Student Warriors Dont Cry Chapters 6 12 Student

Student: __________ Warriors Don’t Cry: Chapters 6 -12 Student Work Packet *Once you complete your Vocabulary Activities AND the Reading Logs, please staple your extra papers to this packet and submit. * Activity Due Date Score Ch. 6 -12 Vocabulary Nov. 19 /50 Ch. 6 -12 Reading Log Nov. 19 /175 Ch. 6 -12 Enrichment Activity Nov. 22 /100 **(Honors) Enrichment Act. 2 (Bonus for Reg. ENG 10)** Nov. 22 /100 Section Quiz (Chapters 1 -9) Nov. 15 /100 Total Score:

Warriors Don’t Cry: Ch. 6 -12 Vocabulary Terms Match the following terms with their corresponding definitions. The terms that appear in BOLD will be the terms you will be tested over on quizzes and exams. Vocabulary Terms 1. _____Belligerent, 121 2. _____Fiasco, 120 3. _____Catcalls. 118 4. _____Demise , 105 _____Demise, 105 5. _____Taunting , 98, 118 _____Taunting, 98, 118 6. _____Vigilance , 89, 156 _____Vigilance, 89, 156 7. _____Aspirations , 88 _____Aspirations, 88 8. _____Contempt, 87 9. _____Articulate , 86 _____Articulate, 86 10. _____Reprimand, 78 11. _____Harrowing, 76 12. _____Gauntlet , 76 _____Gauntlet, 76 13. _____Concede , 65 _____Concede, 65 14. _____Summons, 64 15. _____Heckling, 63 16. _____Fatalistic 131 17. _____Adamant 132, 166 18. _____Barrage 142 19. _____Insidious 143 20. _____Melee 149 Definitions A. a complete, utter failure B. a noisy, confused fight C. a place with danger or attackers on all sides D. an official (often public) punishment or criticism E. believing he has no control over his own life F. calling out nasty names, put downs, booing G. Death; ending H. hatred I. hopes, dreams J. official request to appear before an authority/court K. put into words L. rapid, continuous gunfire or attack M. reluctantly accept something to be true N. slowly and subtly harmful or destructive O. teasing in a way to incite a reaction P. ugly, often obscene, name calling Q. very dangerous R. very determined and not influenced to reconsider S. warlike, ready to fight, very stubborn T. watchfulness, being alert to danger

Warriors Don’t Cry: Ch. 6 -12 Vocabulary Terms Regular English 10 students choose SEVEN terms from the section list and use EACH in a sentence (7 sentences). Regular students that choose ALL words will receive FIVE bonus points for this packet. Honors English 10 students must choose TEN terms. Honors students may receive FIVE bonus points if they use ALL the terms. Any students that create a paragraph of fiction or nonfiction (that makes sense) using the words they have selected will receive FIVE extra points on the packet.

Warriors Don’t Cry: Ch. 6 -12 Reading Log Complete ALL chapter. You may complete the work as you Complete ALL sets of WDC reading log entries for EACH chapter. You may complete the work as you read, and at your own pace, but all submissions must be in your tray by the due date. Failure to submit your work will result in a ZERO for this activity. If you submit your work by the deadline, then you have the opportunities to review, revise, or re-submit any materials. (70%)! Please remember to restate ALL questions in your answers. These entries will serve as a Study Guide for you moving forward. Answer ALL questions. Regular ENG 10 students answer each question in 2 -3 sentences. Hon. ENG 10 students answer each question in 3 -5 sentences. Restate the questions! CH. Journal Review Questions 6 1. Why does the U. S. Federal (national) government go to court in Arkansas anyways? 2. Why are Melba and the other eight African American students asked to go to court? /25 7 1. How does the group of people outside of Central High respond to the nine students arriving to school? What about when they try to leave school? 2. Who threatens to lynch, or hang, the African American students? Does anyone get lynched? 3. Was Melba and her peers' second day at school a success? Why or why not? Explain. /25 8 1. Who comes to assist the nine students? How do they try to help them? 2. Was deciding to go back to Central High and easy or difficult decision for Melba? Did she go in this chapter? 3. Do any school adults play Melba's ally? How so? What does he/she do? 4. Do any school adults play bystander and do nothing? Who? Does this hurt or help the cause for integration? /25 9 1. What decisions does Melba make about how to act or carry her body that she thinks will help her be a stronger warrior? 2. What happens to Melba that the woman clerk at school refuses to believe? 3. Danny suggests that Melba learn a very important skill? What is the skill? Do you agree should learn the skill? Why, or why not? /25 10 1. Who was the first young man Melba dated? 2. How did her first date go? 3. Briefly describe one big way Melba is targeted at school in this chapter. Then, describe one way others play her ally. /25 11 1. What does Melba do or tell herself, so she can become a warrior in this chapter? 2. Minnijean really wants white students to like her at Central High. What one thing does she feel she must do to gain their acceptance? 3. How do the other eight students feel about her plan? /25 12 1. Who attends Melba's birthday and how does it go? 2. How old is Melba turning? 3. What does Minnijean do in the cafeteria that gets her in trouble at school? Was her punishment fair? Why or why not? /25 Due Date: Score Total Score: /175

Warriors Don’t Cry: Ch. 6 -12 Enrichment Activities *Tear off the info sheet for your chosen activity and submit it to me. * The following enrichment activities will help to develop your critical analysis of the memoir in order to better understand the text. These activities must be submitted by the due date. Failure to submit your work will result in a ZERO for this activity. If you submit your work by the deadline, then you have the opportunities to result in a ZERO for this activity. If you submit your work by the deadline, then you have the opportunities to review, revise, or re-submit any materials. (70%)! Reg. ENG 10 students (1 st & 3 rd) must complete ONE activity. Hon. ENG 10 students (4 th & 7 th) must complete ONE activity. Hon. ENG 10 students (4 complete TWO activities. Any student who chooses to complete an additional activity will receive 10 bonus complete TWO activities. point on their WDC Unit Exam. Be sure to complete ALL parts of the assignment and ask if you have questions. You must complete ONE assignment independently, your second choice may be done in a group, or with a partner, according to the instructions. *You may not complete the same activity twice (except for the Literature Circle activity). # Enrichment Activity Description *See following pages for more info 1 Reflective / Expository Essay* Confronting Racism: For this activity, students will put their literary analysis and critical thinking skills to the test. Students will complete a 2 -3 page typed reflective (and/or) expository essay on theme of racism in the exposition of Melba Pattillo Beals’ memoir, Warriors Don’t Cry. 2 Reading Review / A Life is More than a Moment: Read the essay by Will Counts and write a review/critique/response to his Response work. Your essay should be AT LEAST two typed pages. 3 Civil Rights Movement in the Media* Pictures of Progress: For this activity, students will research the historical time period and context of the memoir. This activity is designed to provide students with the opportunity to construct their own knowledge/understanding of events in the narrative. Students will bring in any radio, TV, or movie clips that they can find from the integration time period to share with the class. Webquest Warriors Don’t Cry Info Search: Independently, or with a partner (if this is your additional activity), visit the six websites on your activity sheet in order to investigate and examine various topics associated with Warriors Don’t Cry or the Civil Rights Movement. You may present your information in any way you choose: essay, Power. Point, Prezi, Poster, etc. Mini Literature Circles (Group Activity) Group Literary Analysis A literature circle is the student equivalent of a book club, but designed with greater structure, expectation and rigor. The purpose is to encourage thoughtful discussion and a love of reading in young people. Students will join together in groups of FOUR and complete various roles and activities to share with one another. 4 5 Due: Score / (100 pts each):

“Confronting Racism” Student: ______________ _ Enrichment Activity #1: Reflective / Expository Essay For this activity, students will put their literary analysis and critical thinking skills to the test. Students will complete a 2 -3 page typed reflective (and/or) expository essay on theme of racism in the exposition of Melba Pattillo Beals’ memoir, Warriors Don’t Cry. Construct a typed, 2 -3 page response any or all of the following questions on racism and Melba’s depiction of that topic in Warriors Don’t Cry. 1. 2. 3. 4. 5. What does the term “racism” to mean to you? What does it mean to Melba? How does Melba Pattillo Beals show her beliefs on racism in the memoir (thus far)? Should we confront racism? What can individuals and groups do to confront racism? What are the obstacles that get in the way of individuals (and groups) trying to change racism? Your responses should be supported with evidence from the text. Be sure to cite your page numbers if you “quote” from the text. All papers should be 2 -3 pages in length. Font: Calibri or Times New Roman, size 12. The paper should contain the proper headings and format as provided for you on the CHS English 10 Online Classroom. The K-Prep Based On-Demand scoring rubric follows: KDE-Based Scoring Rubric Category Audience & Purpose Idea Development Organization Word Choice, Grammar & Mechanics Criteria The writer establishes and maintains focus on audience and purpose and effectively engages the audience. The writer consistently develops complex ideas to provide understanding, and to support and explain the topic. The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer maintains an appropriate voice and tone, chooses words that are appropriate for the audience and purpose, and consistently uses correct grammar, usage, and mechanics (spelling, punctuation, capitalization) to communicate clearly. Points Possible Score / 25 20 -25: Student maintains clear focus on audience and purpose. 10 -20: Student maintains somewhat clear focus on audience and purpose. 0 -9: Student maintains little to no clear focus on audience and purpose. 20 -25: Student answers questions clearly and 20 -25: Student answers questions accurately, wile providing examples from the text accurately, wile providing examples to support their opinions. 10 -20: Student answers questions somewhat 10 -20: Student answers questions somewhat clearly and accurately, wile providing examples from the text to support their opinions. 0 -9: Student does not answer questions clearly 0 -9: Student does not answer questions and accurately, and does not provide examples accurately, and does not provide from the text to support their opinions. 20 -25: Student submitted AT LEAST 2 -3 full pages and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion. 10 -20: Student submitted AT LEAST 1 -2 full pages and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion. 0 -9: Student submitted LESS THAN ONE full 0 -9: Student submitted LESS page and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion. 25: Student’s essay contains no more than FIVE grammatical (subject-verb agreement, tense) or mechanical (sentence structure, etc. ). One point for each mistake after five. Total Score: /100

“Confronting Racism” Student: ______________ _ Enrichment Activity #1: Reflective / Expository Essay For this activity, students will put their literary analysis and critical thinking skills to the test. Students will complete a 2 -3 page typed reflective (and/or) expository essay on theme of racism in the exposition of Melba Pattillo Beals’ memoir, Warriors Don’t Cry. Construct a typed, 2 -3 page response any or all of the following questions on racism and Melba’s depiction of that topic in Warriors Don’t Cry. 1. 2. 3. 4. 5. What does the term “racism” to mean to you? What does it mean to Melba? How does Melba Pattillo Beals show her beliefs on racism in the memoir (thus far)? Should we confront racism? What can individuals and groups do to confront racism? What are the obstacles that get in the way of individuals (and groups) trying to change racism? Your responses should be supported with evidence from the text. Be sure to cite your page numbers if you “quote” from the text. All papers should be 2 -3 pages in length. Font: Calibri or Times New Roman, size 12. The paper should contain the proper headings and format as provided for you on the CHS English 10 Online Classroom. The K-Prep Based On-Demand scoring rubric follows: KDE-Based Scoring Rubric Category Audience & Purpose Idea Development Organization Word Choice, Grammar & Mechanics Criteria The writer establishes and maintains focus on audience and purpose and effectively engages the audience. The writer consistently develops complex ideas to provide understanding, and to support and explain the topic. The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer maintains an appropriate voice and tone, chooses words that are appropriate for the audience and purpose, and consistently uses correct grammar, usage, and mechanics (spelling, punctuation, capitalization) to communicate clearly. Points Possible Score / 25 20 -25: Student maintains clear focus on audience and purpose. 10 -20: Student maintains somewhat clear focus on audience and purpose. 0 -9: Student maintains little to no clear focus on audience and purpose. 20 -25: Student answers questions clearly and 20 -25: Student answers questions accurately, wile providing examples from the text accurately, wile providing examples to support their opinions. 10 -20: Student answers questions somewhat 10 -20: Student answers questions somewhat clearly and accurately, wile providing examples from the text to support their opinions. 0 -9: Student does not answer questions clearly 0 -9: Student does not answer questions and accurately, and does not provide examples accurately, and does not provide from the text to support their opinions. 20 -25: Student submitted AT LEAST 2 -3 full pages and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion. 10 -20: Student submitted AT LEAST 1 -2 full pages and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion. 0 -9: Student submitted LESS THAN ONE full 0 -9: Student submitted LESS page and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion. 25: Student’s essay contains no more than FIVE grammatical (subject-verb agreement, tense) or mechanical (sentence structure, etc. ). One point for each mistake after five. Total Score: /100

“A Life is More than a Moment” Student: ______________ _ Enrichment Activity #2: Essay & Photo Review / Critique Read the essay and closely examine the photograph by Will Counts and write a review/critique/response to his work. Your essay should be AT LEAST two typed pages. Read the essay and examine the photograph from Will Counts’s work “A Life is More than a Moment. ” Write a two-page essay, response, or critical review of the essay and photo. Compare Will Counts’s description of his experience to the very different memories Melba Pattillo Beals, Elizabeth Eckford, and Hazel Bryan describe. experience to the very different memories Melba Pattillo Beals, Elizabeth Eckford, and Hazel Consider the following questions: 1. What do these different memories say about point of view, reality , and identity? What do these different memories say about point of view, reality, and 2. Why does Bryan say, ―A life is more than a moment? What does it suggest about the reality of these Why does Bryan say, ―A life is more than a moment? photographs? You may also use the questions included with the photograph in your response. This is an activity where you will have to obtain more materials from me in order to complete it (these include the essay, photo, and sets of questions. KDE-Based Scoring Rubric Category Audience & Purpose Idea Development Organization Word Choice, Grammar & Mechanics Criteria The writer establishes and maintains focus on audience and purpose and effectively engages the audience. The writer consistently develops complex ideas to provide understanding, and to support and explain the topic. The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer maintains an appropriate voice and tone, chooses words that are appropriate for the audience and purpose, and consistently uses correct grammar, usage, and mechanics (spelling, punctuation, capitalization) to communicate clearly. Points Possible Score / 25 20 -25: Student maintains clear focus on audience and purpose. 10 -20: Student maintains somewhat clear focus on audience and purpose. 0 -9: Student maintains little to no clear focus on audience and purpose. 20 -25: Student answers questions clearly and 20 -25: Student answers questions accurately, wile providing examples from the text accurately, wile providing examples to support their opinions. 10 -20: Student answers questions somewhat 10 -20: Student answers questions somewhat clearly and accurately, wile providing examples from the text to support their opinions. 0 -9: Student does not answer questions clearly 0 -9: Student does not answer questions and accurately, and does not provide examples accurately, and does not provide from the text to support their opinions. 20 -25: Student submitted AT LEAST 2 -3 full pages and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion. 10 -20: Student submitted AT LEAST 1 -2 full pages and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion. 0 -9: Student submitted LESS THAN ONE full 0 -9: Student submitted LESS page and paper is correctly formatted according to the project guidelines. Review also contains a clear intro, body, and conclusion. 25: Student’s essay contains no more than FIVE grammatical (subject-verb agreement, tense) or mechanical (sentence structure, etc. ). One point for each mistake after five. Total Score: /100

“Progress in Pictures” Student: ______________ _ Enrichment Activity #3: Civil Rights Movement in the Media For this activity, students will research the historical time period and context of the memoir. This activity is designed to provide students with the opportunity to construct their own knowledge/understanding of events in the narrative. Students will bring in any radio, TV, or movie clips that they can find from the integration time period to share with the class. Research, locate, and share media clips, pictures, etc. that provide information on the Civil Rights Movement, the Little Rock Nine, Warriors Don’t Cry, or any other contextual information that applies to the memoir. Students may choose any Civil Rights topic and may present the information in any way they choose. Students may complete a Power. Point presentation, a Prezi online presentation, or a poster of picture collages, drawings, etc. Here are the following requirements for the project: 1. THREE pictures: a) For each: write a 5 -sentence paragraph that describes what is going on in the picture, why it is important, and where you located the image. 2. Newspaper article: a) Print/cut out the article, write a 5 -sentence summary of the article, and include it in your presentation. If you are creating a digital project, link to the article or screen shot the article and include it in your presentation. 3. Video Clip: a) Students should locate a news clip, documentary, or any other sort of video that provides information on their topic of choice. Write a 5 -sentence paragraph that summarizes the video, why it is important, and their topic of choice. Write a 5 -sentence paragraph that summarizes the video, where you located the video. Good resources include: www. teachertube. com and www. schooltube. com. . where you located the video. Good resources include: www. teachertube. com Category 25 20 15 10 0 -9 SCORE Imagery Project contains at least 3 pictures, one video, and one article related to the topic. Project meets almost all of the imagery requirements. Project meets some of the imagery requirements. Project little of the imagery requirements. Project meets none of the imagery requirements. Content Project contains ALL of the listed requirements (pictures, video, article, and summaries). Project contains MOST of the listed requirements (pictures, video, article, and summaries). Project contains SOME of the listed requirements (pictures, video, article, and summaries). Project contains FEW of the listed requirements (pictures, video, article, and summaries). Project contains NONE of the listed requirements (pictures, video, article, and summaries). Creativity The project is VERY nice, neat, easy to read, and is organized and complete. The project is MOSTLY neat, easy to read, and is MOSTLY organized and complete. The project is SOMEWHAT nice, neat, easy to read, and is SOMEWHAT organized and complete. The project is not nice, neat, easy to read, and is unorganized and/or incomplete. Project is incomplete. Participation Student(s) stay on task at ALL times, without prompting or warning, and completes the project on time and according to the rubric. Student(s) stay on task MOST of the time, with very little prompting or warning, and completes the project on time and according to the rubric. Student(s) stay on task, with SOME prompting or warning, and/or completes the project late. Student(s) cannot stay on task and submit the project late and/or incomplete. Yeah right. Total Score / 100

“Progress in Pictures” Student: ______________ _ Enrichment Activity #3: Civil Rights Movement in the Media For this activity, students will research the historical time period and context of the memoir. This activity is designed to provide students with the opportunity to construct their own knowledge/understanding of events in the narrative. Students will bring in any radio, TV, or movie clips that they can find from the integration time period to share with the class. Research, locate, and share media clips, pictures, etc. that provide information on the Civil Rights Movement, the Little Rock Nine, Warriors Don’t Cry, or any other contextual information that applies to the memoir. Students may choose any Civil Rights topic and may present the information in any way they choose. Students may complete a Power. Point presentation, a Prezi online presentation, or a poster of picture collages, drawings, etc. Here are the following requirements for the project: 1. THREE pictures: a) For each: write a 5 -sentence paragraph that describes what is going on in the picture, why it is important, and where you located the image. 2. Newspaper article: a) Print/cut out the article, write a 5 -sentence summary of the article, and include it in your presentation. If you are creating a digital project, link to the article or screen shot the article and include it in your presentation. 3. Video Clip: a) Students should locate a news clip, documentary, or any other sort of video that provides information on their topic of choice. Write a 5 -sentence paragraph that summarizes the video, why it is important, and their topic of choice. Write a 5 -sentence paragraph that summarizes the video, where you located the video. Good resources include: www. teachertube. com and www. schooltube. com. . where you located the video. Good resources include: www. teachertube. com Category 25 20 15 10 0 -9 SCORE Imagery Project contains at least 3 pictures, one video, and one article related to the topic. Project meets almost all of the imagery requirements. Project meets some of the imagery requirements. Project little of the imagery requirements. Project meets none of the imagery requirements. Content Project contains ALL of the listed requirements (pictures, video, article, and summaries). Project contains MOST of the listed requirements (pictures, video, article, and summaries). Project contains SOME of the listed requirements (pictures, video, article, and summaries). Project contains FEW of the listed requirements (pictures, video, article, and summaries). Project contains NONE of the listed requirements (pictures, video, article, and summaries). Creativity The project is VERY nice, neat, easy to read, and is organized and complete. The project is MOSTLY neat, easy to read, and is MOSTLY organized and complete. The project is SOMEWHAT nice, neat, easy to read, and is SOMEWHAT organized and complete. The project is not nice, neat, easy to read, and is unorganized and/or incomplete. Project is incomplete. Participation Student(s) stay on task at ALL times, without prompting or warning, and completes the project on time and according to the rubric. Student(s) stay on task MOST of the time, with very little prompting or warning, and completes the project on time and according to the rubric. Student(s) stay on task, with SOME prompting or warning, and/or completes the project late. Student(s) cannot stay on task and submit the project late and/or incomplete. Yeah right. Total Score / 100

Student: ______________ _ Warriors Don’t Cry Info Search Enrichment Activity #4: WDC Webquest Independently, or with a partner (if this is your additional activity), visit the six websites on your activity sheet in order to investigate and examine various topics associated with Warriors Don’t Cry or the Civil Rights Movement. You may present your information in any way you choose: essay, Power. Point, Prezi, Poster, etc. Go to the six websites in the packet you will request from me if you choose this project. From there, research and investigate each of the sites and list AT LEAST seven (7) facts and information from each (per the worksheet’s instructions). Include the following: 1. At least ONE slide with SEVEN pieces of information for each website. 2. At least FIVE pictures related to your research topics. 3. Title Slide 4. Resources Slide 5. Evaluations of each site (according to the to requirements on the sheet given to you in class). Category 25 20 15 Imagery Project contains at least 5 pictures. Project contains at least 3 pictures. Project contains at least 2 pictures. Content Project contains ALL of the listed requirements (seven pieces of info for each site = 42 total). Project contains MOST of the listed requirements. (3540 pieces of info). Creativity The project is VERY nice, neat, easy to read, and is organized and complete. Participation Student(s) stay on task at ALL times, without prompting or warning, and completes the project on time and according to the rubric. 10 0 -9 SCORE Project contains only 1 picture. Project meets none of the imagery requirements. Project contains SOME of the listed requirements (2535 pieces of info). Project contains FEW of the listed requirements (1525). Project contains NONE of the listed requirements (15 or fewer pieces of info). The project is MOSTLY neat, easy to read, and is MOSTLY organized and complete. The project is SOMEWHAT nice, neat, easy to read, and is SOMEWHAT organized and complete. The project is not nice, neat, easy to read, and is unorganized and/or incomplete. Project is incomplete. Student(s) stay on task MOST of the time, with very little prompting or warning, and completes the project on time and according to the rubric. Student(s) stay on task, with SOME prompting or warning, and/or completes the project late. Student(s) cannot stay on task and submit the project late and/or incomplete. Yeah right. Total Score / 100

“Mini Literature Circles” Enrichment Activity #5: Group Literary Analysis A literature circle is the student equivalent of a book club, but designed with greater structure, expectation and rigor. The purpose is to encourage thoughtful discussion and a love of reading in young people. Students will join together in groups of FOUR (no more, no less) and complete various roles and activities to share with one another. What are Literature Circles? 1. Literature Circles are student-centered reading groups guided primarily by student insights and questions. 2. Students form small, temporary groups for discussion and other activities intended to demonstrate student independence, responsibility, and ownership. 3. Groups meet on a regular, predictable schedule to discuss their reading. 4. Students use written or drawn notes to guide both their reading and discussion. 5. Group meetings should be open, natural conversations about the reading, so personal connections and open-ended questions are welcome. 6. Students will perform a variety of roles, experiencing various perspectives on a reading. 7. The teacher serves as a facilitator, NOT instructor. 8. Literature Circles ARE NOT unstructured, uncontrolled "talk time" without accountability. 9. Each student will perform a variety of roles within the circle. 10. See the attached documents for more information. Literature Circle Roles: Literature Circle Requirements: 1. Questioner: This person develops a set of questions to share with the group, then records and leads discussion based on student responses. 1. Students report to Mr. Davis with your group to receive your Literature Circle packets. 2. Summarizer: This person summarizes the material read for group discussion. 2. Students must complete EACH of the roles in their Literature Circle Packets over the assigned reading section. 3. Linguist: This person locates, defines, and shares various vocabulary terms they did not understand, yet found interesting or significant. 3. When students have completed their work, they will meet within their groups to share their findings, graphic organizers, etc. 4. Illustrator: This person provides a creative and symbolic portrait of section(s) of the reading. These may include drawings, paintings, collages, or researched pictures. 4. Once students have completed their group discussion, they will participate in a self & peer evaluation over the process.