Using quotes to answer explicit questions
Lesson 7 of 10
Objective: SWBAT quote accurately from a text when explaining what the text says explicitly
Today, we continue our lesson from yesterday to use quotes to support responses to explicit questions. Yesterday we focused on WHY this skill is important and HOW to do this skill. Today, we will focus on student practice. As a result the Cue Set and Teaching Strategy will be a bit shorter today.
I say, "using your notes from yesterday, what is a quote and why, as a reader, is it important to use them in your response?" Scholars have 2 minutes to reflect on notes and jot down ideas. They have 1 minute to share and then I pull one friend from the cup, and take 3 volunteers.
The idea here is that scholars are accessing their prior knowledge from yesterday so that they are able to quickly jump into practice today. If engagement wanes, or scholars have a tough time knowing how to "review" notes, then read the notes chorally.
I also have copies of typed notes available for scholars to glue in notebooks if they have a 504, ELL plan or IEP that requires scribe.
We do a cloze reading of chapter 2. (see prior lesson for a description of cloze reading). Cloze reading helps to give all learners access to complex text and it enhances engagement. Today I model using quotes to answer the first question in the foldable. I explicitly use my bookmark to follow the step-by-step process of making a strong response. For example, I point to #1 in the bookmark and read it out loud. I say, "Number 1 says read question." Then, I model reading the question: "What does Maniac Macgee look like after the Lost Year? Then, I read number 2: Underline key words and phrases. I model how to underline the key words - Maniac Macgee, after, Lost Year, look like. Scholars may struggle with what key word means, so I clarify a bit by sharing with them that when I say key, I mean that the meaning of the sentence would change if I remove the word or phrase.
I continue to model using the bookmark to help me generate a response. Scholars write along with me as I answer the question, find a quote that supports my answer and link what the text says to my answer. By the end of this section, scholars have an example of a strong response in their reading journals. This helps them by providing a reference and an exemplar as they move into group and independent practice.
During this time scholars rotate through 2 stations.
I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day. This holds scholars accountable to their work thereby making them more productive. Today, scholars will complete a foldable (Foldable How to) answering explicit questions from Maniac Macgee (chapters 2-4 ).
Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies). Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.
During the rotations for this lesson, my small group objective today is to support answers to explicit questions in the text with quotes from books that is on each group's highest instructional level. Scholars read a portion of the same book (different for each group depending on reading level, but the same text is read in each group). Then we discuss answers and find quotes that are related to those answers.
After the first rotation, I do a rhythmic clap to get everyone's attention. Scholars place hands on head and eyes on me so I know they are listening. Then they point to where they go next. I give them 20 seconds to get there. Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition. We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room. This way we avoid any collisions.
At the end of the lesson today, scholars are asked to reflect on the following question:
How does using quotes strengthen your response?
I ask this question because I want the last thought on scholars brains to remain focused on our objective-this will help them remember what we did today and transfer the learning to tomorrow's lesson. Also, I want to continue to emphasize why we use quotes. Students have 1 minute to reflect and 30 seconds to share with a friend and then I take 2 friends from my cup and 1 volunteer. I call on scholars after the reflection to hold scholars accountable for their learning and as a quick pulse check for me to help me know the extent to which scholars mastered the objective.