11th Grade Reading - By
Transcript
| 00:07 | yesterday , I gave you guys some guided annotations , | |
| 00:10 | things that you were going to be looking for as | |
| 00:12 | you're reading through the text . What were some of | |
| 00:14 | the things I asked you to do as you're reading | |
| 00:16 | ? What were some of the techniques or specifics ? | |
| 00:20 | Let's see . Tres give me one . Uh we | |
| 00:22 | had to find five words that we thought were most | |
| 00:24 | important . We had to find five words that we | |
| 00:27 | thought were most important . Let's see . Um Okay | |
| 00:30 | , josh . Three important sentences . Three important sentences | |
| 00:33 | . So five important words . Three important sentences . | |
| 00:37 | Okay , shifts in the text shifts in the text | |
| 00:40 | . What kind of shifts are we looking for it | |
| 00:42 | ? Can you give me one turn ? Shit , | |
| 00:44 | tone ships , Ashley . Could you give me another | |
| 00:46 | one ? Well , we also to find three dominant | |
| 00:48 | strategies . We also had to find three dominant strategies | |
| 00:51 | . Now that's gonna be kind of the final step | |
| 00:53 | , right ? The final step analyzing the types of | |
| 00:56 | things that he is using , barry is using in | |
| 00:58 | order to argue his purpose or his themes . Okay | |
| 01:01 | , so before we start talking about what you guys | |
| 01:04 | put in the box , your most important words of | |
| 01:06 | the text . I want to review just a little | |
| 01:09 | bit now we know that context is important . We | |
| 01:11 | know context is key in nonfiction text . Yes . | |
| 01:16 | Okay . Somebody tell me what context is . Somebody | |
| 01:19 | raise your hand and tell me what context is . | |
| 01:22 | We talked about in reference to the soapstone . We | |
| 01:24 | called it occasion . But what is context ? Okay | |
| 01:29 | , okay . The setting around which event happens ? | |
| 01:33 | The setting around which the event happens ? Absolutely . | |
| 01:35 | So what is our situation ? What's going on and | |
| 01:38 | think about why that's important with nonfiction ? Why is | |
| 01:40 | it so important with nonfiction to understand context ? What | |
| 01:43 | our situation actually is ? Can you kind of expand | |
| 01:46 | on that for me a little bit ? And that | |
| 01:48 | way we can understand like the time period in which | |
| 01:51 | it happened , like , social uh status quos of | |
| 01:56 | that time . Very good . We have to understand | |
| 01:59 | why the writers writing it , right ? What is | |
| 02:01 | the situation surrounding it ? So let's let's talk about | |
| 02:03 | that before we move to the text itself . What | |
| 02:06 | does the prompt ? Because we're looking at an ap | |
| 02:09 | s a prompt ? Right , And I told you | |
| 02:11 | that that introductory material is really , really important . | |
| 02:13 | We looked at that yesterday . So what is your | |
| 02:16 | situation , so many raise your hand and tell me | |
| 02:18 | what is the situation of the text ? Okay . | |
| 02:21 | It's when the great influenza , it's when that happened | |
| 02:24 | in 1918 , the flu epidemic . Okay , so | |
| 02:27 | if we think about that , how could that give | |
| 02:30 | us insight to audience now ? It doesn't tell us | |
| 02:32 | anything about audience , does it ? No . So | |
| 02:34 | what can we infer about audience ? Okay , any | |
| 02:38 | of these people in that time you don't want to | |
| 02:40 | get the flu ? They definitely don't want to get | |
| 02:42 | it . Okay , good . What else could we | |
| 02:44 | kind of infer ? Okay , like they want to | |
| 02:47 | cure like immediately . They want to yeah , they're | |
| 02:50 | getting probably getting pretty impatient , right ? They want | |
| 02:52 | it immediately . So that could possibly be a characteristic | |
| 02:56 | of our audience . Can we add anything to that | |
| 02:59 | ? Okay . Like what's being done or how far | |
| 03:02 | they're going into to find cure ? Very good . | |
| 03:06 | What's being done at that point ? What is the | |
| 03:08 | process ? Is that kinda what you're gonna say ? | |
| 03:10 | Or can you add like people who are fearful for | |
| 03:13 | themselves to their families that they would get it ? | |
| 03:15 | Very good . All very good answers . Okay , | |
| 03:17 | so if we think about that and again , it | |
| 03:19 | doesn't state it directly , what could we potentially in | |
| 03:22 | for would be the overall purpose ? What is berries | |
| 03:25 | overall purpose ? What is he trying to achieve with | |
| 03:27 | his text ? And again , we don't we haven't | |
| 03:29 | talked about this yet . So there's no right or | |
| 03:31 | wrong answer . We're just again making educated guesses . | |
| 03:35 | Ok . Kind of like we're sure people that uh | |
| 03:39 | they are working as hard as I can and you | |
| 03:42 | can expect this will help them eventually . Okay . | |
| 03:46 | Okay . So potentially setting up an expectation . Yes | |
| 03:49 | , we are working and we're trying to get there | |
| 03:52 | , but maybe not immediately . Right . We're going | |
| 03:55 | to what kevin said . Okay . Very , very | |
| 03:57 | good . All right . So let's look at what | |
| 04:00 | you guys seem to be the most important words . | |
| 04:01 | Now I told you to look for strong . Now | |
| 04:04 | sounds to drive to drive our analysis . Right ? | |
| 04:07 | Why would it be now Sounds because these most important | |
| 04:11 | words will most likely be our What ? Well , | |
| 04:14 | part of it . Right . Which is what what | |
| 04:16 | do we determine first before we even moved to theme | |
| 04:19 | ? What are the subject subjects ? Very good . | |
| 04:24 | What are the subjects ? And that becomes our first | |
| 04:27 | simple step when we're when we're faced with a difficult | |
| 04:29 | text . If we get lost in it , we | |
| 04:31 | can find those most important words . Right , Okay | |
| 04:35 | . So now the scary part which you guys put | |
| 04:38 | in the box . All right , let's see . | |
| 04:41 | I'm gonna get a volunteer are actually going to pick | |
| 04:44 | someone to see you can write these words on the | |
| 04:47 | board for me . Let's see what we uncovered . | |
| 04:51 | Yeah . Alright . Unknown . The unknown . We | |
| 04:56 | write that on the board for you . That's a | |
| 05:02 | verb strength . Very good strength . Uh huh . | |
| 05:08 | Okay , courage . So we have some that are | |
| 05:16 | somewhat overlapping and that's okay . Yeah . Oh , | |
| 05:21 | I like this one , creativity . Very good . | |
| 05:26 | Some of these are overlapping and that's okay . Yeah | |
| 05:30 | , obstacles , obstacles . Mm . Ooh , I | |
| 05:39 | like this one . Pioneer . Pioneer , I told | |
| 05:44 | you that you could not use which words , by | |
| 05:46 | the way , certainty and uncertainty because those become our | |
| 05:50 | surface level subjects . We kind of get that right | |
| 05:52 | from the get go , but we're not necessarily looking | |
| 05:55 | for just those . We want to go a step | |
| 05:57 | above that . Right ? Not just surface level theme | |
| 06:00 | , but our underlying themes too . So let's put | |
| 06:02 | pioneer up there and let's also put certainty and uncertainty | |
| 06:06 | and we'll talk about this to together since I told | |
| 06:08 | you couldn't use them . What else did I tell | |
| 06:10 | you couldn't use science and scientists or science and scientists | |
| 06:15 | and and we're gonna see those words kind of creep | |
| 06:17 | into our themes and that's okay . Right , certainty | |
| 06:20 | , uncertainty . Science and scientists because those again are | |
| 06:23 | the main main main subjects , but we want to | |
| 06:25 | go a step farther . All right . Let's get | |
| 06:28 | a couple more out of here . Ooh , I | |
| 06:32 | like this one confidence . Good confidence . All right | |
| 06:41 | . So we have a good start . We have | |
| 06:43 | a good start . These are all potentially thinks that | |
| 06:46 | these are all potentially subject main subjects of the peace | |
| 06:49 | . So that is step one . Now what we | |
| 06:52 | want to do is take it a step farther and | |
| 06:54 | that's what you guys are going to be doing in | |
| 06:56 | your groups . So quickly I want you to move | |
| 06:59 | to your groups and in those groups here's what I | |
| 07:00 | want you to do . Right ? Here's what I | |
| 07:02 | want you to do . Look at these words , | |
| 07:04 | we have nine pretty strong mounds up here and I | |
| 07:08 | want you in your group to choose 33 that you | |
| 07:12 | think as a group are most important . Now , | |
| 07:14 | I'm only going to give you a couple minutes to | |
| 07:15 | do that . So move to your group , decide | |
| 07:17 | . And then we're gonna move forward . Cool . | |
| 07:31 | Let's go ahead and document those . And that first | |
| 07:37 | column that's like the certainty and uncertainty . They kind | |
| 07:52 | of have to have confidence in like what they do | |
| 07:55 | like their experiments . Okay . So at this point | |
| 07:59 | we should have decided , are we all there ? | |
| 08:01 | Okay . So that becomes step one , right ? | |
| 08:04 | We have identified our main subjects . Okay . So | |
| 08:08 | let's take it to the next step . We want | |
| 08:10 | to extend beyond the subjects . And so we want | |
| 08:13 | to answer the question . What do we learn about | |
| 08:15 | those subjects ? What does vary our author ? Right | |
| 08:18 | ? What does he want us to learn about the | |
| 08:20 | subjects and the answers to that question become our what | |
| 08:23 | ? Mm . These . Right . Let's stay together | |
| 08:26 | or what ? Yeah . Are thieves notice we have | |
| 08:30 | three . So can there be three themes that exist | |
| 08:34 | in one piece of text ? Absolutely , Absolutely . | |
| 08:38 | In fact , we've already been talking about the service | |
| 08:40 | level versus the underlying so we know that multiple things | |
| 08:43 | can exist . Okay , quickly though , Before I | |
| 08:45 | let you guys lose on answering this question , give | |
| 08:49 | me some elements of a theme . What do we | |
| 08:51 | talk about ? How to be present in order for | |
| 08:55 | it to truly be a theme ? Somebody raise your | |
| 08:57 | hand . Tell me one thing . Okay , a | |
| 08:59 | universal idea about one . It has to be a | |
| 09:01 | universal idea about life . Very , very good . | |
| 09:03 | Okay , because someone raise your hand and tell me | |
| 09:05 | another one it has to be supported by textual evidence | |
| 09:08 | . All right . That one is really important . | |
| 09:10 | We can say all day that a theme exists in | |
| 09:13 | a work , but unless you can prove it , | |
| 09:15 | it's not there . Right ? So you have to | |
| 09:18 | give me some specifics . Very good , somebody else | |
| 09:21 | . Okay , It has to be the central unifying | |
| 09:24 | idea of the work . Has to be the central | |
| 09:26 | unifying idea . Guys remember that is one of the | |
| 09:29 | main things we're gonna talk about today . Yes . | |
| 09:30 | All these things things exist , but they are actually | |
| 09:34 | they interact together . They unify the entire work to | |
| 09:37 | achieve the authors overall what good to achieve ? The | |
| 09:42 | authors overall purpose that we're gonna be talking about . | |
| 09:44 | Okay , give me one more thing . Okay . | |
| 09:47 | It has to be a complaint . Yes . It | |
| 09:49 | has to be a complete sentence . A lot of | |
| 09:51 | times you guys will say , I'll say what's the | |
| 09:53 | theme and you'll go love ? Well , that's not | |
| 09:55 | the theme . What do we learn about Love has | |
| 09:58 | to be It has to extend beyond those subjects . | |
| 10:00 | All right . You guys got them all very good | |
| 10:02 | . Okay , so those are four things as you're | |
| 10:05 | working in your groups and coming up with these things | |
| 10:08 | , answering that question . What does mary want the | |
| 10:10 | reader to learn about the subjects ? Keep those four | |
| 10:12 | things in mind . I want you to now evaluate | |
| 10:15 | your three words and choose to and write a theme | |
| 10:19 | using that word . So we're gonna have to themes | |
| 10:22 | whether it be confidence or the unknown . Tell me | |
| 10:26 | what we learn about those subjects in the piece . | |
| 10:29 | Okay . So I'm gonna give you just about 5-10 | |
| 10:33 | minutes to do this and we're going to check in | |
| 10:34 | and see where we are . In fact , I'm | |
| 10:36 | gonna come around and I'm gonna pick one of your | |
| 10:38 | themes for you to share with the class . Okay | |
| 10:41 | . All right . So 5-10 minutes work . So | |
| 10:44 | we learn from them being a pioneer . It's obviously | |
| 10:47 | the extended metaphor , don't they ? Like traveled to | |
| 10:54 | the unknown and really go back to that first paragraph | |
| 10:57 | . Right , was it ? Tell us about certainty | |
| 11:00 | and uncertainty . They don't know . What is he | |
| 11:04 | telling us exploring the unknown can help what ? Research | |
| 11:09 | ? Yeah . Like advancements . Medical , technological . | |
| 11:14 | It doesn't have to just be science , but just | |
| 11:16 | advancements in general . Good . That's what drives progression | |
| 11:19 | . Right . Very good . Medical research . Medicine | |
| 11:25 | or research . Okay , Okay , guys , so | |
| 11:36 | at this point I've come around we all have at | |
| 11:39 | least one good theme that we're going to share at | |
| 11:42 | this point . And here's the one thing I want | |
| 11:43 | you guys to really consider is some of us chose | |
| 11:46 | the same subjects . Yes . We're going to hear | |
| 11:48 | some of the words being used over and over again | |
| 11:50 | . But what's interesting is that we all put different | |
| 11:53 | twist on the subjects . Why different people , different | |
| 12:00 | people . Okay , But what am I trying to | |
| 12:03 | get you guys to see ? Can there be different | |
| 12:05 | answers to that question ? Because there are multiple ? | |
| 12:09 | What ? Within the text ? Absolutely . So , | |
| 12:12 | let's hear how different our themes are . In reference | |
| 12:16 | to the same subjects , potentially the same subjects . | |
| 12:18 | All right . So , we're gonna start over here | |
| 12:20 | and work our way around the room . Okay . | |
| 12:22 | All right , Give me your one thing . Courage | |
| 12:24 | and strength are necessary to overcome obstacles , dealing with | |
| 12:28 | failure and doubt . Very nice . Courage and strength | |
| 12:31 | are necessary . Very good , very good . Guys | |
| 12:35 | notice how this extends beyond the text . This is | |
| 12:38 | extending beyond the text , beyond what barry beyond our | |
| 12:41 | little excerpt that we pulled from his entire text . | |
| 12:44 | Very good . Okay , Courage pushes you to delve | |
| 12:47 | into the unknown . Curd encourages you . Very good | |
| 12:50 | to delve into the unknown . Very nice . Okay | |
| 12:53 | , exploring the unknown and can help research advance forward | |
| 12:57 | . Very good . Okay , so that is is | |
| 13:00 | she talking just about scientific research ? No , she's | |
| 13:03 | talking about research in general . Right . The unknown | |
| 13:07 | is what propels us to question , which if we | |
| 13:10 | don't question , we can't find our answers . Right | |
| 13:12 | . Very nice , very nice . Alright , uncertainty | |
| 13:14 | is good . If you face it with courage , | |
| 13:17 | uncertainty can be guys . That statement in itself is | |
| 13:20 | a little what uncertainty can be a good thing . | |
| 13:23 | Absolutely . Okay , what else did I say is | |
| 13:27 | always present ? Good . All right , uncertainty drives | |
| 13:33 | people to overcome the unknown to discover new things . | |
| 13:36 | Very good . Do you guys see how these themes | |
| 13:38 | are starting to interact with each other ? How they're | |
| 13:40 | kind of crossing over , Which is really what we're | |
| 13:43 | going to be taught . This is really the purpose | |
| 13:44 | of today's lesson to see how these themes can interact | |
| 13:47 | . Very good . Okay . Even when you have | |
| 13:50 | uncertainties , you must be confident that you will overcome | |
| 13:53 | them very good . And that becomes one of the | |
| 13:56 | major points right ? That they had to be confident | |
| 13:59 | in the unknown . That they had to be confident | |
| 14:01 | enough to question and to go into the unknown . | |
| 14:03 | Very , very nice . All right , now here | |
| 14:05 | comes the tricky part . Now you have to prove | |
| 14:09 | it . You say it's there . Now you have | |
| 14:11 | to prove it . How are you gonna prove it | |
| 14:13 | ? Details examples , etcetera . Now , I'm gonna | |
| 14:17 | put a little challenge on that next step . What | |
| 14:20 | am I going to ask you to identify when you're | |
| 14:22 | pulling those quotes to prove the theme ? Your favorite | |
| 14:26 | thing , strategies ? Yeah . What strategy is the | |
| 14:31 | writer using ? Right ? Is it an extended metaphor | |
| 14:34 | ? Is a rhetorical question . Is it a rhetorical | |
| 14:36 | question ? What strategies are writer using in order to | |
| 14:41 | argue the same ? All right , So that is | |
| 14:46 | the last step . You got to prove it . | |
| 14:48 | I want you guys to choose one right now . | |
| 14:50 | One right now to prove choose one theme of the | |
| 14:54 | two . And I would say the one I start | |
| 14:56 | would be the better of the two . Alright , | |
| 14:59 | like pioneer , because like it is like a kind | |
| 15:02 | of like the definition like kind of says colleagues will | |
| 15:08 | pay the road over the way path and those runners | |
| 15:11 | will be early and straight . It's that sand like | |
| 15:15 | they're just going to keep adding and adding and eventually | |
| 15:18 | we'll have enough . Okay , let's listen to how | |
| 15:22 | it sounds . It is not the courage to venture | |
| 15:24 | into the unknown . It has the courage to accept | |
| 15:26 | . Indeed embrace . What do you hear about those | |
| 15:28 | two sentences to really hammer home the point he's making | |
| 15:31 | about courage . It is not the courage , it | |
| 15:37 | is the courage like Perfect . Perfect . So he's | |
| 15:45 | using parallelism to argue that point . Very nice for | |
| 15:49 | each one of you . Just think she's had to | |
| 15:52 | start by just two examples . All right guys , | |
| 15:58 | let's go ahead and share what we've come up with | |
| 16:01 | in reference to proving the theme exists . And again | |
| 16:04 | we're going to hear some of the examples overlap . | |
| 16:06 | That's okay because some examples can prove more than one | |
| 16:09 | theme , Right ? All these themes , examples interact | |
| 16:12 | to prove an overall purpose . Okay , so let's | |
| 16:15 | start over here . If you'll just kind of reiterate | |
| 16:17 | your theme one more time and then give us an | |
| 16:20 | example of where we see it being used . Our | |
| 16:23 | theme was courage and strength are necessary to overcome obstacles | |
| 16:27 | , dealing with failure and doubt . And then we | |
| 16:29 | found it in the text when it says it is | |
| 16:31 | not the courage to venture into the unknown , It | |
| 16:33 | is the courage to accept indeed embrace uncertainty . And | |
| 16:36 | that had parallelism parallelism . So barry , our statement | |
| 16:40 | would be barry uses parallelism in order to argue the | |
| 16:43 | theme that did it did it up right . And | |
| 16:46 | then we could actually pull in that example , improve | |
| 16:48 | both things , which is the purpose of the Scots | |
| 16:51 | . We have to do both right strategies and theme | |
| 16:53 | . Very nice , very good . Okay . And | |
| 16:57 | we had courage and courage pushes you to 12 into | |
| 17:00 | the unknown . But we picked the same , you | |
| 17:03 | pick the same quote . Is that okay ? Yes | |
| 17:05 | , that's okay . Because again , one example proving | |
| 17:09 | to themes very nice . Okay . Our theme was | |
| 17:13 | exploring the unknown can help advance for research and for | |
| 17:18 | example , is the less known . The more one | |
| 17:20 | has to manipulate and even force experiments to yield an | |
| 17:22 | answer . Very good . And it's kind of ironic | |
| 17:25 | because less is more . Very good . Very good | |
| 17:28 | . So the less they know , the more they | |
| 17:30 | have to do and that's what drives progression . Very | |
| 17:34 | nice . Very , very nice . Okay , uncertainty | |
| 17:37 | is a good if if you face it with courage | |
| 17:40 | . Okay , uncertainty is good if you face it | |
| 17:42 | with courage . And we said that that statement in | |
| 17:44 | itself was a little ironic . Okay , now we | |
| 17:46 | do example . Um it is not the courage to | |
| 17:49 | venture into the unknown . It is the courage to | |
| 17:51 | accept and need embrace uncertainty . Very good . What | |
| 17:55 | do we hear by the way ? Parallelism , multiple | |
| 17:59 | repetition of examples to prove multiple themes . Very nice | |
| 18:03 | . All right , let's go back here , uncertainty | |
| 18:06 | drives people to overcome the unknown to discover new things | |
| 18:10 | . Okay , and then give us your example . | |
| 18:13 | Um There a single step can take them through the | |
| 18:16 | looking glass into a world that seems entirely different . | |
| 18:19 | Very good . Listen to that 11 more time reading | |
| 18:21 | for me one more time kevin there a single step | |
| 18:24 | can take them through the looking glass into a world | |
| 18:26 | that seems entirely different . Very good , very good | |
| 18:29 | . What strategy is being used there ? A metaphor | |
| 18:32 | metaphor . We have this beautiful metaphor being used . | |
| 18:35 | Talking about looking through a looking glass right to venture | |
| 18:39 | into the unknown , trying to see through these things | |
| 18:41 | . Very , very good . All right . The | |
| 18:44 | same was the scientists must have confidence even in the | |
| 18:46 | face of uncertainty and be confident that they will overcome | |
| 18:49 | it . Very good . Um the example to move | |
| 18:51 | forth forcefully and aggressively even while uncertain requires a confidence | |
| 18:56 | and strength deeper than physical courage . Okay , and | |
| 18:59 | what strategy do we kind of see him using here | |
| 19:02 | ? Well , it might not be a term . | |
| 19:03 | What did you guys notice ? What was referencing back | |
| 19:07 | to the main like the your purpose ? Very good | |
| 19:10 | . It's referencing back to the main thing . We | |
| 19:12 | had a repetition of a lot of these important words | |
| 19:15 | , right , strength , courage etcetera . Alright , | |
| 19:19 | very , very nice . Now what I want you | |
| 19:20 | guys to do at this point because we just have | |
| 19:23 | a few minutes left , we've done this in groups | |
| 19:25 | , right ? We've done this the steps , the | |
| 19:28 | easy step finding the subject . We've done two themes | |
| 19:30 | and now we found proof for one of them , | |
| 19:32 | all those blanks that you see on that graphic organizer | |
| 19:36 | . I want you to do that on your own | |
| 19:38 | . Okay , I want you to do that on | |
| 19:40 | your own . So fill out the rest of it | |
| 19:42 | , fill out the third theme . Find proof for | |
| 19:45 | the other ones . Are you gonna see some of | |
| 19:47 | the quotes overlap for the things that you're going to | |
| 19:50 | identify ? Absolutely . Because that's the point . These | |
| 19:54 | things interact together to achieve the overall purpose . What | |
| 19:57 | we're going to talk about next class meeting is what | |
| 20:00 | is his overall purpose ? And how do these themes | |
| 20:03 | work together to achieve it ? Right . Any questions | |
| 20:08 | ? All right , Go ahead and move back . |
Summarizer
DESCRIPTION:
11th grade ELA lesson aligned to MA Curriculum Frameworks ELA Standard: RL 2 â Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
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