1. Boy’s Life by: Robert McCammon CLOSE READING

2. What is plot?

3. What is theme? How do I find it?

4. First Reading: First Impression
Read the passage silently. Your focus is on understanding the meaning of the passage. Think about the words that are unfamiliar to you. Use context clues to try to figure out their meanings.
Circle words you don’t know.
Paraphrase meaning of any of the text that you understand on the left hand side.

5. Teacher Model…I do…

6. Accountable Talk Stems / Group Discussions
Linking Contributions I would like to build on what _____ said… I respectfully disagree. This is how I am thinking… I’d like to follow up by saying… I’d like to piggy-back on that thought…   Clarifying So, are you saying… What did you mean when you said…? Explain that some more… Let’s make sure we understood what you said… Pressing for Reasoning Why do you think that? How can we check that? I want to push back a little about that… I’m having trouble understanding that point…. How does this connect…?  

7. Discussion You will now discuss the text with your group.
Each person should get a turn to:
1. Share a word they do not know
If someone knows the word, explain the word and add this to your notes OR
Go back into the text and see if the group can figure it out using context clues
2. Share their summary notes
If you learn something, write it down

8. Rate Your Discussion Thumbs up: I learned something new
Thumbs sideways: My understanding is the same
Thumbs down: I understand even less

9. Second Reading: Interacting with the Text
Listen and follow along. As you read along with the video, use The Metacognitive Markers that have been provided to you. Remember if you make a mark, you should make a note.
_____________ IMPORTANT
! Aha moment; now I get it
* I have a comment to make
? I don’t understand this

10. Teacher Model…I do…

11. Read Aloud
Note: If your understanding is increasing you should have at least one ! with a note explaining something new you are understanding

12. Discussion You will now discuss your metacognitive markers.
Each person should get a turn to:
1. Share a mark they made
2. Explain why they made that mark
If you learn something, add it to your notes. If you agree, disagree, or would like to add to what the person sharing has said, make a comment.

13. Rate Your Discussion Thumbs up: I learned something new
Thumbs sideways: My understanding is the same
Thumbs down: I understand even less

14. Third Reading: Text Dependent Questions…I do

15. Finding the Answer & Evidence

16. Discussion
After independently answering the questions, it is time for discussion
Each person should get a turn to respond to each question. Begin with question one and hear all voices on the question. Then, proceed to questions 2 & 3.
If you learn something, add it to your notes. If you agree, disagree, or would like to add to what the person sharing has said, make a comment.

17. Rate Your Discussion Thumbs up: I learned something new
Thumbs sideways: My understanding is the same
Thumbs down: I understand even less

18. Writing Prompt:
What important theme does Boy’s Life convey? What do characters do that helps illustrate this idea? What do characters say that helps to illustrate this idea?

19. Differentiated Paragraph
The theme of ___________ written by ______ teaches the reader that ________________(theme). One example of this is when _______ (character) does _________________________ ______________________. This demonstrates the theme because _______________________________. Another example is when ______________ (character) says, “_____ ____________________.” This proves ______________ ___________________________________. The theme helps the reader to understand ______________________________
____________________________________________.