1 / 9

Lesson 46 Chapters 15-16 Interpretive Statements

Lesson 46 Chapters 15-16 Interpretive Statements. Purpose To discuss major ideas To independently analyze how textual elements support thematic interpretations. Interpretive Statement warm Up . In small groups, do the first side of your worksheet. Ch. 15-16. Read and Discuss.

jihan
Download Presentation

Lesson 46 Chapters 15-16 Interpretive Statements

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lesson 46Chapters 15-16Interpretive Statements Purpose To discuss major ideas To independently analyze how textual elements support thematic interpretations

  2. Interpretive Statement warm Up • In small groups, do the first side of your worksheet.

  3. Ch. 15-16 • Read and Discuss

  4. Infer and AnnotateCh. 15-16 • After you annotate, come up with 2 questions for discussion. • Author and Me – You will begin this question with the phrase “Why do you think the author….” • Theme – In this type of question you will ask a question that specifically ties to one of the book’s themes. • From the Text – In this type of question you will reference a specific line or paragraph or scene from the book and ask a question based on that excerpt. • Pulling It Together – In this type of question you will juxtapose two different parts of the book and ask a question based on their correlation. • Other – Come up with any open-ended question (a question that cannot be answered in one word) based on something you found significant or something you were unsure of.

  5. Homework • Do the backside of your interpretive statement worksheet

  6. Lesson 47Chapters 17-18Levels of Questioning Purpose To compose levels of questions to interpret text To analyze how a quote relates to a larger theme

  7. Quote Analysis • “I’d Rather you shot at tin cans in the back yard, but I know you’ll go after birds. Shot all the bluejays you want, if you can hit ‘em, but remember it’s a sin to kill a mockingbird. …”Your father’s right,” [Miss Maudie] said. “Mockingbirds don’t do one thing but make music for us to enjoy. They don’t eat up people’s gardens, don’t nest in corncribs, they don’t do one thing but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird.” • In one paragraph, explain why this quote is so important to the book. What does it mean, what is its significance to the story? • In a second paragraph, explain if we have seen any “mockingbirds” yet in this story. If so, who? And how do they qualify as a “mockingbird.”

  8. Infer and AnnotateCh. 17-18 • After you annotate, come up with 2 questions for discussion. • Author and Me – You will begin this question with the phrase “Why do you think the author….” • Theme – In this type of question you will ask a question that specifically ties to one of the book’s themes. • From the Text – In this type of question you will reference a specific line or paragraph or scene from the book and ask a question based on that excerpt. • Pulling It Together – In this type of question you will juxtapose two different parts of the book and ask a question based on their correlation. • Other – Come up with any open-ended question (a question that cannot be answered in one word) based on something you found significant or something you were unsure of.

  9. HomeworkLevels of Questioning • You will complete the levels of questioning homework.

More Related