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“I Hope You Dance,” by Lee Ann Womack (sacrifice/societal pressure).“Good Riddance (Time of Your Life),” by Green Day (good-byes).A Little Princess, the 1995 version starring Liesel Matthews, which is lesser-known but well done (the power of imagination).Willy Wonka and the Chocolate Factory, the 1971 version (greed).Old Turtle and the Broken Truth, by Douglas Wood.The Old Woman Who Named Things, by Cynthia Rylant.Is there an antagonist (someone who provides an obstacle) to the main character? What details lead to your decision? What happens to that character?.How does the protagonist (main character) overcome problems in this book?.Do you think the author is trying to provide a “moral” or an important lesson?.What is the book’s climax (the point at which all of the action comes together, the highest point of interest)? Not all stories have a climax.What obstacles does the setting provide that the main character must overcome?.What lesson do one or more characters learn that will help improve their lives?.Some books provide examples of good conquering evil.Do the ideas of kindness, helping, and making the world a better place emerge in this book? In what ways?.Does the author see m to leave the reader with an increased understanding of some aspects of life?.How to overcome life’s struggles ~ dealing with grief and sadnessĭeep Questions to Think About Related to Theme.Believe in yourself and follow your dreams.□Ĭreate a classroom list of common themes so students can choose one that fits best! Themes ~ The author might want to teach us: Teachers are looking for “ THE ME aning” ~ the theme is the message you find in the story and can apply to your own life. The story’s most important message or information, and give a reason for the opinion that reflects higher-level thinking.The author may not say each character’s qualities the student must infer the traits. The student, when describing characters, should talk about the characters’ traits.The most significant event in the story and why using higher-level thinking.When identifying the most important message, they can synthesize information from the text and use prior knowledge to relay an important message, supported by reasons. They can identify the story’s initial or earlier event as the most critical event. “What do you think is the most important message? What is the author trying to tell you?”Īdvanced students understand that a chain of events leads to a resolution or conclusion.Making judgments is essential in critical reading and thinking, as is justifying one’s response. Readers use their prior knowledge to help them determine the importance of, reflect on, and evaluate what they read. “State what the character learned, and use your prior knowledge to state the big idea or the importance of learning this.”. What the character in the story learned.An insightful understanding of important text implications using important supporting details for both fiction and nonfiction.Advanced students will connect with many details within the story. This is inferring! Readers go beyond the literal meaning to gain a deeper understanding by using prior knowledge to grasp the author’s intentions. How?Ĭheck out FREE author’s purpose worksheets here – Interpreting a story Starting at Level K, we interpret and reflect on our reading. $10 for the Author’s Message/Purpose Document. Types of Assessments, Goal Writing, Accommodations.
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