What of this goldfish would you wish worksheet

The Three Levels of Reading Close reading is a special kind of analytical reading. When readers look at a text this way, they slowdown their reading in order to assess the importance of each word, detail, or image. Close readers look beyond the plot for deeper layers of meaning. Level 1 – reading on the line: At the first level, students find meaning directly in the text. As they read, they are mentally answering the questions who, what, when, and where. Level 2 – reading between the lines: At the second level, students draw inferences from what is in the text. As they read, their key concerns are the following: What does a passage represent, suggest, or personify? What does a certain allusion (It’s when a writer mentions some other work or refers to an earlier part of the current work.) or metaphor (comparison) mean? How do an author’s choices reveal attitude or meaning? They are also analyzing what they read: interpreting, classifying, comparing, contrasting, and finding patterns. Level 3 – reading beyond the lines: At the third level, students move beyond the text to connect to universal meaning. As they read, they should be asking mental questions, “How does this text connect with my life? With life in a larger sense? With all human beings? With my ideas abut morality or values? What kinds of perceptions about life in general is the author communicating to me? What do I think of those perceptions?” At this level, students will move from the what of the text to the so what? Students connect literature with their own experiences and with universal meaning. Concentric Circles Mini-Project STEP-BY-STEP INSTRUCTIONS 1. Identify the literary piece which will be the focus of this project. Across the top of the paper, be sure to include your name and period (upper left-hand corner) as well as the title of the literary piece and its author (upper right-hand corner). 2. Draw three large concentric circles (one circle inside another circle, inside a larger circle). If a template is provided, you may use that instead. 3. First Level of Reading: For the innermost “core” circle. Concentrate on the concrete/explicit level of meaning (reading ON the line). a. b. c. d. Write the WORD that is most significant (in your opinion) and directly appears in the text. Quote the entire sentence in which the WORD appears. Write multiple dictionary definitions of the WORD (DENOTATION). Think about the context in which the WORD is used (in the quote) and explain what’s literally happening in the text when the WORD is used. 4. Second Level of Reading: In the middle circle, concentrate on the abstract/implicit level of meaning (reading BETWEEN the lines). - Draw or copy-paste four images that have a significant meaning or symbolic value in relation to the literary piece. - Next to each image, write a brief explanation (INFERENCE) of the link between the image and a deeper understanding of its importance and symbolism as it relates to the text. (CONNOTATION). 5. Third Level of Reading: In the outer circle, concentrate on the thematic level of meaning (reading BEYOND the lines). - Include a Reading Level #3 Q&A at the top of the outer circle. - Inspired by the word you wrote in the innermost “core” circle and the symbolism you identified in the middle circle, write a thematic statement. Your thematic statement should NOT refer directly to the text, but rather convey a universal message, societal commentary, or revelation about the human condition. Name: Period: Title: To Kill a Mockingbird Author: Harper Lee Reading Level #3 Q&A Q: How is Atticus’ closing argument in Tom Robinson’s trial still relevant today? A: While our judicial system has flaws because it’s an institution run by humans, it should always aspire to deliver justice objectively and without prejudice.