Reflection: Staircase of Complexity What Does It Mean To Be Human: Gathering Text Evidence (1 of 2) - Section 3: Student Work Time

 

This is the first time I have attempted the Theme Folders with students.  Thus far, I am pleased with how it is going.  I modeled the same skill with two different texts and have carefully conferred while gathering important formative data.  Next, the students will transfer that skill to their reading of Night. After students finish Night and the other readings throughout this unit, they will have a ton of pieces of text evidence documenting how a theme was shaped throughout one text and how that same theme was represented in different genres.  I wasn't exactly sure how much preteaching I needed to do, but I'm pleased with the amount.  They needed the confidence and practice of diving back into the same text multiple times.  

 

When I reflect on the video of Student A reading her first individually completed note card, I am pleased that I decided to give them sentence stems to help them respond in a formal, academic manner.  She does a good job of not giving a simple response.  The academic answer stem helps her explain her thinking.  I particularly like her explanation when she uses conjunctions to add complexity to her sentences. 

  Staircase of Complexity: Have I scaffolded the skills well enough?
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What Does It Mean To Be Human: Gathering Text Evidence (1 of 2)

Unit 6: What It Means to be Human
Lesson 5 of 15

Objective: SWBAT Identify the theme and analyze how the theme is shaped by specific details of a text by using answer stems to explain a theme.

Big Idea: Can two texts about different topics share the same theme?

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