Reflection: High Quality Task Kate Chopin: Motivated Female or a Dangerous Role Model? - Section 5: Closing


This part of the day had some interesting effects in my classroom!  I chose this assignment because the Common Core Standards require students to be able to pull together various types of media and texts to answer questions, learn independently, and make connections with universal themes.  I have honestly caught myself working harder to incorporate a wider variety of material into my classroom as my understanding of the Common Core has progressed, especially after I saw my students' initial reactions to this type of information, which was confusion in the early assignments!  I know that students need to be familiar with reading material even in graph form, and while many teachers in my department are resistant to this idea (as it "should be someone else's job"), I finally accepted the Common Core's affirmation that it was important and my job to teach it.  The tremendous amount of overlap between content area literacy standards into all classes means that reading should be addressed in all classrooms.  By this logic, it's only fair that I contribute to other content area literacy by incorporating familiarity with graphs into my classroom.  Plus, these graphs really serve to enrich students' understanding of our upcoming lesson, so it's a win-win situation.

One thing I will warn you about is that even though you want to let students grapple with the complexity of understanding these sources, it is really critical to at least give them an overview of the information (like my "walk through").  Reading information in this format is a very new skill for many students, so they will be apt to quit, fake it, or not even start the project if they feel too confused.  The other benefit of doing this "walk through" is that you have the ability to be *really really excited* about the information (which we all know is critical!), which generates interest and excitement in the classroom.  While I typically like to have really silent or close to silent independent work time for projects like this, I was pleased to see students quietly catching other students' attention to show them some really cool piece of information they learned from the resource.  That's definitely the reaction I was going for in my room, so I am happy to report that it appeared to be successful!

  Integrating Multiple Formats of Informational Text for CCSS Alignment
  High Quality Task: Integrating Multiple Formats of Informational Text for CCSS Alignment
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Kate Chopin: Motivated Female or a Dangerous Role Model?

Unit 5: Life is Hard. That's Realism & Naturalism!
Lesson 3 of 6

Objective: SWBAT analyze how Kate Chopin's choices in text structure, plot elements, and use of irony in "The Story of an Hour" impact the reader's experience through close reading and group discussion.

Big Idea: Is Mrs. Mallard a horrible woman? A battered wife? A revolutionary feminist leader? A study in irony? Empower students to figure it out.

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understanding irony 1
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