Reflection: Student Ownership More Than a Venn Diagram: Compare and Contrast Text Structure - Section 4: Group Practice

 

This year I've been reading a lot of information about student-led classrooms. This goes beyond the student-led inquiry models, and pushes us to let the students kind of take-over the room. I'm nervous about it, but I'm slowly starting to allow my kids to take on more responsibility with the lessons. Right now I'm playing with guiding them through delivering information, but I want to move toward my kids co-teaching with me. I've started a calendar with spots for the students to sign up for the different subjects each day, and my plan is to let them know at least a day in advance what the topic for our lesson will be. Then I'll need them to prepare for lesson and give me some ideas of things to add to the lesson. I'd like to see my kids look for videos or technology that they think would work for an activating strategy or maybe they have a game that would help the rest of the class remember something. I'm excited that I can still learn something new and try new things in my classroom after being in the professions for 11 years. I don't want to become complacent in my teaching, and I think that allowing more student involvement will make the kids more engaged and provide more ownership of the learning. 

  Student-Led Classrooms
  Student Ownership: Student-Led Classrooms
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More Than a Venn Diagram: Compare and Contrast Text Structure

Unit 3: Tearing Into Informational Text Part II
Lesson 7 of 12

Objective: SWBAT identify the elements of the compare and contrast text structure and understand why an author would use it.

Big Idea: Authors choose the compare and contrast text structure when they want to show relationships between two or more things.

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8 teachers like this lesson
Subject(s):
English / Language Arts, Nonfiction (Reading), Comprehension (Reading), text structures, informational text, interactive notebook
  60 minutes
apples and oranges
 
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