Sosus Call Lesson Plan

Lesson Title: Sosu’s Call
Short Summary: This lesson helps children understand how they can be affected by the way
others view them. The story is about Sosu, an African boy with a disability. The villagers didn’t
think he could do anything. Sosu used a drum to call for help and save the older people and
children who were trapped by a storm. This lesson plan addresses the following literacy skills:
asking and answering questions about key details and unknown words in a text, referring
explicitly to the text for the answers; describing characters’ traits, feelings, and motivations and
how their actions contribute to the events in a story; and writing an opinion piece in response
to a text-based question.
Grade Level(s): Elementary
Intended Audience: Educators
Instructional Time: 2-3 days, Estimated 3 Hours
Freely Available: Yes
Instructional Component Types: Lesson Plan
Instructional Design Framework: Direct Instruction
Special Materials Needed
Sosu’s Call, by Meshack Asare (1997/2002) Kane/Miller Book Publishers, PO Box 8515, LaJolla,
CA 92038 (1 per child—may be read individually or in small groups if whole class sets are not
available)
Key Questions for Sosu’s Call and Answer Key (included)
Resource Collection: Disability Awareness through Language Arts and Literature: Resources for
Prekindergarten and Elementary School (2012), Tallahassee, FL: Florida Developmental
Disability Council, Inc.
Language Arts Florida Standards
LAFS.3.RL1.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.
LAFS.3.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
Lesson Plan for Sosu’s Call
d. Provide a concluding statement or section.
Learning Objectives:
Students will be able to ask and answer questions about key details and unknown words in a
text, referring explicitly to the text for the answers.
Students will be able to describe characters’ traits, feelings, and motivations and how their
actions contribute to the events in a story.
Students will be able to write an opinion piece in response to a text-based question.
Disability Awareness Objectives:
Students will be able to demonstrate understanding of how people are affected by the way
others treat them.
Students will be able to demonstrate ways to show respect and support for what a person with
a disability can do.
Assessments
Formative:
Teaching Phase:
Getting Reading to Read. The initial section of the lesson focuses on the reading skills and
academic vocabulary addressed in the lesson. The teacher can assess students’ prior
knowledge by analyzing oral responses to the questions and prompts for examples of each
concept. Based on students’ responses to the definitions and questions, the students can
practice with additional examples.
Introducing the Story. This section of the lesson provides information about the main
character, Sosu, who has a disability, and how his feelings are affected by the way others
treat him. It also presents information about the setting of the story and the author. The
teacher can assess student understanding by asking questions and observing students’
comments, providing additional explanations, if needed.
Beginning. After reading the beginning section of Sosu’s Call aloud, the teacher will lead
the class to answer the questions about the feelings, motivations, and actions of the
characters and how they contribute to the events that the author presents in pages 3–15.
The teacher can evaluate the clarity of responses of individual students and the accuracy
of the evidence cited from the text and reteach or provide additional scaffolding as
necessary.
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Guided Practice:
Middle and End. Students will first respond individually in writing to questions about the
middle and end of the story. They are asked to include a notation of the relevant page
numbers in the story for each response. The teacher can evaluate the written responses
and provide individual feedback about students’ understanding of the characters’ traits,
feelings, and motivations and how their actions contribute to the events of the story. The
teacher will also assess students’ use of text evidence to support their responses in writing.
The students will then engage in a partner learning activity to share their responses. The
teacher will circulate to observe the sharing, noting how well students’ responses reflect
how the feelings and motivations of the characters influenced their actions.
Educative:
When asking questions while reading the story to the students, note the reasonableness of
their answers. If students have difficulty thinking of answers to questions that require
inferences, provide scaffolding using illustrations and verbal cues. On the second day of the
lesson for guided practice, help students relate the descriptions to events, setting, or
characters. Encourage children to elaborate their thoughts and describe in more detail.
Summative:
Independent Practice. Students will complete an opinion writing piece to demonstrate their
understanding of how the feelings and actions of the characters contribute to the events of
the story. Students may use the Grade 3 Opinion Writing Frame to plan their response.
Teachers will use the Grade 3 Opinion Writing Rubric to evaluate how well students met the
expectations of the learning objective for writing. The teacher can provide written feedback
that evaluates how well the students used details from the story as evidence to support
their reasons and reflected an understanding of how feelings and actions of characters
contributed to the events in the story.
Guiding Questions:
Why is it important to use text evidence to answer questions about what we read?
How does understanding a character’s traits, feelings, motivations, and actions better help
me understand the events in the story?
What are ways we can share our opinions about something that happened in a story?
How is a child with a disability affected by the way others treat him or her?
How can we show respect and support for what a person with a disability can do?
Prior Knowledge
Students need to know how to ask and answer questions about text. They need to know
how to look back in a story to find the answers to questions.
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Students need to know how to identify story elements: characters, setting, and major
events.
Students need to have a basic understanding of feelings and personality traits.
Students need to know how to write an opinion piece using grade-appropriate organization,
grammar, and conventions.
Teaching Phase:
Getting Ready to Read. Introduce the lesson using an advance organizer with a list of the
targeted reading skills for this story. Briefly discuss each of the skills.
• Answer questions about stories by finding the evidence in the text
• Identify feelings that people have
• Identify traits that people display
• Understand the meaning of “motivation”
Ask: Why is it important to use text evidence to answer questions about what we read?
Discuss. Practice by having students locate evidence of the answers to questions in a familiar
story. For example, who helped Cinderella get ready to go to the ball?
Ask: How can we tell what characters in a story are feeling?
Define feelings and have students brainstorm a list of feeling words. Explain that authors use
a character’s thoughts, words, and actions to show how he/she is feeling in the story. If
students need more practice, provide examples of character’s thoughts, words, and actions
from a familiar story and have students describe the feelings. For example, how did
Cinderella feel when she left the ball and couldn’t find her slipper?
Ask: How can we know the traits of characters in a story?
Define “traits” and have students brainstorm a list of traits. Have students choose a trait that
describes themselves and tell their shoulder partner what the trait is and why they chose it.
Explain that authors reveal traits by what the characters think, say, and do or by what others
think or say about them. If students need more practice, provide examples of character’s
thoughts, words and actions from a familiar story and have students identify the traits. For
example, in the story of Cinderella, what trait did the stepmother and stepsisters display
when they made Cinderella do all the work and wouldn’t let her go to the ball?
Ask: How can we tell the motivations of characters to act in certain ways?
Define “motivation.” Give examples that students can relate to: you are motivated to get
something to eat when you are hungry; you are motivated to do your homework so you can
play at recess; etc. Explain that characters are motivated to act in certain ways by their
feelings and traits. They can also be motivated by other characters’ words or actions. If
students need more practice, provide examples of character motivations from a familiar
story. For example, what motivated the prince to find the girl who lost her slipper at the ball?
Ask: How does understanding a character’s traits, feelings, motivations, and actions better help
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me understand the events in the story?

Discuss and practice using the same familiar book or story as previously.
Introducing the Story. Introduce Sosu’s Call by showing the cover and explaining that this is a
story of Sosu.
Say: Sosu’s legs don’t work, and he cannot walk independently. Sosu has a disability. Explain
that a disability is a type of impairment that can affect the way a person’s body functions, how
they see, hear, or communicate, or how they behave. Many people in his village think Sosu
brings back luck because of his disability. So his family keeps him at home with his dog, Fusa.
Ask: How is a child with a disability affected by the way others treat him or her?
Discuss. Have students discuss the idea that the villagers thought that Sosu was bad luck.
Why would they think this? What do you think they were afraid of? Clarify the concept and
any misunderstandings the student might have about “disability.”
Setting: Sosu lives in a small village. The author tells us the village is on a narrow strip of land
between the sea and the lagoon. Explain the meaning of lagoon (a body of water that is
separated from the sea by land or an island). Use the picture on pages 2–3 in the book and
draw a diagram to help students understand where the story takes place. Information about
lagoons in Florida with a simple diagram can be found on this website: Smithsonian Marine
Station at Fort Pierce
Although it is not directly stated in the story, it is likely that this story is based on a village in
Ghana, Africa, the home country of the author.
Author: Meshack Asare, the author, was born in Ghana, Africa. He has written and illustrated a
number of successful books of African background for children and young people. In 1999, he
won the UNESCO First Prize for Children and Young People's Literature in the Service of
Tolerance and in 2001, the International Board on Books for Young People (IBBY) Outstanding
Book for Young People with Disabilities for Sosu’s Call.
Beginning, Pages 3–15

The lesson divides the story into three parts: Beginning, Middle, and End. The teacher will read
aloud the beginning section and the students will respond to the related questions in a whole
class discussion.
Display or give students copies of the questions that will be addressed during the reading of the
beginning of the text (Key Questions for Sosu’s Call). The questions are restated below and
include selected words and phrases that are bolded to indicate vocabulary that should be
addressed in the context of the story. The page numbers of the related evidence in the text is
included here, but not on the student’s copy.
Read the text aloud as students follow along. When finished, go back and address each of the
questions, encouraging students to refer back to the text to support their answers. Have
students identify the page number where they found evidence for their answers.
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1. What is it like in the village where Sosu lived? What is a lagoon (p. 3)? What does the author
mean when he says that Sosu’s house is a stone’s throw from the sea (p. 5)?
2. How does Sosu feel about staying behind the fence at his home (pp. 5–7)?
3. What did the stern-looking men say when they rowed alongside Da’s canoe? Why do you
think they believe that Sosu is back luck (p. 9)?
4. Why does Sosu go outside when he hears the drums? How did the young girl react when
she saw him? Why did she think Sosu was a spirit (p. 10)?
5. How does Sosu feel about his dog, Fusa? Why does he enjoy watching the chickens in his
yard? What does the author mean when he writes, “perhaps there was nothing to envy
about them” (pp. 12–13)?
6. How does Sosu feel about not going to school during the day? How do you know? Why
were his feelings in the evenings different (p. 14)?
7. What do the people in the village think about Sosu at the beginning of the story (pp. 9–10)?
How does this make him feel (p. 7)? How does Sosu see himself (p.14)?
Guided Practice
Middle, Pages 16–33
Have students form partners and make sure each pair has a copy of the questions for the
middle section of the story (Key Questions for Sosu’s Call). Have students read the assigned
pages with their partner as the teacher circulates. If multiple copies of the book are not
available, read the middle section of the text aloud as students follow along. Students will then
write the answers to the questions on the worksheet. Encourage students to include
information from the text to support their answers, writing down the page number where they
found the evidence. Once students have answered all questions, go over the responses orally to
provide feedback and clarify misconceptions.
8. What motivates the animals in Sosu’s yard to act in strange ways (p. 17–19)?
9. What is really happening when the author writes, “The usual lazy yawn of the sea turned
into an angry howl. The coconut leaves flapped and rustled, swaying desperately in the
wind” (p. 17)?
10. How does Sosu react when he hears the loud bang of the wooden gate smashing into the
yard and sees the churning tide of water spilling into his yard (p. 19)?
11. Why is Sosu worried? How does Fusa’s knowing and reassuring look help Sosu come up
with a plan (p. 21)?
12. How does Sosu get to the drum shed behind the chief’s house? What gives him the strength
to move his frail limbs (p. 22)?
13. What problem does Sosu face when he finally gets to the drum shed? How does he solve
the problem (pp. 24–27)?
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14. What do the men and women think when they hear the drums and come running to Sosu’s
village (pp.29–33)?
End, Pages 34–37

Have students continue reading the text independently, or read the final section aloud, as they
address the final set of questions. Again, encourage students to use textual evidence to support
their answers. The teacher should circulate during this activity to provide support as needed.
Go over the students’ responses to the questions orally to provide feedback and clarify
misconceptions.
15. Why do reporters from newspaper, radio, and television come to see Sosu (p. 34)?
16. How do people in Sosu’s village see him differently at the end of the story (p. 37)?
17. What does Sosu think about himself at the end of the story (p.37)?
Reflection
Ask: How will you act when you meet children with disabilities after reading this story?
Discuss.
Independent Practice:
Ask: What are ways we can share our opinions about something that happened in a story?
Discuss.
Ask: When we share our opinions, what should we include?
Discuss the third grade level opinion writing rubric:
• Introduce the topic and state your opinion
• Describe how you will organize the reasons for your opinion
• Provide the reasons that support your opinion
• Use linking words to show how your ideas are connected, such as because, therefore,
since, for example
• Provide a concluding statement or section
• Use correct grammar and spelling
Model how to use an opinion writing frame to plan and then create an opinion statement in
response to the following question related to the story.
How did the storm and the flood change what Sosu thought about himself?
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Grade 3 Opinion Writing Frame

Topic: Sosu’s feelings about himself
Opinion: I think the storm and flood helped Sosu find the courage to take care of things and
made him feel more confident.
Organization: Time sequence of actions Sosu took
Reasons: 1. Recognized that something terrible was happening and he needed to warn
others (pp. 17–21)
2. Dragged himself to the drum shed at the chief’s house (p.22)
3. Took the sticks and beat the drum, even though he thought he didn’t know how
(p. 27)
4. Decided to beat the drum harder and faster so the villagers could hear the drum
above the storm (p. 27)
Conclusion: Sosu felt confident and courageous and was able to take action to warn the
villagers about the flood in order to save the trapped children, old people, and
animals.
Example
In the book, Sosu’s Call, Sosu was a child who couldn’t move his legs, so he stayed at home.
He sometimes felt like he couldn’t do anything worthwhile, and he knew some of the
villagers thought he was bad luck. His feelings changed because of events that happened
after a storm and flood hit his village.
When Sosu first noticed the strong wind and water flowing into his yard, he knew he had to
get help. He couldn’t shout loud enough and decided to use the chief’s drum. He bravely
dragged himself to the drum shed. Since Sosu had never played a real drum, he wasn't sure
if he could do it. Because his dog Fusa stood on his legs and tilted the drum, Sosu had the
confidence to beat the drum. He knew he had to beat louder and faster so the villagers could
hear the drum.
After the flood and the storm, Sosu felt confident and courageous. He was able to take the
right actions and warn the villagers about the flood. He saved the trapped children, old
people, and animals. Everyone was very proud of him.
For the summative assessment, post the following question for students:
How did the feelings and actions of the characters contribute to the events in Sosu’s Call?
Use the Grade 3 Opinion Writing Rubric to evaluate how well the students meet the learning
objective for writing. Provide additional written feedback that evaluates how well the students
used details from the story as evidence to support their reasons and reflected an understanding
of how feelings and actions of characters contributed to the events in the story.
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Closure:
Use an exit slip to help students reflect on what they have learned. Model how to create a
response for a question on an exit slip and write it on a half-sheet of paper.
Ask: How did Sosu and the village people change?
In the beginning of the story, Sosu felt helpless and thought the villagers were afraid of him.
After he was able to save the trapped children, old people, and animals from the storm and
the flood, he felt courageous and confident.
In the beginning of the story, the people in the village were afraid of Sosu and didn’t want to
see him. They thought he was bad luck. When they learned that Sosu was very smart and
brave, they got him a wheelchair so he could go to school and just be one of the boys in the
village.
Display the following questions and ask the students to write a response to each question on
the back and the front of a half-sheet of paper. Collect exit slips at the end of the activity. Exit
slips can become part of a student’s assessment portfolio.
• What was the most important thing that happened in the story, Sosu’s Call?
• How can we show respect and support for what a person with a disability can do?
The next day, respond to what the students wrote on their exit slips and have children share
their responses. Emphasize the importance of thinking positively about each other, especially
with students who look or act differently or have a disability. As appropriate, continue to point
out and reinforce instances of children supporting and encouraging each other.
Accommodations:
Use alternative strategies when communicating with children who are non-verbal, English
Language Learners, or who have language delays, such as locate illustrations to respond to
questions or use an augmentative alternate communication device.
Provide alternate formats (audio, braille, large print) for students who have difficulty reading
independently.
Assign specific children to serve as buddies who can support their partner in the partner
process for students who have difficulty working together.
Provide a writing frame for the summative response that includes a planning template like the
one used for the model.
Extensions:
Write a letter to someone who needs encouragement (may be a person with a disability) telling
something you really like about that person. Describe characteristics and things they do that
you appreciate. Suggest an activity you might do together.
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Author’s Remarks:
This lesson plan was developed as part of the following resource guide on disability awareness.
You will find more information in the Disability Awareness section on Positive Attitudes and
Productive Relationships and information about Exit Slips and Sharing Opinions in the Language
Arts and Literacy section.
Beech, M. (2012). Disability Awareness through Language Arts and Literature: Resources for
Prekindergarten and Elementary School. Tallahassee, FL: Florida Developmental Disabilities
Council, Inc.:
You can download a copy in English or Spanish from this webpage: Florida Developmental
Disabilities Council. INC
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KEY QUESTIONS FOR SOSU’S CALL
Name: ______________________________________Date: _____________________________

Read each section of the story, Sosu’s Call. Answer the questions. Be sure to note the page
number in the story where you found support for your answer.
Beginning: Pages 3–15

1. What is it like in the village where Sosu lives? What is a lagoon? What does the author mean
when he says that Sosu’s house is a stone’s throw from the sea?
2. How does Sosu feel about staying behind the fence at his home?
3. What did the stern-looking men say they rowed alongside Da’s canoe? Why do you think
they believe that Sosu is back luck?
she saw him? Why did she think Sosu was a spirit?
about them”?
6. How does Sosu feel about not going to school during the day? How do you know? Why are
his feelings in the evenings different?
7. What do the people in the village think about Sosu at the beginning of the story? How does
this make him feel? How does Sosu see himself?
Middle: Pages 16–33

8. What motivates the animals in Sosu’s yard to act in strange ways?
wind”?
yard and sees the churning tide of water spilling into his yard?
11. Why is Sosu worried? How does Fusa’s knowing and reassuring look help Sosu come up with
a plan?
to move his frail limbs?
13. What problem does Sosu face when he finally gets to the drum shed? How does he solve
the problem?
11
village?
End: Pages 34–37

15. Why do reporters from newspaper, radio, and television come to see Sosu?
16. How do people in Sosu’s village see him differently at the end of the story?
17. What doe Sosu think about himself at the end of the story?
Reflection
After reading this story, how will you act when you meet children with disabilities?
12
SOSU’S CALL: KEY QUESTIONS ANSWER KEY
Name: ________________________________________Date: ___________________________

Read each section of the story, Sosu’s Call. Answer the questions. Note the page number in the
story where you found support for your answer for each question.
Beginning: Pages 3–15
1. What is it like in the village where Sosu lived? What is a lagoon? What does the author
mean when he says that Sosu’s house is a stone’s throw from the sea?
The village is located on a strip of land between the sea and a lagoon, a smaller body of
water. The people who live there fish and grow vegetables. A stone’s throw from the sea
means that the house is very close to the water. Page 3
2. How does Sosu feel about staying behind the fence in his home?
Sosu probably felt sad when he watched everyone leave for the day and he had to stay home
with his dog and the animals. He wondered if he was really useful because he didn’t have
good legs. Page 7
3. What did the stern-looking men say when they rowed alongside Da’s canoe? Why do you
think they believed that Sosu was back luck?
The men in the canoe looked serious and told Da that boys like Sosu brought bad luck. They
believed that a Lagoon Spirit wouldn’t be happy to see Sosu in the water. Page 9
she saw him? Why did she think Sosu was a spirit?
Sosu thought the drums were sending him a message to “Come out to play.” The girl was
frightened by him. She thought he was a spirit or ghost because he seemed to come from
nowhere. Page 10
about them”?
Sosu feels comfortable that Fusa liked to play with him, but he liked watching the chickens
because they just wandered around on the ground. Sosu isn’t jealous because the chickens
can’t get around very well either. Page 13
6. How does Sosu feel about not going to school during the day? How do you know? Why are
his feelings in the evenings different?
During the day, Sosu felt he could do things, like help get lunch ready for his brothers and
learn how to read and write. In the evening he felt like he couldn’t do anything because he
didn’t have good legs. Page 14
7. What do the people in the village think about Sosu at the beginning of the story? How does
this make him feel? How does Sosu see himself?
13
At the beginning of the story the people in the village thought he was bad luck. Sosu felt sad.
Sosu feels unhappy that he isn’t useful in the village.
Middle: Pages 16–33

8. What motivates the animals in Sosu’s yard to act in strange ways?
The animals can feel the coming storm because the wind is blowing and it is getting dark.
Fusa barked and whined and the chickens grew quiet. Page 17
wind”?
The author is describing how the waves are crashing on the sea instead of just gently
moving. The leaves of the coconut palm are blowing hard back and forth. Page 17
yard and sees the churning tide of water spilling into his yard?
At first, Sosu was scared when he heard the loud noise, and then he calmed down. But he
was really frightened when he saw the water rush into his yard. He knew a flood was coming
into his village. Page 19
11. Why is Sosu worried? How does Fusa’s knowing and reassuring look help Sosu come up
with a plan?
Sosu was afraid of what might happen to the other people in the village who couldn’t take
care of themselves. He thought they might be trapped and drowned. Fusa stopped whining
and his comforting look made Sosu feel more comfortable. Page 21
to move his frail limbs?
Sosu dragged himself to the drum shed. Fusa looked calm and wagged his tail. That helped
Sosu keep going. Somehow Sosu found the courage to keep going. Page 22
13. What problem does Sosu face when he finally got to the drum shed? How does he solve the
problem?
Sosu realized that he didn’t know how to play a real drum. He just took the sticks and
started playing. When he thought the villagers might not hear him, he beat even louder.
Page 27
village?
They thought the drumming meant there was trouble. People from a nearby village also
came to help. When they found the water rising, they wanted to know who was the
drummer. They were very surprised when they found it was the boy with bad legs and his
dog. Page 31
14
End: Pages 34–37

14. Why do reporters from newspaper, radio, and television come to see Sosu?
The reporters wanted to share Sosu’s story with others. Page 35
15. How do people in Sosu’s village see him differently at the end of the story?
The people in the village saw the courage and confidence of Sosu. They were proud of what
he did to save them. They also saw that Sosu wanted to be able to get around on his own,
and they got him a wheelchair. Page 37
16. What does Sosu think about himself at the end of the story?
Sosu feels like he is just one of the boys in the village. He is not different from them. Page 37
Reflection
How will you act when you meet children with disabilities after reading this story?
Answers will vary, and may include being friendly, inviting them to play, and respecting them for
what they can do.
15
Name: _______________________________________Date: ____________________________

Grade 3 Opinion Writing Frame
How did the feelings and actions of the characters contribute to the events in Sosu’s Call?
Plan your response to the above question:
Topic: ___________________________________________________________________
Opinion: ___________________________________________________________________
Organization: __________________________________________________________________
Reasons: ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Conclusion: ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Write your response below. Use additional pages if needed.
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Grade 3 Opinion Writing Rubric

Unsatisfactory Needs Meets Exceeds
Improvement Expectations Expectations
Lead Does not clearly Introduces the Introduces the Introduces the
state the book topic or book topic or book, topic or book
title or an they are writing states an clearly, states
opinion about and states opinion, and opinion, and
an opinion creates creates
organizational organizational
structure that structure in
lists reasons which related
ideas are
grouped to
support writer’s
purpose
Content Does not Supplies a Provides Provides
include support reason that reasons that reasons that are
for the opinion supports the support opinion supported by
opinion facts and details
Transitions Does not use Uses few linking Uses some Consistently
linking words words (e.g., linking words links opinion
because, and, and phrases and reasons
also) to connect (e.g., because, using words and
opinion and therefore, since, phrases (e.g., for
reasons for example) instance, in
order to, in
addition)
Ending Does not include Provides some Provides a Provides a
conclusion sense of closure concluding concluding
statement or statement or
section section related
to the opinion
presented
Grammar Contains many Contains several Contains few Contains no
and errors; writing is errors in errors; uses errors; uses
Conventions difficult to conventions and grade- grade-
understand grammar appropriate appropriate
conventions and conventions and
grammar grammar
17

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Lesson Title: Sosu’s Call

d. Provide a concluding statement or section.

me understand the events in the story?

Beginning, Pages 3–15

End, Pages 34–37

Grade 3 Opinion Writing Frame

KEY QUESTIONS FOR SOSU’S CALL

Name: __________Date: _

Beginning: Pages 3–15

Middle: Pages 16–33

End: Pages 34–37

SOSU’S CALL: KEY QUESTIONS ANSWER KEY

Name: ______________Date: _

Middle: Pages 16–33

End: Pages 34–37

Name: ___________Date:

Write your response below. Use additional pages if needed.

Grade 3 Opinion Writing Rubric

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