468 Close Reading Lesson

Ed 468 Lesson Plan
Ed 468 Close reading lesson

Ed 464
Ed 474
Candidate Name:
Tony Breska
Date:
February 4, 2016
Lesson Title:
Reading Closely (Dont Skip the Hard Stuff)
Grade Level:
4th
Type of Lesson: Cooperative Learning

Instructional Strategies/Method of Delivery:
Think-pair-shares, teacher modeling, direct instruction
Content Area: Language Arts
Subject Matter: Close Reading
Content Standard:
R.I.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
ELD Standard:
Collaborative
SL.4.1
Exchanging information and ideas with others through oral collaborative discussions on a range of social
and academic topics
Lesson Objective(s): By the end of the lesson, students will be able to tackle complex, technical passages
head on by reading and rereading small parts, thinking about what those parts are teaching, while
communicating with their peers to explain their ideas.
Orientation
1) As you read/listen, think closely about what these big words could possibly mean.
2) Use your clues from the surrounding text to work to define anything that you find difficult.
3) Use the pictures to help clear up any remaining potential confusion.
Close Reading
Students will look through the text, in order to find information that will help them complete the
diagram that we are drawing as a class, and amongst our table groups.
Text Dependent Questions
What does the author mean?
What is the author saying here?
How could we put this into our own words?
Assessment:
Formative: Students contribute to the class discussion, and peer discussion.
Summative:
Students will be able to talk amongst their peers in order to explain what the difficult passages of
reading are teaching them.
Teacher will check their readers notebooks to sure that the students have completed the diagram
correctly.
Lesson/Assessment Modifications:
ELL: Teacher will utilize visuals to help students comprehend what is being asked of them, as well as to
help the student understand the difficult text that is being discussed.
Special Needs: Students with attention issues will be given special seating, close to the teacher (and any
other adults present) in order to make sure that they remain engaged and on task.
Technology:
Document camera (if necessary)
Chromebooks (for research)
INTO
Set the stage
Share personal anecdote about struggling to set up something complicated.
State teaching objective
I can read and understand difficult text by reading closely and thinking about the reading.
Steps:
1.
2.
3.
4.
5.
Explain to the students that you were reading difficult text from Everything Weather and you
wanted to read it together to see if the students could help you comprehend the reading.
Read text to the students, pausing and reflecting back, putting text in own words.
What is this text teaching me
Draw diagram on chart paper to help understand on hanging out section of text
Debrief
THROUGH
1.
2.
3.
4.
5.
Read aloud the next piece of text chilling out, explain to the students that they are to raise their
hand to let me know when they dont understand and need me to stop.
When hands raise, read again.
Students talk with elbow partner about what this part is teaching
Teacher will explain to the students that they are to read the last 2 parts of this page, and add to
their diagram that we have been completing together.
Teacher walks around and listens in on conversations and talks with groups.
BEYOND
1.
2.
At this point, the students will work with their table groups in order to complete the last two
sections on the page. (Falling down, and running off.?
Teacher explains to the students that when they come to a part of their text that they do not
understand they need to use their close reading strategies that we have covered. (context clues,
diagram)
Grade Level of Students

Title/Author
Synopsis of text/ rationale for choosing text
Quantitative Analysis
Quantitative Analysis Reflection
4th grade
Kathy Furgang
This text is a expository text that has to deal with
weather. This book goes into great detail, and has
many beautiful pictures about many different types
of weather. The types of weather that is represented
in this book ranges from your typical thunderstorm,
to the most intense tornadoes, and everything else
inbetween.
I chose this piece because it directly ties into the
curriculum that the students are covering. The
students are currently working in groups on weather
research projects so I figured that this book would
continue the theme of their lessons nicely.
This text falls into 950 lexile range. This is a high
range for 4th graders. It may be challenging for some
students, they will be engaged and the diagram will
allow them to hopefully understand what is being
said better.
Based on the vocabulary and content, I feel that the
lexile range for this book is a little too high. I feel
that this score should be closer to 900, which is still
a little high for 4th graders, however I feel that the
students will be able to grasp the information due to
their background knowledge, as well as their
diagrams that they will be completing
Reflection
Overall I would say that this lesson went extremely well. The students seemed to be
engaged throughout the entire time, and were working together to complete the tasks that
were asked of them. If I could change one thing about this lesson, it would be to
somehow incorporate a movement aspect into the lesson. Unfortunately the students were
tasked with remaining in their seats for my 20-minute lesson, which they did very well,
but that is not something that I want them to have to do on a regular basis. So far I am
very excited with how things are going at this school, and in my class, and I am looking
forward to my continued growth as I prepare to become a credentialed teacher.

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What is the lesson about?

What strategies does the teacher use to help students understand difficult texts?

Ed 468 Lesson Plan

Ed 468 Close reading lesson

Type of Lesson: Cooperative Learning

Share personal anecdote about struggling to set up something complicated.

State teaching objective

Grade Level of Students

Quantitative Analysis Reflection

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