Close Reading-Conflict Resolution

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SWBAT analyze a piece of literature using close reading strategies and text annotations.

Big Idea

Is conflict always bad? Students seek to answer the big question as they ready the story "Zlatah the Goat."

Advanced Organizer

5 minutes

To prepare for the reading today, I am going to have the students work with the vocabulary words for this story.  

I will display the words on the Close Reading-Zlateh power point and have the students use the dictionaries to look up the definitions and add them to their notes.  

I will give the students about 10 minutes to do this on their own.  Once they are done, I will have them do a Stand Up, Hand Up, Pair Up to check their definitions with another student's definitions.  

We will then discuss the words as a class.  


15 minutes

I will review our close reading focus for today using the power point.  I will have the students add the notes to their spirals.  We are focusing on the types of conflicts that one can have; and internal or an external conflict.  We will also be continuing practicing making inferences.  

Then, I will display the excerpt from "Close Reading-Zlateh" and model with the students my annotations. When close reading and using annotations, it is important to model how to annotate the text.  The students struggle with knowing what to annotate.  I find it very helpful to model how a good reader thinks about the text as they are reading.  

I go over the annotations and my thoughts about the story as I model for the students.  

Guided/Independent Practice

25 minutes

Now it is time for the students to work with the story and demonstrate their understanding of text annotations.  

I will pass out the story Zlateh-the-Goat and have the students work to read the story.  I will remind the students of the importance of multi-draft reading.  The first read through should just be for basic understanding, the second read through is for making text annotations and the third read through is where you are making connections, drawing conclusions and integrating knowledge.  

I will have the students move into their reading groups to allow for support if needed.  I will be able to then work with my struggling or lower readers while just checking in with my other groups.  As I am circulating, I am prompting them to clarify their annotations, guiding them to make inferences about the text as well as annotate for conflict.  

The story is a longer story and will take them the remainder of the class period to get through it. 


5 minutes

To review the lesson for the day, I will ask the students to answer the following question; 

What is the difference between and internal and an external conflict?  I will have them record their answers in their spirals and then share with their Shoulder Partners