This module is for Middle School Activity 5
Activity 5 – Passage 4
Now try one more time with a final passage from the story. In this final passage from the story, the author leaves the scene of school to take the reader to Rachel’s house where we get to see the positive approach that her family takes toward her birthday. The author uses words and phrases to reveal that the narrator, Rachel, continues to feel sad and confused even though her family’s behavior toward her is different than what she encounters at school.
Notice the following words and phrases that represent Rachel’s feelings and the core meaning in the text.
- it's too late
- far away like a runaway balloon, like a tiny o in the sky, so tiny tiny you have to close your eyes to see it
Begin reading – Go to HCC Learning Webopens in new window and read the final two paragraphs of the story that begin with "Today I'm eleven. There's a cake Mama's making for tonight…"
Think back again to the steps for generating a text-dependent question. Step One requires that students focus on core understandings. Additionally, remember to anchor your questions in the standards. Notice the portions of the standard that are highlighted and direct your attention to what is most important. Also consider the culminating assessment when crafting the series of text-dependent questions.Step Four requires students to tackle tough questions head on. Since this is the final passage, this last question should require students to dig into the deepest meanings of the text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
In a Word document or other text editor, based on the guidelines above, create a text-dependent question for the final passage you just read.
Check Your Understanding
Practice your skills again at determining text-dependent questions.
When constructing text-dependent questions, you should have a good understanding of the kinds of responses to expect from students and a target response that best demonstrates close reading, use of accurate, relevant text support, and a deep understanding of the core ideas in the text.