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Close Reading

Close Reading. Do Now 1/7/13 (20 min). Find the “Close Reading” handout in your table folder and follow directions to complete the handout. Table Talk (5 min). Which metacognitive reading habits did you find yourself using most frequently as you read today?

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Close Reading

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  1. Close Reading

  2. Do Now 1/7/13 (20 min) • Find the “Close Reading” handout in your table folder and follow directions to complete the handout.

  3. Table Talk (5 min) • Which metacognitive reading habits did you find yourself using most frequently as you read today? • Which metacognitive reading habits did you find yourself staying away from? Why? • Did you find re-reading the section of your IR book to be helpful to your understanding? If so, how? If not, why not?

  4. Close Reading: • Thoughtful, deep, reflective reading of a difficult or complex text. • The process of reading and re-reading a difficult or complex text to uncover multiple layers of meaning.

  5. Table Talk – James & Kristine • How did James & Kristine engage in “close reading” of The Giver? What moves did s/he make as a reader to make sense of this text? • What are some moves James & Kristine made that you also make as a reader? How do those “reading moves” help you understand what you read? • What advice can we take from James & Kristine about how to make meaning of a challenging text?

  6. Table Talk – Kristine • How does Kristine engage in “close reading” of The Giver? What moves does she make as a reader to make sense of this text? • What are some moves Kristine makes that you also make as a reader? How do those “reading moves” help you understand what you read? • What advice can we take from Kristine about how to make meaning of a challenging text?

  7. Table Talk – Joyzi • How does Joyzi process her experience of reading The Giver? • Why do you infer Joyzi had such a hard time making meaning of this challenging text? • What advice would you give Joyzi about how to better understand the text? What “close reading” moves would you encourage her to try in order to make sense of the book?

  8. 7th Close Reading (15 min) • Read “Breaking the Ice” by Dave Barry independently. • Use highlighters and pens to annotate the text using any metacognitive strategies you normally use when reading. • Keep in mind that we will be digging more deeply into this text together as a whole class during this week.

  9. 8th Close Reading (20 min) • Read “The Monkey’s Paw” by W.W. Jacobs independently. • Use highlighters and pens to annotate the text using any metacognitive strategies you normally use when reading. • Keep in mind that we will be digging more deeply into this text together as a whole class during this week.

  10. SWYK Topic: Close Reading • How would you define “close reading” of a difficult or complex text?

  11. Do Now 1/8/13 (5 min) • Take out your copy of “Breaking the Ice” (table folder) and review your reading from yesterday. • Feel free to add any new notes or annotations as you review the text.

  12. Close Reading: • Thoughtful, deep, reflective reading of a difficult or complex text. • The process of reading and re-reading a difficult or complex text to uncover multiple layers of meaning.

  13. Read Aloud Focus Section (10 min) • Follow along as we read aloud the focus section for “Breaking the Ice” (pgs. 502-503, line 41) • Continue annotating the text as we read.

  14. Guided Practice • Q1: Why does the author begin this essay with “As a mature adult, I feel an obligation to help the younger generation…”? (p. 502, lines 1-5)

  15. Guided Practice (10 min) • Read the following questions about “Breaking the Ice.” With your group, discuss your ideas about the answer. Record your thoughts in the margins next to lines in the text you discussed. • Q1: Why does the author begin this essay with “As a mature adult, I feel an obligation to help the younger generation…”? (p. 502, lines 1-5) • Q2: Why does the author present the analogy between a mature adult and mother fish?

  16. Collaborative Practice (5 min) • Share your responses to the following questions about “Breaking the Ice.” Use norms for discussion to guide your conversation (everyone participates, build on each other’s ideas, eyes on the speaker, etc.) • Q1: Why does the author begin this essay with “As a mature adult, I feel an obligation to help the younger generation…”? (p. 502, lines 1-5) • Q2: Why does the author present the analogy between a mature adult and mother fish?

  17. Guided Practice (10 min) • Read the following questions about “Breaking the Ice.” With your group, discuss your ideas about the answer. Record your thoughts in the margins next to lines in the text you discussed. • Q3: What does the author mean by “…is a wisdom nugget”? (p. 502, line 5) • Q4: Why does the author say “…I would like to pass along to any fish eggs reading this column”? (p. 502, line 6)

  18. Collaborative Practice (5 min) • Share your responses to the following questions about “Breaking the Ice.” Use norms for discussion to guide your conversation (everyone participates, build on each other’s ideas, eyes on the speaker, etc.) • Q3: What does the author mean by “…is a wisdom nugget”? (p. 502, line 5) • Q4: Why does the author say “…I would like to pass along to any fish eggs reading this column”? (p. 502, line 6)

  19. Station Rotation (3 min/station) • Read the question on your table. • Go back into the text to find evidence for the answer (remember: you’re only looking in the focus section for the answers!) • Record your answer in the margins as you did during the guided practice. • If you think you are finished, add more to your answer and/or find additional evidence to support/explain your idea.

  20. Collaborative Practice (10 min) • Q5: Do you believe that Eric has sent his question “to the right mature adult”? • Q6: Why does the author say he will “go into the woods and become a bark-eating hermit”? • Q7: What is the author’s perception of himself in junior high school? • Q8: What is the first rule of dating? • Q9: What does the author mean by “Your role model should be the nuclear submarine”?

  21. SWYK • On a scale of 1-5, how has your comprehension of this section of “The Monkey’s Paw” improved after re-reading, discussing and annotating the text? (1 = did not improve my understanding at all ; 5 = dramatically improved my understanding! ) • Explain your answer (2-3 sentences)

  22. Do Now 1/8/13 (5 min) • Take out your copy of “The Monkey’s Paw,” and review your reading from yesterday. • Feel free to add any new notes or annotations as you review the text.

  23. Close Reading: • Thoughtful, deep, reflective reading of a difficult or complex text. • The process of reading and re-reading a difficult or complex text to uncover multiple layers of meaning.

  24. Read Aloud Focus Section (10 min) • Follow along as we read aloud the focus section for “The Monkey’s Paw” (pgs. 360-363) • Continue annotating the text as we read.

  25. Guided Practice • Q1: Why does the father say “Hark at the wind”? (p. 360, line 7)

  26. Guided Practice (10 min) • Read the following questions about “The Monkey’s Paw.” With your group, discuss your ideas about the answer. Record your thoughts in the margins next to lines in the text you discussed. • Q1: Why does the father say “Hark at the wind”? (p. 360, line 7) • Q2: Explain the statement “I should hardly think that he’d come tonight.” (p. 360, line 11)

  27. Collaborative Practice (5 min) • Share your responses to the following questions about “The Monkey’s Paw.” Use norms for discussion to guide your conversation (everyone participates, build on each other’s ideas, eyes on the speaker, etc.) • Q1: Why does the father say “Hark at the wind”? (p. 360, line 7) • Q2: Explain the statement “I should hardly think that he’d come tonight.” (p. 360, line 11)

  28. Guided Practice (10 min) • Read the following questions about “The Monkey’s Paw.” With your group, discuss your ideas about the answer. Record your thoughts in the margins next to lines in the text you discussed. • Q3: Why does the Sergeant-Major respond hastily to Mr. White’s inquiry about the monkey’s paw? (p. 362, line 49) • Q4: What is the monkey’s paw? (p. 362, lines 51-57)

  29. Collaborative Practice (5 min) • Share your responses to the following questions about “The Monkey’s Paw.” Use norms for discussion to guide your conversation (everyone participates, build on each other’s ideas, eyes on the speaker, etc.) • Q3: Why does the Sergeant-Major respond hastily to Mr. White’s inquiry about the monkey’s paw? (p. 362, line 49) • Q4: What is the monkey’s paw? (p. 362, lines 51-57)

  30. Station Rotation (4 min/station) • Read the question on your table. • Go back into the text to find evidence for the answer (remember: you’re only looking in the focus section for the answers!) • Record your answer in the margins as you did during the guided practice. • If you think you are finished, add more to your answer and/or find additional evidence to support/explain your idea.

  31. Collaborative Practice (10 min) • Q5: What happened to the monkey’s paw? • Q6: What is the significance of the monkey’s paw? • Q7: Explain how the Sergeant-Major received the monkey’s paw. • Q8: In reference to the monkey’s paw, why does Sergeant-Major say “pitch it on the fire again like a sensible man”?

  32. SWYK • On a scale of 1-5, how has your comprehension of this section of “The Monkey’s Paw” improved after re-reading, discussing and annotating the text? (1 = did not improve my understanding at all ; 5 = dramatically improved my understanding! ) • Explain your answer (2-3 sentences)

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