Reflection: Student Grouping Reading the Character’s Emotion - Section 4: Collaborative Activity


I felt that Tear-Water Tea was an ideal choice for introducing the students to the idea that emotions and feelings have levels of depth and are not always going to be just black and white (completely happy or completely sad).  It also provided a golden opportunity to show them that the choice of words or phrases by the author of a text may not always state the obvious by using the actual word that matches the emotion of the character.  I wanted above all else to leave the students with a real sense that they had discovered something very important today about how special words and phrases can completely change the character in a story.

My students also enjoyed working with their table partners during the Collaborative time together while working on the Activity Sheet.  In the future I will consider pairing a more advanced reader with a reader who is at grade level or almost at grade level for student modeling and pacing.  This is because my faster students finished reading before some of my other students, and when they noticed I was with another group would begin playing.  My theory is: if a fast/proficient reader is paired up with a student who reads just a little slower, then they will all finish at about the same time and there will be less time to play.  Most importantly though, as I mentioned earlier, the faster reading students also often tend to take a leadership role when the slower reader is struggling and when it is their turn to read it usually helps the other student significantly when they inevitably become stuck on a difficult word or phrase.  This is usually a win-win for all the students.

  Student Work Partners
  Student Grouping: Student Work Partners
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Reading the Character’s Emotion

Unit 11: Monitor and Clarify the Word Choice
Lesson 5 of 8

Objective: SWBAT identify both words and word phrases in a literary text which suggest feelings or appeal to the senses.

Big Idea: Move beyond single words and examine word phrases which the author uses to transmit a characters' emotional state to the reader. Students learn that sometimes authors can convey sadness and never even use the word "sad!"

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