Reflection: Modeling Analyzing Characters with Close Reading - Section 4: The Third Read


This was the first real close read that I did.  After I first learned about close reading during a Common Core Phase 2 class, I went through the steps of close reading with propaganda definitions.  I made a few major mistakes the first time around.

  • The passage I chose was too long.
  • The passage was difficult, but not robust.
  • The text dependent questions were just regular questions.
  • The passage I chose was way too long.
  • Did I mention the passage was too long?

If I do say so myself, the passage I chose for "Thank You, M'am" was perfect.  It wasn't too long, it was robust, and had tons of discussion points. The students had already this passage when they read the story, which I think will be invaluable when I do this lesson with my inclusion classes.  It was one of the most difficult passages for students.  As I listened to my students read and discuss the story with the "Say Something" activity, this was the part that they struggled with due to Mrs. Jones and Roger's dialect.  This passage allowed me to hit those concepts head on.

Students got a lot out of this story, more than they would have with simple reading and comprehension questions. Combined with the "Say Something," students had a genuine discussion that can only get better after I explicitly teach discourse strategies.

  My First Close Read
  Modeling: My First Close Read
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Analyzing Characters with Close Reading

Unit 3: Analyzing Literature and Writing Business Letters with Langston Hughes’ Thank You, M’am”
Lesson 5 of 10

Objective: Students will be able to analyze a character's traits and motives by close reading a passage.

Big Idea: Characters and their traits come alive through close reading.

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