Reflection: Student Ownership Literature Circle Discussion Day: A Focus on Quizzes (Chapters 1-6) - Section 2: Literature Circle Discussion: Student Groups

 

As the first "test" of what students know and what they remember from the reading, the Quiz Maker serves, in many ways, as my "reading check" for the selections from "To Kill a Mockingbird." The students write the questions on what they find important, identifying the key ideas and taking ownership of the material, but also opening the discourse on the novel In today's look at the novel's first six chapters, students were able to review the key facts of the reading in many different ways, and I reflect on the role of the Quiz Maker.

One drawback of the Quiz Maker role, however, is when students have misinformation or misunderstood a selection. For example, today we had a student who misread and confused Walter Cunningham, Jr.; Burris Ewell; and "Little Chuck" Little in the chapters set on Scout's first day of school. For this reason, I actively circulate the classroom, interjecting or intervening where needed. In this case, I asked the group to please explain the role of each of the three young men in the scene in Scout's classroom, requiring them to build on and draw from each other's ideas, not only in order to meet Speaking and Listening Standard #1, but allowing the speaker to "save face," building his confidence and ownership.

  Student Ownership: The Quiz Maker: Thoughts on the First Role
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Literature Circle Discussion Day: A Focus on Quizzes (Chapters 1-6)

Unit 14: Literacy: "To Kill A Mockingbird" Collaborative Study
Lesson 3 of 15

Objective: SWBAT work collaboratively to understand the novel, its themes, and its characters, expressing their ideas and building on others, through a small-group literature circle discussion.

Big Idea: Beginning to explore "To Kill a Mockingbird" and drawing on each other, students start their literature circle discussions

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