AGENDA
1. Opening
A. Engaging the Reader: The Gist Mix and Share (5
minutes)
B. Review Learning Targets and Add to “Things Close
Readers Do” Anchor Chart (5 minutes)
2. Work Time
A. Close Reading: Poem, “Inside Out” (15 minutes)
B. Guided Practice: Quick Write (15 minutes)
3. Closing and Assessment
A. Debrief (5 minutes)
4. Homework
A. Reread pages 4–9 and complete Quick Write 1
Lesson Three
Inferring about Character: Close Reading of the Poem “Inside Out”
and Introducing Quick Writes
AGENDA
1. Opening
A. Engaging the Reader: The Gist Mix and Share (5
minutes)
Lesson 3 Learning Targets:
Same as lesson 2!!!
Silently Re-read pages 4-9
What is the gist of these two poems?
Lesson Three
Inferring about Character: Close Reading of the Poem “Inside Out”
and Introducing Quick Writes
AGENDA
1. Opening
B. Review Learning Targets and Add to “Things Close
Readers Do” Anchor Chart (5 minutes)
Add to “Things Close Readers Do”
•Use details from the text to make inferences
•Use context clues to figure out word
meanings
•Talk with others about the text
Lesson Three
Inferring about Character: Close Reading of the Poem “Inside Out”
and Introducing Quick Writes
AGENDA
2. Work Time
A. Close Reading: Poem, “Inside Out” (15 minutes)
Tape “Lesson Three “Inside Out” Questions (quarter
sheet) into your Starbooks (Your Journal)
1. How do the events in this poem (Inside Out)
connect to the first poem we read (1975 Year of
the Cat) and the title of the novel, Inside Out and
Back Again.
Lesson Three
Inferring about Character: Close Reading of the Poem “Inside Out”
and Introducing Quick Writes
2. Work Time
B. Guided Practice: Quick Write (15 minutes)
2. What does the fortune-teller foretell
about the family’s future.
3. Ha lives in a war-torn country. How does she
hope her life will be turned inside out?
4. Ha knows that “inside out”
probably means something
different. What will probably
happen?
Lesson Three
Inferring about Character: Close Reading of the Poem “Inside Out”
and Introducing Quick Writes
3. Closing and Assessment
A. Debrief (5 minutes)
Tape Quick Write Anchor Chart into your Starbooks
~Have I answered the prompt completely?
~Is the evidence I provided relevant and complete?
~Does my paragraph include the following?
*A focus statement
*At least 3 pieces of specific evidence from the text
*For each piece of evidence, an analysis or
explanation: What does the evidence mean?
*A concluding statement
Lesson Three
Inferring about Character: Close Reading of the Poem “Inside Out”
and Introducing Quick Writes
4. Bonus Class work
A. Reread pages 4–9 and complete Quick Write 1
•Follow along while we read through the Quick Write
Model.
•Does the model fulfill all the Quick Write qualities?
•Underline the focus statement.
•Put a star next to each piece of evidence from the
text.
•Put a dot next to each analysis of the evidence from
the text.
•Put an X next to the concluding statement.
Lesson Three
Inferring about Character: Close Reading of the Poem “Inside Out”
and Introducing Quick Writes
4. Bonus Class work
A. Reread pages 4–9 and complete Quick Write 1
Your Turn:
Quick Write 1:What kind of person is Ha?
Q: What kind of person is Ha? Use specific
evidence from the text to write a
paragraph in which you discuss one of Ha’s
personality traits.
•You may use your notes you collected.
•A complete paragraph will meet all QW
criteria.
Lesson Three
Inferring about Character: Close Reading of the Poem “Inside Out”
and Introducing Quick Writes
AGENDA
1. Opening
A. Engaging the Reader: The Gist Mix and Share (5
minutes)
B. Review Learning Targets and Add to “Things Close
Readers Do” Anchor Chart (5 minutes)
2. Work Time
A. Close Reading: Poem, “Inside Out” (15 minutes)
B. Guided Practice: Quick Write (15 minutes)
3. Closing and Assessment
A. Debrief (5 minutes)
4. Homework
A. Reread pages 4–9 and complete Quick Write 1
Lesson Three
Inferring about Character: Close Reading of the Poem “Inside Out”
and Introducing Quick Writes