Reading Unit 3
Unit Plan
CLOSE READING & AUTHOR’S CRAFT
How Authors Create Meaning
How Authors Create Meaning
UNIT OVERVIEW (Teacher-Facing)
In this unit, students move from what a text says to how a text says it. They analyze author’s craft, including diction, imagery, tone, figurative language, and symbolism. Students refine close reading skills and deepen analytical writing.
ESSENTIAL QUESTIONS
Students will:
Text 1: Because I Could Not Stop for Death (Excerpt)
Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.
Text 2: Sonnet 18 (Excerpt)
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate…
PORTFOLIO CONNECTION
Teacher Script
“You are now moving into advanced reading. You are no longer just identifying what happens—you are analyzing how meaning is created.”
New Portfolio Entries
Objective
Students understand close reading as detailed analysis.
Teacher Script
“Close reading means slowing down and examining every word. We are no longer skimming—we are investigating.”
Experiential Activity: “Zoom-In Reading”
Students:
Dickinson poem (first stanza)
Guided Questions
Groups analyze one line in depth.
Individual Work
Write:
Add:
SESSION 2: DICTION (WORD CHOICE)
Objective
Students analyze how word choice affects meaning.
Teacher Script
“Authors choose words carefully. One word can completely change meaning.”
Text
Dickinson poem
Mini-Lesson Content
Diction = word choice
Experiential Activity: “Word Swap”
Students:
Write:
Add:
Objective
Students identify tone and mood.
Teacher Script
“Tone is the author’s attitude. Mood is how the reader feels.”
Text
Dickinson poem
Guided Questions
Students:
Groups identify tone and justify with evidence.
Individual Work
Write:
Add:
Objective
Students analyze figurative language.
Teacher Script
“Authors don’t always say things directly. Figurative language adds deeper meaning.”
Text
Sonnet 18
Mini-Lesson Content
Students rewrite figurative lines literally.
Group Work
Groups identify figurative language and meaning.
Individual Work
Write:
Add:
Objective
Students analyze imagery.
Teacher Script
“Imagery helps readers see, hear, and feel the text.”
Text
Sonnet 18
Guided Questions
Students draw imagery from the poem.
Group Work
Compare drawings and interpretations.
Individual Work
Write:
Add:
Objective
Students interpret symbols.
Teacher Script
“A symbol is something that represents more than itself.”
Text
Dickinson poem
Guided Questions
Students create their own symbols for abstract ideas.
Group Work
Groups interpret symbols in the poem.
Individual Work
Write:
Add:
Objective
Students synthesize all skills.
Teacher Script
“You now have the tools of a literary analyst. Use them together.”
Task
Students complete full close reading of a poem.
Required Elements
Each group specializes in:
Individual Work
Write full analytical paragraph.
Portfolio Task
Add:
Objective
Students reflect on growth.
Reflection Questions
Add:
Portfolio Check #3
Must include:
“I am looking for depth of thinking—not just correct answers.”
RUBRIC (STUDENT-FRIENDLY)
Strong work shows:
ELL Supports
In this unit, students move from what a text says to how a text says it. They analyze author’s craft, including diction, imagery, tone, figurative language, and symbolism. Students refine close reading skills and deepen analytical writing.
ESSENTIAL QUESTIONS
- How do authors shape meaning through language?
- How do word choice and structure affect tone?
- How can readers analyze deeper meaning in texts?
- How does close reading reveal hidden layers of meaning?
Students will:
- Analyze diction and word choice
- Identify tone and mood
- Interpret figurative language
- Explain symbolism
- Write strong close reading responses
Text 1: Because I Could Not Stop for Death (Excerpt)
Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.
Text 2: Sonnet 18 (Excerpt)
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate…
PORTFOLIO CONNECTION
Teacher Script
“You are now moving into advanced reading. You are no longer just identifying what happens—you are analyzing how meaning is created.”
New Portfolio Entries
- Close reading annotations
- Tone analysis
- Figurative language analysis
- Symbolism response
- Analytical paragraph
Objective
Students understand close reading as detailed analysis.
Teacher Script
“Close reading means slowing down and examining every word. We are no longer skimming—we are investigating.”
Experiential Activity: “Zoom-In Reading”
Students:
- Read one line only
- Analyze deeply before moving on
Dickinson poem (first stanza)
Guided Questions
- What words stand out?
- Why is “Death” capitalized?
- What does “kindly” suggest?
Groups analyze one line in depth.
Individual Work
Write:
- What new meaning did you discover by slowing down?
Add:
- Close reading notes
SESSION 2: DICTION (WORD CHOICE)
Objective
Students analyze how word choice affects meaning.
Teacher Script
“Authors choose words carefully. One word can completely change meaning.”
Text
Dickinson poem
Mini-Lesson Content
Diction = word choice
Experiential Activity: “Word Swap”
Students:
- Replace key words (e.g., “kindly”) with alternatives
- Discuss how meaning change
- Why did Dickinson choose “kindly”?
- How would meaning change if replaced?
Write:
- Choose one word and explain its impact
Add:
- Diction analysis
Objective
Students identify tone and mood.
Teacher Script
“Tone is the author’s attitude. Mood is how the reader feels.”
Text
Dickinson poem
Guided Questions
- What is the tone of the poem?
- What words create that tone?
- What mood is created?
Students:
- Read poem aloud in different tones (fearful, calm, joyful)
Groups identify tone and justify with evidence.
Individual Work
Write:
- Tone statement + evidence
Add:
- Tone analysis
Objective
Students analyze figurative language.
Teacher Script
“Authors don’t always say things directly. Figurative language adds deeper meaning.”
Text
Sonnet 18
Mini-Lesson Content
- Simile
- Metaphor
- Personification
- What comparison is being made?
- Why compare a person to a summer’s day?
Students rewrite figurative lines literally.
Group Work
Groups identify figurative language and meaning.
Individual Work
Write:
- Explain one figurative example
Add:
- Figurative language analysis
Objective
Students analyze imagery.
Teacher Script
“Imagery helps readers see, hear, and feel the text.”
Text
Sonnet 18
Guided Questions
- What images are created?
- What senses are involved?
Students draw imagery from the poem.
Group Work
Compare drawings and interpretations.
Individual Work
Write:
- How imagery contributes to meaning
Add:
- Imagery response
Objective
Students interpret symbols.
Teacher Script
“A symbol is something that represents more than itself.”
Text
Dickinson poem
Guided Questions
- What might the carriage symbolize?
- What might the journey represent?
Students create their own symbols for abstract ideas.
Group Work
Groups interpret symbols in the poem.
Individual Work
Write:
- Symbol + meaning + evidence
Add:
- Symbolism paragraph
Objective
Students synthesize all skills.
Teacher Script
“You now have the tools of a literary analyst. Use them together.”
Task
Students complete full close reading of a poem.
Required Elements
- Diction
- Tone
- Imagery
- Figurative language
- Theme
Each group specializes in:
- Tone
- Imagery
- Diction
- Symbolism
Individual Work
Write full analytical paragraph.
Portfolio Task
Add:
- Full close reading
Objective
Students reflect on growth.
Reflection Questions
- How has my reading changed since Unit 1?
- What skills am I strongest in?
- What is still difficult?
- How do I approach texts differently now?
Add:
- Unit 3 reflection
- Best work selection
Portfolio Check #3
Must include:
- Close reading annotations
- Diction analysis
- Tone analysis
- Figurative language response
- Symbolism paragraph
- Full analytical paragraph
- Reflection
“I am looking for depth of thinking—not just correct answers.”
RUBRIC (STUDENT-FRIENDLY)
Strong work shows:
- Detailed analysis of language
- Use of textual evidence
- Clear explanations
- Deep thinking
- Growth in writing
ELL Supports
- Sentence frames:
- “The word ___ suggests…”
- “The tone is ___ because…”
- Introduce syntax analysis
- Add rhetorical analysis
- Require multi-paragraph essays
- Introduce poetry comparison
- Begin analytical essay drafting
- Add AP-style rhetorical analysis