GOALS
• PRACTICE USES TEXTUAL SUPPORT TO EXPLAIN THINKING
• PRACTICE DISCOVERING MULTIPLE MAIN IDEAS IN NON-FICTION
• PRACTICE DISCOVERING THE MEANING OF WORDS IN CONTEXT
• UNDERSTAND HOW MULTIPLE SOURCES OF INFORMATION ARE USED
KEY VOCAB
• MOTLEY-
UNUSUALLY VARIED OR MIXED
• COGNITIVE-
RELATED TO KNOWLEDGE OR UNDERSTANDING
• INVIOLATE- SECURE AGAINST CHANGE OR VIOLATION
• COUNTERINTUITIVE-
CONTRARY TO WHAT ONE EXPECTS
• DESULTORY- LACKING A FIXED PLAN
WARM UP
SIT OR STAND: STAND IF YOU AGREE WITH THE
STATEMENT, SIT IF YOU DON’T.
#1
SUMMER VACATION SHOULD NEVER BE REMOVED
FROM THE SCHOOL YEAR.
#2
SATURDAY SCHOOL IS A FORM OF PUNISHMENT.
#3
AMERICAN SCHOOLS ARE THE BEST IN
THE WORLD.
#4
ALL STUDENTS HAVE AN EQUAL
OPPORTUNITY TO GRADUATE.
READING MARITA’S BARGAIN
GET OUT A FRESH SHEET OF PAPER. WE WILL READ OUTLOUD AS A
CLASS, PAUSES OFTEN AND ANSWERING QUESTIONS. YOUR WORK
IS DUE ON THE LAST DAY OF READING MARITA’S BARGAIN.
•ALL ANSWERS MUST BE A COMPLETE SENTENCE FOR CREDIT
#1
1-17
WHAT IS THE MAIN IDEA CONCERNING KIPP
STUDENTS THE AUTHOR WANTS THE READER TO
HAVE?
#2
9-17
WHAT STATISTICS DOES GLADWELL SHARE?
#3
18-30 (TWO SENTENCES)
HOW DOES THE AUTHOR FEEL ABOUT KIPP SCHOOLS?
SHARE SPECIFIC WORDS AND PHRASES IN YOUR
ANSWER. (A QUOTE)
#4
31-46
HOW DO THE TWO NUMBERS SHARED INCREASE OUR
UNDERSTANDING OF KIPP STUDENTS?
#5
31-46
WHY DOES GLADWELL DESCRIBE THE STUDENTS AS
“MOTLEY”?
#6
53-78 (TWO SENTENCES)
SHARE THE MAIN IDEA OF THESE TWO
PARAGRAPHS. USE TEXTUAL SUPPORT
TO SHARE YOUR THINKING.
#7
65-78
WHY WOULD THE AUTHOR WANT TO
INCLUDE DIRECT QUOTES IN THESE
PARAGRAPHS?
#8
80-94
WHAT KINDS OF ACTIVITIES OUTSIDE OF
SCHOOL MIGHT DEVELOP COGNITIVE SKILLS?
#9
95-115
WHAT CONCLUSION DOES THE AUTHOR
WANT READERS TO MAKE ABOUT THE ASIAN
DEDICATION TO WORK?
#10
116- 128
SHOULD SUMMER VACATION REMAIN
INVIOLATE? USE THE WORD “INVIOLATE” IN
YOUR ANSWER.
#11
128 (TABLE)
WHAT COMPARISONS DOES THIS CHART HELP
READERS TO MAKE?
#12
129-145
DESCRIBE THE “ACHIEVEMENT GAP.”
#13
146-174 (TABLE)
TH
7 BELLWORK- GET READY FOR READING.
PG 8
COMPARING THE INFORMATION FROM THE
SECOND CHART TO THE THIRD CHART, WHAT IS
REVEALED ABOUT HOW DATA WORKS.
#14 175-198, 199-221 (2 SENTENCES)
IN THIS PARAGRAPH, IDENTIFY THE MOST IMPORTANT
SENTENCE IN THIS PARAGRAPH. WHY DO YOU THINK THIS?
#15 IMAGE
WHY DO YOU THINK THIS IMAGE IS USED TO CREATE
A BREAK IN THE ESSAY? WHAT’S THE PURPOSE?
#16
222-234
FIND AT LEAST TWO DETAILS THAT SUPPORT THIS
MAIN IDEA: “TAKING ADVANTAGE OF AN
OPPORTUNITY INVOLVES HARD WORK.”
#17 235-261
WHAT DETAILS HELP EXPLAIN THE EFFECT OF THE KIPP
PROGRAM ON STUDENTS?
#18
262-278 (2 SENTENCES)
HOW DOES THIS IMAGE REPRESENT THE KIPP
PROGRAM? USE AT LEAST 2 DETAILS.
#19
279-286
WHAT POINT IS THE AUTHOR MAKING ABOUT
KIPP TEACHERS?
#20 287-302, 303- 325 (2 SENTENCES)
WHAT IS MARITA’S TONE AS SHE SHARES HER DAILY ROUTINE?
WHAT SPECIFIC TEXTUAL DETAILS SHARE THE TONE?
TONE- HOW THE SPEAKER/AUTHOR FEELS ABOUT THEIR TOPIC
#21 326 -350, 351-374
WHAT IS THE AUTHOR’S TONE TOWARDS MARITA’S SITUATION?
INCLUDE AT LEAST ONE SPECIFIC TEXTUAL DETAIL.
HINT- MAKE SURE YOUR TEXTUAL DETAIL IS THE AUTHOR’S WORDS,
NOT MARITA’S.
#22 358- END
WHY DOES THE AUTHOR NOT DESCRIBE PRIVATE
OR PAROCHIAL SCHOOLS AS DESULTORY?
#23
358-END
WHY DOES THE AUTHOR CONCLUDE THE ESSAY BY
REPEATING COMMON SOLUTIONS TO THE
ACHIEVEMENT GAP?