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Teaching Toward the Demands of the CCSS 1We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by

the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.

Sixth Grade

City/State Focused Standards:

Reading Literature, Grade 6

What the Standards Say…

In other words… Text-Based Example

(The Hunger Games by Suzanne Collins, “The Show” by Lenka and

“Hunger,”by Robert Laurence Binyon )

How Else Might These Questions Be Worded…

6.1

Cite textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text.

Students need to refer to the text to site specific textual evidence. Students will also be able to infer what that evidence is saying and use it purposefully as they discuss text

(Text details will be literal, inferential, and interpretative—the answer will not always be an exact word/phrase which students can point to.)

Students might…- find details to support what

they say about the characters in the text.

- learn to cite details about the conflict.

- find evidence to help them prove an idea or theory.

- find evidence about the different characters and their thoughts and/or ideas.

What details in the text have helped to create an ominous mood around the reaping?

Which of these details best show the mood of this place?

What details about the men and women in District 12 best portray their work ethic, values, and beliefs?

What details give you some evidence of what the citizens of District 12 struggle with?

From the passage, we can infer that Katniss’ family is…

Which of the details below helps to reveal the status of Katniss’ family in their society?

According to lines 1 through 9, what was one problem with…?

How does ____’s opinion differ from _______?

How does __________ overcome obstacles to reach his goal? Use two details from the passage to support your response.

The conflict in this story happened because….

Which detail supports the idea that ________ is a ________ town?

Read the excerpt. Which details best supports the idea that …?

How does the actual dialogue between two characters help the reader understand that relationship?

How does one character’s reaction to an event differ from another character’s? How does the author show this difference in opinion or reaction?

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- find evidence about the setting and the time period. “Hunger”

Which lines describe the power of hunger?

In lines 14-15, what does it mean when the speaker says“I give no command to any;But I am listened to more than kings?”

Across the poem, the speaker is compared to “a shadow” like “the silence of the tide” and like “the deepening frost.” What do these images have in common and how do they help the reader understand hunger?

How does the author’s description of a place or object set the reader up to know that place or thing is important?

6.2

Determine a theme or central idea of a text and how it isconveyed through particular details; provide a summary ofthe text distinct from personal opinions or judgments.

Students will be able to tell the central idea in a story in their own words. They will be able to tell the most important key details of what happened in the story without opinion or bias

Students might…- look within the text for the

central idea.- notice all the key details that

led to the central idea.- notice the text’s overall theme.- consider the issue addressed in

the text.

How does the way Katniss responds to the conflicts she faces let the reader know more about her character?

How are themes about the story forwarded right from the opening chapter? Which specific sentences help to forward those ideas the most?

What is the central idea of the text?

Which statement best supports the central idea of ________ and ________?

Which sentence best states the central idea of the first paragraph?

What sentence states the central idea of the article?

Read this excerpt….Which detail supports this idea?

Which if the following is the best summary of the text on this page?


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- determine the voice in the text.- notice the multiple

perspectives.- understand the underlying

message an author gives within a text.

What is the implied central idea in this paragraph that helps develop the central idea?

Which of the following sentences would be appropriate to include a summary of the text?

Which sentence would not be included in the summary of paragraphs 6 and 7?

Explain what evidence could be provided to support the inference that ….

How does the title of the article make a connection that the author develops throughout the text?

What would be an accurate and sufficient summary of the opening chapter of this novel? What priority details about characters, setting, and plot would be included?

Looking across the important details of this section, what central idea or theme could these details point to? As we read farther, is our initial thinking confirmed – if so, what dialogue or description or setting details have furthered this theme or themes?

How do particular details – the way the characters talk to each other or the way the author describes a place or a thing – give this story a tone or an emotion that helps us get a message?

6.3

Describe how a particular story’s or

Students will be able to think about how characters react and how those reactions lead the development of the plot. They

Why has the author contrasted the description of Prim’s face with the description of the mother? What is revealed about each of the characters?

How did what ___ said influence ___?

How does ______’s experience of ________ affect his life choices as described in the passage? Use two details


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drama’s plot unfolds in a series of episodes as well as how the characters respond orchange as the plot moves toward a resolution.

will think about the cause of the characters’ feelings, traits and conflicts and come to understand the resolution.

Students might…- think about the details around

the plot.- follow episodes over several

days, months or years.- analyze cause and effect

throughout the story.- consider consequences of

actions characters take and how they led to resolution.

- study the motives behind the issues and the results.

- follow the trail of details that led towards that resolution.

Why has the author placed the description of the mother and Prim side by side?

How does the title allow you to begin to understand what is occurring in the first chapter of Hunger Games?

What character traits does Prim start to display in this excerpt?

from the passage to support your response.

What is the relationship between ______ and _______ and __________? Why does the author include the paragraph around ________?

What distinction can you make between _________ and ______?

How does the title of the article make a connection that the author develops throughout the text?

What distinguishes _________ from the rest of the cast members?

How does ____’s attitude toward ____ change?

What is the conflict in the play?

What episode from the plot serves as the resolution?

What character traits does ______ display as he/she ______?

6.4

Determine the meaning of words and phrases as they areused in a text, including figurative and connotativemeanings; analyze the impact of a specific

Students will define words in context. These words might include words that are connotative, represent the time period, or are figurative in nature.

Students might…- notice the literary devices

within a text.

The term ‘Reaping,’ is an important one in The Hunger Games. How does the use of the word reflect its original meaning, and become symbolic in the story?

The author most likely described Prim’s face to be “as fresh as a raindrop” to give the reader the idea that…

As used in line ___ of the passage, the word ____ most closely means….

Which statement best describes the authors use of words ______, _________, and ________ in the first paragraph?

Word choices in the fifth paragraph such as ________suggest that the ______ is _______.


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word choice onmeaning and tone.

- think about the meaning of words that represent the tone or setting of a text.

- consider the meaning of words that represent time, place, mood, setting.

- think about the meaning of words that have a connotative meaning (having the power of implying or suggesting something in addition to what is explicit).

The author most likely described Buttercup’s eyes to be the “color of rotten squash” to give the reader the idea that…

Which statement best explains the effect of figurative language used in paragraph _____?

What are the context clues that will help you know the word/phrase … means…?

Based on the text which statement best explains the figurative meaning of his phrase “….?”

Which words from the text have positive connotations?

What does the author mean when he says…?

Explain the technical meaning of ________.

Explain the analogy in the text comparing _______ to _______.

The speaker uses personification to describe ____ in lines ____. Which statement best explains exactly what is happening?

In lines ____, the author says “.…” What type of figurative language is this and what does it mean? Support your answer with details from the story.

Which group of words from the story best reflects the change in mood?

Why did the author use the word “…” in line __?

What words from the poem help you to best understand ____(character)?


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Which statement best describes the impact of the author’s word choice on the tone of the story?

Throughout the story, the narrator includes excerpts from (a story he is reading/a poem/a play). How do those excerpts affect your understanding of the story?

What tone does the author’s word choice create in paragraph ____?

What is the effect of the figurative language comparing the ___ to “….”?

Explain the analogy in the text ______________.

What is the purpose of the analogy the author makes in _________?

Which sentence from the passage includes a metaphor used by the author to describe?

6.5

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text andcontributes to the development of the theme, setting, orplot.

Students will understandand analyze how stories, plays, and poems are put together. They will use that knowledge to look more deeply at how the author presents theme, setting or the plot.

Students might…- look at and analyze the

structure of a text.- delve deeper into the author’s

purpose for creating a certain

How does the final paragraph of this chapter contribute to the reader’s understanding of the story?

How does the first chapter engage the reader so that he/she wants to continue reading?

What details in the first paragraph of The Hunger Games provide possible clues to the themes of the story?

How does the author’s introduction of the setting set a tone for the scene?

Which best describes the first stanza?

How does the idea of time contribute to the poem’s structure?

How does the first sentence of the poem fit into the overall structure of the poem?

How does the idea of (swinging on branches) give the poem its structure?


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structure.- look at the structure and how it

adds to the theme, plot, or setting.

- analyze and evaluate the scene and how each scene fits into the overall picture of the text.

Which statement best describes the role that the second paragraph plays in the story’s plot?

How does paragraph ___ develop the setting of the story?

How does the first sentence contribute to the story?

Why is paragraph ____ important to the story?

How does the (flashback/daydream/dream) contribute to the plot of the story?

Which event is most important to the development of the plot of the story?

How does the structure help to develop theme?

Closely reread the following sentence from lines 7–8 of the passage: “…” How does this sentence contribute to the development of the plot of the passage? Use two details from the passage to support your answer. Write your answer in complete sentences.

How does this chapter fit into the story arc of this text? How does it help build tension for the main character and continue to develop a theme?

How does this stanza connect to the stanzas before and after? What is the purpose of this stanza and how does it add to our understanding of a theme or message?

6.6 Students will understand that The author chooses to have the story Which line or lines illustrate knowledge the narrator has


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Explain how an author develops the point of view of the narrator or speaker in a text.

authors set up different perspectives or points of view when they decide who is talking in their story, be it the narrator or the speaker.

Students might…- look at the multiple

perspectives in a text and ask, “Whose point of view is this and why is it important?”

- think about who is talking in a story.

- follow the development of the point of view through the narrator or speaker.

- look at the details around the stance or the angle the author introduces.

told through the perspective of Katniss. Explain how the story might be told differently if it were told by Prim.

For the whole first part of Chapter One, the author leaves it unclear whether the narrator is female or male. Describe the details that add to this uncertainty and also analyze why the author might have chosen to make the main character’s gender unclear for the first part of the story.

that the characters in the story do not?

Why does the author most likely write this text for what type of audience?

The author included dialogue in the third sentence fourth paragraph because _________.

What does the character’s or narrator’s explanation of ______ tell you about the author, writer, time period?

What does the author mean when he says in the sentence ___________?

How does this metaphor change what you believed about the character?

Why did the author have this story take place here?

What is the author’s perspective?

Why does the author describe _____as a ___?

Why does the author most likely include ________ in the story?

Which sentence from the passage includes a metaphor used by the author to describe__?

What text evidence supports the idea that ____(character) feels ____ during ______?

Describe how ____’s attitude toward ____ changes by the end of the story. Include text evidence that shows


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how the author develops ____’s point of view. How does the author reveal the narrator’s feelings about

______?

Think about how the author establishes the narrator’s point of view at the beginning of the story. Which of the following lines from the story provides the best evidence of this?

The author included dialogue in the third sentence fourth paragraph because _________.

What are the two perspectives occurring in this text?

This passage is told from the point of view of….

This story is told from the point of view of….

This poem is written from the point of view of a speaker who….

6.6a

Explain how an author’s geographic location or culture affects his or her perspective.

Students will look at where the story is located to help them understand more about the why the author wrote a story in a particular way or through a particular lens.

Students will pay attention to the culture of the people or the time period to help them understand more about the characters.

The Hunger Games was written during a time when the U.S. had sent thousands of soldiers, most of them under the age of 25, to fight in Iraq. It was also written during a period when the United Nations was debating the legal age at which it would be considered illegal to recruit child soldiers. It was also written long after the historical period in which the ancient Romans conducted live battles and sacrificed prisoners in

How does the culture represented in this text reflect the author’s culture?

How does the culture of _____ reflect in what the character is saying?

How do you know where this author was born?

How can you tell that the author’s culture has a lot to do with the way the characters look and react to things?

How does the setting effect the characters and the


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Students might…- think about how the culture is

represented in a text and what they know about that culture from the text, such as their customs, the way they dress, their ways of thinking, etc.

- consider the impact of the setting on the text.

- ask how locations affect the way an author creates the tone or the mood.

- pay attention to symbolism used to identify different locations and/or areas.

the Coliseum. Given these present day and historical events, how does the first part of the excerpt suggest ideas about how humans can treat each other?

plotline?

How does the _____(character)’s point of view about _____ reflect the author’s perspective as a ________(cultural background)?

Which sentence from the article best informs the reader about the author’s culture?

6.7

Compare and contrast the experience of reading a story,drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what theyperceive when they listen or watch.

Students will be able to compare and contrast reading a story to watching it on a video. They can use lenses such as character, setting, plot, and mood/tone to think about the differences and similarities across the two versions of the text.

Students might…- read a text first noticing what

the characters are experiencing and living through then watch it on a video and say to themselves, “Does what I see and hear match what I envisioned as I read the text?”

- notice the differences between

To address this standard, students will need to watch the film version of the beginning of Hunger Games.

The film of The Hunger Games includes a scene of the Reaping. Analyze how the author made this scene ominous in the novel and how the film-maker made the scene ominous in the film. What was the same and what details were added, or were different, in the film, and how did these add to the tone?

Compare and contrast the reaping scene from The Hunger Games film with the same scene from the novel. How does the director of the film use

Compare the characters in the story to the characters on the video.

How does the advertisement of the video contrast with what the book told you?

Think about why you like reading in a book and what you enjoy about seeing it on screen. Then think about what you don’t like about version. Try to include specific examples from books you’ve read or movies you have seen.

How is mood/tone developed in a book? How is it developed in a film? In a play?

How is setting revealed and developed in a book? Compare and contrast that to how setting is developed in a film and in a play.


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the text and the video.- compare and contrast how the

author represents theme in a text and how it is represented in a movie.

- compare and contrast the setting of a movie and a text.

- analyze whether the author’s intent, as determined through reading the text, is revealed similarly or differently in a different medium.

- pay careful attention to elements specific to film or stage such as how actors interpret characters, constraints of time in shaping choices of what to include/exclude, and chosen props.

- pay attention to elements specific to film such as camera angles, where directors have chosen to pan or take close up shots, what is in the foreground or placed in the background, and the effects these choices have on the viewer and for the overall meaning.

images and actions to help the viewer feel Katniss’ pain when she hears Prim’s name called? How does the novel get across the same feeling with only words on the page?

How is the way background information is revealed about characters in a film different than how it is revealed in a stage version?

(RL.6.8 not applicable to literature)6.9

Compare and contrast

Students will be able to compare and contrast texts from different genres. They will be able to

The speaker of the poem/song “The Show” by Lenka, presents some of the same themes as Katniss does in

What theme is represented in both texts?

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texts in different forms or genres(e.g., stories and poems; historical novels and fantasystories) in terms of their approaches to similar themes andtopics.

discuss differences in tone, in shades of meaning, in structure, and in context. They will tie these ideas to specific examples from both texts as a way to compare and contrast not just what the authors are talking about, but how they approach the theme and topic.

Students might…- investigate the way different

genres can connect and/or contrast with each other.

- look at stories across genres and how they can carry the same or similar themes.

- consider how texts can compare and contrast topics through different structures or genres.

- compare and contrast how the approaches to develop the themes differ within and between genres.

The Hunger Games. In the first stanza, for example, it says:I'm just a little bit caught in the middleLife is a maze and love is a riddleI don't know where to go I can't do it alone I've triedAnd I don't know whyCompare the perspective of the speaker in this stanza of The Show to Katniss’ perspective in the beginning of The Hunger Games.

Possible extended response prompt:“Hunger” and The Hunger Games share central ideas. What is one central theme that comes through in both the poem and the passage? How does each author get the theme across in different ways? Be sure to use details from both texts in your answer, and to compare and contrast the way the authors present a common theme.

the theme in this poem. How do they compare and or contrast?

Analyze how the author represents the theme in both texts.

Which statement best describes the theme of both stories?

Which traits best describe ____(character from one text) and ______(character from second text)?

Compare and contrast the ways the two stories approach the topic of ______. How does each author resolve the conflict? Include details from the texts to support your answer.

What topic do both texts address? What themes do these texts share related to this topic?

Which sentence best captures the theme of both stories?

How do the stories approach the idea of _____ in different ways?

How are the characters of _____ and _____ similar?

How did both writers develop their stories in similar ways?

Which statement best describes a difference in the development of the plots of the two stories?

Explain how both stories address______ and how the


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authors’ approaches to these topics is similar and different.

6.11

Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations.

a. Self-select text based on personal preferences.

b. Use established criteria to classify, select, and evaluatetexts to make informed judgments about the quality of the pieces.

Students will be able to interpret and make connections to other texts by looking and understanding the cultural perspectives represented in these texts and/or situations. They will then be able to make informed decisions about the text they read.

Students Might…- pick books that are just right for

them.- look at texts with a critical lens

towards evaluating texts to make sure that texts are picked that address diversity.

When The Hunger Games came out, some adults worried that the text was too violent for teens to read. Others, however, argued that that it was important the violence in The Hunger Games actually have meaning and emotion so that teens wouldn’t think that the violence was just fake, like a video game. Choose a moment in this excerpt that demonstrates how the violence has emotional impact, and analyze that impact.

How does the understanding of the Roman Government allow you to have insight into the character in ___________.

The people represented here are from the _____ era we know this because….

How do personal events and or situations happening in this text represent the time period?

What are the different perspectives represented in this text?


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City/State Focused Standards:

Reading Informational Texts, Grade 6

What the Standards Say…

In other words… Text-Based Example

(Equal Rights for Women by Shirley Chisholm and Ain't I A Woman? By Sojourner Truth)

How Else Might These Questions Be Worded…

6.1

Cite textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text.

Students can site textual/structural evidence.

Evidence will be literal,inferential, and interpretative—the answer will not always be an exact word/phrase to which students can point.

Students might…- find evidence to support their

thinking.- synthesize details to help

interpret what the text is saying.- form inferences to analyze what

the text is saying.- evaluate the text using

discussion of specific parts of the text as evidence.

- find evidence to build a theory of why a text was written and its central idea.

Shirley Chisholm argues that there was a system of prejudice against women getting higher level jobs in the U.S. in 1969. What reasons and evidence does she provide that best support her position?

What happens right before, right after, as a consequence of…?

Furthermore this happened after ______.

What evidence supports the theory around?

In paragraph five we notice that it is a representation of the central idea by….

How can we analyze what the author really wants us to know?

A student makes the following claim about the author of “…” Which sentence from the text best supports this claim?

Which sentence from the text explains why the author thinks people want to ________?

According to the article, what is one reason many people believe ______?

Which detail provides evidence that________?


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Which statement is best supported by the article?

6.2

Determine a central idea of a text and how it is conveyedthrough particular details; provide a summary of the textdistinct from personal opinions or judgments.

Students will be able to use the most important details to think about what lesson, big idea or “central idea” the author might be trying to teach the reader. This idea might be explicitly stated or implicitly implied.

Students will be able to restate the central idea of an informational text in their own words. They will be able to summarize the most important details from the text without opinion or bias.

Students might…- look for reoccurring details and

ideas.- look for details that explain not

only the central idea but the author’s purpose for writing the text.

- read for details and features or text structures that support the central idea.

- discover the central idea and many details of importance that summarize the text.

- summarize major section(s) of the text.

Chisholm wants Congress to take some specific steps to improve conditions for women. What is one central idea of Chisholm’s, and how does she present it in this speech?

Which statement best reflects the central idea of the article?

What do these two details represent?

What is the author’s purpose for creating these details and how do they lead to the central idea?

What is the central idea?

How does this genre represent the central idea of this other text?

Which sentence from the paragraph best shows the text’s central idea?

Which of the following details best supports the idea that ______?

Which of the following details from the text is not strong support for why _______?

Choose the best statement of the central idea.

Which detail best conveys the central idea of paragraph ____?

Which of the following best summarizes the article?

Which sentence should not be included in a summary of the article?


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- understand that sometimes a selection lacks a topic sentence but still includes an implied central idea.

- determine the implied idea by considering the points the details forward.

What is the best summary of paragraphs ____?

6.3

Analyze in detail how a key individual, event, or idea isintroduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Students will be able to think about how a person, an event, or an idea is developed throughout the text. They will notice how the author gradually relays information about a key subject across the text.

Students might…- think about the details of the

time period, history, or the motivation of an individual.

- follow events that spanned several days, months or years and notice how the text tracks those events through words or illustrations.

- study cause and effect throughout the text.

- determine consequences of an individual or a group’s actions and how they led to resolution within a text or texts.

- follow the trail of details that lead towards the central idea.

How does Chisholm support her argument that women should have equal rights?

Why does Chisholm compare the rights of women to the rights of blacks?

Which sentence from the text best illustrates how ____ was affected by ____?

Which sentence from the text develops the idea that _______?

How does the author introduce the idea of______?

How does the author portray______?

Why does the author include the anecdote ____?

Which statement from the article best support the idea that the _____(discovery of ) _____ led to/helped to/caused_______?

The author believes that ______ was a ________. Which sentence from the article best supports that statement?

How does the author illustrate this idea in the passage?


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6.4

Determine the meaning of words and phrases as they areused in a text, including figurative, connotative, andtechnical meanings.

Students will define words in context. These words might include words that are connotative, represent the time period, or figurative in nature.

Students might…- consider how the meaning of

words are connotatively- think about how the meaning of

figurative language is important to understand and define.

- figure out the specific meaning of a technical term based on context clues, or other text support such as a glossary or sidebar.

Why does Chisholm use the terms “the happy little homemaker” and “the contented ‘old darkey’” in her speech?

Chisholm writes of ‘tokenism’ in the seventh paragraph of her speech. What does this mean?

Which of these words is closest in meaning to _____?

_______ call the_______ an “_______” because…?

Based on the text, which statement best explains the figurative meaning of the phrase “…?”

Which words from the article have positive connotations?

What does the author mean when he writes that .____? (Phrase will include figurative language such as “drowned out.”)

When ____ says “….,” she means that _____.

Read this sentence from paragraph ____. What does this sentence tell the reader about _____?

Which phrase or sentence from the article shows the reader the author’s positive feelings about _____?

The author uses the phrase _____. Review the context surrounding this term. Then explain the meaning of the technical term in your own words.

Explain the technical meaning of “.…” Include context clues from the article that helped you determine its definition.

6.5 Students will understandand analyze how sentences,

How do the sentences, ‘It is obvious that discrimination exists. Women do

Why does the author include lines ______ in the article?


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Analyze how a particular sentence, paragraph, chapter, orsection fits into the overall structure of a text and contributes to the development of the ideas.

paragraphs and sections fit together and are an important part of the overall structure of the text.

Students might…- look at and analyze the

structure of a text.- delve deeper into the author’s

purpose for creating a certain structure.

- look at the structure and how it adds to the central idea of a text.

- analyze and evaluate the chapter and how each chapter fits into the overall picture of the text.

not have the opportunities that men do,” sum up one of Chisholm’s central claims?

In paragraph two, Chisholm lists different professions. How do these lists contribute to her argument?

How does the final sentence build on a key idea mentioned in the first paragraph?

The article states that “…” Why does the author include this statement?

What does the final paragraph contribute to the article’s overall structure?

How does paragraph 1 prepare readers for the rest of the article?

How does the above information fit into the overall structure of the article?

How do paragraphs ___ and ____ support the key idea of the article?

How does the last paragraph develop the ideas in the article?

Read these sentences. “…” Why does the author most likely include these lines in the passage?

6.6

Determine an author’s point of view or purpose in a textand explain how it is conveyed in the text.

Students will understand that authors establish different perspectives or points of view when they decide who is talking in their text.

Students might…- think about the culture

represented in a text and what they know about that culture such as their customs, the way

Chisholm brings her own personal experience in to validate her ideas. What parts of her speech demonstrate that she has a very personal knowledge and authority to bring to her argument?

What does Chisholm want people to know about equality?

What is _____(author’s ) point of view about _____?

With which statement would the author most likely agree?

Which sentence form the article best shows the author’s point of view about _____?

Which sentence from the article best illustrates how the author views ______?


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they dress, their ways of thinking, etc.

- where the story is taking place in the world.

- how locations affect the way an author creates the tone or the mood.

Which of these sentences most accurately describes the author’s purpose in writing this article?

Which word from the passage best expresses the author’s attitude toward _____?

6.7

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Students will be able to synthesize different forms of media and formats to help understand a topic or issue.

Students might…- integrate information from

many different sources to gain understanding of a topic or subject.

- synthesize information from multiple sources such as primary documents and web pages to gain understanding of an issue.

Chisolm uses statistics/numbers to support her point that women are discriminated against in the work place. How does she use specific numbers to make her point?

How is the way you get information from videos and multimedia similar and different to the way you can get information from print sources?

Compare and contrast the presentation of ideas through a diagram and a photo.

6.8

Trace and evaluate the argument and specific claims in atext, distinguishing claims that are supported by reasonsand evidence from claims that are not.

Students will be able to look across an argument from the claim to the evidence to discover rationale for the argument and the evidence that supports that claim.

Students might…- look critically at a text to begin

to think about what evidence

At one point in her speech, Chisholm moves to speaking about the marriage laws. Compare which argument is supported more strongly – that women are discriminated against in the workplace, or that the marriage laws need to be reformed.

How does Chisholm use statistics to advance her argument?

What is the second reason the author gives to support the claim that _____?

Why does the author mention_____ in the article?

Which statement best explains the author’s argument?

How well does the author support his/her claim in this article? Does he/she include reasons and evidence? Cite details from the article to support your answer.


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makes sense and what doesn’t.- think about a claim and what a

claim represents.- consider what evidence would

be needed to win an argument and look in the text to see where that evidence is located.

- determine when a claim has no support or value and be able to address why it isn’t a purposeful claim.

Why does the author include the fact that ______?

Which statement best explains the argument against _______?

What evidence does the article provide to support the reasoning that ______?

Which of the following claims is not supported by evidence?

Which fact provides evidence that _______?

How effective is the argument that ______? Using details from the article, discuss whether there are sufficient reasons and evidence to support the claim.

6.9

Compare and contrast one author’s presentation of eventswith that of another (e.g., a memoir written by and a biography on the same person).

a. Use their experience and their knowledge of languageand logic, as well as

Students will be able to compare and contrast an author’s perspective of events in different genres.

Students might…- investigate the way different

genres can connect and/or contrast with each other.

- analyze how texts can compare and contrast topics through different structures or genres.

- compare and contrast how approaches to develop themes are different within and

In her speech Ain’t I a Woman, Soujourner Truth makes some similar points as Chisholm does. What are some of the ideas they share, and how does each woman make her argument?

Did determination help both individuals reach their goals, or did it lead them to tragedy? Write an argument for whether you believe determination helped or hurt the two individuals.

How does ______’s purpose for writing her memoir differ for that of the biographer who wrote about her/his life?

What event appears in both the memoir and the biography?

Explain how the two accounts of ____’s life are different. Think about the events they both describe. What do you lean about it in the memoir? What do you


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culture, to think analytically, addressproblems creatively, and advocate persuasively.

between genres. learn from the biography?

How does the author’s purpose for writing the first article differ from the author’s purpose in writing the second article?

What do you think both authors wanted the reader to understand about _____?

Which fact appears in both articles?

Based on reading both passages, what aspect of _____ is missing from (article 2)?


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