Close reading lesson plan: Text: How to Save Two Dolphins by Lauren Tarshis

RL.4.1: Cite relevant details from text to support what the text says explicitly and make
inferences. (CC.1.3.4.B)
I CAN cite evidence from the text to demonstrate my understanding.
I CAN make inferences from the text to demonstrate my understanding.

This lesson is created in the BDA (before, during and after) cycle of reading. This entire
lesson should be whole group and teacher led. It will take place over a period of 4-6 days, maybe
more depending on your time allotment per day.
Before Reading: Use pair/share for students to take time to examine the text prior to reading.
Pair/Share strategy: Two to a group, model if needed, no hands raised to answer questions but
you can bring it back to the whole group by asking a few students to share what their partner
noticed.
Ask Students to notice, one item at a time, and discuss with their partner:
-Pictures and captions on page 4 and 5
- Title, author, headings, bolded words, maps, diagrams, genre
Look on page 4 and 5 and ask students this question:
How does the author use this picture and captions to pull you in as a reader?
The next sections will push students into deeper questioning. You may want to record some
of their responses, whole group, as a support of the TDA at the end of the lesson.
During Reading: Teacher reads aloud, pausing for questions and discussion. Students follow as
teacher reads, look for evidence to support answer of question and shares their evidence and
answer with their thinking partner.
First read:
1. Set purpose for reading: As I read the article, How to Save Two Dolphins, I want to you
think about these questions. (Write these questions on the board) What does the author
want me to understand? What is the author telling me? Underline or highlight what
stands out to YOU as I read AND circle any words that you are unsure of their
meaning.
2. Teacher reads the article aloud without stopping
3. Ask students to pair/share, with their thinking partner, the sections of the text and words
they highlighted and why.

4. Walk the room and note which words you may have to focus upon to improve
comprehension.
5. Ask students to pair/share and cite text to support their answer: What is the author telling
me? What does the author want me to understand? Teacher brings it back to the whole
group and lists, on the board, responses from class. Clarify any unusual answers.
(The above questions give readers the gist about the article, level 1 of questioning)

Follow-up Text-dependent Questions for the teacher to ask about each chunk of text:
First chunk: Draw students attention to the photograph, caption and text on page 6, and ask
students to reread the first section silently. Ask students to stop reading before the subtitle, An
Extraordinary Bond, and ask these questions with pair/share time to discuss answers.

What problem is the author presenting in this section? Who is involved in trying to solve
this problem? Why was each of them asked to be part of this problem solving process?
Ask students to find this sentence in their text and read it aloud: Jones would make
sure that the world knew their terrible story. Why did Jones feel it was important for the
world to know what happened to Nica and Blue Fields?

Second chunk: Draw students attention to this section of the article: An Extraordinary Bond
Go back into this section, with your partner, and cite textual evidence that support why Jones
became involved in supporting the preservation of dolphins.
How did Jones initially begin his work with dolphins?
What were Jones observations about dolphins? Through these observations, what
conclusions did Jones make about dolphin behavior?
Swimming with dolphins is a popular vacation activity. Is this a positive activity for
dolphins? Cite 2-3 pieces of textual evidence to support your answer.
Third chunk: Draw students attention to these sections of the article: 6 Million Dead and 100
Miles a Day:

What is this section mostly about?

How did tuna fishing impact the dolphin population?
How did net entanglement endanger the dolphin?
In your opinion, what was the most horrific way dolphins died? Cite textual evidence to
support your answer.
What actions did Jones take to solve the problem of dolphins dying unnaturally?
100 Miles a Day:

Why does the author give this section the subtitle, 100 Miles a Day?
Talk, touch, plan and swim with our gentle and exquisite bottlenose dolphins. Does
this advertisement support good environmental practice? Why or why not? Cite
textual evidence to support your answer.
How did the actions of others support positive change for the treatment of dolphins?
How did Nica and Blue Fields impact change long after their release back into the
ocean?

Day 3: After Reading

Gather evidence to support the essay: Ask students to discuss negative impacts people had on
dolphins in the article and what groups or people are protecting them. (The chart could be set
up in a double entry journal with negative and positive and related events to group/person
that made a change.)
This article analyzes the negative impact people have had on dolphins. Write an essay
analyzing how different groups or people are protecting dolphins and the impact of
their efforts. Use evidence from the article to support your response.

Reread the article with your partner. Pair students close to the same reading level. At
this time support any readers who may struggle with fluency.
Lead a shared writing of this essay.