- Unit 1
- Level 1
- T1 minutes
- Close Reading, Text Analysis
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Standards Addressed:
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
Lesson Materials/Resources
Objectives
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can identify the main message of That Book Woman by reading excerpts from the text closely.
- I can sort key details from That Book Woman into categories.
- I can describe what the main character wanted and what he did.
- I can discuss how the main message of That Book Woman is conveyed through key details.
Assessment/CFU
- Close Read recording form (parts 1 and 2)
Opening/Warmup/Connecting Prior Knowledge
A. Engaging the Reader and Building Fluency: Read-aloud of That Book Woman (10 minutes)
• Gather students in a circle. Tell them that today they are going to be hearing and reading a new story called That Book Woman by Heather Henson; tell students that the language in this book is going to sound different from the language in the books they have heard so far because the author wrote it in the dialect some people speak in the Appalachian region of Kentucky. Do not explain the story. Simply define dialect as “the language of a certain group.” Students can revisit this idea, and connect it to their own lives, after reading the text.
• As with other read-alouds in this unit, ask students to follow along in their text. (This promotes fluency.) Tell them that they should read along as the story is being read to them.
• Project the book That Book Woman and read the entire text slowly, fluently, without interruption. If students get excited and want to talk about the text, remind them: “Just like the other books we have read, you will have a chance to reread this story and talk about it today and tomorrow.”
Note: It is important that this text is read without interruption. The purpose is to acquaint students with the text, not aid them in comprehension through questioning or discussion.
B. Unpacking the Learning Targets (5 minutes)
• Direct students to the learning targets for this lesson. Tell students that this is the third time they have worked with close reading and these learning targets. Read each target individually, reminding students of what they are doing for each target. After reading each target and explaining it, gauge confidence with the learning targets using a thumbs-up, thumbs-sideways, or thumbs-down.
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