Serravallo Teaching Strategy: Strategy 4.3, Find the Heart

I can use Graduation Groove to teach students how they can gain a deeper understanding of the central message, which is, about transition and the many emotions that come with it. This is a great example of the strategy to be used because it centers around an exact moment or theme within the story that captures the emotional essence or central message of the story. In this example, the heart of the story focuses on the characters' transition from kindergarten to first grade and the emotions they experience during this important accomplishment.

Section(s) of Graduation Groove I would use:

On pages 14-18, The passage explores the character's feelings of uncertainty and nervousness as they prepare to leave kindergarten and enter first grade. Through the character's point of view, the reader gains insight into their fears and anxieties about having to leave kindergarten, such as missing their hamster, projects, and teacher from kindergarten. However, the heart of the story is seen when the character sees his family members in the audience and hears his name announced during the graduation ceremony. This moment represents a turning point for the characters as they feel a sense of pride and accomplishment for completing kindergarten and transitioning to first grade.

The Text Reads:

Got the graduation groove in my kindergarten knees.

I'm waiting on the stage when suddenly... I FREEZE.

Got the first-grade jitters in my kindergarten skin.

what if I don't like it?

My insides start to spin.

I'll really miss our hamster and projects that we made.

What about my teacher?

Can SHE come to first grade?

But then I see my grandma and spot my mom and dad.

I hear my name announced - I'm a kindergarten grad!

Listen! Hear the music?

The cheering, clapping crowd?

I've crossed the stage, bowed, and waved.

I'm feeling first-grade proud.

Serravallo Teaching Strategy: Strategy 4.6, Zoom In on a Moment of Importance

Students are encouraged to explore the emotions, details, and significance of a given moment by zooming in on it. This can improve their comprehension and writing abilities to communicate meaning. This is a great example of the strategy to be used because it focuses on a specific moment within the storyline that holds significant emotional weight for the main character, Sienna. The strategy zooms in on the moment when Sienna is inspired to draw her family after reflecting on a memory from a rainy Sunday afternoon at home. This moment serves as a turning point for Sienna as she embraces the beauty of her family despite societal norms or external judgments.

Section(s) of The Last Two Crayons I would use:

On pages 24-28 the most significant moment is when Sienna is motivated to sketch her family after remembering a rainy Sunday afternoon spent at home. This particular moment is important because it shows Sienna realizing how beautiful her family is, regardless of what other people think or say. The reader is drawn into Sienna's emotional experience by the sensory elements that are given, such as the comforting words of her mother, the flavor of hot cocoa, and the warmth of her mother's lap. The strategy encourages students to identify and reflect on key moments in their own lives or in literature, allowing them to explore the deeper meaning behind these moments and to effectively communicate their significance through writing or other forms of expression.

The Text Reads:

Sienna's mind drifted to a rainy Sunday afternoon at home.

She could feel the warmth of her mother's lap and her favorite cotton quilt, the cup of hot cocoa against her fingertips, and the comfort of her mother's words.

No matter what anyone says, brown is a beautiful color.

That's it! Sienna grabbed another piece of paper and gripped her crayons tightly.

First she drawer mom, with skin golden as the grizzly bear's honey.

Next she drew her dad, with skin as rich as Jordan's chocolate treats.

Then she drew herself, a perfect mix of the two.

"What'd you draw?" Jordan asked.

A familiar warmth returned to Sienna's cheeks, but this time she didn't stay quiet.

"My family," she said, holding up her picture.

"Bravo!" Ms.Graham cheered. "It's perfect for the art show!"

Serravallo Teaching Strategy: Strategy 5.11, End in the Moment

This technique is finishing a piece of writing by bringing up or highlighting a significant idea or point from the story. The story opens up with a passage showcasing Wu Lien-teh's bravery in stopping a plague in China from spreading over the world and saving millions of lives. This is great example of the strategy because it concludes with a powerful statement that emphasizes the central theme or message of the story.

Section(s) of Masked Hero I would use:

On pages 24-25, the book ends with a powerful statement that ties back to the initial theme of heroism. It suggests that wearing masks in the context of disease prevention makes individuals heroes, drawing a parallel between Lien-teh's actions and the actions of people who wear masks during the COVID-19 pandemic. By ending the passage with this statement, the text reinforces the significance of Lien-teh's contributions and underscores the idea that ordinary individuals can also make a difference through their actions. This approach to ending the text in the moment effectively highlights the central theme of heroism and connects it to nowadays issues, leaving a lasting impact on the reader.

The Text Reads:

Lien-teh's heroism kept a plague in China from ballooning into a worldwide crisis, likely saving millions of lives.

More than one hundred years later, Lien-teh's innovations proved vital in the fight against COVID-19, when masks became part of everyday life.

When we wear mask to stop a disease, we are all heroes - just like Wu Lien-teh!

Serravallo Teaching Strategy: Strategy 5.12, End with Last Words from the Character

This is a great example of the strategy to be used because it concludes with the final words spoken by a character in the story. In this example, the character's last words convey a message of self-discovery, acceptance, and embracing diversity. It provides emotional connections, closure, and reinforces the central themes of the story, while also prompting reader reflection and engagement.

Section(s) of The Day You Begin I would use:

On page 30 The character's reflection on finding commonalities and differences among new friends emphasizes the importance of embracing individuality and celebrating diversity.

The Text Reads:

This is the day you begin to find the places inside your laughter and your lunches, your books, your travel and your stories, where every new friend has something a little like you - and something else so fabulously not quite like you at all.

Serravallo Teaching Strategy: Strategy 6.33, How Does Your Character Talk?

This strategy focuses on analyzing and understanding the unique voice and speech patterns of characters in a story. In this example, the character's voice is conveyed through their internal thoughts and dialogue, which reveal their emotions, reactions, and personality. When the character says "I want to fly away," "Why did my brother do that awful thing?" reflects a sense of urgency and agitation. This style of speech helps to reflect the intensity of the character's emotions and their struggle to come to terms with the situation.

Section(s) of My Brother Is Away I would use:

On pages 13-17 The brief exchange with the character's parents, "They say we'll see my brother soon. But still my chest squeezes tight." suggests a sense of comfort and reassurance, but also lingering anxiety and uncertainty. Students can learn about a character's personality, feelings, and interactions with other characters by dissecting the speech patterns and conversation of the character in this way.

The Text Reads:

"I saw your bother on the news," says a girl at school.

"He did something bad."

I want to fly away, fly so far I can forget what's happened.

I want to travel high enough that the earth is only a speck and I'm friends with the moon.

Why did my brother do that awful thing?

I want to shout at him, "This is your fault!"

I run to my room and slam the door - wham!

I curl up on my bed.

The door cracks open.

Mama peeks in.

Daddy kisses my head.

They say we'll see my brother soon.

But still my chest squeezes tight.

Serravallo Teaching Strategy: Strategy 6.40, Character Gestures to Show Traits

This strategy focuses on how characters' actions, gestures, and behaviors can reveal their traits, beliefs, and motivations. Students can study how empathy and an open mind promote understanding and cooperation through Coco's interactions with Fred and her creative solution to the problem.

Section(s) of An Unexpected Thing I would use:

On pages 12-21 In this example, Coco's acts are a perfect example of her empathy, flexibility, and creativity. Coco decides to handle the situation differently despite Fred's terrifying experience. Coco chooses to help Fred by seeing things from her point of view rather than giving in to fear or panic as Fred did. Through Coco's actions and gestures, the reader gains insight into her character traits and her approach to problem-solving and interpersonal relationships.

The Text Reads:

Coco might have been afraid too had she seen the same dreadful thing Fred had seen.

But as it turns out, Coco saw something completely different.

And so Coco did what anyone in her position would do...

She decided to help Fred see things from her point of view.

If Fred thought THE SPOT was a moon blasted from its orbit, Coco thought it was a bubble bobbing in the wind.

if Fred thought it was a comet blazing towards the earth, Coco thought it was a balloon carrying a birthday wish.

A moon or a bubble?

A comet or a balloon?

A spider or a leaf?

In the end they had to agree, they didn't quite know what they had seen.

It could have been anything.

So thanks to Coco, Fred did something he had never done before.

He faced his fear and sat directly beneath THE SPOT, and Coco and Fred talked about all the wonderful things it could be.