1. Jan 30th

2. Read Aloud:
Take notes as you listen to “Strange Fruit.”
What is the main idea?
What is the main metaphor?

3. Daily Writing: “Strange Fruit”
After listening to the song, discuss the lyrics with your group.
Finally, figure out the message, mood, and tone of this song. Write a
paragraph critiquing the song.

4. ”The Man Who Was Almost a Man”
Decisions, Decisions: Brainstorm a list of decisions Dave makes.
Evaluation &
Decision Outcome
Explanation
Questions to Consider:
1) Does owning a gun give Dave what he wants?
2) Do you feel sorry for Dave? Why or why not?
3) What might Dave’s life be like in the future?

5. Right There Think and Search
“Think and Search” questions usually require you to
“Right There” questions require you to go back to
think about how ideas or information in the passage
the passage and find the correct information to
relate to each other. You will need to look back at
answer the question. These are sometimes called
the passage, find the information that the question
literal questions because the correct answer can be
refers to, and then think about how the information
found somewhere in the passage. “Right There”
or ideas fit together. “Think and Search” questions
questions sometimes include the words “According
sometimes include the words “The main idea of the
to the passage…” “How many…” “Who is…” “Where
passage…” “What caused…” “Compare/contrast…”
is…” “What is…”
LITERAL QUESTION
ANSWER
INFERENTIAL
RELATIONSHIPS
Author and You On My Own
“Author and You” questions require you to use ideas
“On My Own” questions can be answered using your
and information that is not stated directly in the
background knowledge on a topic. This type of
passage to answer the question. These questions
question does not usually appear on tests of reading
require you to think about what you have read and
comprehension because it does not require you to
formulate your own ideas or opinions. “Author and
refer to the passage. “On My Own” questions
You” questions sometimes include the words “The
sometimes include the words “In your opinion…” “Based
author implies…” “The passage suggests…” “The
on your experience…” “Think about someone/something
speaker’s attitude…”
you know…”
http://web000.greece.k12.ny.us/instruction/ela/6-12/Tools/Qar.pdf

6. LEVELS OF
QUESTIONS
Level One:
Can be answered explicitly by
the facts contained in the text
or by information accessible in
other resources.
Level Two:
Textually implicit, requiring
analysis and interpretation of
specific parts of the text.
Level Three:
Are much more open-ended
and go beyond the text. They
are intended to provoke a
discussion of an abstract idea
or issue.

7. RESEARCH PAPER-THESIS CHECK
1. Can my thesis be supported given the requirements of this assignment? That means the thesis will take
research to support, but will be adequately addressed in 6-10 pages.
2. Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no
one would, or even could, disagree with, it's possible that you are simply providing a summary, rather
than making an argument. For instance, "people should avoid driving under the influence of alcohol,"
would be unlikely to evoke any opposition.
3. Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong
argument. If your thesis contains words like "good" or "successful," see if you could be more specific:
why is something "good"; what specifically makes something "successful"? A strong thesis proves a
point without discussing “everything about …” Instead of music, think "American jazz in the 1930s" and
your argument about it.
4. Does my thesis pass the "So what?" test? If a reader's first response is, "So what?" then you need to
clarify, to forge a relationship, or to connect to a larger issue.
5. Does my thesis pass the "how and why?" test? If a reader's first response is "how?" or "why?" your
thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader
a better take on your position right from the beginning.
http://www.sdst.org/shs/library/thesis.html
http://www.unc.edu/depts/wcweb/handouts/thesis.html

8. With the Hughes thesis statements:
1.check your statement
2. With a partner make comments on everyone else’s
3. Make changes again to your thesis statement

9. Historical Benchmarks & Literary Works
Purpose: Identify possible events/documents from history as well as possible
literary pieces that could be used to support your thesis
Finding Pieces
1. Look in your history textbook for ideas about historical events/documents that
may be pertinent (don’t forget photos, maps, political cartoons, etc).
2. Look in your literature textbook for ideas about shorter literary pieces. Don’t
forget to first think about whether or not your theme fits with literary pieces
we have already read (e.g., Huck Finn, “The Crucible”).
3. Use the links posted on the website for more ideas.