Close Read OBJECTIVES 1. Complete a close reading of a passage from an informational text. 2. Practice and apply concrete strategies for identifying informational text elements. 3. Participate effectively in a range of conversations and collaborations to express ideas and build upon the ideas of others. 4. Prewrite, plan, and produce clear and coherent writing in response to a prompt. ELA Common Core Standards Reading: Informational Text - RI.6.1, RI.6.2, RI.6.3, RI.6.4 Writing - W.6.4, W.6.5, W.6.6, W.6.10 Speaking & Listening - SL.6.1a, SL.6.b, SL.6.1c, SL.6.1d, SL.6.2 Language - L.6.2b, L.6.4a, L.6.4c, L.6.4d, L.6.6 TIME 50 minutes MATERIALS StudySync Close Read lesson on vocabulary handout graphic organizer StudySync Speaking and Listening Handbook StudySync Access 1 handout (Beginner) StudySync Access 2 handout (Intermediate) StudySync Access 3 handout (Advanced) StudySync Access 4 handout (Approaching) OVERVIEW is the foundational document for many of the essential beliefs of monotheism. The Close Read gives students the opportunity to identify and analyze informational elements in the text. Access Complex Text The chronicles the Israelites' escape from slavery in Egypt. It tells of their difficult passage through the wilderness to the land of Canaan. Moses led his people on this journey. Once his people were safe, Moses climbed Mount Sinai, where God spoke to him from the heavens. The two established a covenant. The two stone tablets that Moses brought down from the mountain were inscribed with the Ten Commandments. The commandments went on to become the basis for Judaic law. To help students understand the challenges Moses faced, use the following suggestions to provide scaffolded instruction for a close reading of the more complex features of this text: Prior Knowledge - The story of Moses and the Israelites' escape may be unfamiliar to some readers. Sentence Structure - Sentences are complex. Focus students' attention on the dialogue, how it is presented and what it reveals about the characters and events. Specific Vocabulary - Some difficult vocabulary may present a challenge to readers. Terms and names are difficult. 1. Introduction Core Path Access Path Copyright BookheadEd Learning, LLC - 17184 Page 1 of 9
Define and Compare. Project the vocabulary words and definitions onto the board or provide students with handouts so they can copy the vocabulary into their notebooks. Suggest that students consult general and specialized reference materials, both print and digital, to compare the precise meaning of a specific word with their initial vocabulary predictions from the First Read. Review words that students defined incorrectly to understand why they were unable to use context clues to develop usable definitions. CCSS: RI.6.4; L.6.4.A, L.6.4.C, L.6.4.D Beginner & Intermediate Complete the Sentences. Have students complete the sentence frames on the Access 1 and 2 handouts using the vocabulary words. Point out that some of the words are in the questions and some will be in the answers. Sample answers are located at the end of this lesson plan. Advanced & Beyond Write. Form student pairs and assign each pair a vocabulary word. Ask them to create three quiz questions using this frame: What is the opposite of? (Insert word, e.g., encamped/decamped; inquire/tell.) Encourage students to create examples that are engaging and fun. Have each pair ask its questions aloud to the class and have volunteers respond and explain their thinking. CCSS: SL.6.1.C; L.6.5.B, L.6.6 Approaching Graphic Organizer. To support students in comparing their predictions with the correct meanings, have them complete the graphic organizer on the Access 4 handout to record the vocabulary words, their predictions, and the definitions. Then have them write sentences using the words. Tech Infusion Extend Discuss and Record. Since religious texts often offer meanings that deepen upon rereading, invite small groups or the whole class to discuss how their understanding of the excerpt increased during the Close Reading in comparison to the First Reading. Use a voice recording app (Voice Memo on the iphone or Smart Voice Recorder for Androids) or VoiceThread https://voicethread.com/ to capture each group's ideas. CCSS: SL.6.1.A, SL.6.1.D Review. Have students complete the fill in the blank vocabulary worksheet attached to this lesson plan. Answers for the worksheet are listed at the end of this lesson plan. CCSS: RI.6.4; L.6.4.A, L.6.4.C, L.6.4.D Extend Draw. Ask students to draw a picture or comic that conveys the meaning of each vocabulary word. Have students share their drawings and discuss how clues in the drawings help convey the meanings of the words. Copyright BookheadEd Learning, LLC - 17184 Page 2 of 9
CCSS: SL.6.2, SL.6.5; L.6.4.A, L.6.6 2. Read Core Path Access Path Model Close Reading. Project the text onto the board and model a close reading of Chapter 18 verses 1 9 using the annotation strategies mentioned below. While modeling annotation strategies, make notes that tie the text to the focus skill and demonstrate what students are looking for as they read. Some guidance for you as you annotate for your students: We know that the focus of this text is the events that lead up to the delivery of the Ten Commandments to the Israelites. As we begin to read the passage, we can think about how these events are introduced and elaborated. The first event is the arrival of Jethro with Zippo'rah and the two boys. Verses 2 4 give background details that help readers understand their relationship to Moses. The text says, "Zippo'rah, Moses' wife" and "and her two sons". Notice that the characters' arrival is stated twice in almost the same words. In verse 5, the narrator introduces the event, and verse 6, the same event is described by an unidentified character on the scene he's called "one." We can infer that perhaps the characters' arrival is important, since it's worth stating twice. The detail that "one" unnamed individual speaks to Moses also helps us visualize the scene. In our minds we see that there are people in the background and they feel relatively free to speak to Moses. He's not just sitting on a mountaintop looking down at them. He's one of them. Details in verses 7 9 provide more information and ideas. For example, the fact that Moses is obedient to Jethro and kisses him illustrates that elders were highly respected in ancient Israelite culture. As we continue to read, we can look for more places to make inferences about events and people. Here are a couple of interesting pieces of text: "Then Moses told his father-in-law all that the Lord had done..." and, "Jethro rejoiced for all the good which the Lord had done to Israel..." This is evidence for an inference. The reader can infer that Jethro was not present when the Lord punished Pharaoh and delivered the Israelites from Egypt. It Copyright BookheadEd Learning, LLC - 17184 Page 3 of 9
sounds like Jethro is hearing about it for the first time. If Jethro had been present at the event, it wouldn't be necessary for Moses to describe it to him CCSS: RI.6.1, RI.6.2, RI.6.3 Read and Annotate. Read the Skills Focus questions as a class, so your students know what they should pay close attention to as they read. Then have students read and annotate the excerpt. Ask students to use the annotation tool as they read to: 1. respond to the Skills Focus section 2. ask questions 3. make connections 4. identify key events and details 5. note unfamiliar vocabulary 6. capture their reaction to the information and central ideas in the text CCSS: RI.6.1, RI.6.2, RI.6.3, RI.6.4; L.6.6 As they reread the text, remind students to use the comprehension strategy of Rereading that they learned in the First Read. Note: While on-grade level students are reading and annotating, work one-on-one or in small groups with Beginner, Intermediate, Advanced, and Approaching students to support them as they read and annotate the text. Beginner & Intermediate Summarize and Analyze the Text. Work with these students to complete the sentence frames on the Access 1 and 2 handouts (note: the sentence frames for Intermediate students on the Access 2 handout contain fewer scaffolds). They will then use the completed sentence frames to help them analyze and annotate the text by completing the Skills Focus questions. Refer the sample Skills Focus answers to help them complete the sentence frames and annotate the text Advanced Work in Pairs. Pair these students with more proficient English speakers to work together on analyzing and annotating the text to complete the Skills Focus questions. If these students need more support, have them use the Sentence Frames on the Access 3 handout as they work with their more proficient peers. Approaching Summarize and Analyze the Text. Have these students discuss and complete the text summary on the Access 4 handout and use their summary to help them analyze and annotate the text by completing the Skills Focus questions. Correct answers for the summary are at the end of this lesson plan. Also refer to the sample Skills Focus answers to aid students with their annotations. Discuss. After students have read the text, use the sample responses to the Skills Focus questions at the bottom of this lesson plan to discuss the reading and the process of analyzing informational text elements. CCSS: RI.6.1, RI.6.3; SL.6.1.A, SL.6.1.B, SL.6.1.C, SL.6.1.D, SL.6.6 Extend Pair and Share. In small, heterogeneous groups or pairs, ask students to share and discuss their annotations with a focus on the the text elements presented in the selection. You can provide students with these questions to guide their discussion: 1. What is Moses' role in the history of the Israelites? What did he do to make him their Copyright BookheadEd Learning, LLC - 17184 Page 4 of 9
leader? Cite specific textual evidence to support your statements. (Moses is a leader of the Israelites. He leads the Israelites out of Egypt. "Moses chose able men out of all Israel, and made them heads over the people." He sets up judges to rule the people. Moses spoke with God. He then brought the word of God to the people. Moses was a leader who cared for his people and helped guide them into safety. He also brought the commandments to the people and established rules for the people to live.) 2. How do the physical changes affect what is happening? Cite specific textual evidence to support your answer. (Student responses will vary, but may include that "there were thunders and lightnings, and a thick cloud upon the mountain, and a very loud trumpet blast." This makes the day seem very important and something great is about to happen. It also shows the power of God and makes the people willing to obey him. It sets up Chapter 20 when they agree to not sin and obey the 10 Commandments.) 3. How have the ten commandments shaped human behavior? (Answers will vary, but should include that they act as "rules" for people's conduct and good behavior. They tell people how they should behave towards each other. Some of the commandments, such as "You shall not steal and You shall not kill" are the basis of laws today.) CCSS: RL.6.1, RL.6.3; SL.6.1.C, SL.6.1.D 3. Write Core Path Prewrite and Plan. Read the prompt as a class and ask students to brainstorm about the interaction between individuals, ideas, and events in the excerpt from. Students can brainstorm together either as a class or in small groups to begin planning their responses. Remind your students to look at the excerpt and their annotations to find textual evidence to support their ideas. CCSS: RI.6.1, RI.6.3; W.6.5 Organize. Distribute a Summarizing Events graphic organizer and suggest that students use it to organize their ideas before beginning to write. Access Path Beginner & Intermediate Answer and Discuss. Have students complete the prewriting questions on the Access 1 and 2 handouts and then explain their answers to a partner before they write. Explain to students that when they answer a question like What kind of leader was Moses? they need to include a detail, example or quote from the text that supports the statement. For example, students could include dialogue that shows Moses' character. Approaching Answer Prewriting Questions. Have students complete the prewriting questions on the Access 4 Copyright BookheadEd Learning, LLC - 17184 Page 5 of 9
CCSS: W.6.5 handout to summarize their thoughts before they write. Extend Evaluate a writing sample. Project a writing sample on the board and have students identify the elements of writing that are strong, as well as those that are weak or in need of improvement. Alternatively, you can give students photocopies of a writing sample to collaboratively evaluate. After students have had an opportunity to evaluate students samples, have them generate and share with the class strategies to use as they complete their peer reviews to ensure they are substantive. CCSS: W.6.4, W.6.5; SL.6.1.D Discuss. Project the instructions for the peer review onto the board and review them with your class, so they know what they are looking for when they begin to provide their classmate's with feedback: How effectively did the writer use his or her understanding of informational text elements to analyze how one event led to or had an impact on the next? How well did he or she discuss details that supported his or her understanding of Moses's role in the events? How effectively has the writer quoted textual evidence in support of his or her writing? Are the writer's ideas presented in a clear and logical way? Has the writer checked for and corrected any spelling errors. What specific suggestions can you make to help the writer improve the essay? What thing(s) does this paper do especially well? After you've looked at the peer review instructions, review the rubric with students before they begin writing. Allow time for students briefly to pose and discuss any questions they may have about the peer review and rubric. Tell students how many peer reviews they will need to complete once they submit their writing. CCSS: RI.6.3; W.6.5; SL.6.1.C Copyright BookheadEd Learning, LLC - 17184 Page 6 of 9
Write. Ask students to complete the writing assignment using textual evidence to support their answers. Once they have completed their writing, they should click "Submit." CCSS: RI.6.1, RI.6.3; W.6.4; W.6.5, W.6.6; W.6.10; L.6.2.B Review. Once students complete their writing assignment, they should submit substantive feedback to two peers. Students should use the feedback they receive to improve their writing. CCSS: W.6.5 Answer Key 1. Introduction Complete the Sentences (Beginner & Intermediate) 1. The students went on a trip and encamped near the ocean. 2. When you inquire, you are asking a question. 3. The farmer had the burden of getting his crops to market. 4. The two leaders signed a covenant that brought peace to their lands. 5. The statutes help protect us. Vocabulary Review Worksheet 1. inquire 2. burden 3. covenant 4. encamped 5. statutes 2. Read Summarize and Analyze the Text (English Learners All Levels & Approaching) 1. Jethro was Moses's father-in-law. He had heard what the Lord had done. The Lord had brought the Israelites out of Egypt. Their leader was Moses. 2. Jethro advised Moses. He told him to teach. Moses chose men. These men acted as leaders and judges. The men learned statutes, which protected the Israelites under law. 3. Moses led his people to Sinai. Once there, they encamped in the wilderness. Near them was a mountain. Moses went up to God. 4. On the mountain, Moses spoke to God. The Lord descended in fire. The two made a covenant. 5. Moses was given commandments. Two commandments were Answers will vary and Answers will vary. The commandments were laws for the Israelites to obey. 6. The people were scared. There was thunder and lightning. Moses told the people not to fear. Finally, the Copyright BookheadEd Learning, LLC - 17184 Page 7 of 9
Lord said to Moses, "You shall say to the people of Israel: You have seen for yourselves that I have talked to you from heaven". Skills Focus Questions and Sample Answers: Question Number: 1 Question: Highlight details from the text in Chapter 18, verses 1 6 that introduce and illustrate Jethro's visit. What details explain Jethro's role in Moses' life? Make annotations and cite evidence from the text to explain your response. Sample Answer: Passages that students might highlight include, but are not limited to, "Now Jethro, Moses' father-in-law, had taken Zippo'rah, Moses' wife, after he had sent her away, and her two sons " "And Jethro, Moses' father-in-law, came with his sons and his wife to Moses in the wilderness where he was encamped at the mountain of God " "Lo, your father-in-law Jethro is coming to you with your wife and her two sons with her." Such details show that Jethro's role was that of father-in-law, a senior male relative who was allowed to take responsibility for younger relatives. Question Number: 2 Question: How do the events described in verses 3 6 of Chapter 19 help readers understand that Moses has a special role to play in the history of the Israelites? Highlight textual evidence and annotate your ideas. Sample Answer: Evidence of Moses' special role appears in the fact that God speaks to Moses personally. God entrusts Moses with conveying his words to the Israelites: "And Moses went up to God, and the LORD called to him out of the mountain, saying, 'Thus you shall say to the house of Jacob, and tell the people of Israel.'" Question Number: 3 Question: Highlight details in Chapter 19, verses 16 20 that describe the physical surroundings of Moses and the Israelites. What impact do the details have on these individuals? How do they help the reader interpret the events being described? Highlight textual evidence and annotate your ideas. Sample Answer: Details such as "thunders and lightnings," "thick cloud upon the mountain," "very loud trumpet blast," "wrapped in smoke," "descended upon it in fire," and "the whole mountain quaked greatly" suggest that the appearance of God produces both awe and dread in Moses and the Israelites. The details convey the idea that God is powerful and must be obeyed. Question Number: 4 Question: Reread Chapter 20, verses 8 11. Use the annotation tool to highlight and annotate the verse that states a central idea and the verses that provide supporting details. Then jot down reasons to explain your choices. Cite evidence from the text to explain your response. Sample Answer: In Chapter 20, verse 8 states the central idea that the Sabbath day should be kept holy. Verse 9 contains a detail that explains why the day is different from the other six (on those days, "you shall labor, and do all your work"). Verse 10 details who the Sabbath day applies to ("you, or your son, or your daughter, your manservant, or your maidservant, or your cattle, or the sojourner who is within your gates"), while verse 11 explains why the day must be kept holy in the first place (for in six days the LORD made heaven and earth, the sea, and all that is in them, and rested the seventh day"). Question Number: 5 Question: Discuss the historical significance of the Ten Commandments that God delivers to Moses. How do they serve to inform the people of Israel? Throughout the ages, how have they continued to inform others? Highlight textual evidence and annotate your ideas. Sample Answer: When Moses shares the words of the LORD with the Israelites they respond: "All that the LORD has spoken we will do. When Moses reports the response of the people back to the LORD, the LORD says: "Lo, I am coming to you..." This leads to the presentation of the Ten Commandments. Moses tells the Israelites, "God has come to prove you, and that the fear of him may be before your eyes, that you may not sin." Throughout Copyright BookheadEd Learning, LLC - 17184 Page 8 of 9
history, the Ten Commandments have served to inform people the world over how to lead their lives. 3. Write Write (Beginner, Intermediate & Approaching)Answers may vary; sample answers provided. 1. How does Moses prove he is a good leader? Moses taught men how to become leaders for his people. He also led his people out of Egypt and into Sinai. 2. Why do the Lord and Moses sign a covenant? How will the covenant work? Moses trusted the Lord and knew what He would help him and his people if they obeyed the covenant. The Lord and Moses agreed on a special covenant or oath that the people would obey certain rules. The Lord would help them if they did. 3. How does this story of Moses work as a historical reference? What does it tell about the time period when the Israelites lived? This story tells of the history of Egypt. The Israelites were once slaves in Egypt, but they left to go to their own land. Copyright BookheadEd Learning, LLC - 17184 Page 9 of 9