BRAIN GAIN English 10 CLOSE READING 101 Why

“BRAIN GAIN” English 10

CLOSE READING 101 Why are we doing this? ? ? To develop the skills and habits of a close reader.

DAY 1

OBJECTIVES 1. 2. Conduct close reading by attending to and analyzing textual details. Analyze visual-based details.

FOCUS QUESTIONS FOR VIDEO What did the detective do when he approached the crime scene? What are some other questions that detectives might ask about a crime scene? Why? What would have happened if he simply looked at the crime scene and said 'everything looks fine' and only looked at surface details? Set up: Police investigation. Miami police believe that death was a suicide; Ace Ventura Pet Detective suspects that it was MURDER!

DO NOW: EXPLAIN WHAT IS HAPPENING IN THE FOLLOWING VIDEO…

NOTES

NOTES Questions investigators ask:

CLOSE READING: DETECTIVE PROCESS See Guiding Questions Handout for questions that readers ask.

CLOSE READING: DETECTIVE PROCESS 1. 2. 3. 4. 5. Initially approaching and surveying a text Using questions to examine the text's topic, information, and structure Questioning further to investigate the text Analyzing key details and language to deepen understanding Explaining what one has come to understand as a reader

GUIDING QUESTIONS FOR PHOTOS What is this text (photo) mainly about? What stands out to me as I examine this text? Text specific questions: What do you notice about the people in each photo? What is significant about the way the students are dressed?

PHOTO 1

PHOTO 2

QUICK WRITE Work with your partner to create a caption that summarizes what you think the image is about.

CONGRATULATIONS! You’ve begun the close reading process!

CLOSE READING: “THE STORY OF MY LIFE” Focus question: What information or ideas does this text present?

QUICK WRITE (1 MIN) Focus question: What information or ideas does this text present?

INDEPENDENT READING: “THE STORY OF MY LIFE” Re-read text Focus question: What words or phrases stand out to me as I read? (underline) Record reactions in margins If you finish early… � Answer the following questions: What does Keller mean by: “When she came, everything about me breathed of love and joy and was full of meaning”? � Why did Keller write this piece? What is her purpose?

PARAPHRASING What is it? ?

EXAMPLE Original: Her life spanned years of incredible change for women. ----------------- Original: Giraffes like leaves and hay and they can consume 75 pounds of food a day. Paraphrase: Mary lived through an era of liberating reform for women. ----------------- Paraphrase: A giraffe can eat up to 75 pounds of leaves and hay everyday.

EXAMPLE Original: “At the beginning I was only a little mass of possibilities. It was my teacher who unfolded and developed them. ” Paraphrase: Keller started out with potential, but it was Keller’s teacher who played a role in developing this potential. Plagiarized/Unacceptable Version: At the beginning, Keller was just a little mass of possibilities. It was her teacher who unfolded and developed them.

PARAPHRASING What is it? ? Source: Owl Purdue your own rendition of essential information and ideas expressed by someone else, presented in a new form. (Rewording) one legitimate way (when accompanied by accurate documentation) to borrow from a source. a more detailed restatement than a summary, which focuses concisely on a single main idea.

QUICK WRITE: PARAPHRASE Select a detail to paraphrase.

TED TALK Create the following T-chart in your academic journal: DETAILS EXPLAIN DETAILS

FOCUS QUESTION: INITIAL VIEWING What information or ideas does this text present?

VOCABULARY Globalization Alienate Marginalize Epidemic

“CHANGING PARADIGMS” - ROBINSON

VOCAB CHEAT SHEET Globalization Alienate Marginalize Epidemic

QUESTIONS Example Q: “What details does Robinson use to support his belief that schools are “…trying to meet the future by doing what they did in the past and on the way they are alienating millions of children who don’t see any purpose in going to school…”?

SMALL-GROUP WORK (10 MIN) Your Task Share T-chart findings (and add to your own) Write 3 -5 sentences explaining something you learned from the video � Use details from your t-charts!!! Roles Presenter: Reads findings summary to class Scribe: Writes 3 -5 sentences Facilitator(s): Ask additional guiding questions to keep conversation moving forward

REFLECTION/SELF-ASSESSMENT Reading Closely Checklist Quick Write Questions (4 sentences min): How well can you read closely? Present your ideas? Identify areas where you can improve as a reader?

QUESTIONING TEXTS

OBJECTIVES Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a central idea of a text and analyze its development over the course of a text.

ASKING GOOD QUESTIONS Ineffective Effective “What’s this? ” “What do you think? ” “What did Hellen Keller do when she grew up? ” What’s wrong with these questions? “What are some qualities of Keller’s teacher that made her instruction so effective? ”

MODEL WORKSHEET

CREATE A QUESTION Structure Language Perspective Topic/Information

TEXT #5

OBJECTIVES Create text-specific questions about a text Identify the tone of a piece and use academic vocabulary to identify that tone

WHAT IS TONE?

WHAT IS TONE? The author/speaker’s attitude about the subject. See Tone Vocab List Example: “Don’t take that tone with me!” What kind of attitude is this person assuming? Example: “Fahrenheit 451 is an intellectually engaging and thought-provoking book!” Example: “What a boring book. It’s so lame. Why do we have to read Fahrenheit 451, or read at all? ”

IDENTIFY THE TONE Lady Gaga http: //www. youtube. com/watch? v=b. ESGLoj. NYSo Chris Daughtry http: //www. youtube. com/watch? v=bq. T 4 Vnn. EU 0 M Glee http: //www. youtube. com/watch? v=ITVF 7 u. Ap. Qh 4

QUICK WRITE (5 MIN) Compare and contrast the “tone” in the Lady Gaga, Chris Daughtry and Glee videos. How are adaptations of the same song different? Sample topic sentence: "The meaning of 'Poker Face' changes with changes in tone, as we can see when comparing renditions of the song by Lady Gaga, Chris Daughtry and the singer in Glee. (Explain how the tone is different in each song and how this change affects the meaning of the song)

“KIDS NEED STRUCTURE” – COLIN POWELL First listen: Concentrate on the author’s message, tone and use of language.

“KIDS NEED STRUCTURE” – COLIN POWELL Independent Work: Complete a Questioning Texts Worksheet � Leave the last row blank! Guiding Questions • What do the author’s words cause me to see or feel? • What ideas stand out to me as I read? • How do the ideas relate to what I already know?

“KIDS NEED STRUCTURE” – COLIN POWELL Re-read text in pairs. Annotate text (record reactions in margins; underline important words/phrases) Create text-specific question. Guiding Questions • What do the author’s words cause me to see or feel? • What ideas stand out to me as I read? • How do the ideas relate to what I already know? Exemplar question: In paragraph 10, how does Powell describe the impact the drill sergeant has on young men over the course of the 18 weeks?

QUESTIONS

ANALYZING DETAILS Model worksheet Select three important details that related to the reading purpose and question and that convey or support a central idea. Include a source.

QUICK WRITE (5 MIN) Write 3 -5 complete sentences explaining your analysis of the text and list supporting details.

PART 3

“FREEDOM” – MARIA MONTESSORI Perspective: Who is the intended audience of the text? What is the author saying about the topic or theme? What is the author’s relationship to the topic or themes? How does the author’s language show his/her perspective?

COMPARING TEXTS: FISHBOWL Discuss how each author’s use of language reflects his or her perspective on the subject. Additional Questions What are the author’s personal relationships to the topic? What details are most important to the overall meaning of the text? How do the examples Montessori and Powell use and the way they describe them illustrate differences in their perspective on child development?

FISHBOWL PROTOCOL Step 1: 5 min Inner circle discuss texts in relation to guiding questions � Required to frame answers (introduce title and author when discussing a text) and to point to specific textual evidence. Outer circle track ideas of their peers on a stick note & pay particular attention to when peers use evidence to support their ideas Step 2: 3 min Outer circle responds to the discussion of the inner circle Repeat with a new text or different guiding question Debrief discussion (2 min): Students discuss what they learned & the value of using evidence to move the conversation forward Objectives Present evidence from the text to support your assertions & connect to others’ ideas.

SMALL-GROUP WORK Create a comparative question!

WRITING: COMPARATIVE ANALYSIS Your Task: Answer your comparative question. Sample Paragraph Structure The comparative question 1 -2 sentences explaining your analysis of Text #5 and key supporting details 1 -2 sentences explaining your analysis of Text #6 and key supporting details 1 -2 sentences explaining a connection you have made between the two texts that answers the comparative question

PART 4

OBJECTIVES Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a central idea of a text and analyze its development over the course of a text. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

FINAL PROJECT: JIGSAW Overview � Read a text closely with a small group of other “experts” � Independently analyze and write about your text � Draft a question that compares your text to other texts in the unit � “Jigsaw” to a new group and use your analysis, writing, and comparative question to facilitate and participate in a text-centered discussion with students who have analyzed the other two texts. � Participate in an “academic panel”: Present your discussion in front of the class

HOW AM I GRADED?

INTRODUCTION TO TEXTS “The Purpose of Education” by Eleanor Roosevelt “Notes on the State of Virginia” by Thomas Jefferson “The Vision of Education Reform in the United States” by Arne Duncan

STEP 1: SMALL-GROUP WORK Conduct a close reading of your text with your “expert” group. � Underline important words/phrases � Write key ideas/questions in margins as you read Each group member completes Questioning Text Worksheet (everyone develops separate textspecific question) Compare questions and explain your logic.

STEP 2: INDEPENDENT ANALYSIS Complete an Analyzing Texts Worksheet using a text-specific question (either yours, or a question from another group member)

STEP 3: INDEPENDENT WRITING Your Task: Write a multi-paragraph explanation of your text, using textual evidence that explains: � A central idea of the text and how it is developed across it � What the central idea demonstrates about the author’s perspective on the topic � What you have come to understand about the topic from the text

DISCUSSION OBJECTIVES Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grades 9 -10 topics, texts, and issues, building on others’ ideas and expressing your own clearly and persuasively).

SELF-ASSESSMENT Examine Text-Centered Discussion Checklist Fill out checklist: What have you already done/not done during discussions? Comments section: Refer to specific moments when you demonstrated these skills. Identify skills/behaviors you need to work on in the remainder of the unit.

JIGSAW In progress…