Close
Reading
with
By Lisa Robles
Everyone must smile
No matter how we feel.
What is close reading?
Close reading is when a work of text is analyzed
closely. Reading should be purposeful. Reading is done
with a focus in mind. Students observe facts and
details about the text. They may notice language or
structural elements. Beyond the observation, students
need to highlight, underline, and circle important text.
Then they annotate their own thinking in the margin.
When students conduct close readings, they need to
use higher order thinking skills. Students develop a
deep understanding of the text for themselves.
I formatted the unit as follows. There are explicit
gradual release lessons sprinkled throughout. I
included a close reading sheet for each of the explicit
lessons. Otherwise, I included possible focus
questions for each poem as the story progresses.
These may guide your class discussion as you read. I
hope your students enjoy it as much as my students
did. As second language learners, they were able to
connect with the main character in many ways.
The following are based on Focus: Elevating
the Essentials to Radically Improve Student
Learning by Mike Schmoker
Authentic Literacy
• Set the stage
o What is the focus question or prompt?
o What comprehension strategy will we be
using?
• Vocabulary
o Teacher selected
o Students skim text to find tricky terms that
need clarification
• Close reading
o Annotation
o Underlining text
o Asking questions
o Taking notes in the margins
• Discussion of the text
o Always cite the text to back up argument
o When disagreeing, restate their point, but be
respectful. No interrupting or being rude.
o Be concise and to the point. No rambling.
o Avoid distracting tics (like, you know…)
Inside Out and Back Again
Characters:
Ha: A ten-year-old narrator who leaves war-torn
Vietnam for a new life in Alabama with her family.
Mother: Ha’s mother, who is raising the children on
her own.
Father: Ha’s father who disappeared nine years ago
when he left for a Navy mission.
Brother Quang: The oldest brother at 21, studying
engineering.
Brother Vu: Ha’s 18-year-old brother, a Bruce Lee
aficionado.
Brother Khoi: The brother who is closest in age to
Ha at 14. He is the owner of the hens.
Uncle Son: Father’s best friend, who helps them
escape Vietnam.
Cowboy: The family’s sponsor in Alabama.
Miss Washington: Ha’s teacher in Alabama.
Setting:
As part of the Geneva Conference settlement, Vietnam
was partitioned into Northern and Southern zones in 1954.
Ho Chi Minh controlled the north and the capital was Hanoi.
The south was called the State of Vietnam and its’ capital was
Saigon.
This story begins in 1975, the end of the war. Vietnam was
re-united in 1975 at the end of the Vietnam War. The Fall of
Saigon to the North Vietnamese Army and Viet Cong forces
on April 30 is commemorated as Reunification Day or
'Liberation Day' (Ngày Giải Phóng), and is now a public holiday
in Vietnam.
The story starts in Saigon (Part 1). As the war comes
closer to Ha and her family, they flee on a ship to America
(Part 2). The family settles in Alabama, thanks to a generous
sponsor (Part 3). Part 2 is entitled From Now On.
Themes:
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War
Poverty
Bullying
Emigration and immigration
Self-confidence
Mentoring
Self-acceptance
Part I
Saigon
Gradual Release of Responsibility Close Reading
Lesson for 1975: The Year of the Cat
Modeled
Connection
• Set the stage: ”First look at the title. What do you think this book
will be about? Keep this question in your mind as we read, what is
the Vietnamese culture like as Ha describes it? This book is
written in free verse-a type of poetry. This may need us to stretch
our thinking as we read.”
• “Skim the poem for any vocabulary you need clarified. Before we
start reading, make sure you understand the text. I see words like:
lunar. I know luna in Spanish means moon. Glutinous means sticky.
Here’s another important word: foretells, which means to predict.
Does anyone need any other vocabulary explained?”
• “As we read, we’re going to be attentive to details that lead us to a
conclusion about the culture of Vietnam.”
Teaching
• Teacher reads the text aloud.
This is always better as a second
read. The more exposure the better.
• Then the group choral reads.
• On the third reading, the teacher underlines Mother warns how we
act today foretells the whole year
• “This tells me the mother is superstitious or believes in cultural
ideas.”
• “Hmmm…I notice text is somewhat formal. To me, it’s as if an
older person is telling this story, not a young girl. What events can
make a person grow up quickly?”
• “I notice BUT. I’m going to write in the margin that BUT usually
means something is going to change. Maybe this is a turning point?
Maybe it’ll tell us more about the narrator’s internal thoughts.”
Shared
Active engagement
• “With a partner, reread the poem. Underline, circle and annotate
any text that stands out to you. It’s important to discuss what
you’re doing and why. Some sentences might start with: I notice…,
I think the narrator is saying…, The text is telling me…, This
makes me believe…”
• Teacher writes the sentence starters on a chart so that students
can see them easily.
Guided
Writing and conferring
• “On your own, complete a quick-write about what you have learned
about the Vietnamese culture. Can you relate to it in any way? Do
you see any similarities with your own culture? See if you can
make a text to self, text to text or text to world connection.”
• As students write, the teacher walks around and confers with
individual students on their close reading of the text.
Independent
Share out
• “Let’s talk about what text you underlined or circled. Why did you
choose that? What did it say to you? What did you learn about her
culture? “
• “I think you’re right. The narrator is talking about difficulties.
They must be going through a hard time. My evidence of that are
the lines: no matter how we feel and why sweep away hope? Did
anyone else underline these lines? What were your annotations? I
was struck by her rebelliousness. Did anyone else see where she
rebelled against the way things were? Yes, where she tapped her
big toe before her brothers. I wonder if that is going to foretell
something? She is not following tradition.”
Extension
• Write a poem about your culture.
What things would you like to
share with others about your life? Make sure it has your voice and
sounds like you. It is free verse so rhyming does not matter. It
follows the rhythm of natural speech.
Name: ______________________
Focus question: what is the Vietnamese culture like as Ha describes it? Cite
evidence to support your thoughts.
Text
Today is Tet,
the first day
of the lunar calendar.
Every Tet
we eat sugary lotus seeds
and glutinous rice cakes.
We wear all new clothes,
even underneath.
Mother warns
how we act today
foretells the whole year.
Everyone must smile
no matter how we feel.
No one can sweep,
for why sweep away hope?
No one can splash water,
for why splash away joy?
Today
we all gain one year in age,
no matter the date we were born.
Tet, our New Year’s,
doubles as everyone’s birthday.
Annotations
Now I am ten,
learning to embroider circular stitches,
to calculate fractions into percentages,
to nurse my papaya tree to bear many fruits.
But last night I pouted
when Mother insisted
one of my brothers
must rise first
this morning
to bless our house
because only male feet can bring luck.
An old, angry knot
expanded in my throat.
I decided
to wake before dawn
and tap my big toe
to the tile floor
first.
Not even Mother,
sleeping beside me, knew.
February 11 Tet
Lai, Thanhha (2011-02-22). Inside Out and Back
Again. Harper Collins, Inc. Kindle Edition.
The previous lesson focused on content. Poetry
can be analyzed through form or content.
Form
Content
Rhyme
1. Does the poem rhyme?
2. Is there a particular rhyme
scheme? Don’t forget things like
sonnets, sestinas, villanelles, and
the like.
3. Is the scheme consistent
throughout? Does the rhyme
change?
4. Are there particular types of
words, or words that are rhymed
throughout?
5. Is there alliteration? What are
the alliterated sounds like?
Rhythm
1. Does the poem have an
identifiable rhythm? The rhythm
may be arranged according to the
metric foot such as iambic
pentameter, or it may be arranged
by syllable count, stress pattern,
word number, etc.
2. Does the rhythm change in any
particular part of the poem?
3. Does the rhythm make you read
faster, read slower, give a sense
of chaos, or panic, or calm, or
playfulness?
Topography
1. How long are the lines? Is the
line length consistent?
2. Do they form complete
sentences or ideas?
3. What kinds of word patterns
occur on each line? Are there
1. What kinds of words are used?
Are they mostly nouns, verbs,
adjectives, adverbs, or
prepositions?
2. How do the words relate to one
another? What kinds of words are
usually the subject of the
sentences? What kinds of words
are usually the object of the
sentence? Do certain words
occur only in the presence of
other words?
3. Are there any recurring
themes? For example, are there
clusters of words about death,
light, color, youth, or strength?
4. What is the tone of the poem?
Is it happy, frightened, sad,
penitent, or joyful?
5. Are there any characters in the
poem? Can you identify them and
their relationships to one another?
6. Is the speaker a character in
the poem? Does the speaker
seem to have a personality, or is
he or she more like an objective
reporter?
mixes of verbs, nouns, adjectives,
and adverbs? Or is here only one
kind of word per line?
4. What sort of punctuation and
capitalization is used?
5. Is the typeface normal, or does
the poem contain bold or italicized
letters, for example?
Based on the work of the University of Texas at Austin: Undergraduate Writing
Center
Making Annotations: What should I be annotating?
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Define words or slang; make the words real with examples from
your experiences; explore why the author would have used a
particular word or phrase.
Make connections to other parts of the book. Feel free to use
direct quotes from the book.
Make connections to other texts you have read or seen,
including:
Draw a picture when a visual connection is appropriate.
Re-write, paraphrase, or summarize a particularly difficult
passage or moment.
Make meaningful connections to your own life experiences.
Describe a new perspective you may now have.
Explain the historical context or traditions/social customs that
are used in the passage.
Offer an analysis or interpretation of what is happening in the
text.
Point out and discuss literary techniques that the author is using.
Making Annotations from ReadWriteThink.org
Inside Out
• Why does the mother visit the I Ching Teller of Fate? What is she
hoping to hear?
• What details are offered that tell you the setting of the story?
Kim Ha
• The brothers tease Ha about her name? How does this make her
feel?
• What is Ha’s relationship with everyone in her family?
Papaya Tree
• Flicked has the connotation of carelessness. Why does the tree
mean so much to Ha?
• In what ways does Ha compete with her brothers?
TiTi Waves Good-bye
• Compare Ha and TiTi’s lives. What evidence can you find that they
are different?
• Become. That means things are different from before. Do you
think TiTi and Ha had more in common “before”?
Missing in Action
• Look for evidence of the altar Ha’s mom creates. Why does she do
this?
Mother’s Days
• How do you know the family is going through a rough time right
now?
• What personality qualities would you say her mom has?
Eggs
• What is the price of eggs?
• Why is she sorry?
Current News
• We have some more details about the time period. This must be
after the Vietnam War. What evidence is there to support this
idea?
• Why doesn’t anyone have anything to say?
Feel Smart
• What does the “shifts” of school tell you about Vietnam?
• Why does she feel smart? Do you agree with her?
• What is she doing at the market? Is she right in doing that?
Two More Papayas
• What did you learn from this short poem? (She saw it first! And an
escape from everyday reality in having thrilling chews)
Unknown Father
• What did you learn about her father?
• Why does Ha say Tuye t sut to herself but not to anyone else?
TV News
• What clues do you have about where they live abs what they believe
in? Address the brother, the mother’s and Ha’s point of view.
• What does Ha means by tangled words? Do you know anyone who
uses tangles words?
Birthday
• How is this birthday different from other birthdays for Ha?
• Lots of clues to the setting and the war in this chapter. What did
you learn?
• What does the line weight in her eyes refer to?
Birthday Wishes
• Can you relate to any of these wishes? Which wish is the most
important?
A Day Downtown
• Compare where they live with life downtown.
• How does the mother feel about the president? Why does she go?
Twisting Twisting
• Why does the mother say that about yam and manioc?
• What does she mean by the poor filling their children’s babies?
Closed Too Soon
• How is school close because of a siren? What does this siren
mean?
• What is Ha’s relationship with Tram? Don’t tell me they’re
friends…go deeper.
Promises
• This is the third poem dedicated to papayas. What do you think the
papayas represent to Ha?
Bridge to the Sea
• What does the conversation between Uncle Son and the mom
mean? Do you agree with Ha’s mom?
Should We?
• What does the mother predict will happen if they stay?
• What is you opinion? Should they stay or go? What would you do?
Ssssshhhhhhhh
• Do you agree with brother Khoi?
• Do the papayas need protecting?
• What does the pinkie hook mean? Would you be able to do that to
your mom?
Quiet Decision
• What does that small represent to Ha? What does it represent to
her mother?
Early Monsoon
• What are the clues to the war?
• Why do they pretend it is a monsoon?
The President Resigns
• What does the mother think about the president? How do you
know?
• What does the loss of the President’s tan represent to you?
Watch Over Us
• What is a pact? Do you think mother will honor the pact?
• By being part of the Navy class, they get to board the boat. What
does this say about the families’ circumstances before father was
taken?
Gradual Release of Responsibility Close Reading
Lesson for Crisscrossed Packs
Modeled
Connection
• Set the stage: ”First look at the title. What do you think this
poem will be about? Keep this question in your mind as we
read, how does the mother convince the brother Khoi to go
with the family after he vowed to stay? “
• “Skim the poem for any vocabulary you need clarified.
Before we start reading, make sure you understand the
text. I see words like: reproduces, meaning to make again,
and determine, meaning to cause something. Here’s
another important word: gaunt, which means to lean and
haggard. Does anyone need any other vocabulary
explained?”
• “As we read, we’re going to be attentive to details that lead
us to an understanding of the relationship between Brother
Khoi and his mom.”
Teaching
• Teacher reads the text aloud.
•
•
•
•
This is always better as a
second read. The more exposure the better.
Then the group choral reads.
On the third reading, the teacher underlines Make only
three
“The mother doesn’t turn and yell or throw him a look. She
gets up and quietly brings back father’s portrait.”
“Hmmm…I notice the text the mother uses when speaking
to her son. What tone does she have?”
Shared
Active engagement
• “With a partner, reread the poem. Underline, circle and
annotate any text that stands out to you. It’s important to
discuss what you’re doing and why. Some sentences might
start with: I notice…, I think the narrator is saying…, The
text is telling me…, This makes me believe…”
• Teacher writes the sentence starters on a chart so that
students can see them easily.
Guided
Writing and conferring
• “On your own, complete a quick-write about the
relationship between the brother and the mother. See if
you can make a text to self, text to text or text to world
connection.”
• As students write, the teacher walks around and confers
with individual students on their close reading of the text.
Independent
Share out
• “Let’s talk about what text you underlined or circled. Why
did you choose that? What did it say to you? What did you
learn about her culture? “
• “I think you’re right. Through actions, the mother shows
us the relationship between the mother and son. She
knows his soul and how to get him to go with them.”
Extension
• Draw a picture showing this scene.
Be attentive to details
in the setting. What exactly do you see the mother, brother
and Ha doing?
Name: _____________________________
Focus question: How does the mother convince Brother Khoi to go with the
family after he’s vowed to stay in Vietnam?? Cite evidence to support your
thoughts.
Text
Pedal, pedal
Mother’s feet
push the sewing machine.
The faster she pedals
the faster stitches appear
on heavy brown cloth.
Two rectangles
make a pack.
A long strip
makes a handle
to be strapped across
the wearer’s chest.
Hours later
the stitches appear
in slow motion,
the needle a worm
laying tiny eggs
that sink into brown cloth.
The tired worm
reproduces much more slowly
at the end of the day
than at the beginning
when Mother started
the first of five bags.
Brother Khôi says too loudly,
Make only three.
Annotations
Mother goes
to a high shelf,
bringing back Father’s portrait.
Come with us
or we’ll all stay.
Think, my son;
your action will determine
our future.
Mother knows this son
cannot stand to hurt
anyone,
anything.
Look at Father.
Come with us
so Father
will be proud
you obeyed your mother
while he’s not here.
I look at my toes,
feeling Brother Khôi’s eyes
burn into my scalp.
I also feel him slowly nodding.
Who can go against
a mother
who has become gaunt like bark
from raising four children alone?
April 26
April Lai, Thanhha (2011-02-22). Inside Out and
Back Again . Harper Collins, Inc.. Kindle Edition.
Choice
• What is the significance of the things that had to go in the packs?
• Why does she choose her doll? What does it represent?
Left Behind
• What is the significance of things they left behind?
• Why do they burn any evidence of their life?
Wet and Crying
• Simile: Why does she compare the seeds of the papaya to tears?
Sour Backs
• There is a lot of figurative language in this poem. What is the
author trying to show?
• What does the last line mean? Why does she say that?
One Mat Each
• In what ways, does the author illustrate the crowdedness of the
ship?
• Why does she say it would be heartless to say stop? Do you
agree?
In The Dark
• What was the purpose of getting off the ship? What were the
clues?
Saigon Is Gone
• What is happening on the ship at this time?
• What does the planting of the flag mean?
Part II
At Sea
Floating
• What does she mean by other girls being made of bamboo? How is
Ha different from those girls?
• Why is it worth the embarrassment?
S-l-o-w-l-y
• Why does she need to eat slowly?
• Why don’t the other families share what they have?
• Why does her mother shake her head?
Rations
• Do you agree with the captain based on how things have gone so
far?
• How is the rice and the papaya connected in Ha’s mind?
Routine
• What does her brother mean by begin again at the lowest level of
the social scale?
• Why is she drawing pictures of food?
Once Knew
• What are some of the things she “once knew”? Why doesn’t she
know them anymore?
Brother Khoi’s Secret
• What was Brother Khoi hiding?
• Why is he so upset? What does the chick represent?
Last Respects
• What do you think is going on back in Vietnam?
• Why are the people in pain?
• Why do Ha and her brother throw the bundle into the sea?
One Engine
• Why would it be worse to be caught by the communists?
• What does it mean to have only one engine?
• Why does the commander limit the rations?
The Moon
• Why do the men and women use the decks at different times?
• What is the significance of the moon?
• How is the Mother and Ha feeling about Father right now?
A Kiss
• What does it mean to have an American ship save them?
• What does Ha mean by “Shouldn’t people share because there is
hunger?”
Golden Fuzz
• Why does she pluck the hair?
• What language is Brother Quang speaking?
Tent City
• What does is a tent city?
Life in Waiting
• Compare the three brothers and Ha and how they’re all adjusting to
life in the tent city.
Nuocmam
• Why is the nuocmam so important to the people?
Amethyst Ring
• Why do the men and women use the decks at different times?
• What is the significance of the moon?
• How is the Mother and Ha feeling about Father right now?
A Kiss
• Do you agree with Mother or Brother?
Choose
• Why choose France? Canada? America? What did she finally
choose?
Another Tent City
• Why hasn’t the family been sponsored?
• Do agree with Mother’s actions?
Gradual Release of Responsibility Close
Reading Lesson for Alabama
Modeled
Connection
• Set the stage: ”Today our focus question is about the
sponsor. Why does he sponsor the family? “
• “Skim the poem for any vocabulary you need clarified.
Before we start reading, make sure you understand the
text. I see words like: impress-to influence in opinion and
sponsor-a person who is responsible for someone or
something else. Does anyone need any other vocabulary
explained?”
• “As we read, we’re going to be attentive to details that lead
us to an understanding of the sponsor and the reasons for
his actions.”
Teaching
• Teacher reads the text aloud.
•
•
•
•
This is always better as a
second read. The more exposure the better.
Then the group choral reads.
The teacher underlines wants to train one young man
“Hmmm…I wonder if he’s looking for someone to work for
him.”
“Hmmm…I wonder what type of reaction Mother will have
to that? Will she object?”
Shared
Active engagement
• “With a partner, reread the poem. Underline, circle and
annotate any text that stands out to you. It’s important to
discuss what you’re doing and why. Some sentences might
start with: I notice…, I think the narrator is saying…, The
text is telling me…, This makes me believe…”
• Teacher writes the sentence starters on a chart so that
students can see them easily.
Guided
Writing and conferring
• “On your own, complete a quick-write about the your
impressions to the sponsor and the family’s reaction to
him. See if you can make a text to self, text to text or text
to world connection.”
• As students write, the teacher walks around and confers
with individual students on their close reading of the text.
Independent
Share out
• “Let’s talk about what text you underlined or circled. Why
did you choose that? What did it say to you? What did you
learn? “
• “I think you’re right. The sponsor may only want workers
but the Mother is ok with that.”
Extension
• Write a letter to the sponsor from Mother.
you say if you were her?
What would
Name: ______________________
Focus question: Pay close attention to the sponsor. Why does he want
to sponsor them? Cite evidence to support your thoughts.
Text
A man comes
who owns a store
that sells cars
and wants to train
one young man
to be a mechanic.
He keeps holding up
one finger
before picking Brother Quang,
whose studies in engineering
impress him.
Mother doesn’t care
what the man
came looking for.
By the time
she is done
staring, blinking,
wiping away tears,
all without speaking English,
our entire family has a sponsor
to Alabama.
August 7
Lai, Thanhha (2011-02-22). Inside Out and Back
Again . Harper Collins, Inc.. Kindle Edition.
Annotations
Our Cowboy
• What does she mean by he looks just like an American should?
What does an American look like in Ha’s mind?
Part III
Alabama
Unpack and Repack
• What are the feelings of the family? The cowboy? The cowboy’s
wife?
English Above All
• Do you agree with the mother’s viewpoint about English?
• Does Ha believe her mother? As always, cite evidence.
First Rule
• Do you agree with Ha about the English language? Can you think of
any other oddities about English?
American Chicken
• Why did the cowboy bring the chicken? What did he hope to
accomplish?
• Do you agree with the way Ha’s family handled the situation?
Out the Too-High Window
• What is Ha describing?
• Do you see any similarities with your own city?
Second Rule
• Why does Ha have trouble with the s?
American Address
• Compare their home in Vietnam with this American home.
• Do you agree with Ha’s mom that they could not afford to have
political opinions?
Letter Home
• What does the phrase “anchors down the family line” mean?
• Why does Ha “shiver with hope”?
Third Rule
• What other exceptions are in the English language?
Passing Time
• How is Ha passing time? Why is she having difficulty reading the
primer?
• Nhat Linh was a Vietnamese writer, editor and publisher in Hanoi.
What does it mean that Ha read his works?
Neigh Not Hee
• Why does the cowboy register Ha at school and not her mother?
• What is your opinion of pity?
• Is Ha correct to assume he’s a cowboy? Where did she get that
impression? Is he still a cowboy if he has never ridden a horse?
Why or why not?
Fourth Rule
• Do you agree with Ha about the English language and life being
illogical? In what ways?
The Outside
• What are the feelings of the family at having to go outside?
• Is Ha being helpful? How would you feel in her situation?
Sadder Laugh
• What are your impressions about Miss Scott?
• Why does Ha expect Miss Scott to be impressed?
• Why does the teacher laugh?
Rainbow
• What do you think of Ha’s descriptions of her classmates?
• How do the introductions make her feel?
Black and White and Yellow and Red
• Where do people sit in the lunch room?
• Why doesn’t Ha eat her hot dog?
Loud Outside
• What is going on outside?
• Why does Ha walk away?
Laugh Back
• Why are the boys following her home?
• Why does Ha need to laugh at the boy someday?
Quiet Inside
• Cite evidence on how the day went for each member of the family?
• Why does Brother Vu eat so many pork chops?
• What does Ha mean about the muscles?
Fly Kick
•
•
•
•
In what ways is Ha being bullied?
Did Ha purposely miss the scissor kick?
Why won’t Brother Vu teach her to flykick?
What’s the difference between offense and defense?
Chin Nod
• What’s the relationship between ha and Brother Khoi? Cite
evidence from this verse and other verses.
Gradual Release of Responsibility Close
Reading Lesson for Feel Dumb
Modeled
Connection
• Set the stage: ”Keep this question in your mind as we read,
how does Ha feel in school? Why? “
• “Skim the poem for any vocabulary you need clarified.
Before we start reading, make sure you understand the
text. I see words like: furious. That means very angry.
Also- Purify. Well, the root word is pure so it must mean
to make something pure and clean. Does anyone need any
other vocabulary explained?”
• “As we read, we’re going to be attentive to details that lead
us to an understanding how Ha is feeling right now in
school.”
Teaching
• Teacher reads the text aloud.
•
•
•
•
This is always better as a
second read. The more exposure the better.
Then the group choral reads.
On the third reading, the teacher underlines MiSSS SSScott
“This line is showing me how Ha is trying to say the English
language.
“Hmmm…I notice the teacher is having the kids clap when
Ha is able to do something like recite the alphabet and
count to 20. Does this make Ha proud?”
Shared
Active engagement
• “With a partner, reread the poem. Underline, circle and
annotate any text that stands out to you. It’s important to
discuss what you’re doing and why. Some sentences might
start with: I notice…, I think the narrator is saying…, The
text is telling me…, This makes me believe… I’m
wondering if…”
• Teacher writes the sentence starters on a chart so that
students can see them easily.
Guided
Writing and conferring
• “On your own, complete a quick-write about the Ha’s
feelings about school at this time. See if you can make a
text to self, text to text or text to world connection.
Remember to bring it back to the text.”
• As students write, the teacher walks around and confers
with individual students on their close reading of the text.
Independent
Share out
• “Let’s talk about what text you underlined or circled. Why
did you choose that? What did it say to you? What did you
learn about her culture? “
• “I think you’re right. Ha is furious because she always felt
smart before and now she feels dumb.”
Extension
• Draw a picture showing this scene.
in the setting.
Be attentive to details
Name: ______________________
Focus question: How does Ha feel about school? Cite evidence to
support your thoughts.
Text
MiSSS SScott
points to me,
then to the letters
of the English alphabet.
I say
A B C and so on.
She tells the class
to clap.
I frown.
MiSSS SScott
points to the numbers
along the wall.
I count up to twenty.
The class claps
On its own.
I’m furious,
unable to explain
I already learned
fractions
Annotations
and how to purify
river water.
So this is
what dumb
feels like.
I hate, hate, hate it.
September 10
Lai, Thanhha (2011-02-22). Inside Out and Back
Again . Harper Collins, Inc.. Kindle Edition.
Wishes
• Why does Ha wish those things?
• How could Ha get her last wish?
Hiding
• Why is Ha hiding?
• What does Ha mean by “I’m practicing to be seen.”?
Neighbors
• How and why is their family being targeted?
• What happens when they go to see the neighbors as the cowboy
suggests?
• How is Miss Washington’s reaction different from everyone else’s?
New Word a Day
• In what ways is Miss Washington making Ha more comfortable with
the English language?
• What significance does the last verse have for Ha?
More Is Not Better
• In what ways are they teasing Ha and Brother Khoi at school?
• What is Ha understanding now?
Ha Le Lu Da
• What is it the family has to agree to do?
• What is the family doing?
Can’t Help
• What are some of the traditions Ha’s mother has brought with her
from Vietnam?
• Who is Ha’s mother talking to while she feels Ha is asleep?
• What does Ha yearn for? What does her mother yearn for?
Spelling Rules
• What is confusing Ha about English?
Cowboy’s Gifts
• What are some of the gifts that the cowboy brings the family?
• Why do you think the cowboy is bringing gifts to the family?
Someone Knows
• How does Miss Washington react when she finds out Ha’s secret?
• Did you find any literary devices in this poem?
Most Relieved Day
• This feels like a turning point for Ha? What is evidence of that?
Smart Again
• What was good about what Ha did? How did it make her feel?
• Why were her actions dangerous?
Hair
• How does this show us Ha is beginning to be accepted by her
classmates?
• What does Ha’s hair represent to her?
The Busy One
• How is Brother Vu assimilating to the American culture?
War and Peace
• How do you feel about how the teacher showed the class where Ha
was from?
• Explain what Ha means by that last verse?
Pancake Face
• What day is it? What are the clues?
• Why do the other kids call her that?
Mother’s response
• Why does her mother ask her to chant? How does that help Ha?
MiSSSisss WasSShington’s Response
• Why does ha think Miss Washington might hate her?
• What immediate connection does Ha feel to Tom?
• How are Ha and Miss Washington finding common ground?
Cowboy’s Response
• Why is everyone escorting ha to school? What do they hope to
accomplish?
• Do they accomplish what they set out to do?
Boo-Da, Boo-Da
• Why do the other students keep whispering Boo-da?
• What are some examples of bullying?
• How does that last verse show the different facets of Ha’s
emotions at this time?
Hate It
• What are some examples of her “hate spell”?
• How does Miss Washington diffuse the “hate spell”?
Brother Quang’s Turn
• Brother Vu has assimilated well, now Brother Quang has. How
does ha show this?
Confessions
• It seems Ha feels she is now being punished for things she did back
in Vietnam. Show evidence of this.
• What does the mother mean by “My child, how you shoulder the
world!”?
• How do you fight without fists? What does mother mean?
NOW!
• Why does the butcher react to them in that way? How does the
mother convince him to grind the meat?
DuDu Face
• How did Ha react to the taunting this time?
• Did she do the right thing? Will it lead to good things?
Rumor
• What is the rumor?
A Plan
• Brother Khoi has a plan for dealing with the rumor. What do you
think it is?
Run
• What was the plan? Did it work?
A Shift
• What does Ha mean by the shift? What is shifting?
WOW!
• How does Ha get out of the fight?
The Vu Lee Effect
• What effect does Vu Lee have on Ha’s classmates?
• How has Ha’s time at school changed?
Early Christmas
• How does each gift show the personalities of each family member?
Not The Same
• Why is Ha so mad?
• Why did Miss Washington give Ha dried papaya instead of fresh
papaya?
• Compare fresh and dried papaya.
But Not Bad
• How did Ha’s mother fix the dried papaya?
• Why does ha feel guilty?
Part IV
From Now On
Letter From the North
• Did the letter impart any new information about their father?
Gift-Exchange Day
• What is gift-exchange day? Why is this doll extra special?
What If
• What do all the “What If’s” mean? Why is Ha’s so poignant?
A Sign
• Why is the mother chanting?
No More
• How has Ha changed? Would she have reacted in the same way
when she first arrived in Alabama?
Seeds
• Why is that a perfect gift? What does it represent to Ha?
Gone
• What is gone? What does it represent to Ha’s mother?
Truly Gone
Possible focus questions:
• What convinced Mother that Ha’s father was gone?
Eternal Peace
• What is the family doing? How do you know?
Start Over
• How does Miss Washington make Ha feel better about her halting
English?
An Engineer, A Chef, A Vet, and Not a Lawyer
• How does each career choice show the families characteristics?
Gradual Release of Responsibility Close Reading
Lesson for 1976: Year of the Dragon
Modeled
Connection
• Set the stage: ”Compare this Tet with last year’s Tet. “
• “Skim the poem for any vocabulary you need clarified.
Before we start reading, make sure you understand the
text. I see words like: intermingling. That means mixing
together. Anyone need any other vocabulary explained?”
• “As we read, we’re going to be attentive to details that lead
us to an understanding how the two Tet’s are different yet
the same.”
Teaching
• Teacher reads the text aloud.
•
•
•
•
This is always better as a
second read. The more exposure the better.
Then the group choral reads.
On the third reading, the teacher underlines There is no IChing Teller of fate
“This line is showing me how the family has had to adapt to
the new culture.
“Hmmm…I notice the foods are different yet similar. Ha
doesn’t complain as she did in the beginning. What does
this show?”
Shared
Active engagement
• “With a partner, reread the poem. Underline, circle and
annotate any text that stands out to you. It’s important to
discuss what you’re doing and why. Some sentences might
start with: I notice…, I think the narrator is saying…, The
text is telling me…, This makes me believe… I’m
wondering if…”
• Teacher writes the sentence starters on a chart so that
students can see them easily.
Guided
Writing and conferring
• “On your own, complete a graphic organizer comparing the
two days. See if you can make a text to self, text to text or
text to world connection. Remember to bring it back to the
text.”
• As students write, the teacher walks around and confers
with individual students on their close reading of the text.
Independent
Share out
• “Let’s talk about what text you underlined or circled. Why
did you choose that? What did it say to you? What did you
learn about her culture? “
• “I think you’re right. These two days really show how the
family has changed and learned to adapt in Alabama.”
Extension
• Write a letter from Ha’s point of view to her friend Titi.
Name: ______________________
Focus question: Compare this Tet to last year’s Tet. Cite
evidence to support your thoughts.
Text
This Tet
there’s no I Ching Teller of Fate,
so Mother predicts our year.
Our lives
will twist and twist,
intermingling the old and the new
until it doesn’t matter
which is which.
This Tet
there’s no bánh chung
in the shape of a square,
made of pork,
glutinous rice,
and mung beans,
wrapped in banana leaves.
Mother makes her own
in the shape of a log,
made of pork,
Annotations
regular rice,
and black beans,
wrapped in cloth.
Not the same,
but not bad.
As with every Tet
we are expected to
smile until it hurts
all three first days
of the year,
wear all new clothes
especially underneath,
not sweep,
not splash water,
not talk back,
not pout.
Mother thinks of everything.
She even asked Brother Quang
to bless the house
right after midnight,
so I couldn’t beat him to it
by touching my big toe
to the carpet before dawn.
Mother has set up
an altar
on the highest bookshelf.
The same, forever-young
portrait of Father.
I have to look away.
We each hold an incense stick
and wait for the gong.
I pray for
Father to find warmth in his new
home,
Mother to keep smiling more,
Brother Quang to enjoy his
studies,
Vu Lee to drive me from and to
school,
Brother Khôi to hatch an
American chick.
I open my eyes.
The others are still praying.
What could they be asking for?
I think and think
then close my eyes again.
This year I hope
I truly learn
to fly-kick,
not to kick anyone
so much as
to fly.
January 31
Tet
Lai, Thanhha (2011-02-22). Inside
Out and Back Again . Harper
Collins, Inc.. Kindle Edition.
Title of text: ______________________
Focus question: ___________________
_______________________________
Modeled
Connection
Teaching
Shared
Active engagement
Guided
Writing and conferring
Independent
Share out
Extension
Close Reading of:
_______________________________
Focus question: _______________________
__________________________________
Text
Thoughts about the text
Final thoughts: ____________________
_______________________________
Scaffolding Text-based discussions
That character
reminds me of….
So far the most
pivotal part is…
Adding on to
what ______
said, I think…..
If I had to add to
the book, I would
say…
I think this
means…
This book
reminds me of…
I don’t
understanding the
meaning of _____.
Can someone
help?
If what you said is
true, then why
would….
Tell in your own
words what has
happened so far.
Can you share
about….
I’m wondering
if….