Lesson Plan Format

NAME: April Barry

Lesson Title: Close reading Grade level: 2 Total Time: ~30min

# Students: 5 (The Monkeys reading group: Aaron, Jedayiah, Danika, Lance, and Torell)
Learning Goal: Literacy.RL.2.3: Describe how characters in a story respond to major events and
(Content challenges.
Standard/Common Literacy.RL.2.7: Use information gained from the illustrations and words in a
Core) print or digital text to demonstrate understanding of its characters, setting, or
plot.
Literacy.RL.2.10: By the end of the year, read and comprehend literature,
including stories and poetry, in the grades 2-3 text complexity band proficiently,
with scaffolding as needed at the high end of the range.

Target Goal or Skill: Comprehend more of their reading through close reading.
Use prior knowledge to help in their comprehension of close reading.

Essential Question(s): What is close reading?

Why do you read text/passages more than once?
Do you use close reading with all texts?

Topical question(s): How does reading a text 2-3 or more times help you to comprehend the
reading?

Instructional SWBAT:
Objective(s): Demonstrate their knowledge of close reading by circling unfamiliar or
unknown words, underlining the main idea, and boxing the characters (if
the passage has characters).
Discuss what the reading was about.

Assessment Formative Assessment:

(Criteria / Look Fors/
Performance Tasks)
At the end of the lesson, check in with each student on how they feel
they understand close reading.
o Thumbs up = understand
o Thumbs down = dont understand
o Thumb sideways = sort of understand but still
need help.

Summative Assessment:
This is a continuous reading tool for the students to know, understand,
and use. When they can read a passage and answer all questions asked,
then they will know it.

Disabilities/Diverse N/A
Needs Represented
Student Directions given verbally throughout lesson.
Accommodations and/or Throughout parts of the lesson, go step by step to make sure all students
Modifications are following along.
Give explicit instructions.

Instructional Procedures
(including specific times) Intro: ~2 minutes
Introduction:
(including motivational
hook where applicable)
Learning Activities:
Learning Activities: ~ 25 minutes
Closure:
Have a visual of the reading passage for each student for them to be able
to follow along and mark as directed.
Talk about how they have been doing a lot of reading every day in class.
Mention their reading groups, their independent reading, and them
reading to someone else
With all that reading, ask if they remember and understand most or all of
what they read by a show of thumbs right in front of them.
o Thumbs up = remembers and understands majority of the reading
if not all.
o Thumbs down = dont remember or understand the reading.
o Thumbs sideways = in between
Let the students know what we are discussing today. That is close
reading means to read the same text multiple times to help us make
meaning, understand, and remember what we read.
Before getting into the reading part, lets have a snack first (pull out the
Oreos) and relate it to the lesson on close reading.
o Explain once they have their Oreo, they are to eat it right away
and not wait for anyone.
o Next have the students give a thumbs up in front of them once
they are done eating the Oreo and reading to give an answer
about what they just ate (their responses should be Oreo or Oreo
cookie somewhere on those lines) and write it on the paper
below First read title.
o Explain how this is similar to reading a text for the first time.
You are the Oreo fast and know its an Oreo but you dont know
much else. Just like with reading; the 1st time you dont know
much but you reread to gain more understanding.
Then pass out another Oreo and instruct students to not eat it but wait for
further instructions.
o Once they all have an Oreo tell them to:
Look at the cookie carefully
Smell the cookie
Think about the cookie
Slowly eat the cookie with their eyes closed.
Think about each bite and each chew.
Think about the texture and taste.
Think about what makes an Oreo an Oreo
Think about what is your favorite part of the Oreo.
As the students are eating and thinking about the Oreo,
write (or uncover if words are covered with post-its) the
following categories on the paper:
Texture
Ingredients
Look
Feeling
 Smell
Favorite part
Once everyone looks done, ask them to put a thumbs up
in front of themselves if they are done eating their Oreo
and ready to share their thoughts.
Go over the categories that will be filled out.
Ask the students to think of at least one answer for
each category but can think of more. Once they
have their answers, put a thumbs up in front of
themselves to let me know they are ready.
o If most are ready but there are still some
that are not, let them know to continue
thinking and listening. Once they have an
answer they are to put their thumb up in
front of themselves. Instruct the students
to tell you the category and their
thought/idea to go there.
o Once the chart is filled out, explain that this is like doing a
second read. We took our time eating the cookie to get more
details and understanding; just like you should take your time
reading the text to gain more details of what the words mean.
Now for the application
o While passing out the passage to be read (The Tree) and colored
pencils in 3 different colors to each student instruct them to leave
the color pencils alone until told what to do with them, explain
that you (the teacher) is going to read through the passage first at
a quick pace.
Explain that this will be the first read, so it will be read
quickly and be like eating the first Oreo fast.
Tell the students to follow along on their copy while you
read it. Read the passage.
When done ask the students to give a check in
o Thumbs up = fully understand the passage
and can answer any question about it
o Thumbs down = know little to nothing
about the passage
o Then as the teacher, depending on how the
students respond, you would say
something like Well I agree/disagree with
some/most of you.
o Now let the students know that we are going to read it a second
time but slower so we can comprehend who is in the passage (the
characters), where the passage takes place (the setting), and
unknown or unfamiliar words (vocabulary). The characters will
be circled with red, the setting will be boxed with blue, and the
unfamiliar words will be underlined with green. Each time there
is a character, part of the setting or unfamiliar words circle, box,
or underline as needed (even if they are listed multiple times)
Instruct the students to use their colored pencils to circle,
box, or underline the various parts we are looking for as
we read through the 2nd time. Make sure they understand
that you (the teacher) is going to be marking the first
paragraph to show them what to do.
 The teacher slowly reads through the passage so the
students can gain more understanding of the characters,
setting, and unfamiliar words.
Depending on time, once done reading, ask them
to do a turn and talk with the person next to them
about what they think are the characters, the
setting, and any unfamiliar words.
If doing the turn and talk, pull the group back
together and mention a few things you heard. If
there was no turn and talk, move onto the group
discussion.
Tell the students we are starting with the
characters. Ask them to put a thumbs up when
ready to share. Choose one student to name a
character and tell you where it is in the passage.
Keep going through all the categories until all the
characters, settings, and unfamiliar words have
been found. Once done see if all students agree
with what has been chosen.
o Side note: If I would do another lesson off
of this one it would be to discuss the
unfamiliar words, to make sure they all
understand the words.

Closure: ~ 3 minutes
Once the passage has been read through and the characters, setting, and
vocabulary has been discussed, do a check in with the students.
o Ask the students to give a thumbs up if this lesson helped them
understand close reading and reading through a text multiple
times; thumbs down if they still dont understand; thumb
sideways if they sort of understand what close reading is but still
need help.
Then just wrap up what close reading is.
o To gain meaning
o To know what the passage is about
o Who the passage is about (characters), where the passage takes
place (setting), and unknown/unfamiliar words (vocabulary).
Make sure the students understand that close reading is not done on all
readings.

Language Demands: Vocabulary: close reading

Function Function: analyzing the reading to gain more information
Vocabulary Discourse: discussion, interaction between teachers/students
Syntax
Discourse

5 Questions (Blooms or Bloom: Remembering (Level 1)

DOK) o Who are the characters in the passage?
o Where does the passage take place?
Bloom: Applying (level 3)
o Why did you select that unfamiliar word?
o What makes that word unfamiliar to you?
 Bloom: Analyzing (level 4)
o How does this way of reading compare to the way you normally
read?

Curriculum (APA) N/A

e.g.
Investigations in Number,
Data, and Space. (2012).
Pearson.
Materials Anchor chart
Oreos
Reading passage: The Tree
Markers
Colored pencils

Notes