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Close Reading

of the

Week

Middle Colonies

10 Day Scope and Sequence Thank you for purchasing Close Reading of the Week!

Below is the Scope and Sequence of the 10 Day Format for this unit.

Day #1

Activating Prior

Knowledge

Day #2 First Read

with Annotation

Marks

(Part #1)

Day #3 First Read

with Annotation

Marks

(Part #2)

Day #4 Second Read

Annotation Explanations

(Part #1)

Day #5 Second Read


(Part #2)

Day #6 Third Read

with Paraphrasing (Part #1)

Day #7 Third Read

with Paraphrasing (Part #2)

Day #8 Reading for a Purpose: Vivid Vocabulary and Making Inferences

Day #9 Reading for a Purpose: Author’s

Purpose and

Visualizing

Day #10 Assessment

Panicked Teacher 2014


Close Reading of the Week

Day #1: Activating Prior Knowledge Lesson Plan Objective:

Activating the student’s prior knowledge.

#1) Tell the students that tomorrow they will be reading a passage about the Middle Colonies so today you would like to learn more about what they ALREADY have learned about the Middle Colonies . #2) To find out what students already know, complete the circle graphic organizer by recording what students already know about the Middle Colonies on the LEFT side. This is a great way to gauge what they have already learned about the Middle Colonies . Next, record questions that the students have about the Middle Colonies on the right side of the circle map.

Getting Started with Close Reading! You may be asking yourself, how do I begin?

Prior to beginning close reading in your classroom, it is a good idea to prepare student folders that are used specifically for close reading. Students can keep their close reading materials together in an organized fashion using these folders. Students take out this folder and place it in the corner of their desk as soon as we start our close reading block. This is a quick and efficient organizational strategy that will start off your close reading block stress free. Use Avery 5164 Labels OR just cut them and have your students glue them on to a folder. I prefer using file folders!

What is Close Reading?

Close reading is a strategy that allows students to read,

reread, and revisit smaller passages that contain complex vocabulary and information.

Close reading provides students with multiple opportunities to find

evidence in the text that they have read to support

their understanding. Panicked Teacher 2014

Close Reading Folder

__________________________________________

(Student’s Name)


__________________________________________

(Student’s Name)


__________________________________________

(Student’s Name)


__________________________________________

(Student’s Name)


__________________________________________

(Student’s Name)


__________________________________________

(Student’s Name)



The Middle Colonies

Complete the the graphic organizer below by filling in information you already know on the left and questions you have on the right. Name:

Middle Colonies

What I Already Know Questions I Have

Name the explorer and describe their route below in writing

The Middle Colonies

Complete the the graphic organizer below by filling in information you already know on the left and questions you have on the right. Name:

Middle Colonies

Questions I Have What I Already Know



Day #2/3: First Read with Annotation Marks Lesson Plan

Lesson Plan Objective: Students will be responding to the text they are reading through

using the different annotation marks.

#1) Tell the students that today they will be reading a passage about the Middle Colonies and they will be using annotation symbols that will capture their thoughts and reactions to what they are reading. #2) Review the different annotation symbols with your students seen to the left. (Some teachers may choose to use their own annotation symbols, these have just worked for me the best.) Students should have a visual reminder of the annotation symbols next to their passage as they read so that they can refer to this as they are working. A poster works, but it is best that the students have a copy of this paper in their close reading folder.

Sample of my teacher model.

What are annotations? Annotations are symbols that signify a

reaction from your students.

#3) Next, it is time to read. For the first read, I read a sentence and then I have my students read the following sentence. I stop the students to model different annotation marks. I also give students time to record their own annotation marks after each paragraph For example I might say, “I am going to stop here because where the author stated that The middle colonies were very accepting of people from other cultures. I think that this is surprising because I know that many colonists were loyal only to the Church of England and were trying to teach the Native Americans English as a way to possible promote their religious ideas.

Example from the

New England Colonies Passage

A Main Idea that will help me to understand the text.

Important Evidence that will help me

understand the MAIN IDEA of the passage.

Surprising Information that I was not

expecting or that I found shocking.

A Question came to my mind while reading this sentence.

For example, how or why did that happen?

A New Vocabulary word that I would l

like to learn more about so that I can understand the passage better and possibly use the word in my own writing.

Text to Text Connection

where I think the information is similar to another passage or story I read.

Text to Self Connection

where I think the information is similar to something personal about myself

Text to World Connection

where I think the information is similar to something going on in the world right now

I Agree/Disagree with what the author is saying.

! ?

T-T

T-S T-W

+/-

Underline it!

Annotation Marks

persevere

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! ? T-T T-S T-W

+

/-

Underline it! A

nno

tatio

n M

ark

s A

nno

tatio

n M

ark

s

! ? persevere

persevere

Underline it!

T-T T-S T-W

+

/-


A M

ain Idea that w

ill help me to

understand the text. Im

portant Evidence that w

ill

help me understand the M

AIN ID

EA of the passage.

Surprising Information

that I

was not expecting or that I found shocking.

A Q

uestion cam

e to my m

ind while reading

this sentence. For example, how

or why did that happen?

A New

Vocabulary

word that I w

ould l

like to learn more about so that I can understand the

passage better and possibly use the word in m

y own w

riting. Text to T

ext Connection

where I think the inform

ation is similar to another

passage or story I read.

Text to Self C

onnection w

here I think

the information is sim

ilar to something personal about m

yself

Text to W

orld Connection


ation is similar to som

ething going on in the w

orld right now

I Agree/D

isagree w

ith what the author is

saying.

A M

ain Idea that w

ill help me to

understand the text. Im

portant Evidence that w

ill

help me understand the M

AIN ID

EA of the passage.

Surprising Information

that I

was not expecting or that I found shocking.

A Q

uestion cam

e to my m

ind while reading

this sentence. For example, how

or why did that happen?

A New

Vocabulary

word that I w

ould l

like to learn more about so that I can understand the

passage better and possibly use the word in m

y own w

riting. Text to T

ext Connection


ation is similar to another

passage or story I read.

Text to Self C

onnection w

here I think

the information is sim

ilar to something personal about m

yself

Text to W

orld Connection


ation is similar to som

ething going on in the w

orld right now

I Agree/D

isagree w

ith what the author is

saying.

Small Version for kids to clip to their paper.

The middle colonies shared both Northern and Southern features.

The climate had more tolerable winters and warm summers. This made

the fertile soil more suitable for farming than the New England Colonies.

As a matter of fact, the middle colonies were nicknamed the

breadbasket colonies since they grew extensive crops such as wheat and

corn. Colonists built flour mills that transformed wheat into flour. Many

colonists were farmers. Family farms could be as large as 100 acres.

Family members spent long hours in the farm planting and harvesting

crops. The middle colonies were major exporters of wheat and grains to

England and the New England Colonies. The middle colonies also had a

surplus of lumber for shipbuilding since forests were plentiful. Another

resource that was plentiful was iron ore. Colonists manufactured plows,

nails, kettles, and other tools that they used as well as exported to

England.

The middle colonies were very accepting of people from various

religions and cultures. There were English, Scandinavian, Irish, Scottish,

Dutch, and German colonists. The middle colonies contained Algonquian

tribes, Iroquois tribes, and African slaves. In the middle colonies there

was religious tolerance where the colonists were allowed to practice

different religions. Leaders hoped that people practicing different

religions could live together and still function as a community. Colonists

included Quakers, Catholics, Lutherans, Jewish people and more. One

way leaders persuaded people in England to come to the middle colonies

was the promise of religious freedom. However, some leaders were

really only concerned with inviting colonists to the area so that they would

buy land.

The middle colonies were a free enterprise. The colonists had

the opportunity to choose a trade or career that benefited them

financially and made them the most money. Therefore, many children

became apprentices to learn a skill that would benefit them later in life.

The Dutch were the first to settle in the Middle Colonies. Henry Hudson

sailed into New York Bay in 1609. He named the area New Netherland. He

was very intrigued by the areas surplus of fur and soon realized the

profits that could be made. Along came Peter Minuit. Minuit was a

trader. He traded jewelry and other small trinkets to the Native

Americans in exchange for land. He named the land New Amsterdam.

The English wanted this land. When King Charles ll came to power, he

sent powerful military to New Amsterdam. After gaining this land, King

Charles ll granted this land to his brother, the Duke of York. New

Amsterdam and New Netherland later joined to become New York.

Page #1 Close Reading of the Week: Middle Colonies

Name:

William Penn developed Pennsylvania Colony when King Charles ll

granted him a large area of land since the king owed a large amount of

money to Penn’s father. Penn was a Quaker and he attracted many other

Quakers to this area. The Quakers were referred to as the Society of

Friends. They had experienced agony in the old world for not following

the Church of England, similarly to the Puritans and Separatists. Quakers

believed that all were created equal. They refused to fight in England’s

military. While living in England, many spent time in jail for their beliefs.

William Penn attracted Quakers to the middle colonies so they would be

free of this persecution. Liberal ideas and fundamentals were the basis

for the government that William established. He welcomed religious

freedom, good relationships with Native Americans, and allowed woman

to participate in town meetings. Many came to the middle colonies for

these reasons.

The four colonies that made the middle colonies were the New

York Colony(1626), the Delaware Colony (1638), the New Jersey Colony

(1664), and Pennsylvania Colony (1682). Quakers felt strongly that

colonists should uphold a moral code where it was illegal to tell lies and to

play cards. Even so, slavery was commonplace. Many leaders were even

slaveholders.

New Jersey colony was formed when the Duke of York gave land

to his friends John Berkeley and George Carteret. This land was divided

into two different parts, West and East Jersey. They were eventually

joined together to make New Jersey. New Jersey’s leaders actually still

lived in England. These proprietors were owners of the land that had the

legal right to choose governors to make decisions. The governors had

colonists elect delegates to represent them. This was an excellent

example of early democracy in the New World.

Delaware Colony began when the Duke of York gave Penn

additional land so that Pennsylvania Colony would have an outlet to the

sea. Delaware Colony was a sparsely populated region that grew

somewhat isolated from the city of Philadelphia. Delaware began having

their own meetings and eventually developed a government independent

from Pennsylvania. In 1787 Delaware was the first colony to become a

state. Pennsylvania Colony eventually grew into the first capital city of

America. You may visit Pennsylvania today and see famous artifacts such

as the Liberty Bell and Declaration of Independence.

Page #2 Close Reading of the Week: Middle Colonies

Name:



Day #4/5: Second Read Second Read with Annotation Explanations

Lesson Plan Lesson Plan Objective:

Students explain why they wrote the annotation symbols.

Tell the students that today, they will be completing their second read with a partner. Tell the students that they will be reading each sentence taking turns. At the end of each paragraph, they will STOP and share ONE annotation mark that they had recorded and explain to their friend why they wrote it down. When they have finished the page, they will then begin to work individually to explain their annotation marks in writing.

I have 2 versions that I use. You may choose to use the blank version where the students fill in their own symbols and explanations OR the modified version with the pre-drawn symbols.

Examples of


(from my Native American Unit)

! ?

T-T T-S T-W

+/-

Underline it!

Annotation Marks

persevere

Surprising Information ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

An Important Detail ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A Question I Have ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Main Idea ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

New Vocabulary ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A Connection (Circle Text/Text, Text/Self, or Text/World Connection to the left.) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I Agree OR I Disagree ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name/#:

Close Reading of the Week: Annotation Explanations Name:

Directions: Write the annotated symbol in the box to the left and give a written description explaining why you used that symbol in the box to the right. Provide evidence from the passage in your explanation and highlight your evidence.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Day #6/7: Paraphrasing


Lesson Plan Lesson Plan Objective:

Students paraphrase the passage putting the information in their own words.

#1) Tell the students today they will be completing their third read with a group of 4. Tell the students that they will be reading chorally, out-loud, with their group. At the end of each section, they will STOP and take turns retelling and discussing what they read to their other group members. Finally, they will write important information in the Paraphrasing Notes section located in the side section.

Note: The scaffolded paragraphs really helped the students dissect the information! See example below (example from my Native American unit)

Section #1 The middle colonies shared both Northern and Southern features. The climate had more tolerable winters and warm summers. This made the fertile soil more suitable for farming than the New England Colonies. As a matter of fact, the middle colonies were nicknamed the breadbasket colonies since they grew extensive crops such as wheat and corn. Colonists built flour mills that transformed wheat into flour. Many colonists were farmers. Family farms could be as large as 100 acres. Family members spent long hours in the farm planting and harvesting crops. The middle colonies were major exporters of wheat and grains to England and the New England Colonies. The middle colonies also had a surplus of lumber for shipbuilding since forests were plentiful. Another resource that was plentiful was iron ore.

Section #3

The middle colonies were a free enterprise. The colonists had the opportunity to choose a trade or career that benefited them financially and made them the most money. Therefore, many children became apprentices to learn a skill that would benefit them later in life. The Dutch were the first to settle in the Middle Colonies. Henry Hudson sailed into New York Bay in 1609. He named the area New Netherland. He was very intrigued by the areas surplus of fur and soon realized the profits that could be made. Along came Peter Minuit. Minuit was a trader. He traded jewelry and other small trinkets to the Native Americans in exchange for land. He named the land New Amsterdam. The English wanted this land. When King Charles ll came to power, he sent powerful military to New Amsterdam. After gaining this land, King Charles ll granted this land to his brother, the Duke of York. New Amsterdam and New Netherland later joined to become New York.

Close Reading: Middle Colonies Name:

Section #2 Colonists manufactured plows, nails, kettles, and other tools that they used as well as exported to England. The middle colonies were very accepting of people from various religions and cultures. There were English, Scandinavian, Irish, Scottish, Dutch, and German colonists. The middle colonies contained Algonquian tribes, Iroquois tribes, and African slaves. In the middle colonies there was religious tolerance where the colonists were allowed to practice different religions. Leaders hoped that people practicing different religions could live together and still function as a community. Colonists included Quakers, Catholics, Lutherans, Jewish people and more. One way leaders persuaded people in England to come to the middle colonies was the promise of religious freedom. However, some leaders were really only concerned with inviting colonists to the area so that they would buy land.

Page #1

Paraphrasing Notes Make a list of important information below that you think is important to remember.



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Section #4 William Penn developed Pennsylvania Colony when King Charles ll granted him a large area of land since the king owed a large amount of money to Penn’s father. Penn was a Quaker and he attracted many other Quakers to this area. The Quakers were referred to as the Society of Friends. They had experienced agony in the old world for not following the Church of England like the Puritans and Separatists. Quakers believed that all were created equal. They refused to fight in England’s military. While living in England, many spent time in jail for their beliefs. William Penn attracted Quakers to the middle colonies so they would be free of this persecution. Liberal fundamentals were the basis for the government that William established. He welcomed religious freedom, good relationships with Native Americans, and allowed woman to participate in town meetings. Many came to the middle colonies for these reasons.

Close Reading: Middle Colonies Name:

Page #2




Section #6

proprietors were owners of the land that had the legal right to choose governors to make decisions. The governors had colonists elect delegates to represent them. This was an excellent example of early democracy in the New World. Delaware Colony began when the Duke of York gave Penn additional land so that Pennsylvania Colony would have an outlet to the sea. Delaware Colony was a sparsely populated region that grew somewhat isolated from the city of Philadelphia. Delaware began having their own meetings and eventually developed a government independent from Pennsylvania. In 1787 Delaware was the first colony to become a state.

Pennsylvania Colony eventually grew into the first capital city of America. You may visit Pennsylvania today and see famous artifacts such as the Liberty Bell and Declaration of Independence.

Section #5 The four colonies that made the middle colonies

were the New York Colony(1626), the Delaware Colony (1638), the New Jersey Colony (1664), and Pennsylvania Colony (1682). Quakers felt strongly that colonists should uphold a moral code where it was illegal to tell lies and to play cards. Even so, slavery was commonplace. Many leaders were even slaveholders.

New Jersey colony was formed when the Duke of York gave land to his friends John Berkeley and George Carteret. This land was divided into two different parts, West and East Jersey. They were eventually joined together to make New Jersey. New Jersey’s leaders actually still lived in England. So they appointed local governors to oversee New Jersey. These

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Day #8/9: Reading for a Purpose


Lesson Plan: Day #8

#1) Tell students will use this 4 square graphic organizer to show more about what they learned. #2) Tell students that they will be completing 4 sections. The first section is called “Vivid Vocabulary”. Here they will find 2 words from the passage that they want to learn more about. Remind students that they can refer back to their first read of the passage where they circled unfamiliar vocabulary words. #3)After the students have selected the words they will be using, they will do three things. The first thing they will do is write the sentence from the passage that the word is used in. Next, tell the students that based on the context clues or other words in the sentence, they will try and determine the meaning. And finally, they will use a dictionary to see if they were correct. #4) Students can work independently on this task since they have done so much partner and group work leading up to this point. However, for struggling students, you can work with them in small groups OR let them work with the support of a partner.

Day #9 #1) Now, the students will practice making inferences. They will be using sentence starters on the graphic organizer to help them. Ask students to think of an adjective that describes the Quakers. For example, I infer that the Quakers were (adjective) because (reason they displayed this quality). Now it is time for the students to support their thinking from the text by finding a sentence from the story that supports their idea. The students will use the sentence starters on the paper to guide them in making inferences. Here is an example that you can use when modeling. I infer that the Quakers were very determined because they felt strongly in their beliefs and stood up to the Church of England. In the text it states, “They had experienced agony in the old world for not following the Church of England, similarly to the Puritans and Separatists.” This quote leads me to think that one of the reasons they took the risk of coming to the new world was that they felt it could only get better since they had experienced so much agony. #2) Next, tell the students that they will be analyzing the author’s purpose for this passage. They will be answering the following questions : What was the author’s purpose for writing this passage? What questions do you still have for the author of this passage? What surprised you about the passage?

#3) Inform students that the final square will be to draw a picture of something that they visualized while reading the passage. See answer key for an example.

Day #10: Assessment

On day 10, students will be taking an assessment that will assess their knowledge of the information learned in the close reading passages. There are both short answer and multiple choice questions. This wraps up the 10 day Close Reading Unit! If you are teaching sequentially, next up will be: Southern Colonies!

Close Reading of the Week: Reading For a Purpose

Title of Passage Name:

Reading for a Purpose: Vivid Vocabulary

Record the VIVID vocabulary from the passage here and write the meaning.

Complex Vocabulary Word: Quote from Text: (Write in quotation marks!)

Based on the context clues, I think it COULD mean: According to the dictionary, it actually means:

Complex Vocabulary Word: Quote from Text: (Write in quotation marks!)

Based on the context clues, I think it COULD mean:

According to the dictionary, it actually means:

Reading for a Purpose: Interesting Inferences

What inferences can you make? Include 2 inferences. Use evidence from the passage to support your thinking.

Sentence Starters: I infer that... For example, in the text it states... This quote leads me to think that...

Reading for a Purpose: Author’s Purpose

What was the author’s purpose for writing this passage?

What questions do you still have for the author of this passage?

What surprised you about the passage?

Reading for a Purpose: Visualizing

Draw a picture of something you visualized from the passage.

Close Reading of the Week: Reading For a Purpose

Name:

Reading for a Purpose: Vivid Vocabulary

Record the VIVID vocabulary from the passage here and write the meaning.

Possible Answers Complex Vocabulary: tolerance Quote from Text: (Write in quotation marks!) “In the middle colonies there was religious tolerance where the colonists were allowed to practice different religions.”

Based on the context clues, I think it COULD mean: different types of religion According to the dictionary, it actually means: acceptance

Complex Vocabulary: proprietors Quote from Text: (Write in quotation marks!) These proprietors were owners of the land that had the legal right to choose governors to make decisions.

Based on the context clues, I think it COULD mean: a group of people. According to the dictionary, it actually means: people that owned land from a distance

Reading for a Purpose: Interesting Inferences

What inferences can you make? Include 2 inferences. Use evidence from the passage to support your thinking.

Possible Answers

I infer that the Quakers were very determined because they felt strongly in their beliefs and stood up to the Church of England. In the text it states, “They had experienced agony in the old world for not following the Church of England, similarly to the Puritans and Separatists.” This quote leads me to think that one of the reasons they took the risk of coming to the new world was that they felt it could only get better since they had experienced so much agony.

I infer that the colonists were good planners. In the text it states, “Therefore, many children became

apprentices to learn a skill that would benefit them later in life. .” This quote leads me to think that the colonists taught their children skills that could later develop into

careers. I think this made them good planners because they really had to think about what that skill would be and if they would want to do that for the rest of their life.

Reading for a Purpose: Author’s Purpose

What was the author’s purpose for writing this passage? The author’s purpose for writing this passage was to inform the reader. What questions do you still have for the author of this passage? Why did the Quakers want to break away from the Church of England? What type of religion did they practice? Why did King Charles ll owe money to William Penn’s father?

What surprised you about the passage? I was surprised that the colonists had one of the earliest forms of democracy. I also was surprised that King Charles ll owed William Penn’s father money. I am wondering why King Charles

ll gave William so much land.

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Reading for a Purpose: Visualizing

Draw a picture of something you visualized from the passage.

Close Reading of the Week Assessment/Text Dependent Questions: Middle Colonies

Name:

He was very intrigued by the areas surplus of fur and soon realized the profits that could be made. In this sentence, synonyms for intrigued would be: (choose 2) A.  O interested B.  O fascinated C.  O bored D.  O uninterested What did the Quakers believe? Provide evidence from the text in your response.

How did William Penn attract others to the middle colonies?

What was an example of an early democracy? Would you have chosen to live in the Middle Colonies? Where and Why?

Close Reading of the Week Assessment/Text Dependent Questions: Middle Colonies

Name:

He was very intrigued by the areas surplus of fur and soon realized the profits that could be made. In this sentence, synonyms for intrigued would be: (choose 2) A.  O interested B.  O fascinated C.  O bored D.  O uninterested What did the Quakers believe? Provide evidence from the text in your response. The Quakers were referred to as the Society of Friends. They had experienced agony in the old world for not following the Church of England, similarly to the Puritans and Separatists. Quakers believed that all were created equal. They refused to fight in England’s military. While living in England, many spent time in jail for their beliefs. William Penn attracted Quakers to the middle colonies so they would be free of this persecution. How did William Penn attract others to the middle colonies? William Penn attracted Quakers to the middle colonies so they would be free of this persecution. Liberal ideas and fundamentals were the basis for the government that William established. He welcomed religious freedom, good relationships with Native Americans, and allowed woman to participate in town meetings. Many came to the middle colonies for these reasons.

What was an example of an early democracy? Town meetings where all were welcome to express their ideas. Would you have chosen to live in the Middle Colonies? Where and Why? Answers will vary.

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