Island of the Blue Dolphins: Analyzing Multimedia Elements Continued
Lesson 2 of 5
Objective: SWBAT describe how multimedia elements contribute to the tone, meaning & beauty of a text.
Since this is a continuation of yesterday's lesson, the Cue Set is very short. The purpose is to review something that we learned yesterday and get our brains focused on today's lesson.
Scholars take out their interactive foldables that they made yesterday. They review the foldable by doing a quick rally robin with the partner who is sitting next to them to name different multimedia elements that we encounter in text. Then, they explain the different ways that authors might use these elements.
Here is an example of the Rally Robin:
Finally, I take 2 friends from my cup and 2 volunteers to share what they or their partner said.
During the teaching strategy today we do a cloze reading of chapter 17. I find that cloze readings help with re-engagement when scholars are reading a novel. All scholars love being read aloud to and I really try to dramatize the readings. Scholars follow along and fill-in-the-blanks as I pause over certain words. This helps me know that they are following along.
As we read, I model how to record my thinking about the multimedia elements that the author chose to use. I record my thinking on my graphic organizer. Here is a sample of one student's graphic organizer.
Since we began this skill yesterday, we jump right into independent practice after the teaching strategy. I must see all small groups today, so today will be a bit longer. As scholars come to small groups, they will work on their checklist work for the week as well as finish reading chapter 18.
During this time scholars rotate through 3 stations. I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day. This holds scholars accountable to their work thereby making them more productive. Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.
During the rotations for this lesson, my small group objective today is to analyze multimedia elements in books that are on each group's highest instructional level. Scholars read a portion of the same book (different for each group depending on reading level, but the same text is read in each group). We practice recording our thinking on dry erase boards to use a different mode of recording and to keep things a little fresh.
The pink group will continue student-led text talk groups. Their focus question will depend upon the text they selected and the part that they read. They are always expected to use quotes to support their answer.
After the first rotation, I do a rhythmic clap to get everyone's attention. Scholars place hands on head and eyes on me so I know they are listening. Then they point to where they go next. I give them 20 seconds to get there. Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition. We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room. This way we avoid any collisions.
At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson. Timing transitions helps to make us more productive and communicates the importance of our learning time.