Close Reading Mason-Dixon Memory for a Deeper Theme
Lesson 3 of 14
Objective: SWBAT think deeply about theme by focusing on the turning points of the characters and categorizing their theme.
Connect: I will say, “We have read Mason Dixon Memory, have seen the animation and organized our initial thoughts, today we are going to read the most exciting part.
Teach: I will say, “In order to have a deeper understanding of the text, I am going to practice the skill of close reading using the strategy of finding the section of the text in which my theme can be supported. The process I will use is as follows:
1) Read a section that provides the most evidence for my theme that goes across both plot lines
2) Categorize my evidence
3) Write a deeper understanding of my theme for both texts
I will show the students how I think about the theme ("People use their power, size, jobs, money and popularity t take advantage of others. ) but with Song of the Trees and skim through the text to find the part in which there are multiple pieces of evidence for my theme.
Now that the students have had practice with Song of the Trees, I want my teacher model to be a different text. Therefore for my Mason-Dixon memory work, I will use Song of the Tress for my model.As I re-read that part of the text (pg. 109: Mr.Andersen takes advantage of Big Ma), I am underling more text details that fit my theme.
Active Engagement: I will say, “I want you to think about the theme you picked yesterday*, find the section (1-2 pages) in which your theme appears the most, then start searching for evidence. I will check for understanding by quickly reading the first piece of evidence from every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
*Student can refer to the Universal Themes Resource Sheet.docx.
Independent Practice: “I want you to underline at least four pieces of evidence for your theme.” Students will read independently as I confer with them about which pieces of evidence match their theme and if they are rereading the best section for their theme.
2nd teach: I will say, “Now that I have my evidence underlined, I am going to think to myself, hmmm, how I could categorize this? In this section of the text there is evidence that people use their power to take advantage of others, but Mr.Andersen is really being manipulative. He knows that times are hard because it is the Great Depression and that the family needs the money for medicine and food.
My categories will be feeling powerful/feeling powerless. I am now going to take my text evidence and place it under one of those two categories, if it does not fit, it is a piece of text evidence that either does not fit under my theme or I may need to make a new category.” I will then show the students how I upgrade my writing from yesterday by thinking deeper about the theme.
Active Engagement: I will say, “Turn and tell your partner what categories you could use to organize your evidence.” I will check for understanding listening to every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember, in order to have a deeper understanding of the text, great readers and writers practice the skill of close reading by using the strategy of finding the section of the text in which their theme can be supported. They review the theme they have been working with, read the section of the text that provides evidence for the theme, then categorize and organize their evidence.
Independent Practice: I will say, “Now you are going organize your evidence and then write long (using the Thought Prompts to Push your Thinking Resource Sheet.docx if you need to) about it with a new upgraded theme.” Students will organize and write quietly while I conference. I will put on the writing music.
Closing: For today students will turn in their “write longs” in order for me to assess their deeper understanding of the story.