Transcript Unit III Sucker

Unit III—Sucker by Carson McCullers

Describe a time when you wanted the attention
of someone who didn’t even notice you. How
did that make you feel? How did you
respond? You must use details in your
response.



Listen as the text is read aloud, marking places
where you have questions.
Use a question mark (?) to denote your
questions. Remember to mark unfamiliar
vocabulary words. Write your questions in the
margins or on a separate sheet of paper!
Use an exclamation point (!) to denote
important passages.




All questions will be recorded on the board.
Identify any vocabulary questions.
In small groups, label questions according to
type.
Take notes and record the answers.






If the question has…
One correct answer that comes from the text it is a
FACTUAL question.
One reasonable answer that comes from sources
outside the text such as encyclopedias it is a
BACKGROUND question.
EVALUATIVE QUESTIONS go beyond the text and
call for the reader’s personal opinions.
Reasonable answers based on imagination or
guessing it is a SPECULATIVE question.
Two (or more) reasonable answers supported by
evidence from the text it is an INTERPRETIVE
question.

Question—

Answer #1--

Evidence:
Evidence:
Source of your answer?
Type of Question?
Factual
Background
Speculative
Evaluative
Interpretive
Source of your answer?







Answer #2—


Now, choose two questions (INTERPRETIVE)
that continue to puzzle or intrigue you and
record them.
These should be questions you are interested in
pursuing when we read the text again.




Share questions according to type. Record
questions and answers as we list them on the
board. Notes will be assessed.
Record two interpretive questions you would
like to answer in Stages 3 and 4. Turn these into
the teacher!
Vocabulary—Determine word meaning using
context and outside sources.
Write definitions of words in your notes. Use
the words in a sentence.

Choose an interpretive question from the list of
questions generated by the class. Keep the
interpretive question on a page by itself so you
can answer it later after our discussion.

Choose an interpretive question from the list of
questions generated by the class. Keep the
interpretive question on a page by itself so you
can answer it later after our discussion.



Reread the selection and mark passages using
the following prompt:
Mark passages with an R when Pete regrets his
actions.
Mark passages with a P when Pete is proud of
his actions.






You will explore the text’s meaning by
discussion an interpretive question.
You will support your ideas with evidence
from the text.
You will be an attentive and active listener.
You will refer to classmates by name.
You will expect the teacher to ask questions
and not provide answers.
You will use a variety of details to support
your ideas.





What happened that gave you that idea?
What part of the story supports your idea?
What do you think about____________?
Are you agreeing with Sam’s answer?
So how does your idea fit with Jasmine’s
answer?

Interpretive Question: Why does Sucker begin
to act “hard and tough” after Pete blows up at
him?

Why doesn’t Pete want to “straighten it
out”with Sucker?




Idea—Generating and clarifying ideas about a
selection’s meaning
Evidence—Supporting and checking ideas,
based on what is in the text
Response—Listening to and considering the
ideas of others
These are the skills that will be assessed in each
unit!






After the discussion, enrich your answer based on the
evidence that was presented during the conversation.
Your answer should have the following elements:
Introductory paragraph containing a thesis/main idea
Body paragraph containing a minimum of three quotes
from the story that support your thesis/main idea.
In addition, each quote should be explained. Tell the
reader the specific way the quote supports your main
idea/thesis.
Concluding paragraph that answers the question, what
has been learned in this essay?


Students will write an interpretive essay using
details from the text to support their answers.
Students will use handouts from unit 2 to take
the essay through the writing process.
Students will have a vocabulary test.





Record ALL work in planner.
Have planner signed.
Answer focus question in a minimum of
7 sentences using a minimum of two
details (page numbers too) from the text.
Read 10 pages in SSR book.
Sunday night. Re read story and
annotations. Prepare for Monday’s
discussion!

How did Pete make a fool of himself in front of
Maybelle? Page 18 He over pursues her!





What are knickers? Type of pants
What does loafing? “I hang around doing
nothing with the fellows who loaf there…” (22)
What is a yellow roadster..sports car
Bureau-writing desk
Who lets a 12 year old buy cigs?







Why doesn’t Pete treat Sucker like a brother?
Why did Pete chase after Maybelle all of the
time?
What was it that happened between Maybelle
and Pete? Speculative
Why doesn’t Pete just apologize to Sucker?
Why does Sucker hang around Pete all of the
time?
Why doesn’t Pete confide in Sucker?
Does Pete see Sucker’s perspective?






Why was Pete so obsessed with Maybelle?
Why was Pete so mean to Sucker?
Why does Pete think if Sucker could, he
would kill him? (Page 23) (Speculative as
well)
Why is Sucker so gullible? (Speculative)
If Pete is so mean to Sucker, why does
Sucker look up to Pete?
Why does Pete relieve stress related to his
love live on Sucker?


Summarize the two articles I handed out.
Write a summary of EACH article using
exactly 7 sentences. Number your
sentences. Type your work. Due Friday!
Revise your answer to “Why does Sucker
begin to act hard and tough after Pete blows
up at him?” after our discussion today.
Add a minimum of four quotes. You must
have an introduction, two body paragraphs
and a conclusion! Typed!


Sucker became hard and tough because he had
a “reality check” and found out that he and
Pete were not close brothers. Describe using
vivid language exactly what you mean by
“close” brothers. Page 20 first paragraph.
“Why aren’t we buddies like we were
before…”
Sucker realizes that Pete only felt sorry for him.
Sucker craves love from family because his
own parents were dead. This doesn’t happen
and when Pete flips out, Sucker is
disappointed. This disappointment causes
Sucker to become hardened.

Sucker realized that his name was given to
him because he was always fooled by Pete
and his pranks. After Pete’s blow up,
Sucker’s face changed. “Slowly that blank
look went away and he closed his mouth.
His eyes got narrow and his fists shut”
(20). At this moment, Sucker no longer
trusts that Pete loves and care for him. At
this moment, Sucker understands he was
taken advantage of. The communication
between the two brothers is destroyed.
Sucker loses his vulnerability and
becomes hard and tough because
he loses the most important
connection in his life.
 TS—Sucker’s parents died and he
seeks Pete’s approval and Pete
never gives it to him.
 TS--No communication between
Pete and Sucker.


Sucker confided his feelings of loneliness
to Pete. He had “saved up things to tell
him for a long time” (16). After Pete blows
up at Sucker, his “eyes got narrow and his
fists shut. It was like every second he was
getting older” (21). Sucker is betrayed by
Pete and realizes he is not wanted despite
revealing his deepest feelings to Pete. He
begins to act hard and tough because he
shared his weaknesses with Pete. He
hardens so no one can hurt him again.



Type in 12 Point Font
Times New Roman Font.
Double Space the text!



What are the interpretive questions you chose
from the discussion?
Skill—”I can make inferences and use relevant
details to support my ideas when writing.”
Reflect on this skill and describe your strengths
and weaknesses during this unit.
Skill—”I can create questions and categorize
them according to type.” Reflect on this skill
and describe your strengths and weaknesses
during this unit.


Skill—”I can make a verbal statement during
discussion and support my ideas with relevant
quotes from the text.” Reflect on this skill and
describe your strengths and weaknesses.
Skill—”I can keep my units organized and see
the progression of my understanding.” Look at
the materials you have compiled. Describe the
progression of your understanding. What did
you believe at the beginning of the unit? Did
your beliefs change or deepen by the end of the
unit? Explain in detail.




Has more than one possible answer that can be
supported by details from the story.
Answers can be found in the text.
Your answer can progress over time because
the question is the key to your understanding
of the story. (central message of the story—
theme, moral, motivation)
Juicy—The question is compelling and makes
the reader want to answer it!!!








Scoring Guide with your comments and scores
Pre-reading question
Annotated story
Question types in five columns
Discussion Notes
Answer to FQ prior to discussion
Typed answer to FQ after discussion
Self Assessment







Read 10 pages in SSR book
Read Gaston and annotate the story:
Use an “!” point to denote important passages
Use a “?” to denote confusing passages
Mark and define all unfamiliar vocabulary
Create a focus Question for this story.
Answer the focus question in a minimum of
five typed sentences.





Who has the most wisdom in the story?
Why didn’t John Byro ask for the horse when
he met the boys on the road?
Which character has the most power in the
story?
Why did Sucker become hard and tough after
Pete blew up at him?
Why did the mother change her attitude
toward the old man with the apples?
DO
SSR NOW