Mini Lesson - Developing Critical Reading Skills - Close strategies -

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Mini Lesson- Developing Critical Reading Skills - Close reading strategies - Curriculum Theory and Methods course - ucr extention 172ECM004 - Carlock

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Mini Lesson - Developing Critical Reading Skills: Understanding Metaphors and Building Vocabulary Using Close Reading Strategies:

Mini Lesson - Developing Critical Reading Skills: Understanding Metaphors and Building Vocabulary Using Close Reading Strategies Susan Carlock October 20, 2017

Learning Objectives:

Learning Objectives Students will be able to demonstrate how metaphors can be identified and understood within the context of a poem. Using Close reading strategies, students will be able to identify challenging vocabulary and to clarify meanings.

Introduction:

Introduction Teacher introduces this as first of three lessons built around a famous poem* and informs the class that they will participate in whole class , small group and individual work examining metaphors, new vocabulary, tone and author’s purpose. Review the literary devices of metaphor and tone with the class by defining and citing examples. *O Captain ! My Captain ! Walt Whitman

Demonstrating Skills (Guided Practice):

Demonstrating Skills (Guided Practice) Using a stanza from another of the author’s poetry, teacher will read the stanza to the class (stanza projected on white board) while demonstrating Close reading strategies (think aloud, annotation including circling or underlining metaphors, unknown words, phrases that convey a tone, summarizing, asking questions…)

Application :

Application Teacher projects poem on white board; first read through Students move into three groups Each group has a copy of one stanza of the poem (chunking) Group identifies metaphors and unknown or uncertain words Group discusses possible meanings or interpretations

Application cont.:

Application cont. Reporting to whole class, group explains their metaphors and challenging words Teacher and class now discuss how the “chunks” fit together Students receive written questions to complete: What is the author’s purpose? What is the author’s tone? What are your ideas about historical content/background?

Assessment:

Assessment Students submit answers to written questions about purpose, tone and historical context of the poem

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