Anancy and Dog and Puss and Friendship Day 2
Lesson 16 of 18
Objective: SWBAT participate in collaborative conversations by linking comments to others' remarks, elaborating on topics, and clarifying text under discussion.
In today's lesson, students focus on shared inquiry by viewing the rules presented on the Promethean Shared Inquiry Flipchart. We begin with the interpretive question created in our previous lesson: Anancy and Dog and Puss and Friendship Day 1. The selected interpretive question is: "Why do the dog and cat try to be friends when they get into fights?"
Aside from the rules of shared inquiry, we start the lesson by going over a Shared Inquiry Discussion Rubric that will guide our discussion. I hold students accountable for not only following the rules, but conducting performance tasks identified in the rubric.
Since this is the second part of this lesson, students already read the story twice and are now ready to select the driving question for our Shared Inquiry discussion. After the flip chart presentation, I placed the post-it sticky notes of Interpretive Questions from Anancy that students created. I chose one interpretive question for our Shared Inquiry Discussion: "Why do the dog and cat try to be friends when they get into fights?"
We begin our Shared Inquiry Session by posing the interpretive question: Why do dog and cat try to be friends when they get into fights ?" Students sit in a circle and begin to state their answers followed by textual reference that supports their claim. Students take turns talking one at a time and respect the views of their peers, as outlined on our list of rules. Students may disagree with a claim, but they must support their reasons by referring to where it is located in the story.
I do not answer questions. My role is to only ask questions. By not front loading students with information or answering their questions, I am allowing students to think critically and creatively while persevering to problem solve. Allowing students to make mistakes and problem solve on their own may be difficult to watch, but necessary if students are to take ownership of their learning. Students learn how to persevere in problem solving, which is a skill needed to survive in the real world.
Students review the process of shared inquiry and the rules that guide this process. We discuss how we performed overall as well as individually. Students conduct individual self-assessments using the shared inquiry Rubricto rate their performance. They can elicit feedback from their peers to get more input and suggestions to improve performance. Students learn to view it as constructive criticism, which is a life skill that fosters success in the real world.