MARITA’S BARGAIN

THE ACHIEVEMENT GAP IN AMERICAN SCHOOL

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

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

WARM UP

SIT OR STAND: STAND IF YOU AGREE WITH THE STATEMENT, SIT IF YOU DON’T.

#1

SUMMER VACATION SHOULD NEVER BE REMOVED FROM THE SCHOOL YEAR.

#2

SATURDAY SCHOOL IS A FORM OF PUNISHMENT.

#3

AMERICAN SCHOOLS ARE THE BEST IN THE WORLD.

#4

ALL STUDENTS HAVE AN EQUAL OPPORTUNITY TO GRADUATE.

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

#1 1-17

WHAT IS THE MAIN IDEA CONCERNING KIPP STUDENTS THE AUTHOR WANTS THE READER TO HAVE?

#2 9-17

WHAT STATISTICS DOES GLADWELL SHARE?

#3 18-30 (TWO SENTENCES)

HOW DOES THE AUTHOR FEEL ABOUT KIPP SCHOOLS? SHARE SPECIFIC WORDS AND PHRASES IN YOUR ANSWER. (A QUOTE)

#4 31-46

HOW DO THE TWO NUMBERS SHARED INCREASE OUR UNDERSTANDING OF KIPP STUDENTS?

#5 31-46

WHY DOES GLADWELL DESCRIBE THE STUDENTS AS “MOTLEY”?

#6 53-78 (TWO SENTENCES)SHARE THE MAIN IDEA OF THESE TWO PARAGRAPHS. USE TEXTUAL SUPPORT TO SHARE YOUR THINKING.

#7 65-78

WHY WOULD THE AUTHOR WANT TO INCLUDE DIRECT QUOTES IN THESE PARAGRAPHS?

#8 80-94

WHAT KINDS OF ACTIVITIES OUTSIDE OF SCHOOL MIGHT DEVELOP COGNITIVE SKILLS?

#9 95-115

WHAT CONCLUSION DOES THE AUTHOR WANT READERS TO MAKE ABOUT THE ASIAN DEDICATION TO WORK?

#10 116- 128

SHOULD SUMMER VACATION REMAIN INVIOLATE? USE THE WORD “INVIOLATE” IN YOUR ANSWER.

#11 128 (TABLE)

WHAT COMPARISONS DOES THIS CHART HELP READERS TO MAKE?

#12 129-145

DESCRIBE THE “ACHIEVEMENT GAP.”

#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.

#14 175-198, 199-221 (2 SENTENCES)

IN THIS PARAGRAPH, IDENTIFY THE MOST IMPORTANT SENTENCE IN THIS PARAGRAPH. WHY DO YOU THINK THIS?

#15 IMAGE

WHY DO YOU THINK THIS IMAGE IS USED TO CREATE A BREAK IN THE ESSAY? WHAT’S THE PURPOSE?

#16 222-234

FIND AT LEAST TWO DETAILS THAT SUPPORT THIS MAIN IDEA: “TAKING ADVANTAGE OF AN OPPORTUNITY INVOLVES HARD WORK.”

#17 235-261

WHAT DETAILS HELP EXPLAIN THE EFFECT OF THE KIPP PROGRAM ON STUDENTS?

#18 262-278 (2 SENTENCES)

HOW DOES THIS IMAGE REPRESENT THE KIPP PROGRAM? USE AT LEAST 2 DETAILS.

#19 279-286

WHAT POINT IS THE AUTHOR MAKING ABOUT KIPP TEACHERS?

#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

#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.

#22 358- END

WHY DOES THE AUTHOR NOT DESCRIBE PRIVATE OR PAROCHIAL SCHOOLS AS DESULTORY?

#23 358-END

WHY DOES THE AUTHOR CONCLUDE THE ESSAY BY REPEATING COMMON SOLUTIONS TO THE ACHIEVEMENT GAP?