1. English III/American Literature CP August 17, 2015
Close Reading
English III/American Literature CP
August 17, 2015

2. “Why is close reading important?”
Today
Warm Up
MUG MONDAY (mechanics, usage, grammar)
Close Reading - “A Day at School in Kyrgyzstan”
Article of the Week
Annotation
CCSS: Speaking and Listening 1 Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively.
RI. 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.10. Read and comprehend nonfiction texts, with scaffolding as needed.
Essential Questions:
“Why is close reading important?”
“How will the strategies used with close reading create ‘active’ reading?” & “How will active reading improve my ability to learn?”
HOMEWORK REMINDERS
MASK IS DUE TOMORROW
READ AOW “Brain Rules”
Content Objective
Students will identify and list the three levels of close reading.
Language Objective
Students will record information using Cornell Notes, and discuss a text in small group activities and whole class activities.
Looking Ahead
Warm U
Term Tuesday
Annotating

3. Agenda Warm Up –M.U.G Monday – mechanics, usage, grammar
Close Reading – “A Day in School at Kyrgyzstan”
Article of the Week
On Monday of each week, you will have a slide or two that involve mechanics, usage, or grammar. After 4 minutes, I will send a student, Instructional Assistant, Student Teacher or myself to stamp your notes.

4. Types of Conjunctions
Correlative Conjunctions are not single words. They work in pairs.
Many pairs of correlative conjunctions exist.
both….and whether….or neither….nor
not only….but also either….or
not….so much as

5. Correlative Conjunctions
Common Correlative Conjunctions and Examples:
both, and Ex. Both maroon and gray accent nicely.
either, or Ex. I like to wear either pants or capris.
neither, nor Ex. Neither the shirt nor the jacket fit.
not only, but (also) Ex. Not only one button fell off, but all of them.
whether, or Ex. Whether or not you wear nice clothes, you have to wear clothes.
not, so much as Ex. It was not that his clothes were flamboyant so much as they were florid.

6. Examples of Correlative Conjunctions
I saw both the Statue of Liberty and the Empire State Building.

7. Examples of Correlative Conjunctions
I don’t want neither pickles nor tomato on my hamburger.

8. Examples of Correlative Conjunctions
I don’t know whether to play baseball or to play basketball this year.

9. Examples of Correlative Conjunctions
After trading jobs with his wife, Mario promised to never say that a woman’s job is not as hard as a man’s job.

10. Examples of Correlative Conjunctions
Either the student or the teacher can answer the question.

11. Examples of Correlative Conjunctions
Not only do I play the flute, but I also play the clarinet.

12. Practice Fill in the blanks with appropriate correlative conjunctions.
both / and
either / or
neither / nor
not only / but also
whether / or
as / as
Fill in the blanks with appropriate correlative conjunctions.
Who decides ___________ a person will go to heaven _________
burn in hell?
The storm, ______ _______ furious ______ ________ destructive,
forced evacuations of hundreds of people to storm shelters.
3. Neither the students nor the teacher really liked homework
assignments.

13. My Goal for all my students:
“To gradually release responsibility to students – moving from an environment where the teacher models for students the strategies to one where students employ the strategies on their own when they read independently” (Pearson & Gallagher, 1983 as cited in Brown & Kappes, 2012).
“Close reading can not be reserved for students who are already strong readers; it should be a vehicle through which all students grapple with advanced concepts and participate in engaging discussions regardless of their independent reading skills. It builds skill and motivation in the reader” (Pearson & Gallagher, 1983 as cited in Brown & Kappes, 2012)

14. What is Close Reading?

15. Discuss with your partner, what is going on, and what is the message the artist is sending the reader.
READING
CLOSE

16. Close Reading Focuses on:
“Close reading of a text involves an investigation of a short piece of text with multiple readings.”
Focuses on:
Key Vocabulary
Form or Structure
Tone
Imagery
Rhetorical Devices
Word Choice
Syntax
Levels of Meaning

17. Good Reading Background
Most reading is skimmed
When you need to learn, reading requires close attention
Good reading is hard work
Good reading makes good writing
Adapted from The Bedford Reader and The Little, Brown Reader
Adaptation by Laura Hayes

18. You know you have to read “between the lines”….
I want to persuade you to write
between the lines. Unless you
do, you are not likely to do the
most efficient kind of reading.
Mortimer J. Adler
“How to Mark a Book”

19. TIME TO READ

20. The Three Levels of Reading

21. 3 Levels
of Reading
Reading on
the Line
(Literal)
Reading
Between
the Lines
(Inferential)
Beyond the
Lines
(Thematic)

22. First Level of Reading Literal
Understanding & Remembering
Find meaning directly
in the text
Mentally answer the questions
“Who?” “What?” “When?” and “Where?”
READING ON THE LINE

23. Second Level of Reading Inferential
Applying & Analyzing
Readers interpret what is in the text
Key concerns are :
-What does the passage represent, suggest, or personify?
-What does a certain allusion or metaphor mean?
- You are analyzing, interpreting, classifying, comparing, contrasting and finding patterns.
READING
________________
BETWEEN THE
LINES

24. Third Level of Reading Thematic
BEYOND THE LINES
___________________
Evaluating & Creating
Readers move beyond the text to connect literature to their own experiences as well as with universal meaning.

25. Reading Beyond the Lines (continued)
Ask:
“How does this text connect with my life?”
“How does it connect to life for all people?”
“How does it connect with my ideas about morality or values?”
What perceptions about life in general is the author communicating to me?”
“What do I think of these perceptions?”

26. Three Levels of Reading
BEYOND
THE LINES
2 READING
BETWEEN
1 READING
ON THE
LINES
Three Levels of Reading 1
Literal 2
Inferential 3
Evaluative/Thematic

27. Three Levels of Reading
BEYOND
THE LINES
2 READING
BETWEEN
1 READING
ON THE
LINES
Three Levels of Reading

28. Reading on the Line Remember and Understand
1. Write the most significant word from
the text.
2. Quote the entire sentence in which
the word appears. Cite the source of
the quotation in parentheses.
3.Write multiple dictionary definitions of
the word (denotation).
4. Explain why the word is important to
the meaning of the work by placing it
in the context of the narrative.

29. Applying and Analyzing
*Draw & Explain
Reading Between the Lines R
1. Referring to the text,
draw FOUR images
created from the text
Reading
On the Line
*Draw & Explain
*Draw & Explain
2. Write an explanation of the link
between the four images from the text
and the word you have written in the
innermost circle.
*Draw & Explain

30. Reading Beyond the Lines
Evaluating
And Creating
Reading Between the Lines
Reading
On the Lines
Write TWO thematic statements drawn from the significant word you wrote in the innermost circle and the images you drew in the middle circle. These should be universal thematic
statements.

31. Challenge Time EXTRA CREDIT CHALLENGE
Find someone who has gone to school in another country and goes to our school!
INTERVIEW THAT PERSON ABOUT THE DIFFERENCES BETWEEN THE TWO EXPERIENCES
Create a chart comparing and contrasting the two experiences.

32. Let Us Practice Preview the Text title
What do you think is the topic of this essay?
“A Day at School in Kyrgyzstan,” by Kathryn Hulick.

33. FIRST READ: KEY IDEAS AND DETAILS
Read the story
“A Day at School in Kyrgyzstan”
Focus on the key ideas and details in the text
What is the main idea
What are the key details the author includes.
Think-Pair-Share

34. Second Read: Craft and Structure
What is/are:
The question the author is trying to answer
The basic concept the author is portraying
The author’s purpose in writing the article
The author’s point of view
Assumptions the author is making
The implications of the author’s reasoning
The information the author choses to use, or to leave out

35. Second Read: Craft and Structure
Let us look closely at paragraph #4.
Re-read this paragraph
What is the topic sentence? What is her claim?
What details does Hulick use to support her claim?
What word does Hulick use to describe her students that is an informal word?
What transition word does Hulick use to shift to her next idea near the end of the paragraph?
What is the function of this paragraph?
How does Hulick create a connection between the text and reader using this paragraph?

36. THIRD READ: INTEGRATION OF KNOWLEDGE & IDEAS
Use a Venn Diagram
How are the students in Kyrgyzstan the same as you or different than you?
U.S.
Kyrgyzstan

37. HOMEWORK
Read the article of the week

38. Questions and Answers