ELA 2-3 Me First

Common Core State Standards for English Language Arts: K-12 Close Reading Task

Standards & Objectives

Essential and guiding questions: 
  • The author described Pinkerton as pushy. Provide evidence that supports this adjective.
  • The author describes the voice as “faint.” What does “faint” mean in the text? Why is that a good choice of words? Why didn’t the
  • author use soft or quiet?
  • What was Pinkerton’s initial reaction to the voice asking, “Who would care for a sandwich?” Read the sentence that tells you this.
  • When Pinkerton first sees the witch, how does he feel? What evidence from the text supports your answer?
  • The witch seems to know about Pinkerton’s personality. What evidence from the text lets you know the witch is trying to teach Pinkerton a lesson?
  • Will Pinkerton continue to try to be first at everything? Support your answer with evidence from the text. 

Activity/Task Variations

Blooms taxonomy level: 
Differentiation suggestions: 

Scaffolding and support for special education students, English language learners, and struggling readers:

The teacher can support SPED, ELLs, and struggling readers by brainstorming possible words or phrases that could be misinterpreted by a

character. Small teacher-led groups can assist struggling readers, as would letting them read with a partner. Allowing students to use a graphic

organizer to organize their thoughts and/or a sentence starter would scaffold writing. For example: Pinkerton learned that _________________ wasn’t always the best because ______________________.