Reflection: Student Grouping Responses to Industrialism: Close Reading of The Communist Manifesto (Day 1 of 3) - Section 3: Small Group Reading and Analysis

 

So, I think I learned an important lesson today. For tasks like this, which are very academic and very focused on reading ability, I need to be in charge of group formation.

My Faulkner Squares have been specifically formed based on reading ability and data about academic success. We try to balance the groups so that everyone in the group can participate and feel successful. Today's groups were nothing like this. Students chose to work with their friends, which didn't prohibit them from working hard, but for my students who struggle with reading or apathy, they were quick to get off task with their friends.

Even my strong readers were less than excited about what we were reading and were easily distracted by their group mates. I'm pretty sure that had I put them into their Faulkner Squares or other groups of my design, they would have persevered with the difficult text longer than they did.

  Monitoring Group Progress
  Student Grouping: Monitoring Group Progress
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Responses to Industrialism: Close Reading of The Communist Manifesto (Day 1 of 3)

Unit 12: Informational Text: Craft and Structure Analysis
Lesson 5 of 9

Objective: SWBAT analyze the organization of and evidence in Marx's argument by collaboratively reading and discussing The Communist Manifesto.

Big Idea: Marx lays out his argument in a very logical way. Today's task is to figure out how and why he does this.

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karl marx
 
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