Reflection: Relevance Using a Dialectical Journal in Chapter 3 - Section 2: Getting Down to Business

 

I used the standard in this lesson to freak students out in a silly way about the rigor of the Common Core, but it's not a joke at all. 

One thing I have really tried to focus on this year is showing my students how rigorous the standards are.  Whenever it makes sense (and I have time), I will incorporate a close reading of the standard into a lesson.

It reminds me of being little in the back seat on a long road trip.  To stop me asking, "Are we there yet?" and "How much longer?" my dad gave me some insight into road trips.  He taught me how to look at the speedometer and the mileage signs.  With a little simple math, I could figure out when we'd be there all by myself!

Just like six-year-old me in the back seat of the station wagon who discovers that it is possible to know "how much longer" it will be, sharing a little of the driver's wisdom with my students gives them an opportunity to understand where "there" is and if we've arrived yet!

  Students Need to Know About Common Core
  Relevance: Students Need to Know About Common Core
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Using a Dialectical Journal in Chapter 3

Unit 7: Starting The Adventures of Tom Sawyer
Lesson 5 of 13

Objective: SWBAT cite textual evidence of key information in a literary text.

Big Idea: The dialectical journal... having a conversation with your text.

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Standards:
  50 minutes
reading caution
 
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