Teacher____________________________________________
Date__________
Sample Lesson Plan – Close Reading
English
Close Reading
“The Fun They Had” pages 575-578 Reading from page 578
Lesson Overview Depending on class needs, this close reading should take two to three days.
In this two-day lesson, the teacher begins by having students read and annotate the selected
passage individually or as part of a class oral reading. Students then work with vocabulary and
story questions.
On the second day, students re-read the passage with a partner. They check their annotations
and answers. They work in partners answering the pairs questions . The lesson concludes with a
short argument writing assignment.
Teacher Planning and Preparation (include UDL considerations and planning for ELL and
special education students)
 Review the answers for all questions asked in this lesson and locate the textual support.
(Teachers should always complete the task they expect students to do in order to anticipate
difficulties and know when a student is providing a response that is appropriate and based on
evidence from the text.)
 Apply appropriate elements of UDL
o Enlarge font if necessary (UDL 1.1)
o Create an electronic version of the close reading student packet (UDL 4.1/4.2)
o Allow students to use the Notebook version of Microsoft Word to record in their answer
instead of having to write. (UDL 5.2)
o Provide illustrations or pictures to accompany vocabulary words in the lesson. (UDL
5.1)
 Apply WIDA Performance Definitions and CAN DO Descriptors to differentiate the lesson
for English Language Learners
 Identify partners for Day One activity
Student Objectives (for this lesson)
Students will be able to
● Analyze the main idea of the passage
● Explain the theme/central idea of the passage
● Judge the implications of the text for the reader and society
● Summarize the passage
Essential Question
How is true learning best accomplished?
Common Core Lesson Focus Standards
RL.6.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and analyze its development over the course
of the text; provide an objective summary of the text.
RL.6. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative meaning; analyze the impact of a specific word choice on meaning and
tone.
W.6.1 Write arguments to support claims with clear reasons and relevant evidence
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
Materials/Equipment
 Teacher Resource Sheet
 Dictionaries
 Copies of Student Packet
 Student Reading Journals
Pre-assessment (what do students need to know in order to be successful with this lesson)
They need to know about the author, Isaac Assimov, and the fact that he wrote this short story in
the 1950’s before the computer was commonplace. They also should understand that this story is
science fiction.
Day One
Anticipatory Set/Context Setting (10 mins.)
Teacher reads a short biography of Isaac Assimov and indicates that this is a work of science
fiction. A short explanation/discussion of what this genre entails should follow. (Found on page
578.)
Development/Procedures (30 mins.)
1. First Draft Reading: Students read the passage (as a group or independently) while “talking
to the text.” They write notes in the margins. Annotations may consist of any of the
following:
o Record a REACTION
o Ask a QUESTION
o Give an OPINION
o Make a CONNECTION
o Respond to how he/she would RELATE if in the situation
Students should also circle or underline the most important points of the text.
2. When students have finished the First Draft reading, ask which words are unfamiliar or
difficult. (See possible words in the Teacher Resource.) Be sure that students understand the
meaning of these words, whether they are able to get it from the context or from a dictionary
since these terms are important to understanding the author’s tone and the theme and will be
used in the homework.
3. Ask a student to summarize what is being described in the passage.
4. Second Draft Reading: The teacher then asks students to re-read the passage and answer the
first set of Text-dependent Questions independently. Teacher should model how to answer
the first question. (See Student Resource Packet.)
Summary/Closure (5 mins.)
 Revisit the Essential Question.
Assessment (formative/summative)
Teacher observation as students work independently.
Homework
A homework assignment is totally the call of the teacher.
“The Fun They Had” close reading lesson
Page 2
Day Two
Anticipatory Set/Context Setting (7 mins.)
Have students retrieve their Writing Journals and complete a five-minute free write on the
following prompt:
Discuss a few responses.
Development/Procedures (15 mins.)
1. Teacher collects the homework (if assigned) and revisits the objectives.
2. Third Draft Reading: Students work with partners. They first discuss their answers to the first
set of questions and come to agreement on the responses. They then work together to answer
the additional Discussion Questions. Be sure to explain to the students the importance of
referencing the text in their answers. Teacher may model the process of answering the
Discussion Questions.
3. Teacher circulates and facilitates the process of students working in pairs. Listen to the
conversation between partners in order to formatively assess their understanding.
4. When students have completed the questions, ask a couple of sets of partners to share their
answers.
5. Ask if anyone has questions about the passage since they will be using their packets to
complete a writing assignment. (Students should have a clear understanding of the passage,
since the purpose of the writing assignment is for them to support a claim and express their
ideas in paragraph form, not to work through the details of the passage. If the teacher feels
that the class needs more time to discuss the responses, then he/she may assign the writing to
be done for homework.)
Transition
Have students return to their seats and be sure they have their books and their responses in the
Student Packet.
Development/Procedures (20 mins.)
 Students should write written responses to the prompt either individually or with a
partner/group.
 Students either individually or with a partner/group may fill out an organizational form in
which they set out their main points and textual support
Summary/Closure
Responses to the writing prompt.
“The Fun They Had” close reading lesson
Page 3
Teacher Resource
Essential Question:
Passage for Close Reading, p. 136
"Sure they had a teacher, but it wasn't a regular teacher. It was a man." "A man? How
could a man be a teacher?" "Well, he just told the boys and girls things and gave them homework
and asked them questions." "A man isn't smart enough." "Sure he is. My father knows as much
as my teacher." "He can't. A man can't know as much as a teacher." "He knows almost as much, I
betcha."
Margie wasn't prepared to dispute that. She said, "1 wouldn't want a strange man in my
house to teach me."
Tommy screamed with laughter. "You don't know much, Margie. The teachers didn't live
in the house. They had a special building and all the kids went there." "And all the kids learned
the same thing?" "Sure, if they were the same age."
"But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it
teaches and that each kid has to be taught differently."
"Just the same they didn't do it that way then. If you don't like it, you don't have to read the
book."
"I didn't say I didn't like it," Margie said quickly. She wanted to read about those funny
schools.
They weren't even half-finished when Margie's mother called, "Margie! School!" Margie
looked up. "Not yet, Mamma."
"Now!" said Mrs. Jones. "And it's probably time for Tommy, too."
Margie said to Tommy, "Can I read the book some more with you after school?"
"Maybe," he said nonchalantly. He walked away whistling, the dusty old book tucked
beneath his arm.
Margie went into the schoolroom. It was right next to her bedroom, and the mechanical
teacher was on and waiting for her. It was always on at the same time every day except Saturday
and Sunday, because her mother said little girls learned better if they learned at regular hours.
The screen was lit up, and it said: "Today's arithmetic lesson is on the addition of proper
fractions. Please insert yesterday's homework in the proper slot."
Margie did so with a sigh. She was thinking about the old schools they had when her
grandfather's grandfather was a little boy. All the kids from the whole neighborhood came,
laughing and shouting in the schoolyard, sitting together in the schoolroom, going home together
at the end of the day. They learned the same things, so they could help one another on the
homework and talk about it.
And the teachers were people...
The mechanical teacher was flashing on the screen: "When we add the fractions 1/2 and 1/4..."
Margie was thinking about how the kids must have loved it in the old days. She was thinking
about the fun they had.
Vocabulary that should be understood:
betcha
dispute
adjusted
“The Fun They Had” close reading lesson
nonchalantly
mechanical
insert
Page 4
Text-dependent Questions for Individual Study
1. Why does Margie ask, “How could a man be a teacher?”
She does not think that humans are smart enough to be teachers.
2. With which statement would the author most likely agree?
a. Children will learn faster and better in the future with technology.
b. Computers are much better teachers than human teachers.
c. Schools of the past did not do a good job of teaching children.
d. Learning with others posing different ideas results in true learning.
Since the theme of the short story is d., students should choose that answer. However, the
other choices add to a spirited discussion. In his story, children like Margie create nothing,
design nothing, question nothing. They merely receive instruction and give back what is
expected to the computer “teacher.”
3. Describe the setting of the passage/story.
In the future when students receive individualized instruction from a programmed computer
teacher in their own homes.
4. What is the theme of the story?
different.
5. What is the author’s tone in this passage? How do you know?
The author is using a serious, straightforward tone in the passage. Asimov writes most of the
passage in declarative sentences that state exactly what is happening.
Discussion Questions for Pairs Study
1. The author states, “He can't. A man can't know as much as a teacher.” What does he mean by
this?
He is stating that men are fallible but computers are not. If we equate “teacher” with one
who just hands out knowledge, then a computer would be a perfect teacher. However, in a
true learning situation, students share ideas and develop critical thinking skills that a
computer cannot teach or measure.
2. Why does Tommy state, “I betcha.” At the end of his statement? What does this show about
his character?
Tommys is using slang, and, in doing so, his dialogue shows that he is a typical 11- to 13year-old boy.
3. List four advantages of studying at home with a robot teacher.
Answers will vary.
4. List four advantages of studying in a school with other students.
Answers will vary.
Writing Prompt
Teachers could check with the internet site listed below for some interesting responses to the
prompt.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=10&ved=0CHsQFjAJ&url=http%3A%2F%2Fwww.liceoscientificopm.it
%2Findex.php%3Foption%3Dcom_docman%26task%3Ddoc_view%26gid%3D980&ei=wLroUNOkFofE0AGZ4YEo&usg=AFQjCNFQRl6LZ
Xn58nqxub2804srXiAr_A&sig2=FMhLMWP2DMLTbaQ6NnHL5A&bvm=bv.1355534169,d.dmQ
“The Fun They Had” close reading lesson
Page 5
Student Resource Packet
“The Fun They Had” by Isaac Assimov
Name__________________________________________
Date_______________
First Draft Reading
The following excerpt is from page 577-578 “The Fun They Had.” Read the passage
independently. Underline important information, circle words you don’t understand, and make
notes or identify questions in the margin.
"Sure they had a teacher, but it wasn't a regular teacher. It was a man." "A man? How
could a man be a teacher?" "Well, he just told the boys and girls things and gave them homework
and asked them questions." "A man isn't smart enough." "Sure he is. My father knows as much
as my teacher." "He can't. A man can't know as much as a teacher." "He knows almost as much, I
betcha."
Margie wasn't prepared to dispute that. She said, "1 wouldn't want a strange man in my
house to teach me."
Tommy screamed with laughter. "You don't know much, Margie. The teachers didn't live
in the house. They had a special building and all the kids went there." "And all the kids learned
the same thing?" "Sure, if they were the same age."
"But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it
teaches and that each kid has to be taught differently."
"Just the same they didn't do it that way then. If you don't like it, you don't have to read the
book."
"I didn't say I didn't like it," Margie said quickly. She wanted to read about those funny
schools.
They weren't even half-finished when Margie's mother called, "Margie! School!" Margie
looked up. "Not yet, Mamma."
"Now!" said Mrs. Jones. "And it's probably time for Tommy, too."
Margie said to Tommy, "Can I read the book some more with you after school?"
"Maybe," he said nonchalantly. He walked away whistling, the dusty old book tucked
beneath his arm.
Margie went into the schoolroom. It was right next to her bedroom, and the mechanical
teacher was on and waiting for her. It was always on at the same time every day except Saturday
and Sunday, because her mother said little girls learned better if they learned at regular hours.
The screen was lit up, and it said: "Today's arithmetic lesson is on the addition of proper
fractions. Please insert yesterday's homework in the proper slot."
Margie did so with a sigh. She was thinking about the old schools they had when her
grandfather's grandfather was a little boy. All the kids from the whole neighborhood came,
laughing and shouting in the schoolyard, sitting together in the schoolroom, going home together
at the end of the day. They learned the same things, so they could help one another on the
homework and talk about it.
And the teachers were people...
The mechanical teacher was flashing on the screen: "When we add the fractions 1/2 and 1/4..."
“The Fun They Had” close reading lesson
Page 6
Margie was thinking about how the kids must have loved it in the old days. She was thinking
about the fun they had.
List Confusing Vocabulary Here:
betcha
dispute
adjusted
nonchalantly
mechanical
insert
“The Fun They Had” close reading lesson
Page 7
“The Fun They Had,” Independent Reading Questions
Answer the following questions using information from the passage and the rest of the text.
1. Why does Margie ask, “How could a man be a teacher?”
____________________________________________________
____________________________________________________
__________________________________________________
2. With which statement would the author most likely agree? Why?
a. Children will learn faster and better in the future with technology.
b. Computers are much better teachers than human teachers.
c. Schools of the past did not do a good job of teaching children.
d. Learning with others posing different ideas results in true learning.
____________________________________________________
____________________________________________________
____________________________________________________
3. Describe the setting of the passage/story.
____________________________________________________
____________________________________________________
____________________________________________________
4.
What is the theme of the story?
____________________________________________________
____________________________________________________
__________________________________________________
6. What is the author’s tone in this passage? How do you know?
____________________________________________________
____________________________________________________
___________________________________________________
“The Fun They Had” close reading lesson
Page 8
“The Fun They Had,” Questions for Pairs Discussion
The author states, “He can't. A man can't know as much as a teacher.” What does he
mean by this?
1.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
2. Why does Tommy state, “I betcha.” At the end of his statement? What does this show about
his character?
____________________________________________________
____________________________________________________
____________________________________________________
__________________________________________________
3. List four advantages of studying at home with a robot teacher.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
4. List four of studying in a school with other students.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
“The Fun They Had” close reading lesson
Page 9
“The Fun They Had”
Argument Writing Assignment
In a well-developed paragraph, make a claim and provide support based on this
prompt: Do you believe that Margie and her friends learned more from an individual
computer-based tutor in her home than in a traditional school? Use information from the
text and your discussions to support your answer.
This story is a strong children’s story about the value of the educational system utilizing a projected
future possibility wherein the socialization and acclimation of the system has been abandoned for
efficiency and individualization. As he had done periodically before, Asimov uses the advancement of
technology to warn against the abandonment of people working and living together, something that has
proved to be true.
“The Fun They Had” close reading lesson
Page 10