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Showing posts with label close reading. Show all posts
Showing posts with label close reading. Show all posts
Monday, February 17, 2020
Saturday, March 22, 2014
Does Reading Actually Change the Brain?
This is a short close-reading activity we tried in our 7th grade ELA classes…
We had just finished reading a difficult article (“Demystifying the Adolescent Brain”) that we used in conjunction with Phineas Gage: A Gruesome but True Story About Brain Science. We had finished writing our polished piece, as well. It was time for a change. To transition back to fiction for a bit, we found this article, “Does Reading Actually Change the Brain?” and decided to use it for a quick activity.
We had four steps to this activity. Here were the instructions for each step:
1. Read silently. Jot down at least two questions you have after reading this selection.
2. Read aloud - Jot down any more questions you may have while your teacher reads this aloud.
3. Choose one - Choose one of your questions to put on the sticky notes. You will be asking this question to your group.
4. In groups - Person whose first initial of his/her last name closest to Z goes first. That person puts his/her sticky note on the sheet of paper, as he/she is asking it of the group. While the group helps him/her with an answer, he/she writes down notes that reflect the group’s answers/discussion. Continue going around the group discussing questions.
Before you peek at what the students came up with, try this yourself. It makes a difference if you actually try what you ask of your students. Go on… this post will wait.
Questions students created - check out how there were only a few literal questions, mostly inferential questions, and some critical thinking questions thrown in for good measure (and quality discussions):
Are the results different for a less interesting book?
Why did they read in the evening?
Does gender matter?
Why do your favorite novels affect more of your brain?
Why does reading a novel “change” your brain?
What does “shadow activity” mean?
Does the genre/type of the book affect how much or how little your brain changes?
How does the brain “connect” to the story?
What is a protagonist?
How long does this brain activity last? Is it possible to tell?
How old are the patients?
In fMRI scans, can they actually read your mind?
Would a different story have a different effect on your brain?
Do all books do that?
Would a picture book have the same effect?
Why does reading define a person?
Does how long it takes you to read the book matter?
How does this affect your life?
Why didn’t the neural changes have immediate reactions?
Does this happen with every book or only the ones you’re interested in?
Can a novel about negativity make someone negative?
Does it matter if it is a short story or novel?
Why did they only use 21 students?
What I loved about this activity… It was one period long (40 min). I did not teach - students taught and learned from each other. Students were engaged in talking about what THEY wanted to know from the text. Students had to go back to the text again and again to find answers or prove their theories. When they were finished, I could see who didn’t seem to understand the basics, and who could have gone further with this material in some fashion. The article was engaging, and non threatening, as they had one time reading it independently, and another with me reading it aloud.
How I might modify this activity… I could have had the question with the most discussion and disagreement from each group up on the board, voted on one as a class, and held a fishbowl discussion. I might try to teach them how to take discussion notes first, as I noticed that some notes were verbatim what they said, and some were one-word responses. Some were a bit immature, as well, but that taught me that I needed to make the rounds to more groups!
This close-reading activity was inspired by a day of professional development given by my district. Yes, indeed - some district-initiated PD is worth it, and for that I am grateful!
Sunday, February 23, 2014
Fishbowl Discussions
We should have started these types of discussions back in September or October, but I'm so very glad we're starting now. I needed to get my reflections down on how "fishbowl discussions" went in my 7th grade ELA classes this week. Why are we trying these? Because the 7th grade ELA team of teachers knows that to get students doing most of the work is how they learn. We want to keep them engaged in the lesson by being able to share their ideas, and we want to help them be able to listen to and learn from one another.
Day 1: I began by asking, "What are the components of a good discussion?" I then asked WHY we have discussions. Their answers were as follows: To figure out answers to questions, to practice listening, to get other's viewpoints, to learn something new, to share what we know.
Next, we watched the first 6 minutes of Paul Bogush's fishbowl discussion video. Students asked, "Are we going to do this?" Yup! We then practiced moving the tables and chairs - I feel that since I pointed it out during the video that they would be moving their own tables, they rose to the challenge. Since I wanted an easy discussion first, we read a scenario* (here are some we may use in the future), and asked for our first volunteers. Reviewed "rules," and started discussing. I kept notes on who talked, and who chose to stay in the background. With 7-10 minutes left to spare, we moved the tables and chairs back and I asked students to suggest how to incorporate more people into the discussion.
* When you're done speaking, you can get out of the discussion without someone being waiting to come in. That way there's an open invitation of an empty seat.
* You can join just to ask one question if you'd like.
* You can encourage someone to come in for you - make a suggestion to someone.
* You can give your question or idea to a friend and he or she can come in for you.
My observations -
* I love how my three classes moved the tables differently. I gave my first class too many directions, I realized, after my second class went right to it without my help. Their middle table formation was different than the first class, and my last class had a different outer circle formation. Let the students to figure it out!
* My first class (the quiet, compliant class) was still quiet, but they listened well to each other, and responded positively to each other. One thing they did not do - disagree. It almost seemed as if they were too nice. (Is that possible?) There wasn't much dissension.
* My second class (the tech-loving, opinion sharing class) was very disappointed to see their discussion end. I heard one student on his way out say, "I like this. We actually have a chance to get a word in." I did notice that a handful were in the fishbowl more often than others, and they started to get frustrated with each other near the end, repeating what they'd said prior.
* My third class (the after-lunch exuberant class) was the most active - jumping in and out and in and out like a whirlwind! However, it was the same few students throughout, and they didn't respond "bounce ideas off each other" like they said they had listed in their "components of a good discussion."
My changes for the next session -
* Ask block 3/4 how to get more students involved, and show them how they can nicely disagree.
* Limit students in block 5/6 to two times in the circle, saying two solid ideas each time.
* Create small handout of response starters for them to use so they begin listening to each other. (I also put these in the fishbowl for block 5/6.)
Day 2: We have a question of the day in the back of the room. Students' names are on individual magnets, and they move their names over under the answer to the question. This day's question was, "On a scale of 1-10, how well do you think our fishbowl discussion went yesterday?" They answered as they came in.
We then looked at our ideas from the day before so they could see what they did well and on what they could improve, and asked the question again. Each class seemed determined to do better than the first discussion. Students had a few suggestions that they were willing to try, and I was excited to see how each class could improve.
We first voted on a scenario from two choices. We read, moved the tables and chairs (oh so quickly this time!), and students were in the middle, ready to go. There was an added job today, however. I asked students to take notes on what other students said - anything that surprised them, made them think deeper, etc.
With 10 minutes left to spare, we moved the tables and chairs back and I asked students to share with me what they wrote down. I projected these quotes on the board, and showed them how we will be using our notes to write about the experience (during tomorrow's scenario). I asked for a quick "thumbs up, middle, or down" as to how well we did today - and celebrated with them their progress.
My observations -
* Thank goodness for wheels on my tables. Students were quick to figure out what tables go where.
* The same amount of students participated in my first class, but one was different than yesterday. They also disagreed more often, but still in a respectful way.
* More students in block 5/6 were able to participate! It seemed as if they were choosing their words carefully, as well, as they didn't want to leave the circle too quickly.
* My last class made me laugh - they used the response starters to the hilt! They sounded sarcastic, but it did encourage them to listen more to each other. One student pulled out a line from our last huge unit about neuroscience - "How old is he (the "new kid" in the scenario we read)? He's in high school? Well, then we know his brain isn't fully developed yet!" I was cracking up!
My changes for the next session -
* Make sure students on the outside of the circle are sitting two to a table only. At times there were three, and that seemed to encourage whispers.
* I will NOT give the class a time limit that they can see - I did this for my last class and it backfired. They stopped talking early, and asked that they not know how many minutes they had until they only had two minutes left. Done.
* Make sure, for tomorrow, each student is ready to take notes on what their classmates say. This was difficult for many today. I'm glad we tried it with no pressure of a prompt first, and I'm glad I'm not grading their prompt they'll turn in tomorrow.
Day 3: Our question in the back of the room was the same.
We first celebrated what we did well the day before, and then suggested goals for the day. I shared my goal - students taking notes on what their classmates were saying. Before we read today, I asked students to write about success. "What does success mean to you? What does it mean to be successful?" Students had 10 minutes, and wrote a full page on average. We then read Ralph Waldo Emerson's "Success." Then the discussions began.
After discussions, I asked students to add to their writing, using the text, comments from their classmates, and their own reflections. My prompt when they began writing - Explain how the text or the discussion changed their thinking.
Student suggestions -
* Drop the poem. They wanted to have the discussion based on their writing, not on the poem.
* One said that if we grade them on their participation, more will go in the middle.
* My middle class likes the new rule of going in only two times.
My observations -
* Students wrote (before the discussion) for a long time... some wanted more than 10 minutes.
* Students were eager to move the tables, and did so very quickly.
* Two students went into the circle and did not say anything. They were finally tapped out, and did not resist.
* I found it very hard to not "rein in" my middle class, as they got off topic once (I popped in to say, "Let's remember our focus"), and right before I was ready to pop in again, they came back on topic themselves.
* When the sub for our teaching assistant asked a question from outside of the circle, the students near him quietly explained that he could "tap in" if he wanted to talk.
* My last class really focused just on the lines in the poem, and finally got so frustrated with it they asked me if they had to discuss it. I said, "Go ahead and discuss 'success.'"
* Students who were listening had a lot to write after the discussion. Students who were not in the middle or did not listen had a very difficult time writing more than one or two sentences.
My changes for next session -
* Let students discuss their own writing first, then add the poem when they've run out of steam.
* Let students know how many times they've been in a discussion so far (0/3, 1/3, 2/3, 3/3) so they know I'm aware. If they have been in 0/3, give them pointers on the bottom of a note so they feel that they can jump in. (I created this document for now, but can modify later.)
* Keep asking students to reflect on what went well, and on what they can improve. They're so good at this, and it seems to give them focus when they begin a new session.
* I've created a self-reflection sheet, as well (which will probably work better than me giving them the notes I wrote about above).
* Give students a goal of TWO quotes that they will use in their writing after the discussion.
* Give any substitute the directions for fish bowl discussions. ;-)
Student quotes I wrote down regarding "success" (from all three classes) -
"...depends on your goal in life."
"If you are NOT successful, you learn more from failing."
"It's not what others want you to do; it's different for everyone."
"...friends, family, and education..."
"...who you surround yourself with..."
"If you hate yourself, are you not successful?"
"It's how you feel about yourself - what makes you happy."
"It's giving back..."
"...doing the right thing..."
"...helping others... bubbling with excitement..."
"Success is hard work."
"...if I tried my hardest... be patient..."
"...persistence - don't be a quitter..."
"You've succeeded if you have friends that are there for you."
"Success is something YOU determine."
"You have to keep elevating it... want to be superior to others..."
"...make your way up there with smaller goals..."
"You don't feel like you've successfully completed something if no one knows about it."
"...as long as you do something that helps others..."
"You might have to miss out on things..."
"Do what is important to you."
"Live in the present."
"Only you can say that you've succeeded."
Oh, be still my heart. I love it when seventh graders make sense... Scroll down on this page to see some of their writing.
We will continue to add to this writing regarding success - after we read, analyze, and have more discussions regarding the first two chapters of Outliers by Malcom Gladwell.
* We have read two scenarios provided by Michael Smith - co-author of Fresh Takes on Teaching: Literary Elements - He had come to our school to share some great ideas!
Day 1: I began by asking, "What are the components of a good discussion?" I then asked WHY we have discussions. Their answers were as follows: To figure out answers to questions, to practice listening, to get other's viewpoints, to learn something new, to share what we know.
Next, we watched the first 6 minutes of Paul Bogush's fishbowl discussion video. Students asked, "Are we going to do this?" Yup! We then practiced moving the tables and chairs - I feel that since I pointed it out during the video that they would be moving their own tables, they rose to the challenge. Since I wanted an easy discussion first, we read a scenario* (here are some we may use in the future), and asked for our first volunteers. Reviewed "rules," and started discussing. I kept notes on who talked, and who chose to stay in the background. With 7-10 minutes left to spare, we moved the tables and chairs back and I asked students to suggest how to incorporate more people into the discussion.
Student suggestions -
* You can join just to ask one question if you'd like.
* You can encourage someone to come in for you - make a suggestion to someone.
* You can give your question or idea to a friend and he or she can come in for you.
My observations -
* I love how my three classes moved the tables differently. I gave my first class too many directions, I realized, after my second class went right to it without my help. Their middle table formation was different than the first class, and my last class had a different outer circle formation. Let the students to figure it out!
* My first class (the quiet, compliant class) was still quiet, but they listened well to each other, and responded positively to each other. One thing they did not do - disagree. It almost seemed as if they were too nice. (Is that possible?) There wasn't much dissension.
* My second class (the tech-loving, opinion sharing class) was very disappointed to see their discussion end. I heard one student on his way out say, "I like this. We actually have a chance to get a word in." I did notice that a handful were in the fishbowl more often than others, and they started to get frustrated with each other near the end, repeating what they'd said prior.
* My third class (the after-lunch exuberant class) was the most active - jumping in and out and in and out like a whirlwind! However, it was the same few students throughout, and they didn't respond "bounce ideas off each other" like they said they had listed in their "components of a good discussion."
My changes for the next session -
* Ask block 3/4 how to get more students involved, and show them how they can nicely disagree.
* Limit students in block 5/6 to two times in the circle, saying two solid ideas each time.
* Create small handout of response starters for them to use so they begin listening to each other. (I also put these in the fishbowl for block 5/6.)
Day 2: We have a question of the day in the back of the room. Students' names are on individual magnets, and they move their names over under the answer to the question. This day's question was, "On a scale of 1-10, how well do you think our fishbowl discussion went yesterday?" They answered as they came in.We then looked at our ideas from the day before so they could see what they did well and on what they could improve, and asked the question again. Each class seemed determined to do better than the first discussion. Students had a few suggestions that they were willing to try, and I was excited to see how each class could improve.
We first voted on a scenario from two choices. We read, moved the tables and chairs (oh so quickly this time!), and students were in the middle, ready to go. There was an added job today, however. I asked students to take notes on what other students said - anything that surprised them, made them think deeper, etc.
With 10 minutes left to spare, we moved the tables and chairs back and I asked students to share with me what they wrote down. I projected these quotes on the board, and showed them how we will be using our notes to write about the experience (during tomorrow's scenario). I asked for a quick "thumbs up, middle, or down" as to how well we did today - and celebrated with them their progress.
My observations -
* Thank goodness for wheels on my tables. Students were quick to figure out what tables go where.
* The same amount of students participated in my first class, but one was different than yesterday. They also disagreed more often, but still in a respectful way.
* More students in block 5/6 were able to participate! It seemed as if they were choosing their words carefully, as well, as they didn't want to leave the circle too quickly.
* My last class made me laugh - they used the response starters to the hilt! They sounded sarcastic, but it did encourage them to listen more to each other. One student pulled out a line from our last huge unit about neuroscience - "How old is he (the "new kid" in the scenario we read)? He's in high school? Well, then we know his brain isn't fully developed yet!" I was cracking up!
My changes for the next session -
* Make sure students on the outside of the circle are sitting two to a table only. At times there were three, and that seemed to encourage whispers.
* I will NOT give the class a time limit that they can see - I did this for my last class and it backfired. They stopped talking early, and asked that they not know how many minutes they had until they only had two minutes left. Done.
* Make sure, for tomorrow, each student is ready to take notes on what their classmates say. This was difficult for many today. I'm glad we tried it with no pressure of a prompt first, and I'm glad I'm not grading their prompt they'll turn in tomorrow.
Day 3: Our question in the back of the room was the same.We first celebrated what we did well the day before, and then suggested goals for the day. I shared my goal - students taking notes on what their classmates were saying. Before we read today, I asked students to write about success. "What does success mean to you? What does it mean to be successful?" Students had 10 minutes, and wrote a full page on average. We then read Ralph Waldo Emerson's "Success." Then the discussions began.
After discussions, I asked students to add to their writing, using the text, comments from their classmates, and their own reflections. My prompt when they began writing - Explain how the text or the discussion changed their thinking.
Student suggestions -
* Drop the poem. They wanted to have the discussion based on their writing, not on the poem.
* One said that if we grade them on their participation, more will go in the middle.
* My middle class likes the new rule of going in only two times.
My observations -
* Students wrote (before the discussion) for a long time... some wanted more than 10 minutes.
* Students were eager to move the tables, and did so very quickly.
* Two students went into the circle and did not say anything. They were finally tapped out, and did not resist.
* I found it very hard to not "rein in" my middle class, as they got off topic once (I popped in to say, "Let's remember our focus"), and right before I was ready to pop in again, they came back on topic themselves.
* When the sub for our teaching assistant asked a question from outside of the circle, the students near him quietly explained that he could "tap in" if he wanted to talk.
* My last class really focused just on the lines in the poem, and finally got so frustrated with it they asked me if they had to discuss it. I said, "Go ahead and discuss 'success.'"
* Students who were listening had a lot to write after the discussion. Students who were not in the middle or did not listen had a very difficult time writing more than one or two sentences.
My changes for next session -
* Let students discuss their own writing first, then add the poem when they've run out of steam.
* Let students know how many times they've been in a discussion so far (0/3, 1/3, 2/3, 3/3) so they know I'm aware. If they have been in 0/3, give them pointers on the bottom of a note so they feel that they can jump in. (I created this document for now, but can modify later.)
* Keep asking students to reflect on what went well, and on what they can improve. They're so good at this, and it seems to give them focus when they begin a new session.
* I've created a self-reflection sheet, as well (which will probably work better than me giving them the notes I wrote about above).
* Give students a goal of TWO quotes that they will use in their writing after the discussion.
* Give any substitute the directions for fish bowl discussions. ;-)
Student quotes I wrote down regarding "success" (from all three classes) -
"...depends on your goal in life."
"If you are NOT successful, you learn more from failing."
"It's not what others want you to do; it's different for everyone."
"...friends, family, and education..."
"...who you surround yourself with..."
"If you hate yourself, are you not successful?"
"It's how you feel about yourself - what makes you happy."
"It's giving back..."
"...doing the right thing..."
"...helping others... bubbling with excitement..."
"Success is hard work."
"...if I tried my hardest... be patient..."
"...persistence - don't be a quitter..."
"You've succeeded if you have friends that are there for you."
"Success is something YOU determine."
"You have to keep elevating it... want to be superior to others..."
"...make your way up there with smaller goals..."
"You don't feel like you've successfully completed something if no one knows about it."
"...as long as you do something that helps others..."
"You might have to miss out on things..."
"Do what is important to you."
"Live in the present."
"Only you can say that you've succeeded."
Oh, be still my heart. I love it when seventh graders make sense... Scroll down on this page to see some of their writing.
We will continue to add to this writing regarding success - after we read, analyze, and have more discussions regarding the first two chapters of Outliers by Malcom Gladwell.
* We have read two scenarios provided by Michael Smith - co-author of Fresh Takes on Teaching: Literary Elements - He had come to our school to share some great ideas!
Thursday, September 26, 2013
Close Reading using Paraphrasing
At a curriculum planning day today in our district, I thought I'd reblog my paraphrasing activity from last year's class blog to this current one... So this is re-blogged from February of 2013 of my "old" class blog...
Since we will be doing more of this particular close-reading activity throughout the year, it was time to blog about it, as it has "success" written all over it...
This week, we read a NewYorkTimes article about the teenage brain to accompany Phineas Gage and get us ready for The Outsiders. We read it aloud first, discussed any questions students had, and then tried a couple of close-reading activities. One of the activities we completed was a seemingly simple paraphrase of one sentence. We took the following sentence:
"These (studies) show that the brain systems providing for impulse control are still maturing during adolescence."
Students looked at this sentence for a minute, then they were asked to put this sentence into their own words. After a few minutes, I collected a few samples, and put them on the board, under the original sentence.
One class looked like this:
-------------------------------------------------------------------------------------------------------------------------------------
1 2 3 4
"These (studies) show that the brain systems providing for impulse control are still maturing during adolescence."
A = During adolescence, your brain is still maturing and the way
you react during adolescence will not be the same reaction
as an adult.
B = During maturing of the brain, impulse control isn't developed.
C = Teens aren't fully developed when it comes to making social
decisions.
D = These studies show why teenagers are impulsive.
What did we do with these? Looking at one answer at a time, students took turns discussing where they would place it on the line and explain why. Students listened to each other, commented on each other's comments, along with adding their own, and we came up with a number range for each one that they were satisfied with. By the time we reached the fourth response, "D", students were demonstrating deep understanding of the original sentence. They knew which parts were the most important ("impulse control," and "still maturing during adolescence"), and they had strong discussions about the true meaning of the words "impulse" and "adolescence." Some expressed that their brains hurt when we were finished. Mission accomplished...
We did this as a class today, and will be doing this again as a class, in small groups, and students will also rate their own words on a similar scale.
This activity was adapted from Wireless Generation's lessons on The Narrative of the Life of Frederick Douglass. We use Wireless Generation / Writers' Express as a writing curriculum, which closely aligns with the Common Core Standards.
Since we will be doing more of this particular close-reading activity throughout the year, it was time to blog about it, as it has "success" written all over it...
This week, we read a NewYorkTimes article about the teenage brain to accompany Phineas Gage and get us ready for The Outsiders. We read it aloud first, discussed any questions students had, and then tried a couple of close-reading activities. One of the activities we completed was a seemingly simple paraphrase of one sentence. We took the following sentence:
"These (studies) show that the brain systems providing for impulse control are still maturing during adolescence."
Students looked at this sentence for a minute, then they were asked to put this sentence into their own words. After a few minutes, I collected a few samples, and put them on the board, under the original sentence.
One class looked like this:
-------------------------------------------------------------------------------------------------------------------------------------
1 2 3 4
closest to the
author's meaning
"These (studies) show that the brain systems providing for impulse control are still maturing during adolescence."
A = During adolescence, your brain is still maturing and the way
you react during adolescence will not be the same reaction
as an adult.
B = During maturing of the brain, impulse control isn't developed.
C = Teens aren't fully developed when it comes to making social
decisions.
D = These studies show why teenagers are impulsive.
What did we do with these? Looking at one answer at a time, students took turns discussing where they would place it on the line and explain why. Students listened to each other, commented on each other's comments, along with adding their own, and we came up with a number range for each one that they were satisfied with. By the time we reached the fourth response, "D", students were demonstrating deep understanding of the original sentence. They knew which parts were the most important ("impulse control," and "still maturing during adolescence"), and they had strong discussions about the true meaning of the words "impulse" and "adolescence." Some expressed that their brains hurt when we were finished. Mission accomplished...
We did this as a class today, and will be doing this again as a class, in small groups, and students will also rate their own words on a similar scale.
This activity was adapted from Wireless Generation's lessons on The Narrative of the Life of Frederick Douglass. We use Wireless Generation / Writers' Express as a writing curriculum, which closely aligns with the Common Core Standards.
Wednesday, September 11, 2013
Close Reading with "The Night I Won the Rights..."
We've spent most of the start of the year prepping...
Students (hopefully) now know WHY...
Why do we need to read?
Why do we need to write?
Why do we need to be respectful of one another?
Why do we need to seize every day as if it was our last?
We had been building community for 10 days. It was time to get started now on the tough stuff. I was asking students to READ today - on their OWN! ;-)
Here was the full plan:
Students (hopefully) now know WHY...
Why do we need to read?
Why do we need to write?
Why do we need to be respectful of one another?
Why do we need to seize every day as if it was our last?
We had been building community for 10 days. It was time to get started now on the tough stuff. I was asking students to READ today - on their OWN! ;-)
Here was the full plan:
“The Night I Won the Right to the Streets of Memphis”
– By Richard Wright
Lessons for today:
1. Re-reading a passage over and over again helps you notice intricacies in an author’s message. This is called “close reading.”
2. Participating in discussions (when on-topic) will help you understand the reading selection even more.
Step 1: Read the story silently, annotating in the margins.
Step 2: Listen to the story being read aloud, annotating more.
Step 3: Answer – What did you notice in the second reading that you didn’t notice in the first?
Step 4: Come up with a question regarding the text, and ask it of the class.
Step 5: Read the story for a third time, with a partner or two other people. Jot down strong verbs, or phrases that catch your attention. Next to these words or phrases, jot down - Why do these grab your attention? What is it about them that makes you notice them?
Step 6: Listen to the last paragraph being read aloud again. What do you notice about this paragraph? Jot it down, and be ready to share.
**Is there anything else you’d like to ask or any observations you’d like to share?**
Step 7: On your own, answer each of these questions.
1) How does the boy’s attitude change from the beginning of the reading, to the end of the reading? Use examples from the text to support your answer.
2) Is the conflict resolved? Do you think the boy “won the right to the streets of Memphis” as the last line states? Use examples from the text to support your answer.
* When you finish, put a star by the question you would want graded, and leave it open on your desk for Mrs. Kirr to see. You may then read quietly.
These were connected to our Common Core State Standards for reading literature in grade 7. My absolute favorite step was Step 4 - I could've stayed on this step the rest of the period! During this step, students were asked to come up with a question related to the text, but not a "right there" question. The answer had to be hidden in the text somewhere... Some questions were stellar, and really had the students going back to the text to support their answers.
[2014 modification: Students came up with three questions, shared them with a partner, then chose their favorite of the six questions. These questions (on sticky notes) were put on the board, and we discussed which we'll never know the answer to, which we could probably figure out, and which we already sort of knew. Then, as a class, we voted on the one we wanted to discuss. Two out of three classes came up with the same question as in the video below, "How old was the boy in this story?"
2015 modification: Check out the lesson on this Google presentation. Students could either answer one of their own questions at the end of class, or one of the "teacher" questions. We moved to a part of the room that would be our answer, tried to defend it, and moved to a different corner if we changed our minds because of something a peer said.]
[2014 modification: Students came up with three questions, shared them with a partner, then chose their favorite of the six questions. These questions (on sticky notes) were put on the board, and we discussed which we'll never know the answer to, which we could probably figure out, and which we already sort of knew. Then, as a class, we voted on the one we wanted to discuss. Two out of three classes came up with the same question as in the video below, "How old was the boy in this story?"
2015 modification: Check out the lesson on this Google presentation. Students could either answer one of their own questions at the end of class, or one of the "teacher" questions. We moved to a part of the room that would be our answer, tried to defend it, and moved to a different corner if we changed our minds because of something a peer said.]
Finding text support was one goal for students. I had a goal for myself, as well - stay out of it! I was going to be that "guide on the side" teachers are always talking about. I've had lots of practice at this since December of 2011, but I wanted students to recognize at the end of this lesson how I was just a facilitator. I made sure when we were finished that I never told any student he/she was wrong, and I never told anyone he/she was right, either. After all - am I the author of the piece?? We were building more community - for all of us together are better than one of us.
The lesson went so well all day long; I had to document the last class - and here is a snippet...
[2014 - This year we actually researched how old he was when he experienced this. Students were amazed at how old he was!]
[2016 - The questions students decided to have a fishbowl discussion this year all revolved around the mother's decision. 1-Would you agree with the mother's actions? 2-Did the mom change him for better or worse?/Is this way of disciplining right or wrong? 3-Was the mom right or wrong to want him to fight?/Did his mother do the right thing for her son?]
[2016 - The questions students decided to have a fishbowl discussion this year all revolved around the mother's decision. 1-Would you agree with the mother's actions? 2-Did the mom change him for better or worse?/Is this way of disciplining right or wrong? 3-Was the mom right or wrong to want him to fight?/Did his mother do the right thing for her son?]
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