Reflection: ELL Students Characters and Their Traits Day 3 of 3 - Section 7: Modeling the Writing


In retrospect, certain things stand out in this lesson for me. One of them is the the template I created for them to use to gather the evidence about their character. I liked how it guided it them into making sure that they were finding evidence for that particular trait. And it did help them to write the sentences when it was time to write the sentences.

In teaching this lesson again, I think it would have been best for me to create a large chart of the character template they used individually to gather the evidence. Instead I used the chart I created with them for the first lesson in this series. I may had confused some of my students because I modeled with one type of chart and then asked them to use a different chart.

Additionally, the time to model with the character template would have been better before I asked them to research the trait. I would still use Fern as my example.

Then, I would use both the character template and chart in modeling the writing of the paragraph. I liked that I asked my students to use an elaborated sentence as their first sentence. I feel that was a good challenge. A couple of students did rise to that challenge.

For example the student who wrote WilburIsAWorriedPig did mention that Wilbur is a pig that is worried. I wished he would have added a few more details about Wilbur. And, yes, he will need to work on adding more concrete details about why he is worried, but he did got a good start.

The other example, WhoIsCharlotte?, demonstrates this student got it. This students offers good evidence to support the trait that Charlotte is a helper. I don't quite understand the second to last sentence, but I will help him clarify during revision time.

  ELL Students: Reflecting on My Modeling
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Characters and Their Traits Day 3 of 3

Unit 5: Charlotte's Web: A Chapter Book Study
Lesson 11 of 27

Objective: SWBAT ask and answer questions to understand key details about characters in a literary text.

Big Idea: There's a foul smell in the air causing havoc: Avery's mischief is thwarted. Charlotte is safe and Templeton, what do you have to do with it?

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