Preview & Predict After examining the title and the structure of the text, make a prediction about the story. We are going to read a story about a family that has experienced a painful loss. People handle pain and sadness in different ways.

How do you handle sadness? What are the strengths and weaknesses associated with each of these ways of coping with sadness? Keeping your feelings to yourself Talking about it with someone Using your imagination to cheer yourself up

Monitor Comprehension Pink = This is probably IMPORTANT to the story Green = This is CONFUSING to me; I have a QUESTION about this.

“Ghost Cat” By Donna Hill

What Was Important? Share with your group one of the places you marked as important. EXPLAIN WHY you think it will be important. What questions did you have? What connection can you make with the text?

Portland, Maine, July 2015

3-2-1 Critical Writing List THREE important events in the story. Ask TWO questions Make ONE connection to the text. LEGIBILITY AND CAPITALIZATION WILL BE ASSESSED.

What does this mean? All truths are easy to understand once they are discovered; the point is to discover them. Galileo Galilei http://www.brainyquote.com/quotes/topics/topic_truth.html

Set a Purpose for Reading (Second Reading) Make note of at least one location that you see a person facing the truth. Make note of at least one location that you see a person avoiding the truth.

“Ghost Cat” By Donna Hill

Discuss & Write Who is facing the truth? What evidence supports this? Who is avoiding the truth? What evidence supports this? Add this information to the chart on the back of yesterday’s 3-2-1

Critical Writing Now that everyone in the family is facing the truth, how will their lives be different? ACE it! A = Use part of question in your ANSWER. C = CITE text evidence. E = EXPLAIN your evidence.

Factual or Interpretive? How old are you? What are the names of your sixth grade teachers? How long have you gone to Wright Elementary school? What is the most important part of the school day? What would happen if the school day was lengthened?

Notes: Factual (Detail) Question • Is verifiable—ONE answer found on the page. • Who, What, When, Where, How? • Ask these questions to better understand facts about the characters, setting, and plot of a story.

Interpretive (Infer) Question • Has at least TWO different ways of answering the question. • Why, How, and So What? • To answer, you must make inferences by connecting ideas from the text to your own prior knowledge. Ask these questions to make connections, make predictions, and draw conclusions.

Evaluative Question Relates to theme Use an opinion Make a prediction

Asking Questions of “Ghost Cat” Review the questions you wrote on your 3-2-1 Write at least one of your questions on a sentence strip and place it in the appropriate category on the white board. Select one question from the board as your “Keeper Question.”

CW: Keeper Question Write your keeper question on the next page of the reading section of your binder. Answer the question to the best of your ability. ACE it! A = Use part of the question in your ANSWER. C = CITE text evidence. E = EXPLAIN your evidence.

Academic Vocabulary (Add to Notes) Mood = the feeling you get while reading a story Imagery = visually descriptive or figurative language

“Ghost Cat” The author of “Ghost Cat” created a mood of dread and anxiety by using sensory language and figurative language to create imagery. The following slides show text evidence that supports this claim.

“Moonlight falling though the window made her eyes like holes in a mask.”

“And here’s the kitchen, with a black monster stove!”

“…the sky looked dark and bruised.”

Created by: Mrs. Dean 10-27-14 Images borrowed from Google Images.

Two Groups Work with a partner to make Google Slides showing imagery from the story Participate in Shared Inquiry Discussion