Reflection: Adjustments to Practice Intro to Narrative (and some Silent Discourse) - Section 1: Guiding Question

 

I was intentionally preparing for my students to NOT be able to answer this Guiding Question. I was not, however, prepared for them to not understand the word "effective." When I found this out with my first class, I had to alter my instruction and adjust my practice to include the vocabulary portion. I use Marzano's 6 Steps. More information about that process can be found here.

I put the word in a different context, used it in a sentence, had the kids talk about it with each other, and then challenged them to use it throughout the day. I also had them create non-examples. Some of my favorite: "It would not be effective to use snow skiis in a swimming pool.: "It would not be effective to ride a bike without a chain." "It would not be effective to ride a skateboard without wheels."

I keep a list of these words, and make sure that I come back to them often, dropping them into my conversations with students. So far, it's working really well! I'm hearing these words become a part of their vocabulary in my classroom.

Here's an example of this in a student notebook:

  Vocabulary
  Adjustments to Practice: Vocabulary
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Intro to Narrative (and some Silent Discourse)

Unit 1: Narrative Writing
Lesson 1 of 14

Objective: SWBAT: understand why writers might use the element of narration to convey a message.

Big Idea: Using some silent discourse, students will name when writers use narrative effectively and identify what makes it effective.

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Standards:
Subject(s):
English / Language Arts, Writing, Creative and Narrative Writing, personal narratives, narrative, discourse, chalk talk
  40 minutes
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