Pattern Folder
ASSIGNMENT:
You will create a PATTERN FOLDER that will house text evidence gathered throughout your reading of Lost Boy, Lost
Girl. The folder will contain SEVEN pockets, and in each pocket you will need TWO evidence note cards. Each note card should
include accurately quoted text evidence with a page number (FRONT) and in-depth analysis of that evidence (BACK). Your note
cards should meet the following criteria and your pockets should be labeled as follows:

POCKET ONE: TEXT STRUCTURE-PROBLEM AND SOLUTION (John)
o Two note cards labeled with Problem and Solution—John
o Evidence in the form of a DIRECT QUOTATION connected to Problem and Solution with PAGE NUMBER on
the front
o Two or more sentences of ANALYSIS on the back that address one or more of the COMMENTARY questions
to consider.

POCKET TWO: TEXT STRUCTURE-CAUSE AND EFFECT (John)
o Two note cards labeled with Cause and Effect—John
o Evidence in the form of a DIRECT QUOTATION connected to Cause and Effect with PAGE NUMBER on the
front
o Two or more sentences of ANALYSIS on the back that address one or more of the COMMENTARY questions
to consider.

POCKET THREE: TEXT STRUCTURE-PROBLEM AND SOLUTION (Martha)
o Two note cards labeled with Problem and Solution—Martha
o Evidence in the form of a DIRECT QUOTATION connected to Problem and Solution with PAGE NUMBER on
the front
o Two or more sentences of ANALYSIS on the back that address one or more of the COMMENTARY questions
to consider.

POCKET FOUR: TEXT STRUCTURE-CAUSE AND EFFECT (Martha)
o Two note cards labeled with Cause and Effect—Martha
o Evidence in the form of a DIRECT QUOTATION connected to Cause and Effect with PAGE NUMBER on the
front
o Two or more sentences of ANALYSIS on the back that address one or more of the COMMENTARY questions
to consider.

POCKET FIVE: ESSENTIAL QUESTION #1- How can where we are from influence our perspective?
o One note card labeled with Essential Question #1—Martha
o One note card labeled with Essential Question #1—John
o Evidence in the form of a DIRECT QUOTATION connected to Essential Question One with PAGE NUMBER on
the front
o Two or more sentences of ANALYSIS on the back that interpret the evidence as it relates to the essential
question.

POCKET SIX: ESSENTIAL QUESTION #2- How do the perspectives of others influence our futures?
o One note card labeled with Essential Question #2—Martha
o One note card labeled with Essential Question #2—John
o Evidence in the form of a DIRECT QUOTATION connected to Essential Question Two with PAGE NUMBER on
the front
o Two or more sentences of ANALYSIS on the back that interpret the evidence as it relates to the essential
question.
(OVER)

POCKET SEVEN: RELATED ARTICLE
o Two note cards labeled with Related Article
o Evidence in the form of a DIRECT QUOTATION connected to one of the text structures or one of the essential
questions
o Two or more sentences of ANALYSIS on the back that address how the evidence relates to Lost Boy, Lost Girl
AND how the evidence relates to one of the essential questions/text structures.
Learning Goals:
Summative (Graded):
 RI. 8.1. I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences (valid or invalid) drawn from the text.
 RI 8.5. I can analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in
developing and refining a key concept
Formative (Feedback Only):
 SL.8.1. I can engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. I can come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. I can follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. I can pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
d. I can acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
Pattern folders will be assessed as a summative grade measured according to the aforementioned learning goals.
Rubric for RI 8.1:
Level 1
Student struggles to
demonstrate
understanding of the
learning goal.
Rubric for RI 8.5:
Level 1
Student struggles to
demonstrate
understanding of the
learning goal.
Level 2
Student’s textual evidence
is inconsistent. Some
evidence connects to the
text structure or essential
question(s) but some
evidence is unrelated.
Level 3
Student offers textual
evidence, explicit and
implicit, that supports the
essential question(s) or
text structures and the
assigned learning goal(s).
In addition, student
provides relevant
commentary to support
evidence and text.
Level 4
Student offers textual
evidence that shows a
sophisticated
understanding of the text,
the essential question(s),
text structures and the
assigned learning goal(s).
Student provides
advanced commentary.
Level 2
Student shows a limited
ability to identify and
analyze the structure of a
text. Analysis of the text
structure is
underdeveloped or
inaccurate.
Level 3
Student demonstrates
proficient understanding
of text structure by
identifying the correct text
structure and providing
sufficient analysis for each
type.
Level 4
Student demonstrates a
superior understanding of
text structure. In addition
to identifying
sophisticated examples of
each type, he/she provides
an in-depth analysis that
showcases a strong
command of the learning
goal.
Questions to Consider When Writing COMMENTARY (ANALYSIS)
Commentary/Analysis should address the significance of the selected quote in one or
more of the following ways:

How could you use the ideas or information you have cited?

Why and/or how is this particular idea important within the text?

What inferences based on the evidence can be drawn to show a deeper
understanding of this topic?

What does the text indicate about the author’s/speaker’s perspective (viewpoint)?
How so?

What role are the sentences playing within the text? Why did the author include this
information? Which text structure is present?

Can you make a prediction about the text based on the information you cited?

Why does this passage seem puzzling? OR—What does a puzzling passage seem to
mean?

Are there figures/tables/graphics that connect with the text? How so?

Can you hypothesize what a person with a different perspective on the topic might
actually say to you about the evidence?