Spiderman+Poem


 * Context**: Students have difficulty differentiating between the tone of the writer versus the tone of the speaker. Additionally, finding the central meaning of this piece through the shift in the tone can help enhance the students ability to read for meaning.
 * Analytical Skill-Focus**: Students will be able to differentiate between the tone of the speaker and the tone of the writer in order to central meaning of the text.
 * Prompt**: How does the tone in the poem reveal the attitude of the speaker/writer?


 * Passage**

SPIDERMAN, James W. Hall

All my pwoblems who knows, maybe evwybody's pwoblems is due to da fact, due to da awful twuth dat I am SPIDERMAN.

I know. I know. All da dumb jokes: No flies on you, ha ha, and da ones about what do I do wit all doze extwa legs in bed. Well, dat's funny yeah. But you twy being SPIDERMAN for a month or two. Go ahead.

You get doze cwazy calls fwom da Gubbener askin you to twap some booglar who's  only twying to wip off color T.V. sets. Now, what do I cawre about T.V. sets? But I pull on da suit, da stinkin suit, wit da sucker cups on da fingers, and get my wopes and wittle bundle of equipment and den I go flying like cwazy acwoss da town fwom woof top to woof top.

Till der he is. Some poor dumb color T.V. slob and I fall on him and we westle a widdle until I get him all woped. So big deal.

You tink when you SPIDERMAN der's sometin big going to happen to you. Well, I tell you what. It don't happen dat way. Nuttin happens. Gubbener calls, I go. Bwing him to powice, Gubbener calls again, like dat over and over.

I tink I twy sometin diffunt. I tink I twy sometin excitin like wacing cawrs. Sometin to make my heart beat at a difwent wate. But den you just can't quit being sometin like SPIDERMAN.

You SPIDERMAN for life. Fowever. I can't even buin my suit. It won't buin. It's fwame wesistent. So maybe dat's youwr pwoblem too, who knows. Maybe dat's da whole pwoblem wif evwytin. Nobody can buin der suits, dey all fwame wesistent. Who knows? || ||
 * Directions for Chart #1:**
 * 1) List the words used in the poem that help to describe the feelings/emotions of the //speaker// in the “says” column.
 * 2) Explain the //effect// of the word in the “does” column.
 * **Says** || **Does** ||

|| ||
 * Directions for Chart #2: **
 * 1) List the words used in the poem that help to describe the feelings/emotions of the //writer// in the “says” column.
 * 2) Explain the //effect// of the word in the “does” column.
 * ** Says ** || ** Does ** ||
 * Explain the central meaning of this poem? ||