A Woman Who Went to Alaska

A Woman Who Went to Alaska

• What is inferencing, and why is it an important skill for understanding literature?
• How can we use textual evidence and our own knowledge to make inferences about a character’s motivations, emotions, or experiences?
• How does making inferences deepen our understanding of A Woman Who Went to Alaska and the challenges faced by Mary Kellogg Sullivan?
• In what ways can inferencing help us uncover underlying themes or messages that are not directly stated in the text?

Essential Questions:

• Analyze key passages from A Woman Who Went to Alaska to identify textual clues that support inferencing.
• Apply background knowledge and context to make logical inferences about Mary Kellogg Sullivan’s experiences and emotions.
• Support inferences with textual evidence, demonstrating a deep understanding of the implied meanings within the text.
• Reflect on the role of inferencing in enhancing comprehension of both explicit and implicit information in a literary work.

Students will be able to:

Learning Objectives:

1. Clues from the Text: Authors often include hints or subtle details that suggest a deeper meaning. These clues can be found in the characters' actions, dialogue, descriptions, or the overall tone of the narrative. Readers need to pay close attention to these elements to gather information beyond the literal meaning.
2. Background Knowledge: In addition to using textual clues, readers must rely on their own experiences, knowledge of the world, and understanding of human behavior to fill in gaps. This prior knowledge helps in connecting the text to broader concepts and ideas, enabling readers to interpret meaning that is not immediately obvious.
3. Combining Textual Clues and Knowledge: By combining evidence from the text with what they already know, readers can make educated guesses about:

• Character Motivations: Why a character acts a certain way.
• Theme: The underlying message or lesson of the text.
• Tone and Mood: The emotional atmosphere conveyed by the author.
• Future Outcomes: Predicting what might happen later in the story.

How Inferences Work

Inferencing is a critical reading and thinking skill that involves drawing conclusions based on information that is not explicitly stated in the text. When readers make inferences, they use clues provided by the author, combined with their own knowledge and experience, to interpret or deduce meanings, intentions, or outcomes that are implied rather than directly presented.

Inferencing

Examples of Inferencing

Inferencing allows readers to engage with the text on a deeper level, fostering critical thinking and comprehension. Instead of simply absorbing information, readers actively participate in constructing meaning, leading to a richer understanding of both the text and the world it represents. In both fiction and non-fiction, inferencing helps uncover subtle layers of meaning, interpret ambiguous situations, and appreciate complex characters and themes. It is a vital skill for academic success and real-world decision-making.

Why Inferencing is Important

Passage 2

Passage 1

Use paper and pencil to write down the answers using the following example format:

• Textual Evidence:
• What I Know:
• Inference:
• Reasoning:

1. Read the Passage Carefully: Start by reading each passage thoroughly. Pay attention to the details provided in the text, including what characters say, do, and feel.
2. Identify Textual Evidence: Look for specific words, phrases, or actions in the text that provide clues about what’s happening. These are the "hints" the author gives to help you make an inference.
3. Connect to What You Know: Think about your own experiences or background knowledge. What do you already know about the situation, behavior, or feelings that can help you understand the passage better?
4. Make an Inference: Based on the textual evidence and what you know, make an educated guess about what is happening that isn’t directly stated. What can you figure out from the clues provided?
5. Explain Your Reasoning: Finally, explain how the textual evidence and your knowledge support your inference. Be specific about how you came to your conclusion.

Directions for Inference Practice:

Inferencing Practice

Passage 2

Passage 1

Inferencing Practice Answers

Biography: Mary Kellogg Sullivan

Mary Kellogg Sullivan was an American author best known for her travel memoir, A Woman Who Went to Alaska, published in 1914. Born in the late 19th century, Sullivan was an adventurous and independent woman who defied societal norms of her time by embarking on a solo journey to Alaska during the Klondike Gold Rush in the late 1890s. In her memoir, she chronicles her experiences traveling through the rugged wilderness of Alaska, including her interactions with prospectors, the challenges of the harsh environment, and her observations of the unique culture of the frontier. Her vivid descriptions and reflections offer a rare perspective on the lives of women during the gold rush era, making her work a valuable historical document. Sullivan's writing is notable for its candid tone and detailed portrayal of the physical and emotional demands of her journey, as well as her resilience in the face of adversity. A Woman Who Went to Alaska remains a significant contribution to the genre of travel literature, highlighting the courage and determination of women who ventured into the unknown during a time of great opportunity and danger.

Pre-reading Question:

Story Trailer

Royalty

Ascertaining

Vocabulary

Arbitrary

Redress

Crown

Meager

Vocabulary

Roundly

Clean-ups

Based on the author’s descriptions of her experiences in Alaska, how do you think her perspective on survival and self-reliance changes over the course of her journey? Use evidence from the text to support your inference about how the challenges she faces in the harsh environment influence her views on personal strength and independence. What clues from the narrative suggest a shift in her attitude or confidence?

Answer the following question in Canvas.

Post Reading Question

Textual Evidence:

• "Emily sat at the kitchen table, her hands trembling slightly."
• "She glanced at the clock again."
• "The wrapping paper crinkled in her fingers as she worked quickly."

What I Know:

• When someone’s hands tremble, it can indicate nervousness or excitement.
• Looking at the clock repeatedly suggests worry about time.
• Wrapping a gift carefully could show that the person cares about the recipient.

Inference: Emily is nervous about giving the gift to someone, possibly someone important to her. Reasoning: Her trembling hands and checking the time suggest that she’s anxious about the recipient’s reaction to the gift.

Emily sat at the kitchen table, her hands trembling slightly as she wrapped the gift. She glanced at the clock again. “It’s still early,” she whispered to herself, but her heart raced. The wrapping paper crinkled in her fingers as she worked quickly, trying not to think about whether he’d like it.

Literary Inference:

Text: In a story, a character walks into a room, slams the door, and throws their backpack on the floor without saying a word. Later, they sit with their arms crossed and avoid eye contact with others. Inference: The character is likely angry or upset. Although the text doesn't directly say the character is feeling this way, the clues—slamming the door, throwing the backpack, and avoiding eye contact—suggest this emotion.

The playground was unusually quiet. Normally, the kids filled the air with laughter, but today, they clustered in small groups, whispering. A lone figure stood by the swings, head down, scuffing his shoe in the dirt, while others watched from a distance.

Textual Evidence:

• "The playground was unusually quiet."
• "They clustered in small groups, whispering."
• "A lone figure stood by the swings, head down."

What I Know:

• Playgrounds are usually noisy and filled with laughter.
• Kids whispering and standing in groups often indicates something serious or upsetting.
• A child standing alone with their head down could be sad or feeling isolated.

Inference: Emily is nervous about giving the gift to someone, possibly someone important to her. Reasoning: Her trembling hands and checking the time suggest that she’s anxious about the recipient’s reaction to the gift.

Identify:

• Textual Evidence:
• What I Know:
• Inference:
• Reasoning:

Inference Questions:

• Why is Emily nervous?
• Who might she be wrapping the gift for, and why does she care if he likes it?

Emily sat at the kitchen table, her hands trembling slightly as she wrapped the gift. She glanced at the clock again. “It’s still early,” she whispered to herself, but her heart raced. The wrapping paper crinkled in her fingers as she worked quickly, trying not to think about whether he’d like it.

Inference Questions:

• What might have happened to cause the playground to be so quiet?
• Why is the boy standing alone, and what might the other kids be thinking?

The playground was unusually quiet. Normally, the kids filled the air with laughter, but today, they clustered in small groups, whispering. A lone figure stood by the swings, head down, scuffing his shoe in the dirt, while others watched from a distance.

Identify:

• Textual Evidence:
• What I Know:
• Inference:
• Reasoning: