SPED Push In Exemplar Toolkit

Show-Call Candidates (Project Under Document Camera)

Pristine Exemplar

Student 5 • Item #4: Explains that tests cause mental fatigue while sports cause physical fatigue, citing depletion of energy.

Strategic Trap / Error

Student 6 • Item #4: Answered "sports" because "you run around", omitting definition of fatiguing. Great teachable moment!

Immediate 3-Min Huddle Trigger: 2+ Missed

Scholars: Student 4 & Student 6 • Focus Item: Q4 & Q2

Reteach Move: Contrast benign (kind/harmless) vs. hostile; re-anchor "fatigue" = extreme exhaustion, whether brain or muscle.

Table Intervention Complete in 2:45

Daily Warm-Up & Aggressive Monitoring Protocol • Active Classroom Circulation Page 1 of 2 • Monitoring Clipboard Tracker

ITEM SPECS & CIRCULATION CUES • AGGRESSIVE MONITORING

Daily Misconception Alerts & Intervention Prompts

Targeted Push-In Cues

1 Standard: L.7.4.a (Context) Key: Perplex

Exemplar Solution: Dahiem felt bewildered and could not solve for X, which means he was completely confused and puzzled (perplexed).

Anticipated Trap: Picking "collude" because they see "algebra test" and assume cheating or working together.

Lap 1 Whisper Prompt: "Circle the word 'bewildered'. Does bewildered mean teamwork or confused?"

2 Standard: L.7.4.a (Context) Key: Benign

Exemplar Solution: Ms. Dillane's warm demeanor makes students feel "safe and protected", proving her character is gentle and benign.

Anticipated Trap: Associating "benign" only with medical terms (not cancerous) rather than kind/harmless personality.

Lap 1 Whisper Prompt: "If someone makes timid students feel safe, are they threatening or gentle?"

3 Standard: L.7.4.a (Context) Key: Collude

Exemplar Solution: Friends "crafted a plan to sneak into his lunchbox and divide", conspiring together secretly to take what is not theirs.

Anticipated Trap: Confusing positive collaboration (sharing) with secretive, deceitful collusion (stealing).

Lap 2 Whisper Prompt: "Are they asking permission, or crafting a secret plot behind Justin's back?"

4 Standard: L.7.5.c (Nuance) Key: Fatiguing Decision

Exemplar Solution: Student must define fatigue as draining exhaustion and justify why mental or physical demands drain stamina.

Anticipated Trap: Naming an option in one word ("Athletic") without explaining why it is fatiguing.

Lap 2 Whisper Prompt: "Your answer must prove you know what fatiguing means. Add: 'because it drains...'"

5 Standard: L.7.5.c (Nuance) Key: Avarice & Collusion

Exemplar Solution: An avaricious (greedy) person colludes in schemes to steal wealth, swindle business partners, or hoard resources (like pearl buyers).

Anticipated Trap: Forgetting the definition of avarice; writing about being tired rather than greedy.

Lap 3 Whisper Prompt: "Remember Kino in The Pearl: what is an avaricious person obsessed with obtaining?"

6 Standard: L.7.1 (Grammar & Syntax) Key: Complete Sentences

Exemplar Solution: Both Decision items written in complete sentences containing subject, predicate, and precise vocabulary.

Anticipated Trap: Fragmented clauses starting with "Because..." without an independent clause.

Lap 3 Whisper Prompt: "Read your sentence aloud to me. Where is the subject? Who is doing the action?"

Post-Assessment Debrief Protocol (5-Minute Reteach Loop) Whole-Group Turn & Talk / Stamp

Step 1: Stamp Core Rule

"Scholars, when answering scenario questions, underline the target clue in the prompt and ask: Does this describe a feeling, an action, or a motive?"

Step 2: Contrast Trap vs. Correct

Project Student 6 vs. Student 5 on Q4. "Student 6 named an activity; Student 5 proved WHY it exhausts our stamina. Notice the difference in rigor!"

Step 3: Setup Next Day / Preview

"These three words—collude, avaricious, and benign—are the exact vocabulary Steinbeck uses to describe the pearl buyers in today's reading!"

Daily Warm-Up & Aggressive Monitoring Protocol • Item Level Internalization Page 2 of 2 • Misconception Alerts & Intervention Prompts

Assessment Standards & Common Error Patterns Anticipated Misconceptions for Rapid In-Lap Diagnosis

Standard 1: RL.7.2 (Central Idea / Q1) Key: A

Error Pattern / Trap: Selecting C (pervasive filming). Trapped by real-world personal experience rather than author's core thesis on fabrication and negative behaviors.

Standard 2: RL.7.4.a (Figurative Lang / Q6) Key: C

Error Pattern / Trap: Selecting A (visualize show experience). Trapped by literal simile words rather than author's intent to highlight severe social disgust/stigma.

Standard 3: RL.7.5 (Author's Structure / Q7) Key: D

Error Pattern / Trap: Selecting C (refute first 12 paragraphs). Conflating acknowledging a counter-view with completely overturning the author's primary claim.

Standard 4: W.7.2 (T-Chart & Thesis / Q11-12) Key: Dual-Author Thesis

Error Pattern / Trap: Writing one-sided summary ("Both authors talk about TV") without synthesizing the tension between Modery's caution and Leopold's defense.

Assessment Gap Reflection & Reteach Plan Delivery: Small Group Pull

Core Gap Identified: Q6 (RL.7.4.a) & Q7 (RL.7.5) yielded 4/8 and 5/8 mastery. Scholars struggled to identify why an author introduces a counterargument at the end of an argumentative essay.

Strategic Scaffolds: 1) Easel anchor: "Why Authors Include Counterarguments (To strengthen credibility, not surrender)". 2) Color-coded paragraph function cards (Claim vs. Concession vs. Rebuttal).

Target Students for Tomorrow Pull-Out: Student 6 & Student 4 (Intensive 10-min passage re-annotation on paragraphs 13–16).

End-of-Assessment Triage

Mastery (≥80% / 10–12): 5 / 8 scholars (62.5%)

Near Mastery (60–75% / 7–9): 2 / 8 scholars (25.0%)

Remediation (<60% / ≤6): 1 / 8 scholars (12.5%)

Most Missed Item: Q6 (Figurative Lang - 50%)

Tomorrow Reteach: Std: RL.7.5 & RL.7.4.a

Assessment Aggressive Monitoring Protocol • Real-Time Standards Tracking 8-Student Live Cohort Protocol • Uncommon / Relay GSE Aligned • Page 1 of 1

4. CREATE ANY RESOURCES STUDENTS WILL NEED TO ACCESS CONTENT Access Accommodations Checklist

R&W Handbook Formulas / guides

Ratio Tool Reference Guide (Tape, Table, Triple Line).

Graphic Organizer Sentence starters

Bracketed 3-Column Ratio Table with bold Total row.

Manipulatives Tools / easel aids

Magnetic tape bars & table-top whiteboard easel.

Chunked Format Pacing cue cards

Color-banded problem sets separating Task 1 from IP.

5. Heart of the Lesson (HOTL): Facilitation & CFUs

Mode: Model (I Do) GP (We Do) EASEL READY

KEYS TO SUCCESS (STUDENT-FACING STEP-BY-STEP METHOD) Anchor chart on easel

1. Identify Quantities & Labels: Write the part-to-part ratio with units (15 kids : 2 chaperones).
2. Find the Total Parts per Batch: Add the parts together to find 1 whole batch (\(15 + 2 = 17\)).
3. Calculate Value of 1 Part: Divide the total given amount by total parts (\(85 \div 17 = 5\)).

GUIDING QUESTIONS ("WE DO")

Q1: "Does 85 represent just the kids, or the kids AND chaperones together?"

Q2: "Why can't we do \(85 \div 15\)? What does that single number ignore?"

STAMP & CFU (KEY RULE)

CFU: Write addition sentence for total parts on whiteboards: \(15 + 2 = 17\).

Stamp: When given a total amount, add the parts to find total units before dividing.

Daily Routine: Co-Teacher Sync ✓ | Answer Key ✓ | Modified Packet ✓ Page 1 of 4 • Context, Co-Teacher Sync, Accommodations & HOTL

6. MOMENT OF PRODUCTIVE STRUGGLE #1 (MPS 1)

FIRST STARRED INDEPENDENT PRACTICE QUESTION • CORE FLUENCY CHECKPOINT

Problem / Item #: Task 1 (Classwork pp. 6–7)

FULL 6 LAPS

IDENTIFY 2–3 POTENTIAL ERRORS & BREAK IT DOWN (BID) PROMPTS TO RESPOND Fast Table Scaffolding

Plan a Mini-RTD for Most Likely Error (Easel Script)

Step 1 (Stop): "Table 1, pencils down, eyes on easel. Look at the total: 85 tickets."

Step 2 (Bracket): Draw tape: 15 blue boxes (kids) + 2 orange boxes (chaperones). Bracket all 17 boxes = 85.

Step 3 (Divide & Fill): "\(85 \div 17 = 5\). Write 5 in every box! Kids = \(15 \times 5 = 75\); Chaperones = \(2 \times 5 = 10\)!"

Script a Stamp (MPS 1 Takeaway)

"Total parts = Part A + Part B. To find the value of one part, divide Total Amount by Total Parts, then multiply by each individual part."

Scholars copy onto Reference Card

NAME YOUR AM LAPS 1 – 6 (SPECIFIC LOOK-FORS FOR EACH LAP) Aggressive Monitoring Progression

Lap 1 Focus Model drawn (tape/table); ratio 15:2 identified; 85 labeled.

Lap 2 Focus Check for 17 total parts (\(15 + 2 = 17\)). Flag \(85 \div 15\) instantly.

Lap 3 Focus Division executed: \(85 \div 17 = 5\) written in diagram or table.

Lap 4 Focus Multiplication: \(15 \times 5 = 75\) kids, \(2 \times 5 = 10\) adults.

Lap 5 Focus Labels clear: "75 student tickets", "10 chaperone tickets".

Lap 6 Focus Verification: \(75 + 10 = 85\) checked and boxed.

REAL-TIME ICR STUDENT DATA TRACKER (6 LAPS) Record Live Checkpoints • ✓ Mastered | • Prompted | + Fixed | X Error

Push-In Move: If 2+ students make the same error on Lap 2, pause small group and execute Mini-RTD. Non-Negotiable

ICR Circulation Protocol • Immediate Feedback Loop Page 2 of 4 • MPS 1 Error Analysis & 6-Lap Tracking

7. MOMENT OF PRODUCTIVE STRUGGLE #2 (MPS 2)

SECOND STARRED INDEPENDENT PRACTICE QUESTION • RIGOR & TRANSFER CHECKPOINT

Problem / Item #: Problem 2 (Moving Boxes)

FULL 6 LAPS

IDENTIFY 2–3 POTENTIAL ERRORS & BREAK IT DOWN (BID) PROMPTS TO RESPOND Transfer & Multi-Step Scaffolding

Plan a Mini-RTD for Most Likely Error (Easel Script)

Step 1 (Combine): "Table 1, when two people work simultaneously, we ADD their rates! \(4 + 5 = 9\text{ boxes per half-hour}\)."

Step 2 (Divide): "\(72 \text{ boxes} \div 9 \text{ boxes per batch} = 8 \text{ intervals}\)."

Step 3 (Convert): "Each interval is a HALF-hour. \(8 \times \frac{1}{2} = 4 \text{ full hours total}\)!"

Script a Stamp (MPS 2 Takeaway)

"When two workers work simultaneously, add their individual rates to find their combined rate, then convert time units carefully."

Key Rule for Rate Application

NAME YOUR AM LAPS 1 – 6 (SPECIFIC LOOK-FORS FOR EACH LAP) Aggressive Monitoring Progression

Lap 1 Focus Individual rates written: Andre 4/half-hr, Han 5/half-hr.

Lap 2 Focus Rates added: \(4 + 5 = 9\) boxes per half-hour identified.

Lap 3 Focus Calculation: \(72 \div 9 = 8\) half-hour intervals found.

Lap 4 Focus Converts 8 half-hours into 4 full hours (or notes half-hours).

Lap 5 Focus Shows complete table or equation chain with units.

Lap 6 Focus Moves directly to Problem 3 (Paint mixture ratios).

REAL-TIME ICR STUDENT DATA TRACKER (6 LAPS) Record Live Checkpoints • Live Push-In Scaffolding Records

Push-In Priority: Prepare visual manipulatives or reference sheets for students encountering transfer errors. Keep fast pacing. 87.5% Mastery Target

ICR Circulation Protocol • Multi-Step Rate Synthesis Page 3 of 4 • MPS 2 Error Analysis & 6-Lap Tracking

8. EXIT TICKET & ASSESSMENT TRACKER

BACKWARDS PLANNING CORE • MANDATORY IN-CLASS ASSESSMENT COLLECTION TOOL

MANDATORY NON-NEGOTIABLE

EXIT TICKET AGGRESSIVE MONITORING FOCUS & STAMP Immediate Live Scans

EXIT TICKET AM LAP 1 (INITIAL SETUP / STRATEGY)

1 person needs \(6 + 4 = 10\text{ oz}\) ingredients. Computes \(130 \div 10 = 13\text{ people}\).

EXIT TICKET AM LAP 2 (CALCULATION / EVIDENCE)

Dough = \(6 \times 13 = 78\text{ oz}\); Sauce = \(4 \times 13 = 52\text{ oz}\). Verifies \(78 + 52 = 130\text{ oz}\).

CONCEPTUAL STAMP / KEY RULE

Total ingredients per person = sum of parts. Divide total party ounces by 10 to find total people.

ICR STUDENT ASSESSMENT DATA COLLECTION TOOL Fill during collection / grading • Live Mastered vs. Gap Tally

Cohort Performance: 5 High (62.5%) | 2 Med (25%) | 1 Low (12.5%) Cohort Average: 83.3% • Mastery Target Met (≥80%)

NEXT-DAY PUSH-IN PRIORITY & STRATEGY Informed by Exit Ticket Data

Priority Standard / Gap to Target:

6.RP.A.3.c: Connecting part-to-total ratio decomposition to percent as a rate per 100. Ensure scholars immediately anchor total percentage to 100 before scaling.

Planned Grouping / Push-In Delivery:

Pull Student 6 and Student 3 to push-in table for guided Do Now review (5 mins). Use magnetic 10-frame visual manipulatives to solidify the part-to-total addition step.

Data Cycle Complete: Use this Exit Ticket data to fuel Tomorrow's Page 1 Reflection. Closed Data Loop

ICR Assessment Mastery Protocol Page 4 of 4 • Exit Ticket & Assessment Tracker

Part 2: Moment of Productive Struggle #1 • Textual Ambiguity (pp. 86–87) Classwork Questions 1–3

Question 1: Literal vs. Figurative Burden (RL.7.1) Short Constructed Response

Prompt: What do Kino and Juana literally and figuratively carry as they walk back into La Paz side by side?

Level 4 Exemplar Response: Literally, Kino carries the stolen rifle and Juana carries the limp, bloody bundle containing Coyotito's corpse. Figuratively, they carry the crushing burden of irreversible grief, guilt, and the devastating consequences of Kino's obsession with the pearl. Walking side by side rather than single file symbolizes that their traditional marital roles and dreams have been shattered by grief.

Question 2: Who Fired the Fatal Shot? (RL.7.1, RL.7.6) CORRECT KEY: C

Prompt: Based on Steinbeck's description on page 87 (lines 14–22), who fired the fatal shot that struck Coyotito?

Correct Option C Analysis: Steinbeck writes that the tracker raised his rifle at the dark cave at the exact millisecond Kino leaped like an enraged cat, firing wildly in the dark. The text never explicitly confirms which gun's bullet struck the baby, creating deliberate narrative ambiguity.

Distractor Trap (Option A): "The tracker definitively shot him." Scholars pick this because the tracker raised his rifle, failing to notice Kino's simultaneous chaotic gunfire.

Question 3: Authorial Purpose of Ambiguity (RL.7.6) Extended Analytical Response

Prompt: Why does Steinbeck intentionally obscure who fired the fatal bullet rather than clearly identifying the killer?

Level 4 Exemplar Response: Steinbeck conceals whose bullet struck Coyotito to establish that both external oppression (the greedy trackers) and internal corruption (Kino's violent obsession with the pearl) share equal moral culpability. If the tracker fired, it is murder; if Kino fired, it is tragic self-destruction caused by his own frenzy. By refusing to clarify, Steinbeck forces the reader to realize that avarice inevitably kills the innocent, making Kino spiritually responsible regardless of whose hand pulled the trigger.

The Pearl • Unit 1 Lesson 16R • Push-In Master Key • Page 1 of 2 Aggressive Monitoring Look-Fors • Do Now & MPS 1

Master Answer Key Thematic Synthesis & Exit Ticket

The Pearl • Thematic Resolution & Evaluation

Classwork pp. 8–9 & Exit Ticket

Part 3: Moment of Productive Struggle #2 • Thematic Synthesis Classwork Questions 4 & 5

Question 4: Tracking Imagery Shift (RL.7.4.a, RL.7.1) Contrastive Text Analysis

Prompt: Contrast the description of the pearl on page 89 with its description in Chapter 2. What does this reveal about Kino's perception?

Chapter 2 (Original Vision)

The pearl is described as "the great pearl of the world", radiant, luminous, and glowing with divine promise of education, marriage, and freedom.

Chapter 6 (Page 89 Resolution)

The pearl is "gray and ulcerous" and a "malignant growth." Its surface no longer reflects dreams, but the murdered man in the brush and Coyotito's shot head.

Core Insight: The physical pearl did not change; rather, the veil of Kino's greed has been stripped away. He now sees the object as a diseased cancer (malignant) that brought spiritual destruction.

Question 5: Did Kino Change or Was He Defeated? (RL.7.3, RL.7.2) NEZZ Argumentation Model

Prompt: Evaluate whether Kino undergoes genuine moral growth or whether he returns to La Paz a fundamentally ruined and defeated man.

Two-Sided Synthesis Framework (Required for Score of 4/4):

[Notice / Stance]: While Kino demonstrates moral repentance by discarding the cursed pearl, his journey ends in total personal ruin rather than heroic redemption.

[Evidence & Zoom-In]: On page 89, Steinbeck notes that Kino flings the pearl "with all his might" into the green depths, showing an absolute repudiation of material greed. However, as he walks into town, he is described as "dangerous as a rising storm," carrying a rifle, detached from human community.

[Zoom-Out / Thematic Takeaway]: Discarding the pearl cannot resurrect Coyotito, rebuild his burned home, or restore his lost innocence. Thus, Steinbeck illustrates that recognizing evil too late cannot reverse the catastrophic toll of avarice.

Part 4: Exit Ticket Model & 4-Point Analytic Rubric Backwards-Planning Benchmark

Exit Ticket Prompt (RL.7.2, W.7.2): Target: 4-6 Sentences

"How does the tragic ending of The Pearl reinforce Steinbeck's central theme regarding the pursuit of immense wealth? Cite at least one piece of textual evidence from pages 88–90 in your response."

Level 4 Pristine Student Response:

Steinbeck's tragic conclusion reinforces that the relentless pursuit of material wealth inevitably destroys human innocence, connections, and values. When Kino initially discovered the pearl, he viewed it as a beacon of security and education for his son. However, by the novel's resolution, the pearl has transformed into a "gray, ulcerous... malignant growth" (p. 89) that costs Coyotito his life. When Kino throws the pearl back into the ocean, his gesture proves that material riches obtained at the expense of one's humanity are worthless. Ultimately, Steinbeck warns readers that unchecked ambition and avarice blind individuals to what is truly irreplaceable.

Score 4 (Advanced)

Clear thematic claim, exact quote embedded, precise diction zoom-in ("malignant"), and universal theme zoom-out. Complete syntax.

Score 3 (Proficient)

Accurate theme statement and quote from pp. 88-90, but analysis is largely plot summary without deep diction zoom-in.

Score 2 (Approaching)

Vague claim ("wealth is bad"); paraphrase instead of direct quote; lacks connection between Coyotito's death and theme.

Score 1 (Remediation)

Literal retelling only ("He threw pearl away"); incomplete sentence fragment; misses thematic meaning entirely.

The Pearl • Unit 1 Lesson 16R • Push-In Master Key • Page 2 of 2 Post-Lesson Debrief & Assessment Benchmark • Uncommon / Relay Aligned

6th Grade Math • Unit 2 Lesson 14 • Push-In Master Key • Page 1 of 2 Part-to-Total Decomposition • Multi-Representation Modeling Guide

Master Answer Key Independent Practice & Exit Ticket

Combined Rates & Multi-Step Ratios

Classwork pp. 7–8 & Exit Ticket

Independent Practice Problem 2: Moving Boxes (MPS 2 • Combined Rates) Rate Synthesis & Time Conversion

Problem Statement: Andre moves 4 boxes every \(\frac{1}{2}\) hour. Han moves 5 boxes every \(\frac{1}{2}\) hour. Working together simultaneously, how long will it take them to move 72 boxes?

Step 1: Combine Rates

Since they work at the same time, sum their outputs per interval:

\(4 + 5 = \mathbf{9\text{ boxes per }\frac{1}{2}\text{ hr}}\)

Step 2: Find Intervals

Divide total boxes by the combined batch rate:

\(72 \div 9 = \mathbf{8\text{ intervals}}\)

Step 3: Convert Time Unit

Multiply intervals by \(\frac{1}{2}\) hour to find total hours:

\(8 \times \frac{1}{2}\text{ hr} = \mathbf{4\text{ hours total}}\)

Alternative Hourly Rate Method: Andre moves 8 boxes/hr; Han moves 10 boxes/hr. Combined rate = \(8 + 10 = 18\text{ boxes/hr}\). Total time = \(72 \div 18 = \mathbf{4\text{ hours}}\).

Trap: 8 Hours (Omitted ½ hr)

Problem 3: Perfect Teal Paint (3-Quantity Part-to-Total Mixture) Extension Application

Problem Statement: An artist mixes 3 parts blue, 2 parts green, and 1 part yellow to make "Perfect Teal". She needs 48 fluid ounces of paint in total. How many ounces of each color are needed?

Total Parts: \(3 + 2 + 1 = \mathbf{6\text{ parts}}\)

Value of 1 Part: \(48 \div 6 = \mathbf{8\text{ oz per part}}\)

Color Breakdown: Blue: \(3 \times 8 = \mathbf{24\text{ oz}}\)
Green: \(2 \times 8 = \mathbf{16\text{ oz}}\)
Yellow: \(1 \times 8 = \mathbf{8\text{ oz}}\)

Verification: \(24 + 16 + 8 = \mathbf{48\text{ oz}}\) • Accurate & Balanced \(\checkmark\)

Exit Ticket: Pizza Party Ingredients (Mandatory Summative Item) Standard 6.RP.A.3 Benchmark

Exit Ticket Prompt: 3 Points Total

"A recipe for personal mini-pizzas uses a ratio of 6 ounces of dough to 4 ounces of sauce per pizza. For the class party, the teacher purchased 130 ounces of ingredients total. How many mini-pizzas can the class prepare, and how many ounces of dough and sauce will be used?"

Exemplar Student Solution & Work Shown:

Part A: Total Per Pizza

Add parts for 1 pizza:

\(6\text{ oz} + 4\text{ oz} = \mathbf{10\text{ oz total per pizza}}\)

Part B: Number of Pizzas

Divide total party ounces:

\(130 \div 10 = \mathbf{13\text{ personal pizzas}}\)

Part C: Quantity Scaling

Multiply by 13 pizzas:

Dough: \(13 \times 6 = \mathbf{78\text{ oz}}\)
Sauce: \(13 \times 4 = \mathbf{52\text{ oz}}\)

Final Check Sum: \(78\text{ oz (dough)} + 52\text{ oz (sauce)} = 130\text{ oz total ingredients} \checkmark\) Clear units attached to all final numerical answers

3 Points (Mastery)

Correctly sums parts (\(6+4=10\)), identifies 13 pizzas, and computes 78 oz dough and 52 oz sauce with units and proof.

2 Points (Partial Mastery)

Identifies 10 oz total and 13 pizzas, but commits minor arithmetic error on \(13 \times 6\) or \(13 \times 4\) (e.g. Student 3: 74 oz).

1 Point (Remediation)

Directly divides \(130 \div 6 = 21.6\) or \(130 \div 4 = 32.5\), completely missing the part-to-total decomposition rule.

6th Grade Math • Unit 2 Lesson 14 • Push-In Master Key • Page 2 of 2 Post-Assessment Rubric & Combined Rate Analysis • Uncommon / Relay Aligned

4 (End of Novel) Why does Kino throw the pearl back into the sea? Character Transformation

Why does Kino decide to throw the pearl back into the sea? What does this imply about his character at the end of the story?

Early in Novel:

"The great pearl of the world... bright, warm, full of dreams."

Final Page (p. 89):

"It was gray, like a malignant growth... he saw Coyotito's body."

Sentence Frame: Kino throws the pearl back because he finally realizes it is ________ instead of a blessing. This implies that...

5 Final Write: Has Kino's Perspective Changed? Has He Learned a Lesson? NEZZ Paragraph

Prompt: (pg. 91) At the end of the story, Kino looks into the surface of the pearl for the last time. Based on this description, has Kino's perspective on the pearl changed? Has he learned a lesson at the end of the novel?

[A] Answer State clear claim: Kino (has / has not) learned a lesson.

[NE] Evidence Cite 1 quote from p. 88 or 89 (e.g., "malignant" or "rifle").

[ZI] Zoom-In Analyze the author's specific diction and imagery.

[ZO] Zoom-Out Connect to Steinbeck's warning on human avarice.

The Pearl (pp. 83–90) • Whole-Group Response Journal Page 2 of 2 • Analysis & Final Argumentative Write