Reflection: Rigor Text Mapping Paired Text - Hard Times Generation -Part 1 - Section 2: Lesson/Guided Practice


If you compare this lesson to the previous "text-mapping" lesson with the article set "Disasters", you'll note that this time I increased the rigor by asking students to complete a deeper examination of the text at three intervals - before, during and after reading.  In the previous lesson on text-mapping, I had students text map before reading in order to preview the text,  read, and then answer a few reflective-type questions after reading.  

Obviously, with today's lesson I am trying to increase rigor with a deeper study of the text, but in the previous lesson I really just wanted to allow my students to focus on the art of previewing text.  I wanted them to see the ease and value without a lot of extraneous material. I think we as teachers often try to do too many things at once, and often we loose our students in the sea of standards.

Looking back, I'm glad I did this because my students seem to get the purpose and process of previewing, and although we aren't going to text map every article.  I can refer to it as one of our tools in the future as I teach students to mentally map/preview the text. Isn't this what we do in the real world as we scan magazines, professional books and articles?

  Why use three part questioning?
  Rigor: Why use three part questioning?
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Text Mapping Paired Text - Hard Times Generation -Part 1

Unit 7: Informational Text - Persevering through the Adversity of our World Part 2
Lesson 5 of 15

Objective: SWBAT use text mapping as a tool to help them preview and analyze paired text.

Big Idea: Tolkien said, "Not all those who wander are lost", but we'll map out the journey anyway.

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