1. MARITA’S BARGAIN THE ACHIEVEMENT GAP IN AMERICAN SCHOOL

2. I.O. GOALS: PRACTICE USES TEXTUAL SUPPORT TO EXPLAIN THINKING PRACTICE DISCOVERING MULTIPLE MAIN IDEAS IN NON-FICTION PRACTICE DISCOVERING THE MEANING OF WORDS IN CONTEXT UNDERSTAND HOW MULTIPLE SOURCES OF INFORMATION ARE USED

3. KEY VOCAB APPRECIATION- TO RECOGNITION OF QUALITY, SIGNIFICANCE CONFORM- TO BE SIMILAR TO OR MATCH SOMETHING; AGREEMENT PERSISTENCE- THE ACT OR QUALITY OF HOLDING FIRMLY TO A PURPOSE OR TASK DESPITE OBSTACLES REINFORCE- TO STRENGTHEN; GIVE MORE FORCE MOTLEY- UNUSUALLY VARIED OR MIXED COGNITIVE- RELATED TO KNOWLEDGE OR UNDERSTANDING

4. DO NOW: T-P-S LINES 1-46 WHAT IDEA ABOUT KIPP STUDENTS DOES GLADWELL WANT TO CONVEY?

5. READING MARITA’S BARGAIN USING THE MICROLABS PROTOCOL IN YOUR GROUPS READER-ONE PERSON WILL READ ALOUD THE QUESTIONS (2X) MODERATOR- MONITOR THAT EVERYONE RESPONDS TO THE QUESTION ADDING TO THE DISCUSSION RECORDER- WRITE A FINAL RESPONSE FOR THE GROUP PRESENTOR- SHAREOUT/READ THE GROUP’S RESPONSE ALL ANSWERS MUST BE IN COMPLETE SENTENCES FOR CREDIT

6. 53-78 (TWO SENTENCES) SHARE THE MAIN IDEA OF THESE TWO PARAGRAPHS. USE TEXTUAL SUPPORT TO SHARE YOUR THINKING.

7. #7 65-78 WHY WOULD THE AUTHOR WANT TO INCLUDE DIRECT QUOTES IN THESE PARAGRAPHS?

8. PAGE 5 LINES 80-94 WHAT KINDS OF ACTIVITIES OUTSIDE OF SCHOOL MIGHT DEVELOP COGNITIVE SKILLS?

9. EXIT TICKET WHAT KINDS OF ACTIVITIES COULD BE DONE OUTSIDE OF SCHOOL THAT WOULD HELP STRENGTHEN COGNITIVE SKILLS WHILE PROVIDING A BREAK FROM THE ROUTINE OF CLASS?

10. DAY 3

11. WHAT CONCLUSION DOES THE AUTHOR WANT READERS TO MAKE ABOUT THE ASIAN DEDICATION TO WORK?

12. #10 116- 128 SHOULD SUMMER VACATION REMAIN INVIOLATE? USE THE WORD “INVIOLATE” IN YOUR ANSWER.

13. #11 128 (TABLE) WHAT COMPARISONS DOES THIS CHART HELP READERS TO MAKE?

14. #12 129-145 DESCRIBE THE “ACHIEVEMENT GAP.”

15. #13 146-174 (TABLE) 7 TH BELLWORK- GET READY FOR READING. PG 8 COMPARING THE INFORMATION FROM THE SECOND CHART TO THE THIRD CHART, WHAT IS REVEALED ABOUT HOW DATA WORKS.

16. #14 175-198, 199-221 (2 SENTENCES) IN THIS PARAGRAPH, IDENTIFY THE MOST IMPORTANT SENTENCE IN THIS PARAGRAPH. WHY DO YOU THINK THIS?

17. #15 IMAGE WHY DO YOU THINK THIS IMAGE IS USED TO CREATE A BREAK IN THE ESSAY? WHAT’S THE PURPOSE?

18. #16 222-234 FIND AT LEAST TWO DETAILS THAT SUPPORT THIS MAIN IDEA: “TAKING ADVANTAGE OF AN OPPORTUNITY INVOLVES HARD WORK.”

19. #17 235-261 WHAT DETAILS HELP EXPLAIN THE EFFECT OF THE KIPP PROGRAM ON STUDENTS?

20. #18 262-278 (2 SENTENCES) HOW DOES THIS IMAGE REPRESENT THE KIPP PROGRAM? USE AT LEAST 2 DETAILS.

21. #19 279-286 WHAT POINT IS THE AUTHOR MAKING ABOUT KIPP TEACHERS?

22. #20 287-302, 303- 325 (2 SENTENCES) WHAT IS MARITA’S TONE AS SHE SHARES HER DAILY ROUTINE? WHAT SPECIFIC TEXTUAL DETAILS SHARE THE TONE? TONE- HOW THE SPEAKER/AUTHOR FEELS ABOUT THEIR TOPIC

23. #21 326 -350, 351-374 WHAT IS THE AUTHOR’S TONE TOWARDS MARITA’S SITUATION? INCLUDE AT LEAST ONE SPECIFIC TEXTUAL DETAIL. HINT- MAKE SURE YOUR TEXTUAL DETAIL IS THE AUTHOR’S WORDS, NOT MARITA’S.

24. #22 358- END WHY DOES THE AUTHOR NOT DESCRIBE PRIVATE OR PAROCHIAL SCHOOLS AS DESULTORY?

25. #23 358-END WHY DOES THE AUTHOR CONCLUDE THE ESSAY BY REPEATING COMMON SOLUTIONS TO THE ACHIEVEMENT GAP?