1. U 1 - R 1 R e a d i n g C l o s e l y 1 Wednesday, September 16, 2015

2. Do Now… Look closely at the image, and think about what it is mainly about. Prepare to discuss in Starbucks. Be sure to be able to defend your ideas with logical reasoning and TBE. 2

3. Skills & Habits of a Close Reader 1. Approach & Survey a text 2. Use QUESTIONS to examine the topic, information & structure 3. Develop Questions further to investigate 4. Analyze key details & language to deepen understanding 5. Explain what is understood as a Reader

4. ML: Strong Readers determine why we read a text closely by analyzing textual details RI.6.1; RI.6.2; W.6.4 DOK3; DOK4

5. CONNECTION… 5 What does this really mean? In this unit, we develop our skills and habits for being a close reader by surveying a text, using questions to examine the topic, information, and structure and investigate further, and analyze key details and language so that we can deepen and explain our understanding.

6. MODEL… 6 Watch how I analyze the image/photo/text for significant details that as a READER I would do with any texts… 1.What do I notice that stands out? 2.How is the setting influential? 3.What do I notice about the expressions and body language?

7. The Image… The THINKING… A dog in goggles stands behind a “driver” on a motorcycle (hint – helmet) The dog seem ready to ride – goggles, bandana, seat cushion, not startled by being outside. The driver and dog seem to have the same expression – not exciting, almost as if this is “normal” (an every day occurrence) The caption: Dog and man ride together as if this is the way it should always be. 7 MODEL…when you are only given “so many” details, you must investigate to make the most of them…

8. ACTIVE TEAM WORK… 8 1.What stands out as we examine this image? 2.What is this photo/image mainly about? 3.Write a caption that summarizes the main idea of this image.

9. ACTIVE TEAM WORK… 9

10. Assessment… Strong Readers analyze the texts for significant details such as… A. What stands out, the influences of the setting, and expressions/body language B. The captions, the main ideas, and the inferences C. What stands out, the captions, and opinions 10

11. Independent Work… 1. On looseleaf - prepare a proper school heading 2. Make a T-Chart Temple Grandin/Marley 3. Now let's think about the images/scenes that are powerful in the books Temple Grandin and Marley. 4. Think about scenes that prove "positive" or "negative" relationships with humans... 5. Jot/Describe scenes for one or both books (thinking what stands out in each scene) Group 1: Complete your PROPER heading and meet in the back with your looseleaf and a pen/pencil. Group 2: Complete Steps 1, 2, and 3. Decide if the relationships between humans and animals were PROVEN to be more positive or negative. Begin LISTING scenes from one or both novels that PROVEN your thesis. Group 3: Complete Steps 1, 2, and 3. Decide if the relationships between humans and animals were PROVEN to be more positive or more negative or both. Begin LISTING & briefly describing the scenes from one or both novels that PROVEN your thesis.