Organizing our Data: Is Jack Lucky or Smart?

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SWBAT organize and make meaning out of textual evidence.

Big Idea

So you think you know Jack? Prove it!

Organizing Data

20 minutes

We will begin class by looking at the information I collected yesterday from  I'll display the student responses on the SmartBoard, and we will discuss some of the individual responses as well as what the majority of the class thinks.  

Next, I'll have students organize their notes from yesterday.  In the previous lesson, we read to find evidence that Jack was either lucky or smart.  Today I'll have them pull the evidence from the story so that it can be evaluated.  I am giving each student a blank piece of paper where they will draw Jack in the middle.  They will label one side "smart" and the other "lucky".  Under the labels, they'll  paraphrase or directly quote the evidence they found.  The purpose of this activity is to take the evidence out of the text so that it can be seen clearly.  This will help students decide what type of person Jack is.  

Here is a student example

Simile Time

10 minutes

Next, I'll have students share the similes they found yesterday in the reading with their table groups.  Students can record any similes that they did not find during the reading.  We will highlight the similes that refer to Jack.  

I'll ask the students to read these specific similes one more time.  Based on the similes only, I'll ask them to describe Jack in a sentence, and share it with their table group.  

Student examples


In hindsight, I did get some really basic statements, so next time I would add some criteria to the sentences.  For example:  Use 3 of the 5 W's in your sentence (who, what, when , where, why), or possibly create a new simile to describe Jack.  

Answering Interpretive Questions

15 minutes

Now I want students to use their textual evidence to answer a few questions about the story.  I have sort of scaffolding the questions, and I am encouraging and asking my gifted students to challenge themselves by answering the more difficult question of....

How is success defined in the story?

My other question is...

Does luck or intelligence have more of an impact on Jack's success?  

If students choose this question, they have tons of data from the previous step that will lead them right into the answer.  If they choose the first question, they will have to make some inferences to get there.  

I'll ask the students to use the RACE method to answer the question and cite textual evidence.  I'll use this answer as a way to assess student understanding of Jack as a character and develop my teams for his trial.  Students who feel that Jack is smart are more likely to be on his side.  Students think that he is lucky generally don't respect him as much.  



Using RACE