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Close Reading WoRkshop
Close Reading of shakespeare
Learning Targets
• Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Determine a theme or central idea of a text and how it is conveyed.
• Determine the meaning of words and phrases as they are used in a text.
• Analyze how a particular sentence, chapter, scene, or stanza fits into the overall Paraphrasing, Think-Aloud
structure of a text.
• Determine an author’s point of view.
• Read and comprehend literature, including dramas, in the grades 6–8 text
complexity band proficiently.
• Interpret information presented in diverse media and formats.
• Engage effectively in a range of collaborative discussions.
Close Reading for Meaning
What does learning to read closely mean? As readers, we cannot just ask an author questions about the text. And we cannot just consider what information is stated in a text. We must consider aspects of the form used by the author and how that form conveys meaning. When reading Shakespeare, the reader must navigate both the author’s use of poetic forms and his use of language in order to discover meaning. Close reading of Shakespeare’s texts yields great rewards in understanding the power and beauty of language.
In this workshop, you will read three different texts and will practice close reading using strategies that will help you make meaning of the texts. Your teacher will guide you through the first activity. In Activity 2, you will work in a collaborative group to read and respond to the text. For the third activity, you will work independently to apply close reading strategies to determine meaning in a new text.
aCademiC VoCabulaRy
word form: aformofawordthatis unusual or archaic
leaRning sTRaTegies:
Close Reading, Diffusing, Marking the Text, Questioning the Text, Rereading, Summarizing,
Introducing the Strategy: Diffusing
Diffusing is a strategy for close reading of text. Using this strategy, the reader reads a passage to identify unfamiliar words. The reader uses context clues, dictionaries, and/or thesauri to discover the meaning of unfamiliar words. Writing notes about meaning or substituting synonyms for unfamiliar words helps the reader increase comprehension of the text.
ACTIvITy 1
Guided Practice
You will read the text in this activity at least three times, focusing on a different purpose for each reading.
First Reading: First Impressions
Read the following passage silently. Your focus for this first reading is on understanding the meaning of the passage. As you read, practice diffusing the words you may not know by replacing unfamiliar words with synonyms or definitions for the underlined words. Use the definitions and synonyms in the margins of the text to help your understanding.
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