1.

State Standard(s):
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.

2. Objectives (SWBAT):
Determine what question to ask oneself in order to close read a passage. Do this by reading 3 passages
and highlighting the main points of the passage.
Develop a pre-reading strategy to use for close reading, by apply it to a short story.

3. Teaching Model(s):
The teacher will be the facilitator using both an instructional model design for the classroom and an
open-class model.

4. Materials and Resources:

· Pen or Pencil
. Close Reading (passages 1,2, and 3)
. Personal Dictionaries
. Classroom computer
. Projector

5. Instructional Procedures/Methods:
a. Introduction
Warm-Up (5 minutes)
Teachers will: (1-minute)
Ask the students to brainstorm about a time they have done something before, but can’t remember the
specifics. For example, not remembering the color of their parents car, or the eye color of their best
friend.

Students will:(2-minutes)
Turn and share with their partner something in their life that they find themselves looking up often.
They should discuss why they haven’t memorized this information? and how they feel about it?

Teacher will:(1-minute)
Re-group and ask for a few students to share their examples. Ask them if their was ever a time they
wish they had payed closer attention to these small details? And why?
Teacher will:(2-minutes)
Explain that paying attention to small details, can also be useful when reading a story. They are the
explicit and implicit knowledge that the reader should by gaining from the passage. In order to make
sure that we are not missing out on the important details, we have to develop our close reading skills.

Activities/ Learning Experience (45 minutes):

Class will:
Read a story about Martin Luther King Jr.

Teacher will:
The teacher will ask the students what they can remember from the text. Then guiding the class in
reading the questions. Ask the students to re-read the passage silently now that they know the
questions.

Teacher will:
Regroup and explain to the students that they have just practiced step number one in close reading.
Now that they have had the opportunity to read one as a class they will now read one with a partner.

Class will:
Practice close reading by working with one partner and reading the questions and then a passage about
George Washington out loud. Then they will answer the questions attached to the passage.

Students will:
Find one other pair and discuss if they have highlighted and circled the same sentences in the passage.

Teacher will:
Regroup and ask the students to share what they have chosen to circle and underline for the story about
George Washington. Ask them again, “Was this time easier or harder than the first passage about
Martin Luther King Jr. to read?” “Did you do anything different this time around?” (i.e. reading the
questions more than once, reading slower, or stopping during the reading to answer a question).

Teacher will:
Explain that by taking a little extra time before reading can help you read with more purpose and more
productively.

Students will:
Read a small passage on their own about Benjamin Franklin and answer the close reading questions.

Class will:
Use the think-pair-share method and turn to their neighbor to check their work. This will be turned into
the teacher for a grade, so it will not be discussed as a class.

c. Closure: (5-minutes)

Teacher Will:
Collect the students work.

Students will:
Answer an exit ticket question on a piece of paper: Discuss how close reading helped me better
understand each of the three passages. Talk about if he/she noticed any kind of pattern while close
reading as well what information can be better understood in each of the passages by slowing down, re-
reading, and answering questions.

d. Extension and Contingency Plans:

Students can re-read their work and begin making a list in their notebook about good close reading
techniques.

6. Accommodations and Modifications:

All classroom material: PowerPoints, note takers, and bilingual books.
Students will be provided with an assigned partner who will be there to ask for clarification, and all
buddy work.
Students will have the chance to ask for better clarification with an alternative explanation by the
teacher or their partner.
Students will be scaffolded with examples in both their native language and in English and be provided
with an example.

7. Assessment and Evaluation of Learning:

Formative Assessments:
Exit-ticket
Class discussion and participation

Summative Assessment:
Passage 3 will be graded for correct answers

8. Homework Assignment:
Research one technique that can be beneficial during close reading.

9. Reflection N/A