Making Connections Text to Text

1. OBJECTIVES: 7.Fig19C: Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images). 7.Fig19F: Make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. Making ConnectionsText to Text

2. Why Connecting to Text helps Readers • It helps readers understand how characters feel and the motivation behind their actions. • It helps readers have a clearer picture in their head as they read thus making the reader more engaged. • It keeps the reader from becoming bored while reading. • It sets a purpose for reading and keeps the reader focused. • Readers can see how other readers connected to the reading. • It forces readers to become actively involved. • It helps readers remember what they have read and ask questions about the text.

3. Text to Text • What does this remind me of in another book I’ve read? • How is this text similar to other things I’ve read? • How is this different from other books I’ve read? • Have I read about something like this before?

4. September 11thTerrorist attack • Click the pictures and read the articles about September 11th and take notes using the 5 W’s

5. Bombing of Pearl HarborDecember 7, 1941 • Click on the picture below to read the article about the attack on Pearl Harbor. Take notes using the 5 W’s

6. 9/11 Attacks on World Trade Center • Click the picture and read the speech given by President George Bush after the 9/11 attack. ABC News White House correspondent Ann Compton, who was traveling with President Bush on Sept. 11, 2001, said that she knew then something was "direly wrong." "Nobody interrupts the president. Not even in front of a classroom of second graders," she said. President Bush then stayed in the classroom for seven minutes, sitting in silence as the children read aloud. (Eric Draper, The White House/AP Photo)

7. Listen to Bush’s Speech after 9/11 attacks • Click on the picture below and scroll down on the webpage to see Bush’s draft of his speech. • Find examples in Bush’s address of these techniques for enhancing the effect of a speech: repetition, alliteration, emotionally charged words, appeal to self-preservation, and assurance of moral superiority. • Compare the handwritten changes with the original typed draft. Select three changes from this draft of the speech and explain how either the changes strengthened or weakened the address, considering the audiences they have identified. Click picture to listen

8. FDR’s Speech after Attack on Pearl harbor • Click on the pictures below to find the draft and final speech of FDR. • Compare the handwritten changes with the original typed draft. Select three changes from this draft of the speech and explain how either the changes strengthened or weakened the address, considering the audiences they have identified. • Find examples in Roosevelt's address of these techniques for enhancing the effect of a speech: repetition, alliteration, emotionally charged words, appeal to self-preservation, and assurance of moral superiority.

9. American Flag: What do you Think the raising of the Flags Symbolizes? Marines raise flag at Iwo Jima Flag flying at Ground Zero Flag at Pentagon after 9/11

10. Make connections reflective writing Using your notes and work, write one page reflecting on the connection between Pearl Harbor and 9/11. The writing must have an Introduction Body Conclusion What to include: • 3 similarities of these events • 3 differences of these events • Explain what happened after each event. • Describe the attitude of the American people after each event. Use a quote from a speech to show the attitude.

11. Citations • CNN.com • Americanrhetoric.com • Archives.gov • History.com • EdHelper.com