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Pride can be defined as: "The trait of being spurred on by a dislike of falling below your standards." The Narrator in "The Scarlet Ibis," a story by James Hurst, is consumed by pride. There are many examples throughout the story of this selfish behavior. The Narrator was embarrassed to have a five year old brother that couldn't walk.His reasons for helping Doodle are only for his benefit. He spent his time teaching Doodle to walk because he wanted it to seem like he had a normal brother.He could not see or comprehend all the effects of his tough work and persistent teachings had on his brother.
The evidence/support would be the fact that they are wearing the shoes, cap, and jersey.
Even though the student did not explicitly state that they play basketball, I could make that inference based on the evidence.
This is a way to practice using vocabulary strategies to determine the meaning of words in a text CCSS. Students need to make one inference about a character per page, so I will give them a few minutes to read the next page and ask for volunteers to share their inferences and textual evidence.
In this step, students can choose to use the evidence that someone else in the class gave or their own.
I am hoping that this concrete example might help those that still struggle.
Check out this video of some of the students' inferencing and the types of evidence they use to support it.I will ask them to create a three column chart that includes the following headings: 1) page number, 2) inference, and 3) textual evidence.I explain to them that today we are going to making inferences about characters in the story, "The Scarlet Ibis." I chose this lesson because the Common Core standards require students to be able to make inferences about a text and cite evidence (CCSS. RL.9-10.1), and this chart is a great way to organize their evidence for discussing later.section of the lesson, I will model for students how to make inferences in the text with the first page of "The Scarlet Ibis" because I want to show them what a well-written inference looks like. Then I'll re-read the page out loud and model for them how I inferred something about the narrator.As part of this model, I will remind students that when they are citing evidence and quoting from the text, they must use quotation marks. I will emphasize this because I want them to be able to cite evidence correctly when they discuss literature and write essays in the future.At this point, based on what I know about my students, I know that there will be some students that will struggle with either the reading of the text or the inferencing, so I spend some time working with them and asking questions that will help them make inferences or find strong evidence.For example, I could use the following example to get them to understand inferencing a bit better: A student is wearing basketball shoes, a basketball cap, and a jersey. We could infer that he/she likes to play basketball.The Narrator's primary motive was to make himself seem normal, not to make his brother feel better about himself.The Narrator's pride resulted in him pushing Doodle to hard.The Narrator made Doodle keep up with him, just as if he was a normal kid.Doodle could not handle all the activities like running and swimming, though, because of his weak heart.