marita’s bargain the achievement gap in american school
TRANSCRIPT
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MARITA’S BARGAIN
THE ACHIEVEMENT GAP IN AMERICAN SCHOOL
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GOALS• PRACTICE USES TEXTUAL SUPPORT TO EXPLAIN THINKING
• PRACTICE DISCOVERING MULTIPLE MAIN IDEAS IN NON-FICTION
• PRACTICE DISCOVERING THE MEANING OF WORDS IN CONTEXT
• UNDERSTAND HOW MULTIPLE SOURCES OF INFORMATION ARE USED
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KEY VOCAB • MOTLEY- UNUSUALLY VARIED OR MIXED
• COGNITIVE- RELATED TO KNOWLEDGE OR UNDERSTANDING
• INVIOLATE- SECURE AGAINST CHANGE OR VIOLATION
• COUNTERINTUITIVE- CONTRARY TO WHAT ONE EXPECTS
• DESULTORY- LACKING A FIXED PLAN
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WARM UP
SIT OR STAND: STAND IF YOU AGREE WITH THE STATEMENT, SIT IF YOU DON’T.
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#1
SUMMER VACATION SHOULD NEVER BE REMOVED FROM THE SCHOOL YEAR.
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#2
SATURDAY SCHOOL IS A FORM OF PUNISHMENT.
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#3
AMERICAN SCHOOLS ARE THE BEST IN THE WORLD.
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#4
ALL STUDENTS HAVE AN EQUAL OPPORTUNITY TO GRADUATE.
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READING MARITA’S BARGAIN
GET OUT A FRESH SHEET OF PAPER. WE WILL READ OUTLOUD AS A CLASS, PAUSES OFTEN AND ANSWERING QUESTIONS. YOUR WORK IS DUE ON THE LAST DAY OF READING MARITA’S BARGAIN.
•ALL ANSWERS MUST BE A COMPLETE SENTENCE FOR CREDIT
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#1 1-17
WHAT IS THE MAIN IDEA CONCERNING KIPP STUDENTS THE AUTHOR WANTS THE READER TO HAVE?
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#2 9-17
WHAT STATISTICS DOES GLADWELL SHARE?
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#3 18-30 (TWO SENTENCES)
HOW DOES THE AUTHOR FEEL ABOUT KIPP SCHOOLS? SHARE SPECIFIC WORDS AND PHRASES IN YOUR ANSWER. (A QUOTE)
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#4 31-46
HOW DO THE TWO NUMBERS SHARED INCREASE OUR UNDERSTANDING OF KIPP STUDENTS?
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#5 31-46
WHY DOES GLADWELL DESCRIBE THE STUDENTS AS “MOTLEY”?
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#6 53-78 (TWO SENTENCES)SHARE THE MAIN IDEA OF THESE TWO PARAGRAPHS. USE TEXTUAL SUPPORT TO SHARE YOUR THINKING.
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#7 65-78
WHY WOULD THE AUTHOR WANT TO INCLUDE DIRECT QUOTES IN THESE PARAGRAPHS?
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#8 80-94
WHAT KINDS OF ACTIVITIES OUTSIDE OF SCHOOL MIGHT DEVELOP COGNITIVE SKILLS?
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#9 95-115
WHAT CONCLUSION DOES THE AUTHOR WANT READERS TO MAKE ABOUT THE ASIAN DEDICATION TO WORK?
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#10 116- 128
SHOULD SUMMER VACATION REMAIN INVIOLATE? USE THE WORD “INVIOLATE” IN YOUR ANSWER.
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#11 128 (TABLE)
WHAT COMPARISONS DOES THIS CHART HELP READERS TO MAKE?
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#12 129-145
DESCRIBE THE “ACHIEVEMENT GAP.”
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#13 146-174 (TABLE)
7TH BELLWORK- GET READY FOR READING. PG 8
COMPARING THE INFORMATION FROM THE SECOND CHART TO THE THIRD CHART, WHAT IS REVEALED ABOUT HOW DATA WORKS.
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#14 175-198, 199-221 (2 SENTENCES)
IN THIS PARAGRAPH, IDENTIFY THE MOST IMPORTANT SENTENCE IN THIS PARAGRAPH. WHY DO YOU THINK THIS?
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#15 IMAGE
WHY DO YOU THINK THIS IMAGE IS USED TO CREATE A BREAK IN THE ESSAY? WHAT’S THE PURPOSE?
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#16 222-234
FIND AT LEAST TWO DETAILS THAT SUPPORT THIS MAIN IDEA: “TAKING ADVANTAGE OF AN OPPORTUNITY INVOLVES HARD WORK.”
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#17 235-261
WHAT DETAILS HELP EXPLAIN THE EFFECT OF THE KIPP PROGRAM ON STUDENTS?
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#18 262-278 (2 SENTENCES)
HOW DOES THIS IMAGE REPRESENT THE KIPP PROGRAM? USE AT LEAST 2 DETAILS.
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#19 279-286
WHAT POINT IS THE AUTHOR MAKING ABOUT KIPP TEACHERS?
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#20 287-302, 303- 325 (2 SENTENCES)
WHAT IS MARITA’S TONE AS SHE SHARES HER DAILY ROUTINE? WHAT SPECIFIC TEXTUAL DETAILS SHARE THE TONE?
TONE- HOW THE SPEAKER/AUTHOR FEELS ABOUT THEIR TOPIC
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#21 326 -350, 351-374
WHAT IS THE AUTHOR’S TONE TOWARDS MARITA’S SITUATION? INCLUDE AT LEAST ONE SPECIFIC TEXTUAL DETAIL.
HINT- MAKE SURE YOUR TEXTUAL DETAIL IS THE AUTHOR’S WORDS, NOT MARITA’S.
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#22 358- END
WHY DOES THE AUTHOR NOT DESCRIBE PRIVATE OR PAROCHIAL SCHOOLS AS DESULTORY?
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#23 358-END
WHY DOES THE AUTHOR CONCLUDE THE ESSAY BY REPEATING COMMON SOLUTIONS TO THE ACHIEVEMENT GAP?