Close Read Lesson Plan

INSTRUCTOR______DATE______

Topic: Close Read Informational Text
Title: Workplace Skills: Enthusiasm and Attitude GL 11-12 Word Count 388 1360L
Lesson Objectives
Students will be able to:
1) Closely read and comprehend complex informational text independently and proficiently to determine Enthusiasm and Attitude are necessary workplace skills.
2) Effectively participate in student led discussion of text.
3) Draw evidence from informational text to support analysis, reflection and research.
CCR Standards Aligned to this Lesson
Reading: RI.4.1; RI.3.2; RI.3.10
Writing: W.3.4
Speaking and Listening: SL.3.1
Language: L.3.2
Reading
First, students cold read text independently. Students learn vocabulary in context and annotate the text to support comprehension.
Next, Share Read text with students aloud.
(Provide variety in the way students reread the text daily. For example in pairs, in small group, etc. Please refer to Scaffolding and Teaching Strategies noted below.)
Student Led Discussion
Basic Accountable Talk Stems for students to use while discussing text dependent questions in small collaborative groups:
I think _____ because it says in the text on line…
I agree with ______because in the text on line…
I disagree with ______because in the text on line…
Where did you find your evidence?
Can you please repeat that?
I am confused about _____.
I want to go back to what _____ said.
I want to know more about _____.

Text Dependent Questions Overarching understanding intended for students

Day 1
What do you learn from lines 2-4? / This question orients students to the informational text and that, “Enthusiasm can mean the difference in not just getting a job, but succeeding in a job and even advancing in your career.”
How does the phrase, ‘critical component of workplace success,’ contribute to the first paragraph? / Students may refer to lines 7-8 to realize, “Employers promote employees who not only produce, but also motivate others in the workplace.”
The word ‘potential’ is used in line 6. There is more than one possible meaning for this word. Using evidence from text, what is the intended meaning? / Students may refer to lines 6 to determine ‘potential’ means ‘possible.’
Cite examples to show what the author is trying to say about employers desire looking at prospective candidates. / Students may refer to lines 9-11 to learn, “When employers look at prospective candidates, beyond skills, experience, and training, they look for those who demonstrate enthusiasm – those they believe will complete assigned tasks in an upbeat and cooperative manner.
Day 2
In paragraph two, what workplace skills does the author claim are just as important as having enthusiasm? Why is this so? / Students should refer to lines 9-21, paragraph two, to learn the importance of a positive attitude.
The word ‘disinterested’ is used on line 14. Using clues from the text, what is the meaning of this word? / Students should refer to lines 11-14 to gather evidence that disinterested means not connected.
What important points does the author make about having a ‘positive attitude’ in paragraph two? / Students may refer to lines 9-21 to find reasons that employers prefer employees with a positive attitude.
How does the author relate a positive attitude to effort? / Students should refer to lines 19 to explain, “Managers sometimes worry that this type of person will not get along with supervisors and co-workers, treat customers disrespectfully, and not put much effort into his or her work.”
Day 3
Cite examples from text that indicate ways in which an employee can show enthusiasm. / Students may refer to lines 22-27 to cite evidence.
What are ways in which enthusiastic employees deal with customers? Why is this important? / Students may refer to lines 28-30 to explain, “In customer service settings, an enthusiastic employee will approach customers proactively and offer assistance or seek out tasks and projects when there is down time.”
The word ‘proactively’ is used on line 29. Using clues from the text, what is the meaning of this word? / Students may refer to lines 28-30 to realize proactively refers to being positive and a self-starter.
Day 4
In paragraph four, what does the author say helps an employee get ahead? Cite evidence from text to support your response. / Students should refer to lines 30-32 to show, “This positive attitude helps employees go above and beyond to get along with co-workers and managers – even difficult ones – and respond to constructive criticism with maturity and willingness to improve.”
Day 5
Cite evidence from text to show what the author feels is critical for workplace success. / Students may refer to line 5, “A positive and enthusiastic attitude is a critical component of workplace success,” and throughout the article to gather evidence to support their thinking.
Writing
Intermediate-Advanced students construct a paragraph each day to generate an essay.
Beginning students construct sentences.
Writing Prompts:
Day 1: Using clues from the text, explain what it means to be enthusiastic.
Day 2: What evidence exists in the text that indicates what qualities employers desire in their employees?
Day 3: What evidence exists in the text that indicates having a positive attitude in the workplace can help
with potential promotions?
Day 4: According to the article, how can someone work more productively with others?
Day 5: Using evidence from the text, explain why employers feel a positive and enthusiastic attitude is a
critical component of workplace success?
Extension Activities
W.7
Have students research how enthusiasm and attitude skills benefit employees in different careers.
How I will assess the impact on student learning?
Observe individual student annotation of informational text.
Listen to individual students reading text.
Monitor student led discussion/comprehension of text with use of Accountable Talk Stems (and how they communicate).
Review students’ writing, looking for evidence of comprehension of the central ideas, command of the conventions of standard English capitalization, punctuation, and spelling.
Scaffolding and Teaching Strategies
Picture Support: Use visuals as necessary.
Text Features: Teach students to look for text features such as photo captions, titles, headings, bold text, paragraphs, etc.
Chunk Text: Students may need to focus on reading small amounts of test at a time to support their comprehension.
Vocabulary Definition Box: Teach students how to use the Vocabulary Definition Box provided with their text to learn vocabulary in contest.
Annotation of Test: Students may need the instructor to model how to highlight key information and annotate text to support comprehension.
Scooping: Teach students how to read with good phrasing and expression so they can better construct meaning from printed words and understand sentence structure.
Example: A positive and enthusiastic attitude is a critical component of workplace success.
Teacher Guidance in Finding Evidence in Text: The instructor may need to guide students in finding evidence in the text by first asking students to point to specific evidence in the text.
Student Grouping: Place students in heterogeneous groups to discuss text-dependent questions.
Accountable Talk Stems: Introduce students to Accountable Talk by having students practice discussing with a few stems at a time.
Direct Support: Provide direct support to individual students in need.
Graphic Organizer: Provide a graphic organizer (partially completed or more structured) to students who may need extra support.
Sentence or Paragraph Frames: Provide a sentence, paragraph and/or essay frame (example) so students can better write about what they read.