Textual Analysis Lesson: Boys vs. Girls: It’s Not Just in Your Head
Bridge to Terabithia | 810L
- Learning Goal
- Use the Textual Analysis process to answer comprehension questions about a text.
- Approximately 1 Day (25 minutes)
- Necessary Materials
- Provided: “Boys vs. Girls: It’s Not Just In Your Head” Reading Passage (Student Packet, page 20), “Boys vs. Girls: It’s Not Just In Your Head” Textual Analysis Questions (Student Packet, page 21)
Before the Lesson:Read Chapters 7-9; Complete Student Packet Worksheets for Chapters 7-9
Activation and MotivationGive each student two sticky notes. Instruct students to write one word on each note that they associate with being a boy and a girl. Next, ask students to come up to the board and stick the “girl words” on one side and the “boy words” on the other side. Have students notice the words used to describe each sex and how they differ. Explain that people have expectations about what it means to be a boy or girl.
Explain that in Bridge to Terabithia, Jess and Leslie also encounter gender expectations, either in school or at home. However, both Jess and Leslie possess characteristics that go against many gender expectations. Ask: "Which of the words on the board describe Jess? Which words describe Leslie?"
We will read the Reading Passage, “Boys vs. Girls: It’s Not Just In Your Head” to learn about gender roles and how they impact the lives of boys and girls. Instruct students to carefully follow the steps for Textual Analysis to read the passage and answer the questions that follow. Be sure to have students discuss and prove their answers after they are done.
Before Reading1. Read the passage title, introduction, and any captions.
2. Look at any pictures or photographs.
3. Read the first two sentences only.
4. Stop! Brainstorm what you think the text is going to be mostly about.
5. Read and label the Textual Analysis questions with the Concepts of Comprehension. Do not read the answer choices. Spend only a few seconds labeling each question with the appropriate Concepts of Comprehension.
During Reading1. Read the whole section of text that was assigned.
2. As you read, underline or highlight any information that may help you answer the questions.
3. Have students answer questions independently.
4. Use the process of elimination for any questions for which you are not positive of the answer.
After Reading1. Prove all of your answers by underlining or copying evidence from the text.
2. Go back and check your work. Do your answers make sense? Can you prove each answer?
3. Share your answers with the group. Use text evidence to explain why you think an answer is correct.
Guidance for Questions 5 and 6:
- For Question #5, students should be given an opportunity to explain their interpretation of this sentence. Encourage students to draw on personal experiences to support their thinking.
- For Question #6, before beginning any discussions, students should have a collective understanding of the author’s opinion. Extend the discussion by asking students to support their position with either evidence from the text or personal experiences.
Build Student Vocabulary associated
|Tier 2 Word: associated|
|Contextualize the word as it is used in the story||“A gender role is a set of ideas or behaviors associated with being male or female.”|
|Explain the meaning student-friendly definition)||When something is associated, it is connected to something else. When the author of the passage said that a gender role is a set of behaviors associated with being male or female, the author meant that the behaviors are connected to being male or female. For example, playing with dolls is a behavior associated with being a young female.|
|Students repeat the word||Say the word associated with me: associated.|
|Teacher gives examples of the word in other contexts||I associate drinking hot chocolate with winter. I associate autumn with the start of a new school year.|
|Students provide examples||What do you associate with summertime? Start by saying, “I associate summertime with __________________________.”|
|Students repeat the word again.||What word are we talking about? associated|
Texts & Materials
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