PAWS for the Clause - A Sentence Activity Based on UNBREAKABLE

This month, I've been discussing the picture book, Unbreakable: A Japanese American Family in an American Incarceration Camp written by Minoru Tonai and Jolene Gutierrez and illustrated by Chris Sasaki. This week, I'm using one of the illustrations from the book, graciously provided by Jolene, to show how picture books may be used to teach the difference between clauses and phrases. We will be using my acronym for PAWS to analyze the difference between a phrase and a clause:

P= Pause and picture the parts

A= Analyze the parts (Is it a phrase or a clause? Does it have a subject and a verb?)

W= Wonder about the parts (Ask questions. Who is doing what?)

S = Synthesize the whole (What does the whole sentence mean when you put it all together.)

DEFINITIONS

Clause: A clause is a group of words that contains a subject-verb relationship. An Independent Clause can stand alone as a sentence.

Phrase: A phrase is a group of words that go together, but lack a subject-verb relationship. A phrase can never stand alone as a sentence. 

From Unbreakable - Used with permission by co-author Jolene Gutierrez

Now for the acronyms PAWS...

PAUSE 

Students often must be reminded to pause and picture what is happening in the sentence. For longer or more complex sentences, they need to picture each part correctly to interpret the whole.

ANALYZE

The examples that follow are from the illustration above. To determine if an example is a phrase or a clause, ask yourself if it contains both a subject and a verb. Punctuation and capitalization have been omitted because students typically rely on them to determine whether something is a sentence (Independent Clause).

1. pools of sadness

2. we've done nothing wrong

3. we're losing everything

Number 1 is a noun phrase that is part of the independent clause (sentence). Her eyes are pools of sadness.

Number 2 is an independent clause with "we" as the subject and "have" as the verb.

Number 3 is an independent clause with "we" as the subject and "are losing" as the verb phrase. 

Numbers 2 and 3 function as a compound sentence in the story when they are put together with the conjunction "and." For a further exploration of how to create compound sentences, see my post entitled Simple Sentences Aren't So Simple. 

WONDER- Who or what is the subject, and what are they doing? 

Using the sentence "Her eyes are pools of sadness" as an example of a very lovely metaphor. Note that "eyes" is the subject, and "are" is the verb or predicate, while "pools of sadness" is a noun phrase because it acts like a noun.

SYNTHESIZE the whole

Ask students to picture how the author conveys sadness in the metaphor above. The mother's sadness is not the ranting, raving, weeping grief that demands justice; it is the quiet sadness of someone whose sorrow overflows but must be contained. Once students have analyzed the whole sentence, discuss how it fits within the page or paragraph.

Create your own examples

If the story does not provide the type of sentence examples needed for your students, you can encourage them to use the illustration to create their own examples by asking WH questions. See my post about Complex Sentences Made Simple for ideas on how to use WH questions to build complex sentences. 

Phrases represent parts of speech. Sentences and clauses are often made up of phrases. See how the WH questions below could be used to help students generate phrases: 

Who is the subject of the picture

the Min family - noun phrase 

What did they do and how did they do it?

sadly left - verb phrase

What? (direct object)

their home - noun phrase 

Where? 

in California - prepositional phrase

I will dive deeper into clauses and phrases in my April newsletter, with more examples from Unbreakable. Sign up HERE to receive my newsletter. In May, I will discuss teaching abstract terms such as "analyze" and "synthesize." 

Check out my new digital game on Independent Versus Dependent Clauses based on Hank the Tank at the BOOM LEARNING STORE. This one is $1.50, but while you are there, you can check out the numerous freebies.

RELATED POSTS

Happy Book Birthday to UNBREAKABLE

A Story Frames Plot Analysis of UNBREAKABLE

Happy Book Birthday to UNBREAKABLE

This month, I'm featuring the picture book Unbreakable: A Japanese American Family in an American Incarceration Camp, written by Minoru Tonai with Jolene Gutierrez and illustrated by Chris Sasaki. The release date (book birthday) for Unbreakable is April 7. Order it now on Amazon! The story is based on Tonai's real-life experience as a Japanese American youth incarcerated with his family during World War II.

In my book, *Story Frames for Teaching Literacy*, Chapter 7 explores "From Story Writing to Expository Writing: Bridging the Gap With Narrative Nonfiction." The extensive back matter at the end of Unbreakable provides an engaging way to explore nonfiction features with students. These include: a timeline, bibliography, discussion of terms related to "incarceration," a Fact and Fiction section, a note from co-author Jolene Gutierrez about Minoru Tonai, and a note from Chris Sasaki about the illustrator's grandfather, who served in the 442nd Infantry during World War II. This was a special unit composed of second-generation Japanese Americans that was the most decorated unit for its size and length of service. 

These men bravely served their country even as many of their families were unjustly held in incarceration camps back home.

Next week, I will share a Story Frames Plot Analysis of the book and discuss a very different kind of Hero's Journey. Later this month, I will present an activity based on the narrative that explores the difference between phrases and clauses.

Last month, I explored several activities based on Phumirik's book, Happy Songkran Day, which will be celebrated from April 13-15. See last month's blog posts about the book HERE.

RELATED POSTS

A Story Frames plot analysis of Unbreakable

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Haiku Story Summaries and NCTE

If you are attending the National Council of Teachers of English (NCTE) conference in Denver, check out my author panel entitled "Threads of Possibility." I'm honored to be presenting with Colorado authors Beth Anderson, Jolene Guitaerriez, and Dow Phumirik. Joining us from New Mexico is Laurel Goodluck. I will be sharing a poetry writing activity from my book, Story Frames for Teaching Literacy: Enhancing Student Learning through the Power of Storytelling. 

The activity is from Chapter 10: Poetry: Exploring the Power of Language and Story Through Verse. Here are two examples from the book that use poetry to create a mini-book summary.

Can you tell what these two poems have in common? 

1. They are both based on narrative non-fiction picture books that are biographies.

2. They are both haikus with a 5-7-5 syllable structure

But there is more. Each line follows a specific pattern. Use this pattern with your students to create Haiku Book Summaries.  The example below is based on Six Dots: A Story of Young Louis Braille

Haiku Book Summary

Line 1: 5-syllable prepositional phrase

In a cold, damp school

Line 2: 7-syllable subject with adjectives out of order

Louis Braille, blind and alone

Line 3: 5-syllable verb phrase/predicate

Created a code

During the presentation, I will also share haiku based on the picture books of the other panelists. Here is one below from Beth Anderson's book, Hiding in Plain Sight: Kate Warne and the Race to Save Abraham Lincoln. This haiku is also a story summary. The book is illustrated by Sally Wern Comport and tells the story of a female detective who helped save President Lincoln from an assassination plot on his way to his inauguration. I always learn an interesting tidbit of history from Beth's books.

I will also be presenting on Friday morning at 9:30 on a panel discussing poetry clubs. Get more information HERE.

In 2026, the focus of my newsletter will be on sharing stories and activities from Story Frames. Sign up for my newsletter HERE so you don't miss any fun freebies.

TOO MUCH! An Overwhelming Day - Book Launch

Too Much! An Overwhelming Day is a picture book by author/educator Jolene Gutierrez about what it feels like to be a child with sensory processing challenges. Too Much! fits well this year's blog theme of "Books About Resilience" because it provides so many practical suggestions for helping kids build skills and gain confidence in their ability to self-regulate. 

Jolene has experience as both a teacher and a librarian working with kids with autism and sensory processing issues. Most important, she has sensory processing difficulties of her own which she discussed at her book launch on Saturday, August 5 at Second Star to the Right bookstore in Denver, CO.  

Jolene's "Note to Caregivers and Educators" at the end of Too Much! provides useful tips about going from TOO MUCH! to JUST RIGHT. There are practical suggestions for what to do when a child is overwhelmed by specific types of stimuli like sound, textures, touch, and sight. The author's note provides definitions for the different types of sensory systems and ideas for helping adults to help children with identifying their sensory likes and dislikes. There is even a section on creating a sensory diet. 

Jolene invited Kaitlyn and Kayla, two delightful occupational therapists from the STAR Institute, to talk about sensory processing. They provided a checklist of "Red Flags of Disordered Sensory Processing" for infancy through adulthood.  I appreciated the perspective that their job is NOT to change a person's sensory integration profile but simply to give that person tools to be their best self and to find ways to self-regulate in difficult situations. 

One of the booksellers asked the OTs what Second Star could do to make their bookstore more accessible to kids with sensory integration issues.  Children's bookstores can be colorful and exciting places, but they can also be overstimulating. I think the suggestions made by the OTs are helpful for librarians and classroom teachers as well as bookstores:

SENSORY TIPS FOR BOOKSTORES, LIBRARIES, AND CLASSROOMS

1. Create calming corners with fewer stimuli where kids can snuggle up with a book or just take a few minutes to relax.

2. Provide an outdoor space if possible. Kids sometimes become overstimulated and benefit from going outside to center themselves. Outdoor spaces can be very calming to people experiencing dysregulation. 

3. When offering programs for children, make sure there are a variety of options for viewing (i.e. sitting in chairs, sitting on the ground, using other flexible seating options, or standing up). Be sensitive to the fact that some kids may need to get up and move around. Creative spaces near the event but on the fringe can provide opportunities for kids to engage to the extent that they are comfortable. 

4. Clapping at large events can be very loud and distressing. Before the event, encourage quieter ways of showing appreciation such as snapping fingers or waving hands. 

Learn more about the work of the STAR Institute at https://sensoryhealth.org/. Check out their pages for:

• Understanding Sensory Processing
• Symptoms Checklist
• Continued Education for Professionals.

Jolene and I will be presenting an author/educator panel with Beth Anderson on Saturday, September 30 at the Reading in the Rockies Conference at the Copper Mountain Resort in Copper Mountain Colorado. The subject is "Using Narratives as a Bridge to Informational Text." Find out more about the conference and my other 2023 presentations (including ASHA and IDA) on my EVENTS Page.

Sign up for my newsletter HERE to keep up with articles, free activities, and news about my decodable book series HOT RODs (Higher Order Thinking through the Reading of Decodables). 

The Resilience of BIONIC BEASTS: Q&A with Author Jolene Gutierrez

Today I’m interviewing author, Jolene Gutierrez, about her experiences working as a teacher and librarian for diverse learners. Jolene and I will be serving on an author/educator panel along with Beth Anderson for the annual Reading in the City Conference on April 15, 2023, in Denver, CO. The topic is on “Using Narratives as a Bridge to Informational Text.” Since the theme of this year's blog is resilience, I wanted to ask her some questions about her experiences as an educator as well as her new book, Bionic Beasts: Saving Animal Lives with Artificial Flippers, Legs, ad Beaks

 

Carolee: I have been sharing your book, Bionic Beasts, with my students with dyslexia. They love the stories of animals with physical disabilities overcoming challenges by using prosthetic legs, fins, and beaks. Your title, BIONIC Beasts, not only normalizes the use of prosthetics (or any aids for that matter), but it even makes these animals sound a bit like superheroes. In your work with struggling students, how have you seen stories help them to develop a growth mindset?

Jolene: Wow, Carolee! My hope for Bionic Beasts is that it’ll inspire young readers to think about how they might help animals through technology, and I so appreciate you sharing it with your students! 

One of the biggest gifts books give us is the ability to broaden our world by learning about others’ experiences–stories help students become more compassionate and open to others’ viewpoints. Many of my students have connected with characters who have had challenges in their lives. I think it’s comforting to know that you’re not alone in your struggles, and books help young readers to see that. 

Carolee: Stories of resilience are so important to kids with learning challenges. I’m sure that in your role as a librarian, you have had the opportunity to connect readers to books that help them see real-life or even fictional examples of resilience. Are there any particular titles that you recommend?

 

Jolene: Learning differences don’t figure into most of the author Avi’s characters, but Avi has a long history with our school and has spoken candidly with our students about his own learning challenges. It’s inspiring for our students to have a personal connection to an author who has become so successful despite his struggles in school. We’ve also had visits with Henry Winkler and Patricia Polacco, both of whom spoke about how dyslexia impacted their lives. Because of these author visits, our kids love the Hank Zipzer and Here’s Hank! series as well as Polacco’s picture books. For more in the realm of books written by people who have experienced challenges themselves, we love Elana K. Arnold’s A Boy Called Bat trilogy, Leslie Connor’s books, Cece Bell’s graphic novel El Deafo, and Raina Telgemeier’s graphic novel Guts.

 

Carolee: In your Bionic Beasts chapter about Lola, the Sea turtle, I was struck by how depressed she seemed to get when she couldn’t swim without bumping into the side of her tank. She basically gave up and sat at the bottom waiting for food. Then when she received her prosthetic fin, she made a complete turnaround and swam all the time. What do you think animal emotions can teach kids about their own emotions? 

Jolene on the farm

Jolene: I think understanding that humans aren’t the only creatures who experience emotions will help kids to better understand their larger connection to the world and, again, this is a chance for them to practice compassion. I grew up as a farm kid in a very small community, and even though I was surrounded by animals my entire life, books like Charlotte’s Web by E.B. White and A Horse Called Dragon by Lynn Hall helped me become a more thoughtful human being. In my personal and professional experience, many kids love nature, science, and animals, and sometimes, they connect with animal stories more deeply than stories with human characters. 

 

Carolee: Thanks for your insights. Check out our upcoming panel HERE. Check out more of Jolene’s books at https://www.jolenegutierrez.com/.

 

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Using Narratives As a Bridge to Informational Text

I'm thrilled to announce that I will be presenting on an author panel with Beth Anderson and Jolene Gutierrez at Denver Academy for the annual Reading in the City Conference on April 15, 2023. The subject is "Using Narratives As a Bridge to Informational Text." 

Many students struggle with understanding story structure. Even those who do have a good understanding of narrative text still have difficulty making the leap to understanding informational text.

Narratives and Informational Texts actually have a lot in common, especially when those narratives are based on the type of real-life heroes and celebrities that Beth and Jolene write about in their books. Some of those characters are even animals! Narrative non-fiction picture books, biographies, personal interest stories, and scientific innovations told from the perspective of the characters who experience them can all be used to help students form a bridge between narratives and non-fiction. 

Watch my blog in April for Q&As with these two amazing authors and learn more about their books. I will also be sharing tips for comparing narratives and informational pieces from my book, Story Frames for Teaching Literacy.

These women are not just successful authors. They are also educators. Beth is a retired ELL teacher who spent many years teaching English Language Learners. Jolene works with students with learning challenges as both a teacher and librarian. 

The regular registration price for the conference is in effect through March 30. Find out more information at https://idarmb.org/ritc-speakers/. 

Keep up with book reviews and stories of resilience by signing up for my newsletter. Visit the Sign Up Page on my website at www.wordtravelpress.com for details and discover free offers.