Reflection: Rigor Frog and Toad Are Friends - -Spring - Section 3: Independent Practice With Groups

 

     You will see in this video that I am pushing my students to do two things.  The first thing I wanted me students to do was to restate the question as the first part of their answer.  They were having such a hard time with this, however since we have been focusing on this skill my students have been improving quickly.  The second thing I wanted them to do was to start citing evidence in their answers.  As I circulated around the room, I kept asking, " What did the characters do in the story to make you say that?" Then I would guide my students to write down their evidence. 

     I thought that circulating around the room and working with students one-on-one would be much better than giving students a formulaic sentence frame to work from.  I wanted students to state their opinion and evidence in their own way.  Is this way of teaching exhausting because you have to keep moving all throughout the lesson? Yes.  Will you see your students advance and improve quickly with their work? Absolutely.  This makes all the difference in the world for myself and my students and I hope you find that as well. 

  Moving Them To Independence
  Rigor: Moving Them To Independence
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Frog and Toad Are Friends - -Spring

Unit 3: Frog and Toad Are Friends
Lesson 1 of 5

Objective: SWBAT describe the major events in the plot, describe the characters, and ask and answer questions about the first chapter.

Big Idea: Today we are digging down deep and analyzing the character traits and the plot in this first chapter.

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