Read Closely: Mentor Voices

This is lesson 2 of 8 in the unit "Voices, Stories, Community". Lesson Title: Read Closely: Mentor Voices Lesson Description: 60 minutes. Mini-lesson: model a think-aloud using a teacher-selected mentor text such as a Manitoba or Canadian short story, memoir excerpt, poem, spoken-word performance, graphic narrative, or feature article. Possible substitutes include excerpts by Indigenous, Métis, Black, newcomer, Francophone, and local authors; select texts with permission, context, and authentic representation rather than treating one text as representative of a whole culture. Students read, listen, or view twice: first for overall meaning, then to annotate voice, perspective, structure, language, imagery, audience, and media choices. Grades 5–6 use a five-part notice-and-wonder organizer and cite specific words, images, or moments. Grades 7–8 add analysis of whose perspective is centered, what assumptions or omissions appear, and how craft shapes interpretation. Independent annotation is followed by heterogeneous triads with roles of reader/viewer, evidence finder, and connector; students may work with an accessible or more complex text. Teacher runs a small group for decoding, oral rehearsal, or modeled annotation. Extension: compare two representations of a similar experience. Intervention: chunk the text, preteach vocabulary, provide audio, and use selected quotations. Formative assessment: one claim plus two pieces of evidence, orally or in writing. Manitoba connections emphasize personal and critical response to oral, literary, and media texts, thoughtful exploration of experience, and clear communication.

Overview

In this second lesson of Voices, Stories, Community, students closely read, listen to, or view a teacher-selected mentor text by an authentic Canadian or local voice. Through modeling, annotation, and triad discussion, students examine how a creator’s choices shape voice, perspective, meaning, and audience.

Learning intentions

Students will be able to identify important features of a mentor text.
Students will be able to support an interpretation with specific textual or visual evidence.
Students will be able to explain how language, structure, imagery, or media choices shape meaning.
Students will be able to discuss a text respectfully from multiple perspectives.

Success criteria

I can describe what a text is mostly about and identify its voice or perspective.
I can notice something specific and wonder about its meaning or effect.
I can cite at least two words, images, or moments as evidence.
I can make one clear claim about how the creator shaped my interpretation.

Curriculum links

Reading closely to determine meaning and summarize key ideas.
Referring accurately to details and examples when explaining a text.
Analyzing how an author’s word choice, structure, point of view, and imagery shape meaning and tone.
Participating effectively in collaborative discussions and presenting ideas clearly.

Lesson structure (60 minutes)

0–5 minutes – Hook and purpose Open with the hook and lesson purpose slides. Display a brief line, image, or moment from the mentor text and ask: “What can a creator’s choices reveal about a person, place, or community?” Students make a quick notice and wonder with a partner. Explain that close readers move from general understanding to evidence-based interpretation.
5–15 minutes – First encounter: overall meaning Introduce the selected text with appropriate context, including the creator’s name, form, community connection, and any necessary content note. Read aloud, play an authorized recording, or show the text while students follow; students do not annotate yet. Ask them to identify the situation, main idea, feeling, or question that stayed with them.
15–27 minutes – Think-aloud and second encounter Use the think-aloud and five-part organizer slides to model a second reading of a short passage or moment. Think aloud: “I notice the repeated word ___. I wonder why it appears here. This makes me think ___ because ___.” Complete the first section of the five-part notice-and-wonder organizer and model citing a precise word, image, or moment. Introduce the five lenses: voice and perspective, structure, language and imagery, audience and purpose, and media choices.
27–38 minutes – Independent annotation Students revisit the text and annotate independently using the five-part notice-and-wonder organizer. They record at least one notice and one wonder for several lenses, then write a preliminary claim supported by two specific details. Offer an accessible or more complex text version where appropriate. Conduct a small group for decoding, oral rehearsal, vocabulary support, or modeled annotation.
38–52 minutes – Heterogeneous triad discussion Form groups of three and distribute the group role cards. Assign rotating roles: reader/viewer, evidence finder, and connector. Using the triad discussion prompts, students share one claim, locate two supporting details, and explain how a craft choice affects meaning or audience. The connector links the text to a community, human experience, another text, or a question; students may respectfully disagree when they explain their reasoning.
52–60 minutes – Synthesis and formative check Invite two or three groups to share a strong claim and evidence. Students independently complete: “The creator shapes the reader’s/viewer’s understanding by ___; I know this because ___ and ___.” Collect the organizers or responses. If time allows, students share their sentence with a partner before submitting it.

Resources

Teacher-selected mentor text: short story, memoir excerpt, poem, spoken-word performance, graphic narrative, or feature article
Authorized audio or visual version, if available
the mentor voices teaching deck
the five-part notice-and-wonder organizer
the group role cards
Student pencils, highlighters, or annotation tools
Board or chart paper
Optional accessible and complex text versions

Assessment

During annotation, check whether students identify precise words, images, or moments rather than general opinions.
Listen for triad discussion that includes a claim, relevant evidence, and an explanation of the creator’s choices.
Collect the final response and assess whether it presents one clear claim supported by two accurate details.

Differentiation

Chunk the text, preteach essential vocabulary, provide audio, and offer selected quotations or images for students who need reduced reading load.
Allow students to respond orally, draw an interpretation before writing, or use sentence frames such as “I notice ___, which suggests ___ because ___.”
Provide enlarged text, text-to-speech, speech-to-text, and oral rehearsal for students with reading, writing, attention, or processing needs.
Extend capable readers by asking them to explain whose perspective is centered, what may be left unsaid, and how a different medium could change the interpretation.