Write-Pair-
students.
Share-Note-Catcher
(Alternate Version) with
hints. See the supporting
materials and adapt to your
students’ needs.
• Consider using a visible timer

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. NYS Common Core ELA Curriculum • G8:M1:U1:L12 • June 2014
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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

to keep students on task.

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

Work Time (continued) Meeting Students’ Needs

B. Guided Practice: How Word Choice Contributes to Tone and Meaning (15 minutes) • To further support students
• Distribute and explain the Word Choice, Tone, and Meaning Note-Catcher, which students will use to who are struggling, consider
record their thinking and discussion. Tell students that they will use this note-catcher with the poem and adding additional scaffolds to
the audio text today. If possible, display the note-catcher on a document camera to orient students to the the “How Word Choice
layout. Contributes to Tone and
• On the note-catcher, read aloud the left-hand column “Word Choice/Text Details” question: Meaning” note-catcher by
adding additional examples,
* “What are some specific images, words, and phrases the author uses that strike you emotionally and give
prompts, or sentence frames.
you a feeling of the events described in the text?”
• To further support students in
• Tell students that since this is their first time using this note-catcher, they will do some practice together.
identifying the tone, consider
• Focus students on the “Practice” row for stanza 4. Ask students to independently think about the question, providing a word bank of
and reread this stanza of the poem, focusing on the three words in italics: chops, falls, slices emotion words that could be
• Ask students to think, then talk with a partner, about the middle column, “Labeling the Feeling”: used to describe literary tone.
See Lesson 13 in this unit for
* “What emotion or feeling does each of these words convey?”
these materials.
• Be sure students understand that convey means “to give” the reader.
• Listen for students to recognize that these three words all have a violent feeling (which makes sense, since
Ha’s brother is using a knife).
• Ask students to add these feeling words notes to the middle column.
• Then focus them on the right-hand column, “Tone.” Ask students if they are familiar with the word tone.
Many may know this word as it is used in other contexts. Distinguish that in this context, it is a noun (not a
verb like “to tone your muscles”). It is closely related to the general use of the word in everyday speech
(e.g., many students have heard adults tell them, “Please speak in a respectful tone” or “Don’t use that tone
of voice with me!”). Point out that in the context of literary analysis, tone has a related but more precise
meaning: it means the feeling a text brings out in a reader, or the attitude an author has toward a subject.
Tell students that they will work with this important concept in many lessons this year.
• Move students on to the task in the right-hand column:
* “Based on the words and phrases you have selected, label the tone of the poem with one word.”
• They can choose one of these words, or a new related word, to describe the overall tone of stanza 4. Invite

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

them to, once again, think and write independently, then share with their partners small group, and add to
their notes.

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

Work Time (continued) Meeting Students’ Needs

• Do a quick go round, asking one person from each group to share his/her best word to describe the tone. It • To further support ELL
is fine if words repeat; this will reinforce the patterns for students. (Plausible responses include “angry,” students, consider providing
“violent,” and “harsh.”) definitions of challenging
• Then ask students to consider the “Meaning” question: vocabulary in students’ home
language. Resources such as
* “How do those specific word choices and tone contribute to the meaning?” Google Translate and bilingual
• Paraphrase for students: translation dictionaries can
* “In other words, how does the author’s choice to use these words help us understand the point she is assist with one-word
trying to make in this poem?” translation.

• Invite students to turn and talk. Call on a numbered head to share out. Model if needed (e.g., “By using
these violent words, the author creates a harsh tone that helps me understand how upset Ha is about the
violence going on around her”).
• Ask students to take about 5 minutes to work in pairs on the remaining row of the note-catcher. (Tell them
that they will discuss the question in the “Meaning box” all together during the closing.)
• Listen in to gauge how well students are connecting the author’s word choice with tone, and then how tone
contributes to meaning. Remind them they have been attending to word choice throughout this unit; this
note-catcher just pushes them to be much more precise in their analysis of an author’s craft.
• Refocus students whole group to check for understanding for all. Remind them that they will practice more
with this note-catcher in the next lesson.
• Display the Things Close Readers Do Anchor Chart. Add the following:
* Think about how the author’s word choice contributes to tone and meaning

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

Closing and Assessment Meeting Students’ Needs

A. Debrief and Discussion: What Happens to Hope? (10minutes) • Conversation serves as “oral
• Preview homework. rehearsal” for writing and is a
• Focus students on the specific question in the “Meaning” box of the Word Choice, Tone, and Meaning Note- helpful scaffold for struggling
Catcher: writers.

* “In the poem ‘Wet and Crying,’ what happens to hope?”

• Tell students that this will be their QuickWrite prompt for homework. Because it is a challenging question,
they will take a few minutes to discuss as a class.
• Invite students to take 2 minutes on their own to quietly write an initial response to this question.
• Then ask students to stand up, find a new partner, and take 2 minutes to share their thinking.
• Then ask each pair to join another pair, so that they form groups of four. Invite them again to share their
thinking. As students are sharing, find a student willing for you to share his or her response with the whole
class on the document camera.
• Ask students to settle back into their seats. Focus them on the volunteer student’s sample response. Read it
aloud or, if the student is willing, have him/her read it to the class. Highlight how the student-author has
used evidence in his or her writing.
• Talk with students about their interpretations of what happened to hope (fades, is destroyed, is forgotten).
Point out how the author uses specific words (cut, chops, head falls, slices, spill, clusters of eyes, wet and
crying) to develop a tone or feeling of death/destruction versus merely loss.
• Ask students to hold on to their note-catchers and journals to use as resources for their homework
QuickWrite.

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Examining How Word Choice Contributes to Tone and Meaning:
Close Reading of “Wet and Crying”

Homework Meeting Students’ Needs

• Complete a first reading of pages 61–69, from “Sour Backs” through “Saigon is Gone,” and complete • Consider which students might
QuickWrite 7. need access to the Additional
Words from the Assigned
Reading in the Vocabulary
Guide (see supporting
materials).
• If your school schedule allows
it, consider arranging for
separate support periods to
provide additional assistance to
struggling readers and writers
for these assignments,
appropriate to the needs of the
students.
• Some students may benefit
from having access to the
QuickWrite7 Paragraph
Frame (see the supporting
materials and adjust to the
needs of your students).

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Grade 8: Module 1: Unit 1: Lesson 12
Supporting Materials
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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Write-Pair-Share Note-Catcher
with Text-Dependent Questions

Name:

Date:

Question Write Pair-Share

(additional thoughts after
sharing)

Why does
Brother Vu
want to cut
down the
ripening fruit
rather than
let the
Communists
have it?

Why is
Brother Vu
the brother
most likely to
cut down the
papaya? Use
evidence
from
throughout
the novel to
support your
answer.

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Word Choice, Tone, and Meaning Note-Catcher

Text:

Word Choice/Text Labeling the Feeling Tone

Details For each word or phrase, Based on the images,
What are some specific label the emotion or feeling words, and phrases you
images, words, and it conveys. have selected, describe the
phrases the author tone of the text with one
uses that strike you word.
emotionally and give
you a feeling of the
events described in the
text?

(Practice with stanza

4)
“Brother Vu chops;
the head falls;
a silver
blade slices.”

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Word Choice, Tone, and Meaning Note-Catcher

Word Choice/Text Labeling the Feeling Tone

Details For each word or phrase, Based on the images,
What are some specific label the emotion or words, and phrases you
images, words, and feeling it conveys. have selected, describe the
phrases the author uses tone of the text with one
that strike you word.
emotionally and give you
a feeling of the events
described in the text?

(Practice with last

stanza)

Hint: What is another

word for “cluster”? For
“spill”? For “wet”? If the
author had used those
words, would the tone
have changed? Why or
why not?

(If you have time,

choose another stanza
and try on your own!)

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Word Choice, Tone, and Meaning Note-Catcher

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Word Choice, Tone, and Meaning Note-Catcher

Meaning: How do those specific word choices and tone contribute to the meaning?

In the end of the poem “Wet and Crying,” what has happened to hope? How does
the author’s specific word choice help us understand the main message of this poem?

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Things Close Readers Do Anchor Chart

• Get the gist – get your initial sense of what the text is mostly about
• Reread
• Cite evidence
• Use details from the text to make inferences
• Use context clues to figure out word meanings
• Talk with others about the text
• Notice details
• Answer questions based on the text
• Pay attention to text structure: titles and headings (in informational text)
• Consider author’s purpose/perspective
• Think about how the author’s word choice contributes to tone and meaning

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
QuickWrite 7: What happens to hope?

Throughout our reading of Inside Out & Back Again, we have discussed that the papaya
is a symbol of hope. At the end of the poem “Wet and Crying,” what has happened to
hope? How does the author’s specific word choice help us understand the main
message of this poem? Use specific evidence from the text to write a paragraph that
answers this question.

• Answer the prompt completely

• Provide relevant and complete evidence
• Paragraph includes the following:
* A focus statement
* At least three pieces of specific evidence from the text
* For each piece of evidence, an analysis or explanation: what does this evidence
mean?
* A concluding sentence

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Vocabulary Guides

GRADE 8: MODULE 1: UNIT 1: LESSON 12

OPTIONAL MATERIALS

Lesson Vocabulary Guide

Word Definition
symbol (n)
a person, place, or object that represents something else
*+#
inference (n) a deduction made when a reader combines text details with other
information (from the text, or background knowledge) to understand
*+ what the author means
nuance (n) difference in meaning that is not obvious
convey (v) to communicate or make known
tone (n) *+ # emotion or feeling that an author has for his or her subject
flecked (adj) dotted
clusters (n) bunches
* Words that will be important again in Common Core classes
+ Repeated from earlier in the unit
# Lessons 11 and 13 respectively include enrichment activities for these words

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Vocabulary Guides

Additional Words from Independent Reading

Word Pag Definition

e
abandon (v) + 61 leave, stop supporting
huddle (v) 63 gather close together
raging (adj) 63 with great force or intensity
disrupted (adj) 63 broken up
hordes (n) 65 large crowds
pierce (v) 66 make a hole in
nudge (v) 66 shove or bump
obvious (adj) 67 very easy to notice
plunge (v) 68 fall quickly
+ Repeated from earlier in the unit

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Teacher Notes

Note to teacher: The next page includes scaffolded versions of the text dependent
questions and QuickWrite for this lesson, including hints. Before distributing them,
adjust them to fit the needs of your students, including directions, content, and space
needed to write. Students may need additional instruction to support their use of these
tools.

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
Write-Pair-Share Note-Catcher
(Alternate Version)

Question Write Pair-Share

(additional thoughts after
sharing)

Why does Hint: What are some of the

Brother Vu family’s bad experiences
want to cut with the Communists?
down the
ripening fruit
rather than
let the
Communists
have it?

Why is Hint: Think of some ways that

Brother Vu this action fits Brother Vu’s
the brother personality.
most likely to
cut down the
papaya? Use
evidence
from
throughout
the novel to
support your
answer.

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 GRADE 8: MODULE 1: UNIT 1: LESSON 12
QuickWrite 7 Paragraph Frames:
What happens to hope?

At the end of the poem “Wet and Crying,” hope

___________________
___________________________________________________
The author’s specific word choice helps us understand the main

message of the poem, which is

______________________________________

___________________________________________________
This is shown in the text when ______________________________
___________________________________________________________________
_____________________________________
This evidence means that __________________________________
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This is also shown in the text when ___________________________
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This evidence means that __________________________________
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This is shown again in the text when __________________________
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This evidence means that __________________________________
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
NYS Common Core ELA Curriculum • G8:M1:U1:L12 • June 2014
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc. CCI Enhanced Module (Chenango Valley Central School District) June 2015 • 24
 GRADE 8: MODULE 1: UNIT 1: LESSON 12
QuickWrite 7 Paragraph Frames:
What happens to hope?

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Overall, _____________________________________________
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Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

NYS Common Core ELA Curriculum • G8:M1:U1:L12 • June 2014
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc. CCI Enhanced Module (Chenango Valley Central School District) June 2015 • 25