Close Read Informational Text - bath.k12.ky.us

Top Writing Academy™ © 2015 1

Close Read

Informational Text

Great Speeches Series

Malala Yousafzai

Nobel Peace Prize


Analyzing the TitleActive Reading

Identify if the title indicates a certain tone or genre/purpose.

Consider any connotations or allusions within the title.

Make a prediction about what the text will be about.

Name: ____________________ Period: _________

Annotation Guidelines Informational Texts

Active Reading: reading something with a determination to understand and evaluate it for its

relevance to your needs

Prediction Questions Think-aloud Structures Visualizing Summary

Use prior knowledge to predict while reading

Actively ask questions while reading

Have internal conversation within their head about the subject and text

Recognize and employ the structures and architecture within the text while reading

Create mental images from the text in their brain while reading

Sort out and reorganize main ideas and events while reading

Annotation: a critical or explanatory note or body of notes added to a text

Analyze the Title ExerciseLook at the 4 titles in the image above, fill in the chart below as you analyze each title.

Title Connotations/Allusions Tone/Genre/Purpose Predictions

Cyclone victims sleep among ruined homes

Health risks rise as aid fails to

arrive

A world turned upside down

Forty-five killed in “Tornado

Alley”


Annotating the TextActive ReadingClose “R.E.A.D”1 Recognize (purpose, tone, point of view)2 Evaluate (support)3 Analyze (rhetoric)4 Develop (questions and judgments)5 Summarize (the main idea of the text)

Recognize (purpose, tone, point of

view)Underline the thesis that states the objective or purpose for the essay and describe the author’s tone.

Evaluate (support)

Bracket the details/evidence used to support the author’s purpose. Rank them from strongest to weakest.

Analyze (rhetoric)

Look for rhetorical appeals and devices (Ethos/Pathos/Logos) and explain their purpose or impact on the audience.

Develop (questions and judgments)

In the margins, jot down any questions you have or critique and judgments made concerning the writer’s position, opinion, or technique.

Annotating the TextDeveloping a System Use “I.C.E”1 Identification: Highlight, Circle, Underline, Bracket, etc. the

passage

2 Classification: Classify the element (ie. thesis, tone, evidence,

bias, viewpoint, ethos, pathos, logos, question, etc.)

3 Explanation: Explain its purpose within the text.

Summarize Provide a short

summary of the main idea of the text.

Name: _____________________ Period: _______

Top Writing Academy™ © 2015

Close Reading

“R.E.A.D.S.” Assignment

Follow the instructions below to annotate a three step close reading of the assigned text. Use I.C.E. for your annotations. Identify with a mark on the paper, classify what element has been

identified, and explain the function or impact on audience.

FIRST READ: Task #1 Underline sections of the text that that express the author’s purpose or

viewpoint (think thesis/topic sentences/opinion statements)

Task #2 Circle connotative or loaded language that implies the speaker’s tone.

CL SE READING

EXAMPLE ANNOTATION: (Using Excerpts from George Bush’s 9-11 speech)Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices: secretaries, business men and women, military and federal workers, moms and dads, friends

and neighbors. Thousands of lives were suddenly ended by evil, despicable acts of

terror. The pictures of airplanes flying into buildings, fires burning, huge -- huge structures collapsing have filled us with disbelief, terrible sadness, and a quiet, unyielding anger.

These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong.

Purpose

Viewpoint

To condemn acts

of terror &

comfort America

SECOND READ: Bracket the provided evidence/examples used to support the author’s view. Rank

(1-3) the evidence from strongest to weakest and explain why? Mark any Rhetorical Appeals that appear.

Tone

Negative, angry,

disgusted

EXAMPLE ANNOTATION: (Using Excerpts from George Bush’s 9-11 speech)Immediately following the first attack, I implemented our government's emergency response plans. Our military is powerful, and it's prepared. Our emergency teams are working in New York City and Washington D.C. to help with local rescue efforts. Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks. The functions of our government continue without interruption.

A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent the steel of American resolve

Evidence 1

Shows action, a plan,

and preparedness to

comfort audience

THIRD READ: Write at least 3 questions or critiques you have concerning the author’s content, style,

or techniques. In some open space, write a brief summary of the main idea of the text.

Creates pride, confidence,

Pathos

R.E.A.D.S. WORKSHEET:

After completing your annotations, use your annotations to complete the R.E.A.D.S. worksheet in full sentences. Be sure to provide evidence from the

text and detailed explanations for your answers.

Name: _____________________ Period: _______


CL SE READING

Determining Purpose, Viewpoint, and Bias

Author’s Purpose: “P. I. E.”The reason or goal for writing or speaking

Persuade:using a variety of

appeals to influence another

to accept/join your position or point

of view on an issue.

Inform:to objectively give

instructions, compare/contrast,

share cause and effects, inform

about new information

Entertain:Using narrative,

humor, anecdotes, description, or

drama, to amuse, delight, and appeal

to imagination

Author’s ViewpointThe lens through which the author sees their subject. This lens creates

author’s perspective, position, opinion, and/or bias within the text

Bias:Natural tendency to feel a certain way about things

Opinion:A view or judgment

about a subject/issue

In non-fiction writing, author’s purpose and viewpoint are closely related and can be determined by analyzing the use of:

TEXT STRUCTURE LOADED LANGUAGE OPINIONS VS. FACTS

Name: _____________________ Period: _______


CL SE READING


Common Text Structure/OrganizationHow the text is organized, constructed, or put together for audience

Structure/Organization Purpose

List or ClassificationInformation to support the main idea is either arranged in a specific

order or into specific categories

Typically to inform; however, if listed or categorized by value could be used to persuade

Definition and ExampleTypically involves one definition context clue, followed by examples

to clarify or support the original definition

Used to inform or instruct the audience on new concepts.

Compare and ContrastInformation in the passage contains two or more elements that are

compared, contrasted, or both compared and contrasted.

Used for both informing and persuading audiences. Can compare for greater

understanding or to persuade that one thing is better than another

Cause-EffectInformation in the passage explains the relationship between a cause

and the resulting effects.

Typically to inform; however, can be used to persuade one to make choices or take actions that would serve as causes toward a desired

effect.

Problem-SolutionInformation in the passage explores a problem and the actual or

potential solutions to the problem.

Used for both informing and persuading audiences. If the solution is predetermined, it most likely is informative; if there are multiple

possibly solutions could be persuasive.

Counter-Argument/RebuttalInformation in the passage presents debatable issue , first discussing

the opposition’s argument and then confronting weakness in opponent’s position in a rebuttal argument.

Used to argue and persuade the audience to accept the writer’s position or viewpoint.

Premise/Support/ConclusionProviding a statement or proposition with supporting evidence

followed by the logical conclusion

Mostly used to argue or persuade.

Narrative/AnecdotalStories or short accounts involving characters, conflict, dialogue, etc

Mostly used to entertain

Name: _____________________ Period: _______


CL SE READING

Fact: a specific detail that is true based on objectiveproof

Opinion: a personal value or judgment


Use of Facts vs. OpinionThe author’s viewpoint is often revealed through their use or omission of certain facts, and

how the balance between use of facts and opinions.

IDENTIFYING FACTS AND OPINIONS

WORDS THAT INDICATE BIAS/OPINION (Adj./Adv. That express value/judgment/interpretation)

WORDS THAT QUALIFY POSITIONS OR BELIEFS

FACT OPINION

Is objective

Is discovered

States Reality

Can be verified

Presented without biased words

Example: An orange is citrus.

Is subjective

Is created

Interprets Reality

Cannot be verified

Presented with biased words

Example: An orange tastes great

Awful

Amazing

Bad

Beautiful

Best

Better

Disgusting

Exciting

Favorite

Frightful

Fun

Good

Great

Handsome

Horrible

Miserable

More

Most

Smart

Stupid

Terrible

Unbelievable

Ugly

very

All

Always

Appear

Believe

Could

Every

Has/have to

It is believed

Likely

May

Might

Must

Never

Often

Only

Ought to

Possibly

Possible

Probably

Seem

Should

Sometimes

Think

usually

Name: _____________________ Period: _______


CL SE READING

ANALYZING TONE & MOOD WITHIN A TEXT

Diction:Choice of

words and phrases for an intended

effect

Imagery:Use of

language that appeals

to five physical senses

Fig. Lang.:Language

that intends to differ from

the literal meaning

SyntaxArrangement of words and phrases for

sentence structure

Essential Terms

Tone: author’s attitudeor feelings toward theaudience and subject.

Mood: response oremotions created in thereader of the text.

Analyzing Diction – Word Choice

Denotative MeaningThe literal meaning of a word, or dictionary

definition. Excludes imagination or emotional response.

Connotative MeaningThe feelings or associations the audience

has about a word. Impact can be negative/neutral/positive.

Example DenotationThe phrase: “Your are a dog” literally

translates, “You are a canine.” Canine is the literal def. of “dog”

Example ConnotationIn context of saying, “You are a dog.” to

another person, you imply negatively that they are ugly or dirty.

When analyzing diction, look for patterns within the connotations found within the words used in the text. These patterns develop the tone and mood of the text.

Name: _____________________ Period: _______


CL SE READING


Analyzing Imagery and Figurative Language

Commonly Used Figurative Language

Visual Imagery

Something seen in

the mind’s eye

Auditory Imagery

Represents a sound

Tactile Imagery

Touch or feel

Olfactory Imagery

Represents a smell

Gustatory Imagery

Represents a taste

Root Word

“vis” to see

Simile: Comparison using like or as

Our soldiers are as brave as lions.

Her cheeks are red like a rose.

Metaphor: comparison without like or as

The assignment was a breeze.

The skies of his future began to darken.

Personification: something nonhuman is given human

characteristics

The wind whispered through the dry grass

Time waits for no one, it just marches forward.

Hyperbole: extreme exaggeration

Your suitcase weights a ton!

Having kids is like juggling a million balls.

Allusion: reference to historical or famous

person, place, or thing.

Don’t act like a Romeo in front of her.

Getting involved will just open up Pandora’s box.

When analyzing imagery and figurative language, consider the experience the language creates for the audience and how it portrays the author’s attitude.

Name: _____________________ Period: _______


CL SE READING


Analyzing Syntax – Sentence StructurePowerful Syntax Strategies

A speaker’s strategic sentence structure is used to create tempo and pace that

expresses a speaker’s attitude or intends to have a specific impact on the audience.

Rhetorical Question:

proposing a question to make a point as opposed

to requiring an actual answer

Hall ran the tightest, safest climbing operation on the mountain, bar none. A compulsively methodical man, he had elaborate systems in place that were supposed to prevent such a catastrophe. So what happened? How can it be explained, not only to the loved ones left behind, but to a censorious public?

Anaphora (beginning) & Epistrophe (end):repetition of words or

phrases at the beginning or end of clauses

"We shall not flag or fail. We shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air

Juxtaposition:

two elements placed close together with

purposeful contrasting effect

If we don't do something real soon, I think you'll have to agree that we're going to be forced either to use the ballot or the bullet.

Antithesis:

two elements placed together that are not only similar, but polar

opposites

Money is the root of all evils: poverty is the fruit of all goodness.

We must learn to live together as brothers or perish together as fools.


Name: ________________ Period: _____

Close Reading: Informational Texts

Rhetorical Situation: All use of language exist within a “Rhetorical Situation” as illustrated in the “Rhetorical Triangle” and outlined in the acrostic “S.O.A.P.S”.

Evaluate the text to uncover the Rhetorical Situation

Use of Rhetorical Appeals

Rhetorical Situation

Speaker: the voice, point of view,

values, demographic brought to the text by author.

Occasion/Context: the broad and

immediate circumstances that prompted the writing of the text.

Audience: the values and demographic

of the person or group addressed by text.

Purpose: the specific goal of the text or

intended impact on the audience.

Subject: the broad and specific topic

addressed within the text.

Identify the SUBJECT of text and author's CLAIM or PURPOSE for the text. Consider the title and intro paragraphs.

What is the CONTEXT surrounding the issue? How is this OCCASION implicitly and explicitly addressed?

How are the SPEAKER'S assumptions, point of view, values and biases implicitly and explicitly revealed within the text?

How does the text implicitly and explicitly take into consideration the demographic and values of the AUDIENCE?

Ethos:An appeal to character or credibility. Either speaker's personal ethics and expertise or utilizing an external expert/professional.

Pathos:An appeal to emotion. Typically creating sympathy and empathy for a cause or negative emotions towards the opposition.

Logos:An appeal to logic. Organizing facts and evidence to build toward a logical conclusion.

Bismillah hir rahman ir rahim.In the name of God, the most merciful, the most beneficent.

Your Majesties, Your royal highnesses, distinguished members of the Norweigan Nobel Committee,

Dear sisters and brothers, today is a day of great happiness for me. I am humbled that the Nobel Committee has selected me for this precious award.

Thank you to everyone for your continued support and love. Thank you for the letters and cards that I still receive from all around the world. Your kind and encouraging words strengthens and inspires me.

I would like to thank my parents for their unconditional love. Thank you to my father for not clipping my wings and for letting me fly. Thank you to my mother for inspiring me to be patient and to always speak the truth-which we strongly believe is the true message of Islam. And also thank you to all my wonderful teachers, who inspired me to believe in myself and be brave.

I am proud, well in fact, I am very proud to be the first Pashtun, the first Pakistani, and the youngest person to receive this award. Along with that, along with that, I am pretty certain that I am also the first recipient of the Nobel Peace Prize who still fights with her younger brothers. I want there to be peace everywhere, but my brothers and I are still working on that.

I am also honoured to receive this award together with Kailash Satyarthi, who has been a champion for children's rights for a long time. Twice as long, in fact, than I have been alive. I am proud that we can work together, we can work together and show the world that an Indian and a Pakistani, they can work together and achieve their goals of children's rights.

Dear brothers and sisters, I was named after the inspirational Malalai of Maiwand who is the Pashtun Joan of Arc. The word Malala means grief stricken", sad", but in order to lend some happiness to it, my grandfather would always call me Malala – The happiest girl in the world" and today I am very happy that we are together fighting for an important cause.

Malala Yousafzai

“Nobel Peace Prize”

This award is not just for me. It is for those forgotten children who want education. It is for those frightened children who want peace. It is for those voiceless children who want change.

I am here to stand up for their rights, to raise their voice… it is not time to pity them. It is not time to pity them. It is time to take action so it becomes the last time, the last time, so it becomes the last time that we see a child deprived of education.

I have found that people describe me in many different ways.

Some people call me the girl who was shot by the Taliban.

And some, the girl who fought for her rights.

Some people, call me a "Nobel Laureate" now.

However, my brothers still call me that annoying bossy sister. As far as I know, I am just a committed and even stubborn person who wants to see every child getting quality education, who wants to see women having equal rights and who wants peace in every corner of the world.

Education is one of the blessings of life—and one of its necessities. That has been my experience during the 17 years of my life. In my paradise home, Swat, I always loved learning and discovering new things. I remember when my friends and I would decorate our hands with henna on special occasions. And instead of drawing flowers and patterns we would paint our hands with mathematical formulas and equations.

We had a thirst for education, we had a thirst for education because our future was right there in that classroom. We would sit and learn and read together. We loved to wear neat and tidy school uniforms and we would sit there with big dreams in our eyes. We wanted to make our parents proud and prove that we could also excel in our studies and achieve those goals, which some people think only boys can.

But things did not remain the same. When I was in Swat, which was a place of tourism and beauty, suddenly changed into a place of terrorism. I was just ten that more than 400 schools were destroyed. Women were flogged. People were killed. And our beautiful dreams turned into nightmares.

Education went from being a right to being a crime.

Girls were stopped from going to school.

When my world suddenly changed, my priorities changed too.

I had two options. One was to remain silent and wait to be killed. And the second was to speak up and then be killed.

I chose the second one. I decided to speak up.

We could not just stand by and see those injustices of the terrorists denying our rights, ruthlessly killing people and misusing the name of Islam. We decided to raise our voice and tell them: Have you not learnt, have you not learnt that in the Holy Quran Allah says: if you kill one person it is as if you kill the whole humanity?

Do you not know that Mohammad, peace be upon him, the prophet of mercy, he says, do not harm yourself or others".

And do you not know that the very first word of the Holy Quran is the word Iqra", which means read"?

The terrorists tried to stop us and attacked me and my friends who are here today, on our school bus in 2012, but neither their ideas nor their bullets could win.

We survived. And since that day, our voices have grown louder and louder.

I tell my story, not because it is unique, but because it is not.

It is the story of many girls.

Today, I tell their stories too. I have brought with me some of my sisters from Pakistan, from Nigeria and from Syria, who share this story. My brave sisters Shaziaand Kainat who were also shot that day on our school bus. But they have not stopped learning. And my brave sister Kainat Soomro who went through severe abuse and extreme violence, even her brother was killed, but she did not succumb.

Also my sisters here, whom I have met during my Malala Fund campaign. My 16-year-old courageous sister, Mezon from Syria, who now lives in Jordan as refugee and goes from tent to tent encouraging girls and boys to learn. And my sister Amina, from the North of Nigeria, where Boko Haram threatens, and stops girls and even kidnaps girls, just for wanting to go to school.

Though I appear as one girl, though I appear as one girl, one person, who is 5 foot 2 inches tall, if you include my high heels. (It means I am 5 foot only) I am not a lone voice, I am not a lone voice, I am many.

I am Malala. But I am also Shazia.

I am Kainat.

I am Kainat Soomro.

I am Mezon.

I am Amina. I am those 66 million girls who are deprived of education. And today I am not raising my voice, it is the voice of those 66 million girls.

Sometimes people like to ask me why should girls go to school, why is it important for them. But I think the more important question is why shouldn't they, why shouldn't they have this right to go to school.

Dear sisters and brothers, today, in half of the world, we see rapid progress and development. However, there are many countries where millions still suffer from the very old problems of war, poverty, and injustice.

We still see conflicts in which innocent people lose their lives and children become orphans. We see many people becoming refugees in Syria, Gaza and Iraq. In Afghanistan, we see families being killed in suicide attacks and bomb blasts.

Many children in Africa do not have access to education because of poverty. And as I said, we still see, we still see girls who have no freedom to go to school in the north of Nigeria.

Many children in countries like Pakistan and India, as Kailash Satyarthi mentioned, many children, especially in India and Pakistan are deprived of their right to education because of social taboos, or they have been forced into child marriage or into child labour.

One of my very good school friends, the same age as me, who had always been a bold and confident girl, dreamed of becoming a doctor. But her dream remained a dream. At the age of 12, she was forced to get married. And then soon she had a son, she had a child when she herself was still a child –only 14. I know that she could have been a very good doctor.

But she couldn't ... because she was a girl.

Her story is why I dedicate the Nobel Peace Prize money to the Malala Fund, to help give girls quality education, everywhere, anywhere in the world and to raise their voices. The first place this funding will go to is where my heart is, to build schools in Pakistan—especially in my home of Swat and Shangla.

In my own village, there is still no secondary school for girls. And it is my wish and my commitment, and now my challenge to build one so that my friends and my sisters can go there to school and get quality education and to get this opportunity to fulfil their dreams.

This is where I will begin, but it is not where I will stop. I will continue this fight until I see every child, every child in school.

Dear brothers and sisters, great people, who brought change, like Martin Luther King and Nelson Mandela, Mother Teresa and Aung San Suu Kyi, once stood here on this stage. I hope the steps that Kailash Satyarthi and I have taken so far and will take on this journey will also bring change – lasting change.

My great hope is that this will be the last time, this will be the last time we must fight for education. Let's solve this once and for all.

We have already taken many steps. Now it is time to take a leap.

It is not time to tell the world leaders to realize how important education is - they already know it - their own children are in good schools. Now it is time to call them to take action for the rest of the world's children.

We ask the world leaders to unite and make education their top priority.

Fifteen years ago, the world leaders decided on a set of global goals, the Millennium Development Goals. In the years that have followed, we have seen some progress. The number of children out of school has been halved, as Kailash Satyarthi said. However, the world focused only on primary education, and progress did not reach everyone.

In year 2015, representatives from all around the world will meet in the United Nations to set the next set of goals, the Sustainable Development Goals. This will set the world's ambition for the next generations.

The world can no longer accept, the world can no longer accept that basic education is enough. Why do leaders accept that for children in developing countries, only basic literacy is sufficient, when their own children do homework in Algebra, Mathematics, Science and Physics?

Leaders must seize this opportunity to guarantee a free, quality, primary andsecondary education for every child.

Some will say this is impractical, or too expensive, or too hard. Or maybe even impossible. But it is time the world thinks bigger.

Dear sisters and brothers, the so-called world of adults may understand it, but we children don't. Why is it that countries which we call strong" are so powerful in creating wars but are so weak in bringing peace? Why is it that giving guns is so easy but giving books is so hard? Why is it, why is it that making tanks is so easy, but building schools is so hard?

We are living in the modern age and we believe that nothing is impossible. We have reached the moon 45 years ago and maybe will soon land on Mars. Then, in this 21st century, we must be able to give every child quality education.

Dear sisters and brothers, dear fellow children, we must work… not wait. Not just the politicians and the world leaders, we all need to contribute. Me. You. We. It is our duty.

Let us become the first generation to decide to be the last , let us become the first generation that decides to be the last that sees empty classrooms, lost childhoods, and wasted potentials.

Let this be the last time that a girl or a boy spends their childhood in a factory.

Let this be the last time that a girl is forced into early child marriage.

Let this be the last time that a child loses life in war.

Let this be the last time that we see a child out of school.

Let this end with us.

Let's begin this ending ... together ... today ... right here, right now. Let's begin this ending now.

Thank you so much.


RRecognize

purpose,

tone, point

of view

1st

Read

What is the primary subject or central idea that is developed in the text? Share elements of the text that reveal the speaker’s point of view/position regarding this subject? (think thesis)

How would you describe the speaker’s tone? List specific connotative words or phrases from the text that reveal this attitude.

What is the speaker’s overall purpose? What impact do they want to have on the audience?

EEvaluate

evidence

and support

2nd

Read

Cite at least 3 details from the text, used by the speaker to support their point of view. Evaluate their effectiveness and/or value in helping the speaker achieve their purpose.

DETAIL:

EFFECTIVENESS:

DETAIL:

EFFECTIVENESS:

DETAIL:

EFFECTIVENESS:

CL SE READING

R.E.A.D.S Worksheet

Article Title __________________________

Name: _____________________ Period: _______


AAnalyze use

of rhetoric

2nd

Read

Analyze how the speaker employs rhetorical appeals and devices to impact the audience and achieve their overall purpose within the text. Provide examples from the text for the appeals that are present.

ETHOS:

PATHOS:

LOGOS:

DDevelop

questions &

judgments

3rd

Read

List at least 3 questions you have regarding the text.

What did you find to be the strongest and/or weakest elements of the text?

SConcisely

summarize

the text.

In the area provided below, write a brief summary (5-6 sentences) of the primary ideas and point of view expressed within the text.

Name: _____________________ Period: _______


CL SE READING Writing Task

Writing TaskRhetoric is the effective use of language to achieve a designed purpose. Consider the

language of the given text and analyze how the speaker’s use of rhetoric develops the tone and mood of speech. Be sure to use specific examples/quotes from the text to

support the claim of your thesis.

CATEGORY EXPECTATIONS SCORE

Introduction The introduction paragraph employs a strong attention grabber and provides thorough and necessary context for the reader. The writer establishes a strong thesis statement that clearly identifies the subjects for comparison, provides categories for comparison, and directly communicates the purpose of the paper.

/25

Body Paragraphs

Organization

The writer effectively breaks the information into point-by-point or block-by-block structure. It follows a consistent and parallel order when discussing the comparison.

/15

Body Paragraphs Content

The writer develops the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information that reveals their knowledge and understanding of the authors’ use of language and rhetoric to achieve the intended purpose of the text.

/30

Conclusion Paragraph

The conclusion effectively restates the purpose of the essay, establishes important connections between the content of the essay and the reader’s life, and leaves the reader with recommendations on what to do with their new knowledge.

/20

Conventions The writer demonstrates sophisticated and appropriate diction and syntax within writing and shows a command of the conventions of standard English capitalization, punctuation, and spelling.

/10

Final Grade


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Day 1

Active Reading

and

Annotations

Viewpoint

Purpose

Use the Active Reading and Annotation Handouts to teach students the fundamentals of Close Reading found in the “READS” system for analyzing informational text and the ICE system for taking annotations.

Introduce students to the “Close Reading READS Assignment” sheet and explain the 1st, 2nd, and 3rd read in close reading of informational text.

Use the 3 different “Determining Purpose, Viewpoint & Bias” handouts to instruct students on essential terms and concepts for their first close read.

1st Read (article of choice) 1. Analyze title to make predictions 2. Underline statements that reveal the author’s viewpoint and purpose.

Day 2

Tone and Mood

Ethos

Pathos

Logos

Review fundamentals of 1st, 2nd, 3rd read in close reading (READS assignment sheet), and review student’s annotations identifying the author’s viewpoint and purpose.

Use the “Analyzing Tone and Mood” handouts to instruct students on the essential terms and concepts surrounding tone and mood.

Have students complete their first read and look for connotative words and figurative language that establish the author’s tone in the article.

Explain the concept of Rhetorical Appeals and Ethos/Pathos/Logos. Have students review their analysis of tone and identify the author’s use of Rhetorical Appeals.

Day 3

Evaluate

Evidence &

R.E.A.D.S

Worksheet

Review the Facts vs Opinions handout and have students complete their 3rd read of the article. In the 3rd read students should evaluate the details/evidence used to support the author’s viewpoint/purpose, and develop personal questions or judgments in the margins. Have students use their annotations to fill in the READS handout.

Day 4

Writing

Use writing task and rubric to assess students understanding and analysis of the articles.

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CCSS Standards Alignment

RRecognize

purpose, tone,

point of view

CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RI.9-10.6Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

EEvaluate

evidence and

support

CCSS.ELA-LITERACY.RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CCSS.ELA-LITERACY.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

AAnalyze use of

rhetoric

CCSS.ELA-LITERACY.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

CCSS.ELA-LITERACY.RI.9-10.6Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

DDevelop

questions and

judgments

CCSS.ELA-LITERACY.RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

http://www.corestandards.org/ELA-Literacy/RI/9-10/2/








Documents

Close Read Informational Text - bath.k12.ky.us