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Text Set By: Nate Huff

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Text Set for 6th grade.

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Text Set By: Nate Huff

  1. 1. The Outsiders Anchor Text & Text Set
  2. 2. 2 QUALITIATIVE MEASURE Text Structure= Moderately Complex There is no use of visual features in this text. As it pertains to the organization of the main idea, I feel that most of the events in the story are explicit and the structure of each event allows for a reader to understand. 6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction Example Question: Based on this passage, describe a fair fight? "A fair fight isn't rough;' Two-Bit said. "Blades are rough. So are chains and heaters and pool sticks and rumbles. Skin fighting isn't rough. It blows off steam better than anything. There's nothing wrong with throwing a few punches. Socs are rough. They gang up on one or two, or they rumble each other with their social clubs” (Hinton, 1967). Language Features= Moderately Complex Majority of the vocabulary are at my students reading level. There are some words that may need further explanation. The sentence structure of the text is very simple. There are some older slang phrases that may need further explanation. 6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words Example Question: What does the word “weed” mean? "You dig okay, baby." Two-Bit grinned and lit a cigarette. "Anyone want a weed?" (Hinton, 1967). Meaning/Purpose= Moderately Complex The purpose of the text this is not explicitly mentioned in the book. However, the theme is implicitly mentioned towards the end of the book. Students will still need to dissect and put the theme in their own words. 6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic Example Question: What is a theme that is portrayed in this selection? “Do you think your spying for us makes up for the fact that you're sitting there in a Corvette while my brother drops out of school to get a job? Don't you ever feel sorry for us. Don't you ever try to give us handouts and then feel high and mighty about it." (Hinton, 1967). Knowledge Demand= Very Complex There were references used in the book that required background knowledge. There are older slang terms that our students will now know of. Also, there are automobiles mentioned that play a key role in understanding wealth. If not explained students could assume that it just a car. However, for a High School student to have these cars it shows a lot about their background. Fig. 19D Make inferences about the text and use textual evidence to support understanding Example Question: What inference can be made about Mustangs and Corvairs? “Some were afraid of us, and remembering Dallas Winston, I didn't blame them. But most looked at us like we were dirt--- gave us the same kind of look that the Socs did when they came by in their Mustangs and Corvairs and yelled” (Hinton, 1967).
  3. 3. 3 QUANITIATIVE MEASURE Lexile Measure: 750L Associated Band Level: 4-5 Range: 740-1010L Word Count: 48,523 These quantitative measures will impact my students in a positive fashion. Though I am teaching 6th grade a vast amount of my students are reading below grade their current grade level. As a result, the reading level would mirrors exactly where my students are reading and comprehending level currently is. In addition, the word count is manageable for my students. We will be reading this book over the course of a month. Half the book will be read in class while the other half will be read for home. This will strengthen student stamina as the month goes on. There are many objectives and skills that I would like my students to obtain. SWBAT evaluate - Whether evidence from the text supports a particular inference or prediction SWBAT evaluate - Why an author composed a certain piece SWBAT apply: - Strategies for determining meaning through word relationships (cause and effect; compare and contrast, etc) SWBAT understand: - What is happening in a story during each stage
  4. 4. 4 6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction  We will accomplish this by using GIST (who, what, and why) to understand a certain part of plot. Fig. 19D Make inferences about the text and use textual evidence to support understanding  We will accomplish this by doing a socratic seminar. Students will get together and discuss parts of the text. 6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic  We will accomplish this setting up theme station around the class. Students will go to each station to identify the theme of a group of similar quotes. 6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words  We will accomplish by learning the different types of context clues, then identifying them. - Ipsum Education is the most powerful weapon, which you can useto changethe world -Nelson Mandela ACTIVITY WITH TEKS TASK CONSIDERATION Potential Challenges the Text Poses: To truly understand the text, student must the have background knowledge of the slang that is used throughout the text. Students must be able to apply universal questions to the text as they are reading along. Differentiations/Supports for Students: Though we want students to read at home, we do understand that they do struggle with reading and comprehension. To overcome that obstacle, we will have read half the book in class using an audiobook and make students follow along. This will helps students with fluency. We also will be stopping during the text to ask ourselves questions in order to demonstrate how to properly read a book for understanding. The two modeling techniques will greatly benefit are class, especially our ELL’s.
  5. 5. 5 “Superintendent Meets Beyond Classroom to Help Poor Kids Succeed” COMPLETE TEXT SET “Study On Teen Boys in Poor Neighborhoods Find Surprising Result” Grade Level: 5 Lexile Level: 850L Word Count: 651 TEK: Fig. 19D Make inferences about the text and use textual evidence to support understanding Activity: We will accomplish this by doing a socratic seminar. Students will get together and discuss parts of the text. Rational: This article is at their reading and comprehension level. It is also is aligned with the theme of Urban Communities. The article speaking on what Urban students will face from being in their community. Grade Level: 4 Lexile Level: 730L Word Count: 523 TEK: 6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words Activity: We will accomplish by learning the different types of context clues, then identifying them. Rational: This article is at their reading and comprehension level. It is also is aligned with the theme of Urban Communities. This article speaks on the how schools are helping students become successful.
  6. 6. “While Parents go to Work, Millions of Young Children are Left Alone” “For These Police in Kansas City, Child Hunger is Public Enemy Number 1” Grade Level: 4 Lexile Level: 680L Word Count: 563 TEK: 6.10A Summarize the main ideas and supporting details in a text, demonstrating an understanding that a summary does not include opinions. Activity: Students will look for factual information in the text and use GIST to summarize Rational: This article is at their reading and comprehension level. It is also is aligned with the theme of Urban Communities. This article speaks on how some Police officers are doing positive things in their neighborhood. Grade Level: 5 Lexile Level: 830L Word Count: 659 TEK: 6.10D Synthesize and make logical connections between ideas withina text and across two or three texts representing similar or different genres Activity: Students will compare this theme to any article in our text set. Rational: This article is at their reading and comprehension level. It is also is aligned with the theme of Urban Communities. This article shows students the appreciation of their life by talking about another country children problem.
  7. 7. “Most Syrian Refugee Children Work or Stay Home Instead of Going to School” “Brain Growth Stunted in Poor Children, Schoolwork Suffers, Scientist Find” Grade Level: 5 Lexile Level: 820L Word Count: 606 TEK: Fig. 19D Make inferences about the text and use textual evidence to support understanding Activity: We will accomplish this by doing a socratic seminar. Students will get together and discuss parts of the text. Rational: This article is at their reading and comprehension level. It is also is aligned with the theme of Urban Communities. This article speaks about the challenges impoverished students have. Grade Level: 5 Lexile Level: 758L Word Count: 758 TEK: Fig. 19E Summarize, synthesize, and paraphrase texts in ways that maintain meaning and logical order withina text and across texts Activity: Students will work in groups paraphrase a quote from each paragraph. Rational: This article is at their reading and comprehension level. It is also is aligned with the theme of Urban Communities. This article speaks about how children from another country are working instead of going to school.
  8. 8. TEK: 6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction Activity: Students will watch the movie and identify the elements of plot and summarize them. Rational: This movie uses language that is on their comprehension level. Since they have already read the book, they will be able to understand and know the process of the story. The movie supports the theme of Urban Communities. TEK: 6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction Activity: Students will identify the elements on plot on their own. Rational: The language is at their comprehension and reading level. It supports the theme of Urban community. Tells a story about a Urban male child who steals from someone who helps him instead of turn him into the police. Thank You Ma’am

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