Think-aloud survey: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:Metacognitive Strategies:

1. Think-alouds

2. Thinking on levels

1. Think-alouds

2. Thinking on levels

To Kill a MockingbirdTo Kill a Mockingbird

Reading and Thinking on LevelsReading and Thinking on Levels

Reading Academic StandardsReading Academic Standards

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

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

Essential Questions (KUeD)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: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 . . .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 . . .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

“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: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: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 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: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: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)

“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.

Calpurnia explains why she speaks very differently (dialect) when in the black community than when she is in the Finch household.

Inferences: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:Applied:

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

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

Reading/thinking on 3 levels: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