www.chrissyharmon.com

1. Objective: You will be understand how authors choose the way
they present information to add effectiveness
and aesthetics to a text (2 Day Lesson)
Mini Lesson
Student Engagement
Activator
Wrap Up
English
CW Lesson
Compassion Video comparisons
Compassion Games
Ideas for Random Acts of
Kindness
Compare Ripple Effect/map it
Activity of Active Reading
Compare what you wrote with
actual text; map Compassion
Whole Group discourse
HW: Compassion projects

2. Authors choose the way they present information to add to the
effectiveness and aesthetics of a text. (11RI.6)
―If you want others to be happy, practice compassion. If you want to be happy, practice compassion.‖—Dalai Lama
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3. AUTHOR SPOTLIGHTHARMON
Read to
Find Out
Questions:

4. Random Act of Kindness
Put Springfield on the Compassion Map
Empowerment Plan
Here are some ideas for your Compassion projects:
1 Create a short video or written interview. Ask someone what compassion means to them and when they’ve witnessed
or experienced it.
2 Teaching compassion at school and at home
3 Who is your greatest role model for compassionate behavior? Is it someone you know or a social icon like Martin
Luther King Jr., Ghandi, Nelson Mandela?
4 Compassion in the workplace – do you see it happening or is there a need for it? Write about your personal
experience.
5 Compassion in politics – differing political views and their respective stand on compassion
6 How can you incorporate acts of compassion into your daily life?
7 Is compassion naturally present or does it need to be taught?
8 Do you work for charity? Write about how compassion drives charitable organizations.
9 Racism- write about your feelings on racism and the lack of compassion which allows it to continue.
10 Sexism – have you seen it or been the victim of it? Write about your experience.
11 Agism – discrimination against the elderly. How can we show our elders more compassion?
12 How to have compassion toward those we think are “getting it wrong”
13 How is compassion at work in your community? Do you know of or participate in any initiatives to help the less
fortunate (soup kitchen, homeless shelter, etc)
14 Compassion in the media – how is compassion portrayed by the media? Is there enough coverage? Is it accurate?
15 How do you parent your children compassionately?
16 Speciesism – are other species less deserving of our compassion?
17 Compassion in different religions – write about how your religion teaches compassion.
18 Kids and compassion – how do you prevent and teach about bullying/sibling rivalry?
19 Do you or someone you know have a disability? What is your experience with others showing or not showing
compassion?
20 Do you feel compassion for people with different dietary needs or restrictions? (veganism, food allergies, etc)source
How to play
ActivityHARMON

5. Thai Commercial
Indian Braham
Pakistan Women
Clean water
RIPPLE EFFECTHARMON
Solve. Serve. Give.
Activity

6. Verbs That Describe the Ripple Effect.HARMON
Solve
Serve
Give
Stand up
Speak up
Protect
Invent
Innovate
Provide
Extend
Share
Lend
Create
Ask

7. RIPPLE EFFECTHARMON
Stop and think:
using the infographic
describe
how layers
of a ripple effect
connect to
each
character

8. active listenHARMON
Activity
while
watching
each of the
3
videos
from
citizens
around the
world
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9. 0
8
15
23
30
0 4 8 12 16
Can compassion be measured?HARMON

10.
STEP 1
What
is the question
being
asked?
:
:
TDQ:
Using at least 3
quotes from the
reading,
describe and
explain how the
author
feels about
“Compassion”.
Add 3 sentences
that describe
your thoughts.
GRAPHIC
ORGANIZER
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11.
STEP 2
Topic
Sentence
Checklist
Genre
Author
Title
restate
elements
of the
prompt
Roadmap
of what
your essay
paragraph
is about:
because ___,
_____ and ___.
How to Write
a Good Topic Sentence
GRAPHIC
ORGANIZER
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12. give the quote
explain the quote
introduce the quote
STEP 3
Three
Quote
Packages
give the quote
explain the quote
introduce the quote
give the quote
explain the quote
introduce the quote
Thisshowsthat
Thisshowsthat
Thisshowsthat GRAPHIC
ORGANIZER
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13. READING
STRATEGY
HANDOUT
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14. READING
STRATEGY
HANDOUT
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15.
STEP 4
Kinds
of Conclusions
STEP 4
make a prediction
or
rhetorical question
or
draw a connection
to broader
implications
restate
topic
sentence
& main
details
(without your
analysis because
it’s already in body)
blanket
statement how
it relates to the
world at large
How to Write
Good
Closing Remarks
GRAPHIC
ORGANIZER
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16. READING
STRATEGY
HANDOUT
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17. READING
STRATEGY
HANDOUT
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18. READING
STRATEGY
HANDOUT
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19. READING
STRATEGY
HANDOUT
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20. READING
STRATEGY
HANDOUT
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21. READING
STRATEGY
HANDOUT
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22. BARBARA LAZEAR ASCHER
On Compassion
In the following passage, Barbara Lazear Ascher
recalls a couple of brief encounters with
homeless people in New York City that ultimately
inform her views “on compassion.”
The man’s grin is less the result of circumstance than dreams or
madness. His buttonless shirt, with one sleeve missing, hangs outside
the waist of his baggy trousers.
Carefully plaited dreadlocks bespeak a better time, long ago. As he
crosses Manhattan’s Seventy-Ninth Street, his gait is the shuffle of the
forgotten ones held in place by gravity rather than plans.
Assigned
Reading
HANDOUT
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23. On the corner of Madison Avenue, he stops before a blond baby in an Aprica stroller. The
baby’s mother waits for the light to change and her hands close tighter on the stroller’s
handle as she sees the man approach. (1)
The others on the corner, five men and women waiting for the crosstown bus, look away.
They daydream a bit and gaze into the weak rays of November light. A man with a
briefcase lifts and lowers the shiny toes of his right shoe, watching the light reflect, trying to
catch and balance it, as if he could hold and make it his, to ease the heavy gray of coming
January, February, March. The winter months that will send snow around the feet, calves,
and knees of the grinning man as he heads for the shelter of Grand Central or
Pennsylvania Station. (2)
But for now, in this last gasp of autumn warmth, he is still. His eyes fix on the baby. The
mother removes her purse from her shoulder and rummages through its contents: lipstick,
a lace handkerchief, an address book. She finds what she’s looking for and passes a
folded dollar over her child’s head to the man who stands and stares even though the light
has changed and traffic navigates around his hips. (3)
Assigned
Reading
HANDOUT
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24. His hands continue to angle at his sides. He does not know his part. He does not know
that acceptance of the gift and gratitude are what makes this transaction complete.
The baby, weary of the unwavering stare, pulls its blanket over its head. The man does
not look away. Like a bridegroom waiting at the altar, his eyes pierce the white veil. (4)
The mother grows impatient and pushes the stroller before her, bearing the dollar like a
cross. Finally, a black hand rises and closes around green.
Was it fear or compassion that motivated the gift? Up the avenue, at Ninety-First Street,
there is a small (5) (6)
French bread shop where you can sit and eat a buttery, overpriced croissant and wash
it down with rich cappuccino.
Twice when I have stopped here to stave hunger or stay the cold, twice as I have sat
and read and felt the warm rush of hot coffee and milk, an old man has wandered in
and stood inside the entrance. He wears a stained blanket pulled up to his chin, and a
woolen hood pulled down to his gray, bushy eyebrows. As he stands, the scent of stale
cigarettes and urine fills the small, overheated room. (7)
The owner of the shop, a moody French woman, emerges from the kitchen with
steaming coffee in a Styrofoam cup, and a small paper bag of . . . of what?
Yesterday’s bread? Today’s croissant? He accepts the offering as silently as he came,
and is gone.
Assigned
Reading
HANDOUT
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25. Twice I have witnessed this, and twice I have wondered, what compels this woman to
feed this man? Pity? Care? Compassion? Or does she simply want to rid her shop of his
troublesome presence? If expulsion were her motivation she would not reward his arrival
with gifts of food.
Most proprietors do not.
They chase the homeless from their midst with expletives and threats. (9)
As winter approaches, the mayor of New York City is moving the homeless off the streets
and into Bellevue Hospital. The New York Civil Liberties Union is watchful. They question
whether the rights of these people who live in our parks and doorways are being violated
by involuntary hospitalization. (10)
I think the mayor’s notation is humane, but I fear it is something else as well. Raw
humanity offends our sensibilities. We want to protect ourselves from an awareness of
rags with voices that make no sense and scream forth in inarticulate rage. We do not wish
to be reminded of the tentative state of our own well-being and sanity. And so, the
troublesome presence is removed from the awareness of the electorate. (11)
Like other cities, there is much about Manhattan now that resembles Dickensian London.
Assigned
Reading
HANDOUT
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26. Ladies in high-heeled shoes pick their way through poverty and madness. You hear more
cocktail party complaint than usual, "I just can’t take New York anymore." Our citizens
dream of the open spaces of Wyoming, the manicured exclusivity of Hobe Sound. (12)
And yet, it may be that these are the conditions that finally give birth to empathy, the
mother of compassion. We cannot deny the existence of the helpless as their presence
grows. It is impossible to insulate ourselves against what is at our very doorstep. I don’t
believe that one is born compassionate.
Compassion is not a character trait like a sunny disposition. It must be learned, and it is
learned by having adversity at our windows, coming through the gates of our yards, the
walls of our towns, adversity that becomes so familiar that we begin to identify and
empathize with it. (13)
For the ancient Greeks, drama taught and reinforced compassion within a society.
The object of Greek tragedy was to inspire empathy in the audience so that the common
response to the hero’s fall was: "There, but for the grace of God, go I." Could it be that this
was the response of the mother who offered the dollar, the French woman who gave the
food? Could it be that the homeless, like those ancients, are reminding us of our common
humanity? Of course, there is a difference. This play doesn’t end—and the players can’t
go home.
Assigned
Reading
HANDOUT
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27. AssessmentHARMON