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Language Arts Text: The Outsiders Anticipation/Reaction Guide

This document provides an overview and analysis of an assignment asking students to complete an anticipation/reaction guide for the book "The Outsiders". The assignment asks students to mark whether they agree or disagree with several statements about concepts in the book. Students then explain their reasoning for three statements in paragraph form using examples from the text. The document analyzes the language skills required, including using examples from the text to support ideas. It also discusses the developmentally appropriate syntactic rules and how reflecting on initial beliefs after reading can provide greater insight. Suggested modifications include exploring statements in more depth and having students discuss in groups before individual responses.

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57 views2 pages

Language Arts Text: The Outsiders Anticipation/Reaction Guide

This document provides an overview and analysis of an assignment asking students to complete an anticipation/reaction guide for the book "The Outsiders". The assignment asks students to mark whether they agree or disagree with several statements about concepts in the book. Students then explain their reasoning for three statements in paragraph form using examples from the text. The document analyzes the language skills required, including using examples from the text to support ideas. It also discusses the developmentally appropriate syntactic rules and how reflecting on initial beliefs after reading can provide greater insight. Suggested modifications include exploring statements in more depth and having students discuss in groups before individual responses.

Uploaded by

api-392243059
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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Language Arts Text: The Outsiders Anticipation/Reaction Guide

Language function The skill that was required for this text was listed at the top
“use examples from the text to explain and support my
ideas”. This assignment is a three-part assignment. The
student was being graded on their opinions and writing an
explanation about their defense of why they are siding in this
matter. The instruction does not directly tell the students to
pick examples from the text. However, for the last part of
this text, the students are to respond to their beliefs if they
have changed, and indirectly the text instructions would
want the student to pick examples from the book.
Vocabulary and The specific academic language of this text is presented
symbols within the instructions of this specific text. The description of
what a paragraph would look like is presented in the
instructions. A paragraph consists of 4-6 sentences, that
instruction alone has the use of academic language.
Discourse The text itself requires students to mark with a plus or minus
sign on each statement determining if they agreed or
disagreed. Students are then to choose three of the
statements and explain with reasoning as to why they
agreed or disagreed with that statement. Each statement
explanation required a paragraph that consisted of 4-6
sentences. The use of writing in a paragraph allows student
to practice writing in paragraphs. This skill is a skill that
students need to just know how to do when they continue
towards their education.
Syntax The rules involved with this text are developmentally
appropriate for the students. The importance of this text has
students to look at statements or beliefs that students may
have heard upon or strongly feel about and then apply those
statements within the book that they are about to read.
Students may feel strongly about some of these statements
and after reading “The Outsiders”, and looking back and
reflecting on what they agreed or disagreed upon, brings in
a bigger picture for the statements. Students can look at a
statement on dimensionally and having student read and
then reflect, this text allows students to maybe look at the
bigger picture.

Exploratory Question: I believe this text included an


Phase 1: Activating &
exploratory question. The statements that were listed
Connecting
written out as an exploratory statement. Instead of
(BLL Ch. 7)
students agreeing or disagreeing with the statements.
Extending the time to go over and work on each
statement and having students write or explain whether
they agree or disagree and why they have those feeling
towards them.
Quadrant Partners: after students have written their
Phase 2: Monitoring & feeling towards each exploratory question, split them
Checking into quadrants and have students share their ideas and
(BLL Ch. 8) from then on have students discuss what views they
feel about the question.
Concept Maps: Instead of connecting the vocabulary,
Phase 3: Consolidating &
making connections towards each exploratory
Reconnecting
question. As a class collaborate the questions and see
(BLL Ch. 9)
if there are relations towards one another.
I-Search: After students have read “The Outsiders”,
and students have reflected on their statements, have
Phase 4: Extending &
student pick one of the statements that they feel
Reflecting
strongly about and have them research upon the
(BLL Ch. 10)
statement bringing in an outside source that agrees
with their view point.

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