Extending Beyond Text Presentation English 10
- 1. Extending Beyond the Text: Drawing Conclusions and Making Generalizations
- 2. Objective • I can cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text in order to extend ideas beyond the text (RL.7.1).
- 3. • Take a minute and think about what “extending beyond the text” might mean? (Independently) • Share your thoughts with your neighbor.
- 4. In order to extend beyond the text, a reader will need to “draw a conclusion” To draw a conclusion is to take all the evidence from a text or situation, combine that with your background knowledge and then make an overall statement or judgment about that text or situation.
- 5. Drawing Conclusion KEY PHRASE: DRAWING CONCLUSION (deep inference that applies to people outside of the text or to the world) Extending Beyond the Text Fill in the top right circle of your notes:
- 6. Extending Beyond the Text Add these to the middle circle of your notes: •A reader should think about what it means OUTSIDE THE TEXT! •Connect text to broader idea or concept •Apply information to other texts or situations
- 7. “Extending Beyond the Text” types of questions: • One conclusion that a reader may draw from this selection is give a conclusion… • What conclusion can the reader draw from person/event/idea? • What is an important lesson from the story?
- 8. • What lesson might someone learn from the story? • What two pieces of advice would the character give about (topic)? • After several years have passed, what will most likely be the (author’s/subject’s) next goal?
- 9. How do I answer an Extending Beyond the Text question? Use your background knowledge to think about the situation, then find the evidence in the text and then draw a conclusion • Formula to find the answer: Background Knowledge + Facts/Details + Inferences = Conclusion
- 10. What inferences were you able to make? (use this when writing your Reasoning) Think about the passage that you just read Record facts/details from the text (use this for your evidence) Background knowledge (What did you already know?) Stop and think about the information and relate it to your experiences. (use this when writing your Reasoning) Valid Conclusion (this is your Claim): Copy this graphic organizer on the back side of your notes.
- 11. Summer With My Puppy I remember when I was just a child and the summer days made me sleepy and lethargic. Amid the waves of hot air, my dad dished out not one but two scoops of chocolate chip ice cream just for me! Mom usually only gave me one scoop and I knew dad gave me more because he wanted me to be happy. What joy I felt as the cool ice cream dripped down my hands and cooled my legs. Suddenly, I felt a hot breath touch my arm. Right next to me, I heard my puppy panting in the heat. The puppy looked at the cool chocolate chip ice cream and his soft brown eyes stared lovingly at me. I immediately offered him the whole cone and he licked it in delight. My puppy was so happy that he started to gulp down all of the ice cream until there wasn't a drop left. My dad glanced over from his barbequing and yelled for my mom. My puppy started throwing up and looked really sick. My mom grabbed the puppy and my dad grabbed me and off we went to the nearby animal hospital. Directions: Now read the following selection and use the graphic organizer to draw a conclusion.
- 12. Facts and Details that you just read Record facts/details from the text •The child has a double scoop of ice cream •The child shares her ice cream with her puppy •The puppy eats all of the chocolate chip ice cream What inferences were you able to make? •The child loves ice cream •The dad loves his daughter •The puppy loves the ice cream •Something is wrong with the dog after eating the ice cream Background Knowlegde (What did you already know?) Stop and think about the information and relate it to your experiences. •Ice cream is a specialty food associated with good times, celebrations •Chocolate is toxic to dogs, but I am sure a child would not know this fact. Valid Conclusion: Loving dog owners sometimes unknowingly harm their animals
- 13. Making a Generalization A conclusion is drawn from facts, details, inferences and background knowledge about a specific situation. A generalization goes a big step further. A generalization is a principle, idea or statement based on specific instances but applied generally (to everybody in the world).
- 14. •A reader should think about what it means OUTSIDE THE TEXT! •Connect text to broader idea or concept •Apply information to other texts or situations Generalization Extending Beyond the Text KEY WORD: GENERALIZE or GENERALIZATION (in general what was the author trying to say all people - or something true about the world) Fill in the top left circle of your notes.
- 15. Stepping Up To Generalization Generalizing requires that you take a conclusion and expand the statement to include everyone Don’t step down to a stereotype A stereotype is a set of characteristics or a fixed generalization considered to represent a particular type of person or idea
- 16. Take A Stand Cats are better than dogs! Girls are smarter than boys! Fast food is fattening!
- 17. Practice Making Generalizations From Your Conclusions The hometown team won. conclusion Directions: Take the conclusion that a local hometown softball team won the National softball tournament, and think about the hometown team winning and turn it into a generalization. Everyone loves to win. generalization Apply to the world
- 18. Characters • A good author develops their characters. • A good author gets the reader to know the characters. • With good character development, you can extend beyond the text and determine what advice a character would give to another person. • With good character development, you can extend beyond the text and determine what the character will do in the future. • Use the evidence from the text to determine the advice that character would give others or to determine what the character will do in the future.
- 19. Characters Extending Beyond the Text KEY PHRASE: CHARACTERS GIVE ADVICE (think what would characters want all people/the world to know, to think, or to act?) Fill in the bottom circles of your notes. KEY PHRASE: NEXT GOALS (what is the character going to do in the future?)
- 20. Extending Beyond the Text - Think about what it means OUTSIDE THE TEXT! - Connect text to broader idea or concept -Apply information to other texts or situations KEY WORD: GENERALIZE or GENERALIZATION (in general what was the author trying to say all people - or something true about the world) KEY PHRASE: CHARACTERS GIVE ADVICE (think what would characters want all people/the world to know, to think, or to act?) IMPORTANT! Still based on what you read (details, events etc). Your generalizations, conclusions, and advice supported with quotes. KEY PHRASE: DRAWING CONCLUSION (deep inference that applies to people outside of the text or to the world) Your notes should match this:
- 21. Practice Making Generalizations • Directions: Take the conclusion that your dog chews on stuffed toys and shoes left laying around the house, and think about your dog chewing up your stuff and turn it into a generalization.
- 22. Directions: Now read the following selection and use the graphic organizer to draw a conclusion. “A Simple Diversion” Jack tried to speak, but failed, the tears beginning to well. Angie tried to speak, but also failed, her face becoming flush. "W-W-W- hat do we do now?" Jack finally stammered. "Don't know," Angie responded, barely audible. The two sat staring for a long time, sharing a stunned silence, not really hearing the gentle clicking in the background. How had they reached this point? What went wrong? All had been wonderful just a few moments ago, as they worked as one to reach new levels of success. Then, without warning, it happened, "Disk Error", flashing repeatedly. Though it was like "Game Over" from so many times before, those words now took on their true, sinister meaning. Having nothing left but time to reflect, Jack and Angie called it a night.
- 23. Facts and Details that you just read Record facts/details from the text •Jack’s eyes filled with tears. •Jack and Angie were stunned by what they were seeing. •“Disk Error” was flashing. What inferences were you able to make? •Jack and Angie are upset. •Jack and Angie are confused about what is happening. •The computer has stopped working. •If they can’t use the computer, then they are not going to do anything. Background Knowledge (What did you already know?) Stop and think about the information and relate it to your experiences. •People cry when they are sad, frustrated, or when things don’t go as planned. •When a computer has in internal problem, it will give an error message. Valid Conclusion: People rely on their computers for entertainment .
Editor's Notes
- #4: Copy these notes
- #10: CEER: Conclusion=Claim Facts/details from story=Evidence Background Knowledge and inferences=Reasoning This the second slide/graphic organizer focuses on drawing a conclusion first and then backing it up with evidence. This one seems to work well because it has the students record their conclusion first and then back up that conclusion with inferences, background knowledge and facts/details in relation to the passage. The students will quickly realize if their conclusion is valid or not based on whether or not they are able to back it up with facts/details, inferences, and background knowledge. If they are unable to do this then the student will realize their conclusion is not valid. ****A Word document of this same graphic (it is titled “Conclusion first, evidence last”) is in the folder. You may prefer to use the Word document. The other nice thing about this graphic is the teacher can write a conclusion drawn from the passage at the top of the graphic organizer and the students can then fill in the boxes to support the conclusion. Basically, the students are recording evidence to support the teacher created conclusion. This is a good thing to practice because on the WASL students are often given a conclusion and they have to support it with evidence from the text. The short answer stem is- One conclusion that a reader can draw from this selection is ___________. Provide two details from the selection to support this conclusion. Also, students can read a passage and write what they think is a valid conclusion at the top of the graphic. Then they can see if it is a valid conclusion by filling out the boxes. If they are unable to fill out the boxes it will show the student that their conclusion isn’t valid because they are not able to support it with evidence. Note- You can use this slide or the Word document for copying purposes when you need a blank graphic organizer.
- #11: I do/We do- Practice with the drawing conclusion graphic organizers If you would like students to copy down what you fill into the graphic organizer in regards to the puppy text, print out slide 18 and copy one for each student. Or if you are doing this section only as an “I do” you will want to print out slide 18 and put it under the document camera. You will fill this out in front of the students while they watch. Read the selection to the students. Fill in the graphic organizer. See the next slide for possible answers.
- #12: This is the drawing conclusions graphic organizer filled in for the puppy paragraph (previous slide). Your students may come up with other conclusions and that is good as long as they can back them up with evidence from the text. It is likely that students just starting to draw conclusions will make conclusions such as- “The girl loves her puppy.”, “The dad loves the girl.”, “Ice cream is bad for dogs.”
- #15: This slide makes the distinction between conclusions and generalizations
- #16: As an anticipatory set for generalizing- Display the slide above. Read the first statement- Cats are better than dogs! Have students stand up and stand on an imaginary line- one end of the line is “agree” and the other end of the line is “disagree”. Students can stand at either end or somewhere in the middle if they feel both they agree and disagree. Have students standing next to each other on the line talk about why they agree or disagree about the statement. Have a few students share out opinions. Once that is done fold the line in half so the students at either end of the line are now facing each other. Have the opposites discuss their opposing viewpoints regarding the generalization. Repeat this process for the other two statements.
- #21: Conclusion: dog chews on things laying around. + apply to world = generalization: dogs like to chew on things that are within reach