Essential Question(s): Why is it
important to note details? Why is it important to analyze? What are the benefits of close reading?
Learning Objective(s):
- Students will be able to cite textual evidence that supports inferences
- Students will be able to analyze text
- Students will understand proper note taking reading strategies
CCGPS or GPS Standard(s):
This lesson serves as two part lesson. Today is part one of the lesson.
Introduction: (15 min)
The class will began with the students entering the
classroom and quietly having a seat. They will take out a book of their choice
and read it for 10 minutes. Once the ten minutes are up the students will put
away their books and the lesson will began.
The “hook” of the lesson will be a short video (1:46s)
entitled “How Well Do You Pay Attention?" shown to the class. The video shows a demonstration of how many people
often do not pay close attention and therefore miss important details. This
will get the students minds thinking about times that they may have not paid
close attention which resulted in them missing something important. I will pose
the question, “Who has ever watched a movie or read a book and missed out on a
major plot twist, or something important in the story because they were not paying
close attention?”
Body: (25 min) First the students will be asked to take out their journals
and glue in the “close reading” handout (see attached). Next each student will
be given an Oreo cookie. The students will told to eat to the Oreo quickly as
soon as the get it. Once all of the students have devoured their cookie I will
ask them, “What did you just eat?” This will be their “first read”. Their
response is expected to be, “An Oreo” or “a cookie”. I will record their
responses on chart paper. Next, the
students will be told that they will receive another Oreo, but this time they
are not allowed to do ANYTHING but look at the cookie until they are given
further instructions. Once all of the cookies have been distributed I will tell
the students to pick up the cookie, look at it carefully, smell it, and think
about it. Then, I will ask the students
to close their eyes and take one bite of their cookie and to slowly chew the
cookie, focusing on what the cookie feels like and its taste. Then, with their eyes still closed I will
have the students finish their cookie very slowing, savoring every bite. After
the students were finished eating their second cookie we did our “second read”. On chart paper I will have written categories
such as: texture, ingredients, favorite part, unique, feeling, smell, look, and
different. I will then ask the students several questions about the cookie such
“What was the texture?”, “What are some of the ingredients?”, “What was your
favorite part?”, and “What makes this cookie unique?”, and “What makes Oreo
cookies different from other cookies?”. After all of the students have answered
the questions I will then explain to the students that we sometimes read things
and we just read them without understanding what was read. I will refer back to the “first read” and how
there were only few details they could recall about the cookie because they did
not really think about it. I will tell
them that after the “second read” they could recall a lot more details because
they focused on it and really thought deeply about the cookie. I will then make
the connection with reading and tell them that this is what close reading
is. I will tell them it is getting to
know every aspect or detail of a text. I will tell them that similar to them
being able the think back and tell me specific details about the cookie the
second time, reading a book and being able the think back and cite specific
details or evidence is close reading. I
refer to the handout that the students had to glue into their journals and the
beginning of class and go over its content.
Closure: (10 min) I will ask the class to give me a thumbs up if they feel
they understand what close reading is. I
will ask them to give me a sideways thumbs if they feel they have an “okay”
understanding of what close reading is. I will ask them to give me a thumbs
down if they feel they do not understand close reading.
I will give the students an exit ticket asking them to write
on a piece of paper one thing they learned from today’s lesson.
This lesson is a two part lesson that leads into the
students using the close reading skills they learned in today’s lesson.
Tomorrow they will be close reading article about Bioluminescent Trees.
Learning Supports: Differentiation, Modification(s)and Accommoda-tion(s)
This activity is designed for all students to learn through
the use of their observational skills. Students are free to give any and every
detail they feel is significant or important about the Oreo cookie. There is no
“wrong answer” here in this lesson so all students should feel confident and
comfortable about their responses.
Formal and Informal Assessment: I plan to assess the students informally throughout the lesson
by asking them specific questions about the Oreo after the second read. They
should began to have an understanding of what close reading is after being
asked the first few questions. They should began to notice that the notes we
are taking down about the cookie is us evaluating the cookie and pointing out
its details. This will serve as a formative assessment.
I will also assess the students formally by giving them an
exit ticket in which they will write on a piece of paper what they learned
today. This will allow me to see who exactly understands and who does not.
Language
Functions: Students are expected to make
detailed analysis about the Oreo cookie. These evaluations are intended to give
students an understanding of what close reading is and why it is important to
take down notes while reading.
Vocabulary: Students are expected to understand the vocabulary: close reading and analysis, through listening to me explain their meanings, asking “text specific” questions about the cookie and also by engaging in the class giving specific details about the Oreo cookie.
Syntax or Discourse:The students will demonstrate their discourse of the materials through their responses on the exit ticket. This will allow me to gage what they know.
Materials:
- Oreo cookies
- Projector
- Computer
- Chart Paper
- Markers
- Pencils
- Paper
- Handout
- Journal notebook
- Glue stick
Technology: I will
use the computer to show the students the video clip from YouTube. The video
will be projected onto the board so that the entire class can watch the video
as a whole.