Synthesizing4 Steps to Synthesizing1. Read the first text and determine main idea and/or main

argument.*2. Consider any prior knowledge you have about these ideas.3. Read the second text and determine its main idea/argument.

4. Compare/Contrast what the texts say and what you already

know. In your own words, put the main ideas together.

*Sometimes considering prior knowledge can go first.

Simple PracticeSynthesizing is an important thinking skill, not just a reading skill. ● Synthesizing involves creating new understandings and

insights by combining ideas in the text, ideas across texts, and/or ideas with existing ideas.

● It is often used across texts to form new knowledge (researching)

● Effective synthesizing helps comprehension and memory. It also increases the likelihood of applying new learning to other information and situations.

Simple Practice: SpelunkingFrom “How Stuff Works”

Spelunking is the recreational sport of

exploring caves, but no one really calls it

spelunking anymore. The acceptable term

is caving.

Caving, like scuba diving or rock climbing,

is as adventurous as you want it to be.

There are family-friendly caves you can

stroll through on a paved path. And there

are others that require hundreds of feet of

face-in-the-dirt crawling and rappelling

down bottomless shafts.

Adapted From National Park Service, “Jewel Cave”

This tour is a real caving adventure because you

learn about low-impact caving, caving techniques

and safety. It is extremely strenuous. Anyone having

a fear of closed spaces or heights should not

attempt this tour.

Participants must be in good physical condition. The

tour provides a hard hat and headlamp to each

person. Participants must provide: sturdy, above

ankle, rubber-soled, lace-up boots; long pants; a

long-sleeved shirt; gloves; knee and elbow pads.

Clothing and footwear may be permanently stained

by black manganese deposits.

Process

1. Read the first text and determine main idea and/or main argument.*

2. Consider any prior knowledge you have about these ideas.

3. Read the second text and determine its main idea/argument.

4. Compare/Contrast what the texts say and what you already know. In your own words, put the main ideas together.

Try It Out!

As you read & watch the following excerpt from Romeo and Juliet, use your synthesizing skills and prior knowledge, to complete this claim:

Romeo & Juliet reflects the attitudes/beliefs about children’s obedience of the time it was written, which were ________________________. I know this because __________, ____________, and ________________.

Video Clip

Start Clip at 1:55:00

*After watching, fill out the corresponding sections of the graphic organizer. *Then check out some of the ideas one Elizabethan era author had about children’s obedience.

*Log on to blog; Quarter 4 Resources; “Romeo & Juliet Primary Source Document”*Add your notes to the graphic organizer.*Fill in the claim.

C: Soft, take me with you, take me with you, wife.

How, will she none? Doth she not give us thanks?

Is she not proud? Doth she not count her blessed,

Unworthy as she is, that we have wrought

So worthy a gentleman to be her bride?

J: Not proud you have, but thankful that you have.

Proud can I never be of what I hate,

But thankful even for hate that is meant love.

C: How, how, how, how? Chopped logic! What is

this?

“Proud,” and “I thank you,” and “I thank you not,”

And yet “not proud”? Mistress minion you,

Thank me no thankings, nor proud me no prouds,

But fettle your fine joints 'gainst Thursday next

To go with Paris to Saint Peter’s Church,

Or I will drag thee on a hurdle thither.

Out, you green sickness, carrion! Out, you baggage!

You tallow face!

LADY C: Fie, fie! What, are you mad?

J: Good Father, I beseech you on my knees,

Hear me with patience but to speak a word.

C: Hang thee, young baggage! Disobedient wretch!

I tell thee what: get thee to church o' Thursday,

Or never after look me in the face.