Chunking Thank You Maam Remember to write down
Chunking “Thank You, Ma’am”! Remember to write down what you see in Red in the S&S section of your IRN. Lafs. 7. RI. 1. 1: Standard: Lafs. 7. RI. 1. 2 Cite several pieces of textual evidence to support analysis of what the text says explicitly says as well as inferences drawn from the text. Determine 2 or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Objective: Ultimately, to be able to determine theme and central idea of the text with the ability to analyze it and explain how it developed. End of Assessment Students will write a 3 paragraph letter to a “judge & jury” to either defend or prosecute Roger. (This will occur after Inferencing. )
Rewind…… � Let’s try a smaller text that we’re familiar with first and then move on to “Thank You, Ma’am” � Get out your copies of “Can Cities Stop Gangs? ” � There are differences between these two texts: � “Thank � “Can You, Ma’am” is fictional text Cities Stop Gangs? ” is informational/non-fiction text
Understanding the Text – How do we do that? Breaking down the text What makes Informational text different from Non-informational text? (Think about the characteristics of “Can Cities Stop Gangs? ” – what features differ from the other text that you’ve read) T&T with your group and determine the following based on : • Purpose - why do you think the author write this article? • Structure – is the article cause/effect, problem/solution, compare/contrast, etc… • Text Features – do you see sidebars, vocabulary, bold type, heading, sub- heading, caption, etc…. ? • Author’s connection to the topic – is the author an authority on this subject? Let’s create a chart to discuss the characteristics of an Informational Text
Characteristics of Informational Text (Text Features) � Remember informational text = non-fiction writing � Informational text is normally found in magazines, your Science textbook, your Civics textbook, autobiographies, training manuals � Readers should be able to easily find important information � Written so readers can understand the main topic quickly Characteristics of Informational Text Heading “Can Cities Stop Gangs? ” Bold Vocabulary deterrent, injunction, misdemeanor, proactive Picture/Captions Photo
Chunking can help you determine what the writer doesn’t directly state, i. e. theme. Chunking…. • • • It isn’t just about memorization…. It’s about understanding better It’s about breaking information into smaller pieces 5 Step Process: 1. 2. 3. 4. 5. Get a Graphic Organizer Paraphrase the Text (circle unfamiliar words, write synonyms, look up definitions of words, underline important places/names) “Chunk” the text by breaking it down into smaller pieces Rewrite what you’ve chunked in your own words Re-assess and share Let’s try chunking together Get out your copy of “Can Cities Stop Gangs? ”
“I Do” Chunking It Up! “Can Cities Stop Gangs? ” Fort Worth, Texas and San Francisco, California are among the latest cities to file lawsuits against gang members and to ask courts for injunctions barring members from hanging out together on street corners, in cars, and other places. The injunctions prohibit gang members from associating with one another, carrying weapons, possessing drugs, committing crimes, and displaying gang symbols. Synonym: Synonym injunction – order/command prohibit – forbid/ban associating – connect/join Restated in my own words: The orders banning gang members from joining…. .
Make Inferences/Cite Textual Evidence – “Thank You, Ma’am” by Langston Hughes (in our Literature book) Copy what you see in Red in the Skills & Strategy section of your IRN! Standard • • LAFS. 7. RL. 1. 3: LAFS. 7. RL. 1. 3 Analyze how particular elements of a story or drama interact (e. g. , how setting shapes the characters or plot). LAFS. 7. RI. 1. 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Objective To be able to cite several pieces of textual evidence from literary texts to support inferences drawn from the text EQ Why is it necessary for the reader to think beyond what the text says? (Use “Thank You, Ma’am” as an example) End of Lesson Assessment (“How do I know that I’ve got it? ”) Through inferencing, the student will be able to determine how theme is established and developed in “Thank You, Ma’am”.
T&T – What does it mean to infer? Tell your Partner about a time when you had to make a quick decision under pressure? Inference: When you make an inference, you use what you already know (background knowledge) and your experiences (what you’ve been through) to guess at what a writer doesn’t say directly. What can you infer from this picture?
“Infer Who’s Coming To Dinner? ” Bell Ringer: Turn to pg. 65 in the Red Literature Book In the Writing Section of your IRN, tell me about the lady in the picture. Cite evidence from the picture to support your claim. (You must have at least 3 sentences. HINT: RACE) Along with trying to determine what the writer doesn’t directly state by inferring, the reader (that’s us) want to determine theme. • • • Theme a significant idea or statement the story is making about society, human nature or the human condition. It is not usually directly stated (this is called explicit. ) The reader must infer and draw conclusions (this is called implicit. )
Chunking is Fun! Inferencing is More Fun! Turn to pg. 64 in the Red Literature Book Let’s read through line 31 in your groups and answer the following questions: • Who do you think the main character is? • Where do you think the story takes place? • What is the conflict? Create this chart in your S&S to complete your answers: Background Knowledge + Text Clues = Inference (Text Clues must include the page number and/or line number. ) Now share with the class what you inferred? • In your Groups Read lines 32 – 56 and add to that Background Knowledge/Text Clues/Inferences Chart
Independently Finish reading “Thank You, Ma’am” • Complete the Inferencing Chart “The Outsiders” • Read or re-read the 1 st Chapter In the Writing section of your IRN, answer the following question: What details in the story begin to paint the picture of the main character, Ponyboy as an outsider? Let’s RACE! 5 -8 Sentences; R – Re-state the question; A – Answer the question; C – Cite textual evidence; E – Expand your answer!
Stations Achieve 3000 Choose an article from your Inbox (make certain that you answer the poll, try to obtain 75% on the 1 st attempt, click “Include in Your Answer” for the Thought Question Novel Log… Write a 3 paragraph letter to the judge and jury to support either prosecuting or defending Roger (Use RACE) Project Work on your Scrapbook about Ponyboy
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