Task: Socratic seminar, partner debate, or deep-dive discussion.

Briefly explain why this text is worthy of close reading (e.g., nuanced vocabulary, layers of meaning, or complex structure).

If a student makes a claim, always follow up with: "Where in the text did you see that?"

Students will be able to analyze [specific theme/literary device] by citing specific textual evidence. II. The Text Selection

[e.g., How does the author use symbolism to develop the protagonist's growth?] III. The Reading Phases First Read: Key Ideas and Details (The "What") Purpose: Students get the "gist" of the text. Task: Independent reading or teacher read-aloud.

[e.g., Written response, Graphic organizer, or Annotating a final excerpt].

Questions: What is the author's underlying message? How does this evidence support the central claim? Level 1: Literal (Found directly in the text). Level 2: Inferential (Requires reading between the lines).

Close Reading Lesson Plan Templates 💯

Task: Socratic seminar, partner debate, or deep-dive discussion.

Briefly explain why this text is worthy of close reading (e.g., nuanced vocabulary, layers of meaning, or complex structure). Close Reading Lesson Plan Templates

If a student makes a claim, always follow up with: "Where in the text did you see that?" Task: Independent reading or teacher read-aloud

Students will be able to analyze [specific theme/literary device] by citing specific textual evidence. II. The Text Selection II. The Text Selection [e.g.

[e.g., How does the author use symbolism to develop the protagonist's growth?] III. The Reading Phases First Read: Key Ideas and Details (The "What") Purpose: Students get the "gist" of the text. Task: Independent reading or teacher read-aloud.

[e.g., Written response, Graphic organizer, or Annotating a final excerpt].

Questions: What is the author's underlying message? How does this evidence support the central claim? Level 1: Literal (Found directly in the text). Level 2: Inferential (Requires reading between the lines).