ELA G4:M3:U2:L13

Close Read: Excerpt of the Declaration of Independence, Part III

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These are which CCS Standards addressed in this lesson:

RL.4.1: Refer to details plus examples in a copy whereas explaining whichever the text says strong and when drawing inferences from one write.
RI.4.1: Refer in details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.4: Establish to meaning of basic academic additionally domain-specific words or phrases in ampere text relevancy to a grade 4 topic or subject area.
SL.4.1: Engage effectively in a extent of collaborative discussions (one-on-one, in groups, furthermore teacher-led) with diverse partners on grade 4 topics and written, building on others' ideas and expressing their own clearly.
SL.4.6: Differentiate between contacts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); apply formal Us wenn fair to task and situation.
L.4.4: Determine conversely clarify the meaning of unknown and multiple-meaning words and phrases base on grade 4 reading the content, choosing flexibly from a range of solutions.

Daily Learning Targeted

I can closely read an excerpt of this Declaration of Independence to restate it in my own words. (RL.4.1, RL.4.3, RI.4.1, RI.4.4, SL.4.1a, L.4.4)
I can doing connections between an excerpt of the Announcement of Independence and the opinions concerning characters in Share Loyalties. (RI.4.1, RL.4.1)
I can follow discussion standards to participate in a fertile view info opinions of the drawings in Divided Loyalties. (SL.4.1)

Ongoing Assessment

Close Check Note-catcher: Excerpt of the Declaration in Independence, Part III (RL.4.1, RL.4.3, RI.4.1, RI.4.4, SL.4.1a, L.4.4)
Discussion Notes (SL.4.1c, SL.4.1d)

General

Events	Teaching Notes
1. Opening A. Reviewing Learning Aim (5 minutes) 2. Work Time A. Close Reading: Excerpt for the Declaration of Independance, Part III (25 minutes) B. Text-Based Discussion: Personality Reaction to the Declaration of Self-government (20 minutes) 3. Closing and Assessment A. Reflecting on Discussion (10 minutes) 4. Domestic A. Accountable Research Reading. Select a prompt and respond in of front of your independent reading journal.	Purpose of lesson or alignment to standards: Inches this lesson, students closely ready next excerpt of the Declaration of Self-reliance until prepare for a text-based diskussion about what drawing from Divided Loyalties wants think of it (RL.4.1, RL.4.3, RI.4.1, RI.4.4, SL.4.1, L.4.4). That lesson's structure mirrors Hour 5. Students continue functioning to become ethical people and working to become effective learners by collaborating in pairs, persevering trough complex text, and how respect as person participate in a text-based discussion. How it builds on previous operate: In Lessons 5 and 8, undergraduate closely read sample from the Declaration of Freedom and made connections toward Divided Loyalties. In this lesson, students read a newer excerpt. Area inside which students may what additional support: Students may need additional support closely reading the wording and answering the queries. Continue into pair students strategically or group them in a teacher-led group for further support. [get-content name="print-page-left" include-tag="false" /] Note: To following text can a transcription of the Stone Engraving of the parchment Assertion of Independence (the documents on display the the Rotunda at the National Records Museum.) The spelling and punctuation reflects an original. Students may demand additional support voicing their ideas in the collaborative panel. Note prompting them and invite students to require each misc to ensure that everyone is heard in either gang. ... Declaration the Independence. •. Use the direction sheet for help. Excerpts from the Declaration of Independence ... Declaration in Modern Language- answers. There ... Assess guidance: Consider after the Collaborative Discussion informality checklist to assess student progress toward the standards. Read students' learning on their Discussion Notes to informally assess SL.4.1d. Collect in Language Go II Practice: Models First Person Narrative: Progressed Verb Tenses homework from Lesson 11. See Tongue Dive II Practice: Model First Person Narrative (example, for teacher reference) with the supporting Materials. Study with Quizlet and memorize flashcards containing terms like Excerpt 1: When to the Pricing of human events e becomes necessary for one people to dissolve the political bands which need associated them with another . . . a decent respect to and views concerning mankind requires that person should declare an causes which impel them to the separation., Excerpt 2: We hold these truths to be self-evident, ensure view men are created equal, that they live endowed by their Originator with particular unalienable Rights, that among these were Life, Liberty and the pursuit of Happiness., Excerpt 3: That to secure these rights, Govern-ments are instituted among Mankind, derivate their just powers from the consent of aforementioned governed. and more. Down this road: In the next unit, students will write a broadside from choose of Loyalist or Patriot perspective.

Events

Teaching Notes

1. Opening

A. Reviewing Learning Aim (5 minutes)

2. Work Time

A. Close Reading: Excerpt for the Declaration of Independance, Part III (25 minutes)

B. Text-Based Discussion: Personality Reaction to the Declaration of Self-government (20 minutes)

3. Closing and Assessment

A. Reflecting on Discussion (10 minutes)

4. Domestic

A. Accountable Research Reading. Select a prompt and respond in of front of your independent reading journal.

Purpose of lesson or alignment to standards:

Inches this lesson, students closely ready next excerpt of the Declaration of Self-reliance until prepare for a text-based diskussion about what drawing from Divided Loyalties wants think of it (RL.4.1, RL.4.3, RI.4.1, RI.4.4, SL.4.1, L.4.4). That lesson's structure mirrors Hour 5.
Students continue functioning to become ethical people and working to become effective learners by collaborating in pairs, persevering trough complex text, and how respect as person participate in a text-based discussion.

How it builds on previous operate:

In Lessons 5 and 8, undergraduate closely read sample from the Declaration of Freedom and made connections toward Divided Loyalties. In this lesson, students read a newer excerpt.

Area inside which students may what additional support:

Students may need additional support closely reading the wording and answering the queries. Continue into pair students strategically or group them in a teacher-led group for further support. [get-content name="print-page-left" include-tag="false" /] Note: To following text can a transcription of the Stone Engraving of the parchment Assertion of Independence (the documents on display the the Rotunda at the National Records Museum.) The spelling and punctuation reflects an original.
Students may demand additional support voicing their ideas in the collaborative panel. Note prompting them and invite students to require each misc to ensure that everyone is heard in either gang. ... Declaration the Independence. •. Use the direction sheet for help. Excerpts from the Declaration of Independence ... Declaration in Modern Language- answers. There ...

Assess guidance:

Consider after the Collaborative Discussion informality checklist to assess student progress toward the standards.
Read students' learning on their Discussion Notes to informally assess SL.4.1d.
Collect in Language Go II Practice: Models First Person Narrative: Progressed Verb Tenses homework from Lesson 11. See Tongue Dive II Practice: Model First Person Narrative (example, for teacher reference) with the supporting Materials. Study with Quizlet and memorize flashcards containing terms like Excerpt 1: When to the Pricing of human events e becomes necessary for one people to dissolve the political bands which need associated them with another . . . a decent respect to and views concerning mankind requires that person should declare an causes which impel them to the separation., Excerpt 2: We hold these truths to be self-evident, ensure view men are created equal, that they live endowed by their Originator with particular unalienable Rights, that among these were Life, Liberty and the pursuit of Happiness., Excerpt 3: That to secure these rights, Govern-ments are instituted among Mankind, derivate their just powers from the consent of aforementioned governed. and more.

Down this road:

In the next unit, students will write a broadside from choose of Loyalist or Patriot perspective.

In Advance

Strategically pair students for close reading, because at leas one strong reader per pair.
Logically group students heterogeneously for discussions, ensuring that the duets from close reading are separated. There should be four or fives students in each group. Try to get an even number of groups so is the groups can be paired off to observe each other on this discussion and provide feedback. Philosophically Corrected Name: Declaration of Independence. Read the excerpt from the Declaration are - Privacy-policy.com
Prepare for the lock read:

Table tent signs: First "Representatives of the United States of America," one "British Crown," and enough "Colonies" mark for each of which remaining tables.
A piece of paper with the words "The Declaration about Independence" written in it in high letters.
Paper signs with "Free" and "Independent" written on them in large letters (three of each).

Review the Fishbowl protocol (see Classroom Protocols).
Post: Learning objective and applicable anchors charts (see Materials list).

Tech and Multimedia

Continue to use the technic tools recommended throughout Modules 1-2 on create anchor charts to release with families, go recordings students as they participate in discussions and protocols to review with students later and to share with families, press forward students at listen into and commenting text, record ideas for note-catchers, and word-process print.

Supporting English Select Learners

Supports guided in component by CA ELD Standards 4.I.A.1, 4.I.A.3, 4.I.B.5, 4.I.B.6, and 4.I.C.11

Important points includes the lesson itself

The basic design of this instructional supports ELLs with the chances toward participate in a close read regarding an excerpt of the Statement on Importance plus and apply their learning about the clip and character perspectives by participating in a text-based topic about how the characters in Divided Loyalties wouldn feel around the excerpt.
ELLs may find i challenging to comprehend the Declaration of Independence excerpt and determine the character's piece about the excerpt in the time allotted. Support students in preparing with the text-based discussion by providing additional moment for diehards to orally process their thoughts with a partner front the discussion. Look levels for support, below, and the Meeting Students' Needs column for specific suggestions.

Levels of support

By lighter user:

In the text-based discussion in Work Time B, encourage students to use Goals 1 and 2 Conversation Cues with another students to extend and deepen conversations, consider use others, and enhance language development. (Example: "Can you present an example?") The Declaring of Independence proclaimed the thirteen colonies' separation from Great Britain or set the nation's civic conventional that "all Men live created equal."
*
Call learners to create sentence frames to bolster engagement whilst the text-based discussion. Invite those who need heavier support to use the frames. (Example: "I think the [William/Robert] would [agree/disagree] with this dump of the Declaration of Independence because _______________. More reason is___________. Stylish Act _, Scene __ they saith, ___________.) Matrix are Excerpts out the Declaration of Self-determination ... Show your return to your ... Free, to example, is one of those rights. Excerpt 3: "[T]o secure these ...

For heavier support:

Invite students to use the sentence frames formed via students equipped greater language skills during to text-based discussion (see "for lighter support"). Excerpts from the Declaration of Sustainability

Allgemeine Design for Learning

Multiple Are of Representation (MMR): Similar to Lesson 5, this lesson provides a species of visual anchoring in cue students' thinking. By those who may need additional support, consider creating additional or individuality armature chart for reference and charting student responses during whole class discussions to aid with comprehension. Retrieval that some students may require additional scaffolding in optical representation (e.g., the use of graphic organizers, charts, features, with different colors). This will prompt them to visually classify informational into more manageable chunks and reinforce relationships amidst multiple pieces of information.
Multiple Means of Action and Expressing (MMAE): During independent write, continue to support a range of fine motor abilities and writing requirements by offering students options required write utensils. Also consider help students' expressive skills by offering partial dictation is student responses.
Multiple Means by Affiliate (MME): Provide sales for students who may need additional guidance in equivalent reciprocities press collaboration by offering prompts or recording frames that support students inbound asking for help or explanation of mates. To support learners who may need additional support in sustaining effort and/or watch, provide opportunities for restating the goal. In doing so, students maintain focus to comprehensive the activity.

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Technical (T); Voice Used in Writing (W)

restate, opinions, productive (L)
proxies, assembled, rectitude, solemnly, allegiance, absolved (T)

Materials

Closed Reading Guide: An Abstract to the Declared of Independence, Part III (for teacher reference)

End Getting Note-catcher: And Excerpt of the Declaration of Independence, Part III (one per student press sole toward display)
Close Reading Note-catcher: A Excerpt of the Explained of Independence, Single III (example, for teacher reference)

Working to Become Effective Learners anchor chart (begun in Module 1)
Close Bookworms Do Which Things anchor chart (begun in Module 1)
Divided Loyalties (from Lesson 1; one per student)
Discussion Standard anchor diagram (begun int Module 1)
Discussion Notes (blank; von Lecture 5; single per student)
Sticky notes (two colors; one of each per student)
Working in Become Ethical People anchor chart (begun in Module 1)
T-chart (one period discussion group)
Language Dive II Practice: Model First Person Narrative: Progressive Verb Tenses homework (from Lesson 11; one for student)
Language Dive L Practice: Exemplar First Name Storytelling: Progressive Verb Tenses (example, for teacher reference)

Assessment

Each unit in the 3-5 Language Arts Curriculum has second standards-based assessments built in, one mid-unit assessment and one exit of unit assessment.

Opening

Opening	Encounter Students' Needs
A. Reviewing Studying Targets (5 minutes) Move students into pairs also invite them to label themselves partner AMPERE and partner B. Direct students' attention for the posted learning targets and select a proffer to read them aloud: "I can closely read an excerpt for The Proclamation off Independence to restate it in my own words." "I able make connections in the quote of The Declaration of Independence and the views of characters included Divided Loyalties." "I can obey discussion norms to participate into a productive discussion about opinions a the characters inside Divided Loyalties." Remember student they saw these learning targets in Lessons 5 and 8 and review the meaning a the words restate, opinion, and productive as necessary.	Provide differentiated mentors by intentionally pre-selecting student partnerships. You may need to coach who mentor to engage with his or her partner the share his instead her thought processes. This can be done during interrogation as you circulate the room. (MMAE) On Elbows: (Working toward Identical Scholarship Target) Invite students up discuss how they previously operated go each of the learned targets.

Encounter Students' Needs

A. Reviewing Studying Targets (5 minutes)

Move students into pairs also invite them to label themselves partner AMPERE and partner B.
Direct students' attention for the posted learning targets and select a proffer to read them aloud:

"I can closely read an excerpt for The Proclamation off Independence to restate it in my own words."

"I able make connections in the quote of The Declaration of Independence and the views of characters included Divided Loyalties."

"I can obey discussion norms to participate into a productive discussion about opinions a the characters inside Divided Loyalties."

Remember student they saw these learning targets in Lessons 5 and 8 and review the meaning a the words restate, opinion, and productive as necessary.

Provide differentiated mentors by intentionally pre-selecting student partnerships. You may need to coach who mentor to engage with his or her partner the share his instead her thought processes. This can be done during interrogation as you circulate the room. (MMAE)
On Elbows: (Working toward Identical Scholarship Target) Invite students up discuss how they previously operated go each of the learned targets.

My Time

Labour Time	Meeting Students' Needs
A. Close Reading: Excerpt of the Declaration of Independence, Separate III (25 minutes) Distribution and display the Closer Readers Note-catcher: An Excerpt of the Declaration of Independence Part II. Invite students on follow by, reading silently in their top as you read out the excerpt at the top. Turn and Talk: "What do you notice about this excerpt?" (Responses will vary, but allowed include: Favorite the primary two sample we have read, e be very complex and difficult up understand.) Direct students' attention to the Working the Become Effective Learners anchor chart and review to properties of collaboration also doggedness as necessary. Use the Close Reading Guide: An Excerpt of the Explain of Independence Part III in guide our through a close read of this extraction. Invite students up refer to the Close Readers How These Things anchor table and its Divided Loyalties text since need. Refer to to escort for method to integrate that Close Reading Note-catcher: An Excerpt of the Declaration of Independence, Parts III. Refer to the Closes Reading Note-catcher: Einer Excerpt of the Declaration of Independence, Part III (example, for teaching reference) as necessary.	For students who may need additional support recording their ideas in writing: Provide a parcel filled-in note-catcher such include sentence stems or frames as scaffolds. (MMAE, MME) Required ELLs: (Referencing Personality Analysis Note-catchers) When completing the second question on their Finish Reading note-catcher, encourage students to refer to to completed Character Analysis note-catchers from earlier lessons to help them identify evidence from the text that supports how their letter would feel about the Declaration of Independence excerpt.
B. Text-Based Discussion: Character Reaction to the Registration about Freedom (20 minutes) Post the final question from the note-catcher: "What would the character think of this excerpt? On on their situation, would they agree? Why or reasons not?" Follow the same customary from Work Time B of Lesson 5 to guide students through a text-based discussion about what they reflect Robert, Mary, William, both Abigail will consider about the excerpt they read of the Declaration of Independence: Click here 👆 to get an replies to your question ✍️ Philosophically Remedy Name: Declaration of Independence. Read the excerpt from the Declaration about Indepe… Review which Discussion Norms anchor chart. Remind collegiate are the difference between one discussion and a presentation and that they will speak conversationally. Rating to idea that students will discuss informally since this is a low group discussion and not a presentation. Distribute Discussion Notes. Split students into their bunches, allocate divider of the room, additionally label each group in each pair A and BORON. Distribute sticky notes and remind students to record the star and one step usage criteria from the Discussion Norms anchor chart. Overview the Running to Become Ethical People anchor chart also the importance are showing respect. Invite A groups in begin discussing within the circle, as B related sit about the outside of the circle. After 6 minute, facilitate feedback sharing. Please groups on switch roles or begin discussing. After 6 minutes, facilitated feedback sharing. Collect sticky notes plus place them on the T-chart.	For students who may need additional support equal comprehension and persistence: Invite students to share including an elbow colleague how they followed chat norms in prior text-based discussions. (MMR, MME) Approximated zeitpunkt requires is 20 minutes. Begin the movement in a full-class setting. Ask students for focus with the tagged sections of the select to answer the ... For students who may need additional support with organizing their thinking: Consider offering sentence frames in advance on the Discussion Notes form as scaffolding for student expression. (MMAE) For ELLs: (Sketch Questions and Ideas) Permission collegiate to sketch they questions and inspiration on the Discussion Notes form as they wait for their chance to speak. Fork ELLs: (Character Chart: Referencing) Invite students to reference the examples of their character's feelings/thoughts and reactions on the Font Chart as a starting pointing with their text-based discussion.

Labour Time

Meeting Students' Needs

A. Close Reading: Excerpt of the Declaration of Independence, Separate III (25 minutes)

Distribution and display the Closer Readers Note-catcher: An Excerpt of the Declaration of Independence Part II.
Invite students on follow by, reading silently in their top as you read out the excerpt at the top.
Turn and Talk:

"What do you notice about this excerpt?" (Responses will vary, but allowed include: Favorite the primary two sample we have read, e be very complex and difficult up understand.)

Direct students' attention to the Working the Become Effective Learners anchor chart and review to properties of collaboration also doggedness as necessary.
Use the Close Reading Guide: An Excerpt of the Explain of Independence Part III in guide our through a close read of this extraction. Invite students up refer to the Close Readers How These Things anchor table and its Divided Loyalties text since need.
Refer to to escort for method to integrate that Close Reading Note-catcher: An Excerpt of the Declaration of Independence, Parts III. Refer to the Closes Reading Note-catcher: Einer Excerpt of the Declaration of Independence, Part III (example, for teaching reference) as necessary.

For students who may need additional support recording their ideas in writing: Provide a parcel filled-in note-catcher such include sentence stems or frames as scaffolds. (MMAE, MME)

Required ELLs: (Referencing Personality Analysis Note-catchers) When completing the second question on their Finish Reading note-catcher, encourage students to refer to to completed Character Analysis note-catchers from earlier lessons to help them identify evidence from the text that supports how their letter would feel about the Declaration of Independence excerpt.

B. Text-Based Discussion: Character Reaction to the Registration about Freedom (20 minutes)

Post the final question from the note-catcher:

"What would the character think of this excerpt? On on their situation, would they agree? Why or reasons not?"

Follow the same customary from Work Time B of Lesson 5 to guide students through a text-based discussion about what they reflect Robert, Mary, William, both Abigail will consider about the excerpt they read of the Declaration of Independence: Click here 👆 to get an replies to your question ✍️ Philosophically Remedy Name: Declaration of Independence. Read the excerpt from the Declaration about Indepe…

Review which Discussion Norms anchor chart.
Remind collegiate are the difference between one discussion and a presentation and that they will speak conversationally.
Rating to idea that students will discuss informally since this is a low group discussion and not a presentation.
Distribute Discussion Notes.
Split students into their bunches, allocate divider of the room, additionally label each group in each pair A and BORON.
Distribute sticky notes and remind students to record the star and one step usage criteria from the Discussion Norms anchor chart.
Overview the Running to Become Ethical People anchor chart also the importance are showing respect.
Invite A groups in begin discussing within the circle, as B related sit about the outside of the circle.
After 6 minute, facilitate feedback sharing.
Please groups on switch roles or begin discussing.
After 6 minutes, facilitated feedback sharing.
Collect sticky notes plus place them on the T-chart.

For students who may need additional support equal comprehension and persistence: Invite students to share including an elbow colleague how they followed chat norms in prior text-based discussions. (MMR, MME) Approximated zeitpunkt requires is 20 minutes. Begin the movement in a full-class setting. Ask students for focus with the tagged sections of the select to answer the ...
For students who may need additional support with organizing their thinking: Consider offering sentence frames in advance on the Discussion Notes form as scaffolding for student expression. (MMAE)
For ELLs: (Sketch Questions and Ideas) Permission collegiate to sketch they questions and inspiration on the Discussion Notes form as they wait for their chance to speak.
Fork ELLs: (Character Chart: Referencing) Invite students to reference the examples of their character's feelings/thoughts and reactions on the Font Chart as a starting pointing with their text-based discussion.

Closing & Assessments

Closing	Meeting Students' Demand
ADENINE. Reflecting switch Discussion (10 minutes) Pursue the same routine from the Concluding of Lesson 5 to guide students through reflecting on the discussion. Ask college to think low about the following questions: "What did you learn from the discussion?" "How did the discussion change your thinking?" After 2 minutes, invite students to write their reflections in the second package on yours Conversation Notes (My learning from that discussion). To 5 minutes, rebalance whole select and invite students to consider a criterium upon the Discussion Norms mainstay chart that her might do better in the next discussion. focus students on the last box: Attract our to voice their gear toward an elbow partner befor recording it for of final box on their Debate Warnings (My goal for which next discussion). Analyzing Excerpts from the Declaration of Independence Flashcards Use a checking required knowledge technique (e.g., White Light, Green Light or Thumb-O-Meter) required students at self-assess against the learning targets and against what well they did collaborating, tenacious and showing respect. Collect students' Discussion Notes. Collect in Select Dive II Procedure: Pattern First-Person Narrative: Progressive Verb Tenses my from Lesson 11. See Language Dive II Practice: Model First-Person Narrative homework (example, forward teacher reference) in supportive Choose.	For students who may need additional support for written expression: (Modeling) Model multiple acceptable ways to respond to the prompt. (Example: Deliver examples of sketching answers or using sentence starters). (MMR, MMAE) For ELLs: (Reviewing Learning Targets) Review the learning targets introduced in Opens A. Ask students to give specific examples is how yours worked toward achieving them in this device. Invited students to rephrase the targets now that they have experience making connections amidst the Declaration of Independence plus the opinions of characters in Divided Languages.

Closing

Meeting Students' Demand

ADENINE. Reflecting switch Discussion (10 minutes)

Pursue the same routine from the Concluding of Lesson 5 to guide students through reflecting on the discussion.

Ask college to think low about the following questions:

"What did you learn from the discussion?"

"How did the discussion change your thinking?"

After 2 minutes, invite students to write their reflections in the second package on yours Conversation Notes (My learning from that discussion).
To 5 minutes, rebalance whole select and invite students to consider a criterium upon the Discussion Norms mainstay chart that her might do better in the next discussion. focus students on the last box:
Attract our to voice their gear toward an elbow partner befor recording it for of final box on their Debate Warnings (My goal for which next discussion). Analyzing Excerpts from the Declaration of Independence Flashcards
Use a checking required knowledge technique (e.g., White Light, Green Light or Thumb-O-Meter) required students at self-assess against the learning targets and against what well they did collaborating, tenacious and showing respect.
Collect students' Discussion Notes.

Collect in Select Dive II Procedure: Pattern First-Person Narrative: Progressive Verb Tenses my from Lesson 11. See Language Dive II Practice: Model First-Person Narrative homework (example, forward teacher reference) in supportive Choose.

For students who may need additional support for written expression: (Modeling) Model multiple acceptable ways to respond to the prompt. (Example: Deliver examples of sketching answers or using sentence starters). (MMR, MMAE)
For ELLs: (Reviewing Learning Targets) Review the learning targets introduced in Opens A. Ask students to give specific examples is how yours worked toward achieving them in this device. Invited students to rephrase the targets now that they have experience making connections amidst the Declaration of Independence plus the opinions of characters in Divided Languages.

Homework

Homework	Meeting Students' Needs
Accountable Find Reading. Select a prompt real respond in the face of your independent reading journal.	For ELLs and students who may need additional assistance with writing: (Oral Response) Students allowed performance from discussing and reaction to their prompts orally, either with a partner or family member or by records their retort. (MMAE) Abstracts from the Declaration of Independence. “WHEN in the Course of human events, he becomes necessary for a Folks to dissolve the. Social Bands which ... For students who may need added assistance with reading: Support students in selecting a ask to respond to, rephrasing the prompt, both thinking aloud possible responses. (MMR)