Think-aloud survey:  Are you using the strategies?  Are you using them in other classes?  Do you find some strategies more useful?  Comments?  Are you using the strategies?  Are you using them in other classes?  Do you find some strategies more useful?  Comments?

Metacognitive Strategies: 1. Think-alouds 2. Thinking on levels 1. Think-alouds 2. Thinking on levels

To Kill a Mockingbird Reading and Thinking on Levels

Reading Academic Standards  R 11.A.1 - Demonstrate the ability to understand, interpret, & analyze fictional text, novel excerpts, and poetry, appropriate to grade level.

Essential Questions (KUeD)  In what ways to characters in literature reveal their true personalities?  Can I make connections between the characters in this story and:  people I know in my own life ?  characters from other works of literature ?  me ?  In what ways to characters in literature reveal their true personalities?  Can I make connections between the characters in this story and:  people I know in my own life ?  characters from other works of literature ?  me ?

This strategy is to help you to:  become more self-aware of your own learning process  become independent and confident in your own analytical skills.  realize that what you think in response to what you read is as important as what the author writes.  become more tuned in to themes.  become more self-aware of your own learning process  become independent and confident in your own analytical skills.  realize that what you think in response to what you read is as important as what the author writes.  become more tuned in to themes.

Levels of thought...  Literal - reading the words and lines.  Inferential - reading between the words and lines.  Applied - reading and thinking beyond the words and lines.  Literal - reading the words and lines.  Inferential - reading between the words and lines.  Applied - reading and thinking beyond the words and lines.

More on the levels...  Literal - The author’s words and use of language. (vocabulary challenges)  Inferential - Your interpretation of what those words mean. (self-awareness, self-confidence)  Applied - Going beyond the story and characters and finding analogies or similarities to other reads or your own life experiences -- observations on human nature  Literal - The author’s words and use of language. (vocabulary challenges)  Inferential - Your interpretation of what those words mean. (self-awareness, self-confidence)  Applied - Going beyond the story and characters and finding analogies or similarities to other reads or your own life experiences -- observations on human nature

“When my father was admitted to the bar...” (literal) p.9  Father came back to simple law practice in home town, Maycomb  Defendents were too stupid/stubborn to take plea bargain: hanged  Atticus didn’t really like practicing law  Atticus helped brother through med school  Father came back to simple law practice in home town, Maycomb  Defendents were too stupid/stubborn to take plea bargain: hanged  Atticus didn’t really like practicing law  Atticus helped brother through med school

Inferential reflections:  Atticus probably did what would have been expected of him by coming back home after getting his education.  Atticus did not always agree with the court’s idea of justice and it bothered him.  Atticus was the kind of person who put others ahead of himself (brother)  Atticus was comfortable with his “station” in life.  Atticus probably did what would have been expected of him by coming back home after getting his education.  Atticus did not always agree with the court’s idea of justice and it bothered him.  Atticus was the kind of person who put others ahead of himself (brother)  Atticus was comfortable with his “station” in life.

Applied thoughts:  Sometimes people remain in their home town because it is more comfortable (friends, family, etc.)  Extreme stubbornness usually leads to misfortune  In a small town, everybody usually knows everybody  Sometimes people remain in their home town because it is more comfortable (friends, family, etc.)  Extreme stubbornness usually leads to misfortune  In a small town, everybody usually knows everybody

“Atticus was feeble: he was nearly fifty. When Jem and I asked him...” chapter 10  Atticus was older than Scout’s friends’ and classmates’ parents.  Scout felt she couldn’t brag about her father, his job, or his abilities.  Atticus was older than Scout’s friends’ and classmates’ parents.  Scout felt she couldn’t brag about her father, his job, or his abilities.

Inferences:  Scout wanted badly to boast to her friends about her father  She wished her father had a more exciting job & lifestyle  She wanted Atticus to be more like other men in Maycomb  Scout wanted badly to boast to her friends about her father  She wished her father had a more exciting job & lifestyle  She wanted Atticus to be more like other men in Maycomb

Applied thoughts:  Kids love to brag to friends about their parents.  A child’s idea of adult accomplishment & success differs greatly from the adult point of view.  Kids love to brag to friends about their parents.  A child’s idea of adult accomplishment & success differs greatly from the adult point of view.

“Jem was thunderstruck...” p. 128 (literal)  Calpurnia explains why she speaks very differently (dialect) when in the black community than when she is in the Finch household.

Inferences:  Scout and Jem were learning that Calpurnia had to exist almost as two different persons in order to best survive in two different cultures.  Calpurnia was very wise in the ways of human nature.  Scout was newly impressed with Calpurnia and had become curious about her “other” life.  Scout and Jem were learning that Calpurnia had to exist almost as two different persons in order to best survive in two different cultures.  Calpurnia was very wise in the ways of human nature.  Scout was newly impressed with Calpurnia and had become curious about her “other” life.

Applied:  People learn to adapt their ways to their surroundings and the people they deal with in their lives.

Reading/thinking on 3 levels:  Read the lines the author has written  Read/think between the lines to make inferences as to what is implied  Think outside the limits of the story to draw conclusions that reach far beyond to the world beyond  Read the lines the author has written  Read/think between the lines to make inferences as to what is implied  Think outside the limits of the story to draw conclusions that reach far beyond to the world beyond