1. “I Believe”
I believe that I am loved and because I am loved, I love myself, respect myself, and do what is best for myself.
I believe that I am important and because I am important, I invest in myself and invest in my future.
I believe that I am intelligent and because I am intelligent, I do not give up when things seem hard and when I make mistakes.
I believe that I am successful and because I am successful, I always make the best choices which leads to success.
I believe that I am confident and because I am confident, I am not afraid to try and to keep trying.
I believe that I am respectful and because I am respectful, my words and actions reflect this belief.
I believe… and because I believe I am.
Insert info or delete slide.

2. I can cite and explain textual evidence using the RACE method to answer text dependent questions for “ Teenagers and the Struggle for Identity”. RI7.1 RL7.1 I can analyze how the author’s perspective and purpose shapes the text, “Teenagers and the Struggle for Identity”“RI7.6

3. Cornell Notes

4. Word Wisdom -ly * suffix* it means characteristic of-
words that end in ly are usually an adverb.
-ed
suffix
means happened in the past (past tense)
-(i)ble
Suffix
Means is capable of/ can be done
Word Wisdom

5. Diving into the Text
August 15, 2016 –August 19, 2016

6. Reading and annotating the text
All great readers, read with a pen or pencil in their hands. As you read, think about who is the speaker; why did they write the text; who are they writing to; how the text connects to self, text or the world?

7. Speaker: Whose voice do you hear as you read the text
Speaker: Whose voice do you hear as you read the text? From what point of view is the text written
Speaker

8. The occasion is the general time and place of a piece of writing or
Specific event that caused the author to write this. Sometimes the occasion is stated
or a response to another piece of writing (e.g. a letter to the editor), but other times you may have to make a guess
What is the context? Time and place?  What incident caused this to be created?  What prompted the author to write this piece? How do you know from the text? What event led to its publication or development?  Be certain to discuss and record both the larger occasion, that is, those issues or ideas that must have made the speaker think about the incident, as well as the immediate occasion, whatever made her decide to write about it now.
Occasion

9. Who are the readers to whom this piece is directed
Who are the readers to whom this piece is directed? It may be one person or a specific group.
 Does the speaker specify an audience?
 What assumptions exist in the text about the intended audience?
What is the main idea of the text? Who would be interested in that particular idea?
Audience

10. Audience Who are the readers to whom this piece is directed?
Think about who would have access to the piece of writing, who would be most interested in it, and where the piece of writing can be found. (Is it for the general public? Is it geared toward voters? Is it for women only? Is it for workers in a specific career field?)
Audience

11. Author’s Purpose Why did the author write the text?
What is he/she saying about the topic?
What does he/she want the audience to know? To do?
In what structure was the text written?
How is the author’s tone? Word choice?
Author’s Purpose

12. …describes something from their own experience
Purpose
Explanation
Express and Reflect
The writer…
…describes something from their own experience
…uses that experience to reflect on who they are as a person, how they fit in the world, and/or broader questions about culture, humanity, and the planet
Inform and Explain
…tells the reader about something (or someone) they didn’t know about before, or gives new information about someone (or something) they already know about.
Evaluate and Judge
…”reviews” something (could be a restaurant, song, sports team, Youtube video, brand of cell phone, etc.) the best
…may compare two or more things (“what was goal in the World Cup?” “Who’s a better dancer, Rihanna or Beyonce?”)
Enquire and Explore
…takes on an open-ended question or problem
…explores it and “wrestles with it” during the course of the piece
Analyze and Interpret
…examines a scientific study, piece of data, movie, poem, meme, etc., and analyzes its form and content, thereby revealing interesting things about both the thing under analysis, and the wider world.
Take a stand/
Propose a Solution
…makes an argument about something that matters to him or her.
…may be writing in order to propose a specific solution, or simply to expose a problem.
Purpose: Why did the author (or speaker in non fiction) write this text? What does he want his audience to know or do?

13. What are the general topic, content, and ideas contained in the text
What are the general topic, content, and ideas contained in the text? You should be able to state the subject in a few words or a phrase. How do you know this? How does the author present the subject? Is it introduced immediately or delayed? Is the subject hidden? Is there more than one subject?
Subject

14. Tone The author’s attitude about the subject
What is the attitude of the author? The spoken word can convey the speaker’s attitude, and, thus, help to impart meaning, through tone of voice. With the written work, it is tone that extends meaning beyond the literal. If the author were to read aloud the passage, describe the likely tone of that voice. It is whatever clarifies the author’s attitude toward the subject. What emotional sense pervades the piece? How does the diction point to tone? How do the author’s diction, imagery, language, and sentence structure (syntax) convey his or her feelings?.
The attitude of the author. The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer. 
Tone

15. Non Fictional Text Structure
Non Fictional Text Structure

16. Text Structure

17. Questions to help with connection ?
Text-to-self: What does this remind me of in my life?  What is this similar to in my life?  How is this different from my life?  Has something like this ever happened to me? How does this relate to my life? What were my feelings when I read this?
Text-to-text: What does this remind me of in another book I’ve read?  How is this text similar to other things I’ve read?  How is this different from other books I’ve read? Have I read about something like this before?
Text-to-world: What does this remind me of in the real world? How is this text similar to things that happen in the real world?  How is this different from things that happen in the real world?  How did that part relate to the world around me?
Questions to help with connection ?

19. RACE

20. An inference is something that you think is true based on information that you have. An inference is NOT directly written in the text. To make an inference, we use evidence from the text, and our prior knowledge. Sometimes we have to “read between the lines.” Authors don’t always tell us everything. We need to use textual evidence and prior knowledge to understand the text better.
Inference