War of the Wall (Text Analysis)

War of the Wall

Text Analysis

Purpose for Reading / Objectives

A story usually has one main theme, but it may also have other themes. (RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text;) To determine the story’s theme or themes,

• Note the setting of the story and how it might relate to the plot and characters. Note what conflicts arise and how they are resolved.(RL.7.3)

• RL.7.3 Analyze how particular elements of a story or drama interact.

• Make inferences about character motivations and relationships (RL.7.1)

• RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Open Ended

WE DO!

Think Pair-Share (Complete sentences, Proper Punctuation and Capitalization!

Think about the different communities, or groups, that you belong to, such as your school, your neighborhood, and your town. With your classmates, discuss how you would welcome someone new to your school or town.

Murals play a major role in the text, "War of the Wall".

Multiple Choice

WE Do!

Where could you expect to find a Mural?

• In a gold frame, hanging in a museum.

• On the side of train.

• On a exterior wall in an downtown area.

• In a glass case at an art gallery.

Examples of Murals

Examples of Murals

Examples of Murals

Open Ended

We Do!

Think Pair-Share (Complete sentences, Proper Punctuation and Capitalization!)

With your classmates, discuss how do you think the mural impacts people in Shaw’s community?

Preparing For the Read Aloud!!!

Preparing For the Read Aloud!!!

Poll

WE DO!

Will you track along with the read aloud for understanding.?

• Yes, because I want to fully comprehend the text!

• Yes, because I know that if I don't track along with the read aloud, I probably will fail my assessment!

• No (no reason, just no!)

Multiple Choice

Reading Comprehension Question?

After reading the first few lines of this story, what did you determine the main conflict to be? (RL7.3)

• The painter did not like the food at the restaurant.

• The children were unhappy that their wall was being painted by a strange lady.

• The children were unhappy because they wanted to paint the wall.

• The children wanted their faces painted on the wall, but the lady wouldn't allow it.

Multiple Choice

YOU DO!

RL.7.2 Focus (RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text.

Part A: What did the characters learn about themselves and the painter?

• A. First impressions always count.

• B. Don’t trust outsiders.

• C. The painter was not really an outsider, and they should try to be more understanding.

• D. Two wrongs don’t make a right.

Multiple Choice

YOU DO!

RL.7.2 Focus (RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text.

Part B: Based on your answer to part A, would be a

possible theme for “War of the Wall?”

• A. A community can grow to include new people who share similar interests and values.

• B. Be careful what you wish for because you just might get it all.

• C. Just because someone else is doing something wrong, it doesn’t mean you should do something

  wrong too.

• D. Always judge a book by its cover.

Multiple Choice

YOU DO!

RL.7.3 Focus (RL.7.3 Analyze how particular elements of a story or drama interact.)

PART A: What is the setting of the story?

• A. a big city.

• B. a small community.

• C. a farm in the country.

• D. a fast-food restaurant .

Multiple Choice

YOU DO!

RL.7.3 Focus (RL.7.3 Analyze how particular elements of a story or drama interact.)

PART B: What detail from the story supports your answer to

part A?

• A. And knowing Mrs. Morris, who sometimes bakes for my mama’s restaurant, a slab of buttered cornbread was probably up under there too, sopping up some of the pot likker. Me and Lou rolled our eyes, wishing somebody would send us some dinner.

• B. We’ve been pitching pennies against that wall since we were little kids. Old folks have been dragging their chairs out to sit in the shade of the wall for years. Big kids have been playing handball against the wall since so-called integration when the crazies ’cross town poured cement in our pool so we couldn’t use it.

• C. All the way to the country, me and Lou tried to get Mama to open fire on the painter lady. But Mama said that seeing as how she was from the North, you couldn’t expect her to have any manners.

• D. But my daddy was busy talking about the trip to the

  country and telling Lou he could come too because

  Grandmama can always use an extra pair of hands on the

  farm.

Multiple Choice

YOU DO!

RL.7.1Focus Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

PART A: What is one thing the mural shows that makes people proud of their heritage?

• A. their community.

• B. their changes.

• C. their new member.

• D. their roots.

Multiple Choice

YOU DO!

RL.7.1Focus Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

PART B: What evidence supports your answer to part A?

• A. He gave the painter lady the once-over, checking out

  her paint-splattered jeans, her chalky T-shirt, her floppy-brimmed straw hat.

• B. “These are the flags of liberation,” he said in a voice I’d never heard him use before. We all stepped closer while he pointed and spoke. “Red, black and green,” he said, his pointer falling on the leaflike flags of the vine.“Our liberation flag. And here Ghana, there Tanzania. Guinea-Bissau, Angola, Mozambique.”

• C. There was a fierce-looking man with his arms crossed against his chest guarding a bunch of children. His muscles bulged, and he looked a lot like my daddy. One kid was looking at a row of books. Lou hunched me ’cause

  the kid looked like me.

• D. When we reached the corner of Taliaferro and Fifth, it looked like a block party or something. Half the

  neighborhood was gathered on the sidewalk in front of the wall. I looked at Lou, he looked at me.

Open Ended

She was asking Mama was that a ham hock in the greens, and was that a neck bone in the pole beans, and were there any vegetables cooked without meat, especially pork. “I don’t care who your spiritual leader is,” Mama said in that way of hers. “If you eat in the community, sistuh, you gonna eat pig by-and-by, one way or t’other.” Me and Lou were cracking up in the kitchen, and several customers at the counter were clearing their throats, waiting for Mama to really fix her wagon for not speaking to the elders when she came in. The painter lady took a stool at the counter and went right on with her questions. Was there cheese in the baked macaroni, she wanted to know? Were there eggs in the salad? Was it honey or sugar in the iced tea?

Reread these lines from the text. How is the painter different from the people who live in the community?