Activator Week 5Day 1 ELA

1. What does it mean to “read between the lines?”

2. Use The Reader’s Journey to define the term infer.

3. How are the words infer and inference related?

Reading between the lines…

• Infer (v.) means to draw a conclusion based on facts or evidence. As we analyze different pieces of text, I will ask you for “textual evidence” to support your ideas.

• Inference (n.) a conclusion reached on the basis of evidence and reasoning.

When you make an inference, you are “reading between the lines” which means you understand something the author implied but did not express on the surface.

At the end of these lessons, you will be prepared to do the following:

ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELACC7RL4: Determine the meaning of words and phrases as they are used in text.

Based solely on this picture, what are three facts you can tell me about this town? Based on these facts, what can you infer about this place?

Based solely on this picture, what are three facts you can tell me about this person? Based on these facts, what can you infer about this person?

Based solely on this picture, what are three facts you can tell me about this person? Based on these facts, what can you infer about this person?

Based solely on this picture, what are three facts you can tell me about this person? Based on these facts, what can you infer about this person?

Based solely on this picture, what are three facts you can tell me about this person? Based on these facts, what can you infer about this person?

A picture is worth a thousand words…but what if you’re not reading a picture book?

How does an author create mental images for the reader?

What can you infer from the following passage? Use textual evidence to support your inference.

1. People moved slowly then. They ambled across the square, shuffled in and out of the stores around it, took their time about everything. A day was twenty-four hours long but seemed longer. There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with… page 5

2. His age was beginning to show, his one sign of inner turmoil, the strong line of his jaw, melted a little, one became aware of telltale creases forming under his ears, one noticed not his jet-black hair but the gray patches growing at his temples.

page 267

3. He was still leaning against the wall…his arms folded across his chest. As I pointed he brought his arms down and pressed the palms of his hands against the wall. They were white hands, sickly white hands that had never seen the sun, so white they stood out garishly against the dull cream wall in the dim light… page 270

4. “Guilty…guilty…guilty.” I peeked at Jem. His hands were white from gripping the balcony rail, and his shoulders jerked as if each “guilty” was a stab between them. It was Jem’s turn to cry. His face was streaked with angry tears as we made our way through the cheerful crowd.

pp. 211-212

5. “And you—” she pointed an arthritic finger at me—”what are you doing in those overalls? You should be in a dress and camisole, young lady! You’ll grow up waiting on tables if somebody doesn’t change your ways—a Finch waiting on tables at the O.K. Café—hah!” page 101

What is characterization?

Indirect(Showing, not telling)

ambled…shuffledsickly white hands

each “guilty” was a stab…

Direct(Telling)

People moved slowly…They were white hands…..his shoulders jerked…

Effective writers develop characters through specific word choice that creates images or pictures in the reader’s mind.

CharacterizationS (What the character says)A (How the character acts)R (How others react to the character)

A (The character’s appearance)

T (The character’s thoughts)

Characterization ReviewCharacterization is the process by which the writer develops characters in a narrative.

Characterization is revealed through direct characterization and indirect characterization.

Characters are developed through what they say, their actions, the reactions of others, their appearance, and their thoughts (SARA T.)

The author’s choice of words has a significant impact on effective characterization.

Activator Day 2

1. Take out your literary terms definition sheet.

2. Write three sentences using any three words from the sheet. Underline the words you use.

3. Put your homework on your behavior card.

Essential Question:

How will knowing literary terms help me analyze text?

Common Core StandardELACC7L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

Work Session

1. Collaborate with the person on your right and left to compare your definitions.

2. Determine who has the most accurate definition and change answers if necessary.

3. When you are done comparing definitions, get a crossword puzzle from the teacher.

4. You may work together on the crossword puzzle. It is due at the end of class.

Find the terms…ELACC7RL2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. ELACC7RL3: Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

ELACC7RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Literary Terms Test

• You will take a test over these terms next Wednesday. • Use your definition sheet and

the crossword puzzle to help you study.

Activator Day 3Make a list of the words from this To Kill a Mockingbird passage that are being used to develop a mental image of the character. “Guilty…guilty…guilty.” I peeked at Jem. His hands were white from gripping the balcony rail, and his shoulders jerked as if each “guilty” was a stab between them. It was Jem’s turn to cry. His face was streaked with angry tears as we made our way through the cheerful crowd.

pp. 211-212

At the end of these lessons, you will be prepared to do the following:

ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Textual EvidenceExplicit (what was written) Inferred (draw a conclusion)

Opening• Put your name on the SARA T. graphic organizer.

• Put your name in The Reader’s Journey. It is yours. I will let you know when to bring it to class.

• Turn to page 61.

• I will show you how to number the paragraphs so that we can begin to analyze the text to find evidence of characterization.

Analyzing Text

“The Travel Team”

Work Session• The teacher will place you in a group and give you

a new passage to read.• As you analyze the passage for evidence of

characterization do the following:1. Highlight or mark the portions of text that reveal characterization.2. Determine what part of SARA T. the highlighted words or phrases represent and place them on the graphic organizer.3. Make an inference for at least half of the boxes.4. Write two to three sentences summarizing what you know about this character.

Bronx Masquerade

ClosingBased on the analysis of your character, consider which of these statements applies. Justify your answer with evidence from the text.1. My character is compassionate.2. My character is determined to succeed.3. My character is brave.4. My character is creative.