Reflection: Accountability Read, Think, Talk, Repeat: Analyzing A Lesson Before Dying in Class - Section 3: Read-Write-Share

 

This class has been hot to talk of late, so I wasn't worried about their level of discussion during the read-write-share. In the past, though, I've had classes where you could have heard a pin drop during a discussion. In a situation like this, I find that a paper record of the discussion helps hold students accountable for discussion contribution, especially when I'm gone. I will prearrange (and have the sub remind) to have a student (who actually knows everyone in class as opposed to the sub who does not) chart who speaks and how they contribute (question, answer, text-based response, connection, etc.) and then return that chart to me when I return. When students know I will still see who participated, the "A sub is here so I'm not going to participate" attitude tends to disappear.

  Student Response Chart
  Accountability: Student Response Chart
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Read, Think, Talk, Repeat: Analyzing A Lesson Before Dying in Class

Unit 6: Purpose Across Multiple Texts
Lesson 11 of 17

Objective: SWBAT make inferential claims regarding the time period and events of A Lesson Before Dying by reading, writing, and discussion in class.

Big Idea: Thoughtful reading requires focused time--read-write-share for success.

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1 teacher likes this lesson
Subject(s):
English / Language Arts, equality (American Govt), read, write, discussions, reading strategy, analyze details, comparison, historical background, equality
  50 minutes
1943 colored waiting room sign
 
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