Article Analysis
1. Explain the argument of the article and two supporting facts for the claim. 2. Write a short paragraph explaining whether you agree or disagree with the claim in the article. Use at least two details from the text to explain your answer. Additional Questions for Article Two: 1. Which paragraphs from the section "Program's High Expectations" suggest that the DMC program's approach is unusual? A. paragraphs 1 and 2 B. paragraphs 1 and 4 C. paragraphs 2 and 3 D. paragraphs 2 and 5 2. Which paragraph shows the importance of giving each participant personal attention in the DMC program? A. Boys in DMC have to follow a number of rules that dictate how they behave, dress and carry themselves. Whether the boys are chubby-cheeked 10-year-olds barely topping 4 feet tall or gangly 16-year-olds sporting wispy chin hair, they are required to wear pants firmly belted around their hips and collared shirts that are carefully tucked in. B. Blacks make up about 22 percent of Dallas County’s juvenile population but about 44 percent of those in the county’s juvenile justice system, according to the Juvenile Department. In other words, an unusually large proportion of African-American youth end up in trouble with the law. Experts call this "over-representation." C. Many experts say that these numbers do not necessarily mean that black and Hispanic kids commit more crimes than white kids do. Rather, minority boys may be more likely to be caught and punished for the crimes they commit because they lack the resources many whites have. D. Overall, the program focuses on building character. Sometimes this requires adapting to the needs of each youth. When Love learned that a 17-year-old in the program had recently become a father, he added parenting classes to the barber classes the boy was already taking. 3. Read the claim from the section "Emphasizing Life Lessons." More than simply telling these boys to stay out of trouble, Ashford and his team teach life lessons about accountability, respect, responsibility and empathy. Each selection supports this claim EXCEPT: A. “These men are teaching them how to be men,” she said. B. "He gets the probation officer who really shows him they are concerned about him, care about him." C. “I wish they had it when my nephew got in trouble. There wasn’t anyone to show they cared.” D. Instead, these boys are enrolled in a multi-level program that promotes their personal growth. 4. Read the claim from the section "Biases In The System." ...there are racial biases in how youths are treated in the juvenile justice system. Which sentence provides the strongest evidence for the claim above? A. Many experts say that these numbers do not necessarily mean that black and Hispanic kids commit more crimes than white kids do. B. Rather, minority boys may be more likely to be caught and punished for the crimes they commit because they lack the resources many whites have. C. Experts point to the case of Ethan Couch, a white teenager who killed four people in Tarrant County two years ago while driving drunk. D. It would have been very unlikely for a black teen to receive such a forgiving sentence, the experts say. 5. How does the claim in the news article connect with the theme in Walter Dean Myers book Bad Boy? Explain your answer with one piece of evidence from each text. Quick Write:
Readers should make different types of inferences. 1. recognize the antecedents for pronouns 2. figure out unknown words from context clues 3. understand intonation of characters’ words 4. identify characters’ beliefs, personalities, and motivations 5. understand characters’ relationships to one another 6. provide details about the setting 7. provide explanations for events or ideas presented in the text 8. understand the author’s view of the world 9. relate the text to their own knowledge of the world 10. offer conclusions from facts in the text • They recognize that reading is done for a purpose, to get meaning, and that this involves the reader actively participating.
• They use a variety of comprehension strategies such as predicting, summarizing, questioning and visualizing the text. • They make inferences about the text. • They use prior knowledge about their lives and their world to inform their understanding of a text. • They monitor their understanding of a text, identify what is challenging, and have strategies to improve their understanding. • They evaluate their enjoyment of a text and why it did or did not appeal to them. • They know many vocabulary words and how to use the context, word parts, and roots to help understand new words. • They recognize most words automatically, read fluently, vary their reading rate, and “hear” the text as they read. |
Author"Within every man's thought is a higher thought, - within the character he exhibits today, a higher character." -Emerson. Archives
March 2017
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