Reflection: Checks for Understanding Independent Practice Applying Social Criticism Vocabulary - Section 3: Independent Practice

 

Student responses were still a bit limited, but they do seem to understand the terms they were applying to the story. Their ability to identify supporting details from the text is also good. However, they are shying away from elaborating on their ideas. Initially, it seemed like they just did not want to write more on their paper. However, as I walked around and had a few one-on-one conversations with students, it became more clear that they really struggle to elaborate on their ideas. This may indicate challenges later in the year when we begin to write full essays. This student paper, for example, includes evidence that accurately illustrates a hierarchy. However, his level 2 and level 3 analysis is limited. He makes the statement that "this is important because this shows that there is Hierarchy in eveyday life," but does not explain why that revelation is important. The sentence also needs editing. I would have liked for this student to make a point about this hierarchy, such as how powerful and rigid it appears and how no one seems to question it and then begin to discuss how these characteristics set the stage for what happens to the bear. We are going to have to work on elaborating ideas in writing.

  Checks for Understanding: Independent Practice Applying Terms to "The Bear That Wasn't"
Loading resource...
 

Independent Practice Applying Social Criticism Vocabulary

Unit 12: Introduction to Routines, Skills and Techniques
Lesson 6 of 11

Objective: SWBAT gain better understanding of new terminology and practice analyzing texts by applying new terms to another text independently.

Big Idea: Collaborative work immediately followed by independent practice is a great way of giving students the multiple opportunities they need to practice skills.

  Print Lesson
Add this lesson to your favorites
Subject(s):
English / Language Arts, paragraph (Composition Basics), revision (Writing Process), social criticism, levels of inquiry, discussions, questioning technique
  55 minutes
pix indeppractapplysoccritvocab
 
1
2
3
4
Similar Lessons
 
Gatsby's Review: Themes, Dreams, and Schemes
11th Grade ELA » The Great Gatsby
Big Idea: Boats against the current: Delving into The Great Gatsby to glean theme.
  Favorites(16)
  Resources(12)
Taunton, MA
Environment: Suburban
Julie Ferreira
 
A Hero's Death...What Next?
12th Grade ELA » Beowulf
Big Idea: What does it mean to die a hero's death? How do the responsibilities of a hero differ from those of a king?
  Favorites(7)
  Resources(13)
Whitehall, MT
Environment: Rural
Caitlin  Chiller
 
Analyzing Print Advertisements
11th Grade ELA » Understanding Rhetoric
Big Idea: Print ads and pictures can carry strong rhetorical appeal.
  Favorites(25)
  Resources(14)
Shelburne Falls, MA
Environment: Rural
Erik Sussbauer, Ed. D.
 
Something went wrong. See details for more info
Nothing to upload
details
close