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Explicit v implicit

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Explicit v implicit

  1. 1.  https://www.youtube.com/watch? v=H3_Bb9wGObY
  2. 2. IDENTIFYING IMPLICITLY AND EXPLICITLY Stated Information
  3. 3. Common Core State Standards  CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.  CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.  CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.  CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on-level text with purpose and understanding.  CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.  CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.  CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase.  CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use.  CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
  4. 4. Do Now:  Write today’s objective: By the end of the lesson students will be able to use textual evidence in an article to support the analysis of what is explicitly stated in the text versus what is implicitly stated in the text.  Number your paper from 1-4. You will view 4 photos, o bse rve 2 thing s abo ut e ach pho to , re co rd yo ur o bse rvatio ns.
  5. 5. Do-Now O bse rve 2 thing s abo ut e ach pho to , re co rd yo ur o bse rvatio ns.  1 .  2.  3.  4.
  6. 6. Do-Now  1. What color is sponge Bob’s tie?  How many fingers is Lady Gaga holding up?  What kind of shirt does Justin Bieber have on?  What color is Rihanna’s hair?
  7. 7. EXPLICIT VS. IMPLICIT (MAKE A T-CHART)  EXPLICIT- in the text  IMPLICITY – In My head
  8. 8. Explicit Information  Explicit information is any idea that is stated.  With explicit information, you see the text explained!  Since you are looking for explicit information in what is read, the explicit information will be written in the text. There is no need to look for clues. Just read. If the information is written it is explicit.
  9. 9. Let’s practice!  All living things are made up of cells. Since humans are alive, we are also made of cells. Cells make our body tissue. Tissue makes our body organs. Organs make our body systems. Cells are the building blocks of our bodies.  Here are 2 explicit questions to answer: 1. What are made of cells? 2. What is the main idea of the article?
  10. 10. Here’s The Answer!  All living things are made up of cells. Since humans are alive, we are also made of cells. Cells make our body tissue. Tissue makes our body organs. Organs make our body systems. Cells are the building blocks of our bodies.  Here are 2 explicit questions to answer: 1. What are made of cells? 2. What is the main idea of the article?
  11. 11. Give One –Get One!  In your groups, you will have 90 seconds to write two explicit questions about each photo. Remember the answers to the question must be in the photo. (use your observations)  Look across the room find someone to answer your questions-get ready to switch…Go! Answer the questions!
  12. 12. Implicit Information = Implied Info!  With IMPLICIT INFO, think HMMMMM (you have to think about it – LET’s ACT IT OUT to REMEMBER).  Implicit information is understood but it is not stated. To find implicit information in what is read, you will have to think about what you read. Look for clues as you read.  Implicit information is not written. But the idea is there. Implicit information is using what is read to make an inference. But what is an inference?
  13. 13. INFERENCES!!!  An inference is a statement about the unknown made based on what we know. It is an assumption we make where something that is believed to be true based on something else.  Inferences = evidence fromtext + background knowledge  Inferences drawn while reading are much like inferences drawn in everyday life.  Inference = NOUN. A conclusion.  Infer – VERB. The act of drawing a conclusion.
  14. 14. HOW TO MAKE AN INFERENCE… 1. Read the text and find a clue. 2. Analyze the clues - “reading between the lines” strategy. 3. Decide what inference (what conclusion) is justified based on text. ALERT: Sometimes the operations can go backwards. Sometimes there can be an inference given to you and you have to decide what clues were given for someone to have made that inference.
  15. 15. Let’s Practice!  Here is the paragraph you read on cells. All living things are made up of cells. Since humans are alive, we are also made of cells. Cells make our body tissue. Tissue makes our body organs. Organs make our body systems. Cells are the building blocks of our bodies. 1. How do you know birds are made of cells? (This is an implicit question)-What’s the answer?
  16. 16. PRACTICING INFERENCES That Summer the fence that stretch through our town seemed bigger. We lived in a yellow house on one side of it. White people lived on the other. And Mama said, “Don’t climb over that fence when you play.” She said it wasn’t safe. What can I infer from the text?
  17. 17. PRACTICING INFERENCES Exit Slip: It’s hard to live in a small studio apartment with a man who is learning how to play the violin”. That’s what she told the police as she handed them the broken bat. 1.What do you think has happened? 2.Why did it happen? 3.How does the story end?
  18. 18. TRASH BAG ACTIVITY  What can you tell from what is in my trash bag?
  19. 19. Freckle Juice  Chapter One: https://www.youtube.com/watch?v=04nvbpaMjVg  Chapter Two: https://www.youtube.com/watch?v=Imljq9GoqD4  Chapter Three: https://www.youtube.com/watch?v=tbdkesL5nIM  Chapter Four and Five: https://www.youtube.com/watch? v=AWhU1DRjtn4

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