HW: “Stride toward Freedom” & “Necessary to Protect Ourselves”Annotate & Write one example of each type of question
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Read Aloud:Take notes as you listen to “Strange Fruit.”What is the main idea?What is the main metaphor?
Daily Writing: “Strange Fruit”After listening to the song, discuss the lyrics with your group.Finally, figure out the message, mood, and tone of this song. Write aparagraph critiquing the song.
”The Man Who Was Almost a Man”Decisions, Decisions: Brainstorm a list of decisions Dave makes. Evaluation & Decision Outcome Explanation Questions to Consider: 1) Does owning a gun give Dave what he wants? 2) Do you feel sorry for Dave? Why or why not? 3) What might Dave’s life be like in the future?
Right There Think and Search “Think and Search” questions usually require you to“Right There” questions require you to go back to think about how ideas or information in the passagethe passage and find the correct information to relate to each other. You will need to look back atanswer the question. These are sometimes called the passage, find the information that the questionliteral questions because the correct answer can be refers to, and then think about how the informationfound somewhere in the passage. “Right There” or ideas fit together. “Think and Search” questionsquestions sometimes include the words “According sometimes include the words “The main idea of theto the passage…” “How many…” “Who is…” “Where passage…” “What caused…” “Compare/contrast…”is…” “What is…”LITERAL QUESTION ANSWERINFERENTIAL RELATIONSHIPSAuthor and You On My Own“Author and You” questions require you to use ideas “On My Own” questions can be answered using yourand information that is not stated directly in the background knowledge on a topic. This type ofpassage to answer the question. These questions question does not usually appear on tests of readingrequire you to think about what you have read and comprehension because it does not require you toformulate your own ideas or opinions. “Author and refer to the passage. “On My Own” questionsYou” questions sometimes include the words “The sometimes include the words “In your opinion…” “Basedauthor implies…” “The passage suggests…” “The on your experience…” “Think about someone/somethingspeaker’s attitude…” you know…” http://web000.greece.k12.ny.us/instruction/ela/6-12/Tools/Qar.pdf
LEVELS OF QUESTIONS Level One:Can be answered explicitly bythe facts contained in the textor by information accessible inother resources. Level Two:Textually implicit, requiringanalysis and interpretation ofspecific parts of the text. Level Three:Are much more open-endedand go beyond the text. Theyare intended to provoke adiscussion of an abstract ideaor issue.
RESEARCH PAPER-THESIS CHECK1. Can my thesis be supported given the requirements of this assignment? That means the thesis will take research to support, but will be adequately addressed in 6-10 pages.2. Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, its possible that you are simply providing a summary, rather than making an argument. For instance, "people should avoid driving under the influence of alcohol," would be unlikely to evoke any opposition.3. Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like "good" or "successful," see if you could be more specific: why is something "good"; what specifically makes something "successful"? A strong thesis proves a point without discussing “everything about …” Instead of music, think "American jazz in the 1930s" and your argument about it.4. Does my thesis pass the "So what?" test? If a readers first response is, "So what?" then you need to clarify, to forge a relationship, or to connect to a larger issue.5. Does my thesis pass the "how and why?" test? If a readers first response is "how?" or "why?" your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning. http://www.sdst.org/shs/library/thesis.html http://www.unc.edu/depts/wcweb/handouts/thesis.html
With the Hughes thesis statements:1.check your statement2. With a partner make comments on everyone else’s3. Make changes again to your thesis statement
Historical Benchmarks & Literary WorksPurpose: Identify possible events/documents from history as well as possibleliterary pieces that could be used to support your thesisFinding Pieces1. Look in your history textbook for ideas about historical events/documents that may be pertinent (don’t forget photos, maps, political cartoons, etc).2. Look in your literature textbook for ideas about shorter literary pieces. Don’t forget to first think about whether or not your theme fits with literary pieces we have already read (e.g., Huck Finn, “The Crucible”).3. Use the links posted on the website for more ideas.
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