motivate and engage students to think critically through close reading of complex texts leah ames...
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Motivate and Engage Students toThink Critically through
Close Reading of Complex Texts
Leah AmesSend requests for the PowerPoint version of this presentation to:
Des Moines, Iowa
What is at stake?
Students must learn how to read/view/listen closely to develop the critical thinking skills needed for success with:
Required courses
High-stakes assessments
High school diploma
College entrance & completion
Employment
What are the goals?
ALL students engage in reading complex fiction and nonfiction texts closely.
ALL students write and speak using relevant textual evidence.
ALL students analyze and evaluate texts for deeper meaning and connections.
But we already read this!
Can you count the catches?
What is your role in teaching complex texts?
Model being an involved, curious thinker
Demonstrate genuine interest in student’s ideas
Monitor textual evidence
Resist giving student’s answers to questions
Close Reading with Media
First View – What?
Ask students, What did you notice? What is the story? What is unclear? What is directly stated? What is implied?
Require students to provide evidence:
What did you see that supports your idea? Can you show me where that is in the video?
Closely observe the commercial.
Second View – How?
How does the writer accomplish his/her purpose? What do the creators use to accomplish their purpose? Music or visuals? Words? Story?
Require students to provide evidence:
What did you see that supports your idea? Can you show me where that is in the video?
Watch the commercial again.
Close Reading with Media
Third View – Why or why not?
Why is this or isn’t this an effective commercial?
What specific elements make it effective (or not effective)?
What other advertisements have you seen with the same theme?
Have you seen other commercials that use this idea or method of persuasion more effectively?
Why was it more or (less) effective?
Watch the commercial one more time.
Close Reading with Media
Require students to provide evidence:
What did you see that supports your idea? Can you show me where that is in the video?
Build a framework of questions for complex texts
Essential Question Who can be a hero? SYNTHESIZING
Related questions for building background:What are some types of heroes? CLASSIFYING
What makes a hero? ANALYZING
Hero or not? EVALUATING
What makes a hero?
First Read/Listen – What?
Ask, What did you notice? What is the main point? What is unclear? What is directly stated? What is implied?
Encourage students to support their inferences using evidence from the lyrics.
“Brave” by Sara Bareilles
Second Read/Listen – How?
How does the writer accomplish his/her purpose? What is used to accomplish their purpose? Music or visuals? Words? Story?
Require students to provide evidence:
What did you see that supports your idea? Can you show me where that is in the video?
“Brave” by Sara Bareilles
Stanza 1:You can be amazing you can turn a phrase into a weapon or a drugYou can be outcast or be the backlash of somebody’s lack of loveOr you can start speaking up Nothing’s gonna hurt you the way that words do when they settle ‘neath your skinKept on the inside and no sunlight sometimes a shadow winsBut I wonder what would happen if youChorus:Say what you wanna say and let the words fall out!Honestly, I wanna see you be BRAVE!
What makes a hero?
Second Read/Listen – How?
How does the writer accomplish his/her purpose? What is used to accomplish their purpose? Music or visuals? Words? Story?
Require students to provide evidence:
What did you see that supports your idea? Can you show me where that is in the video?
“Brave” by Sara Bareilles
Stanza 2:Everybody’s been thereEverybody’s been stared downBy the enemyFalling for the fear And done some disappearingBow down to the mightyDon’t run stop holding your tongueMaybe there is a way out of the cage where you liveMaybe one of the days you can let the light inShow me how big your brave is!Chorus:Say what you wanna say and let the words fall out!Honestly, I wanna see you be BRAVE!
What makes a hero?
Second Read/Listen – How?
How does the writer accomplish his/her purpose? What is used to accomplish their purpose? Music or visuals? Words? Story?
Require students to provide evidence:
What did you see that supports your idea? Can you show me where that is in the video?
“Brave” by Sara Bareilles
Stanza 3:Innocence, your history of silence won’t do you any goodDid you think it would?Let your words be anything but empty why don’t you tell them the truth?
Chorus:Say what you wanna say and let the words fall out!Honestly, I wanna see you be BRAVE!
What makes a hero?
Third View – Why or why not?
Why is this or isn’t this effective?
What specific elements make it effective (or not effective)?
What other songs have you seen with the same theme?
Have you seen other songs that use this idea or method of persuasion more effectively?
Why was it more or (less) effective?
What makes a hero?
Who can be a hero?
“Brave” by Sara Bareilles
You can be amazing you can turn a phrase into a weapon or a drugYou can be outcast or be the backlash of somebody’s lack of loveOr you can start speaking up Nothing’s gonna hurt you the way that words do when they settle ‘neath your skinKept on the inside and no sunlight sometimes a shadow winsBut I wonder what would happen if youSay what you wanna say and let the words fall out!Honestly, I wanna see you be BRAVE!
Make meaningful connections across texts
What are some types of heroes?
To Be a HeroLiterature & Thought Anthology
SB p. 23d
First Read/Listen – What? What did you notice? What is the main point? What is unclear? What is directly stated? What is implied?Second Read/Listen – How? How does the writer accomplish his/her purpose? What is used to accomplish their purpose? Music or visuals? Words? Story? Third Read – Why or why not? Why is this or isn’t this effective? What specific elements make it effective or not? What other songs have you seen with the same theme? Have you seen other songs that use this idea or method of persuasion more effectively? Why was it more or (less) effective?
There is no single right way to do a close reading of a text!
Close read excerpts from longer, complex texts using these strategies.
SB p. 143
Motivate and Engage Students toThink Critically through
Close Reading of Complex Texts
Leah AmesSend requests for the PowerPoint version of this presentation to:
Des Moines, Iowa
CEU CODETL-51