Freedom! Making Generalizations Workstations
Lesson 15 of 32
Objective: SWBAT differentiate between valid and faulty generalizations and use previous reading skills to read text on grade level.
Today the kiddos will work in three stations to help improve their generalization skills. I formed my groups based on the generalization activity they turned in yesterday. Most of the kids were able to form a valid generalization, but quite a few selected a sentence from the passage and then listed the next few sentences. One student struggled while I worked with her yesterday, and she really had no idea how to forma generalization. The groups will be based on the levels I noticed yesterday.
I've selected the stations to hopefully give them some time on their own to let this skill sink in a little bit. One of the stations I did purchase from teachers pay teachers because it was a craft and it was already made. My kids really like to color and cut, so I try to work in the opportunities when I can. It calms them and helps many of them focus a bit more. The clown in the activity is a bit creepy.My teammates, just had them use a t-chart instead. My silly kiddos voted to keep the creepy clown. I have quite a crew this year! Haha!
Teacher station: We're going to review the paragraphs and graphic organizers from our lesson yesterday. I want to be able to walk through the one they turned in as independent work. I'm sure there will some misconceptions since generalizations can be tricky.
Making Valid Generalizations: The kids will break into groups of 2-3 and work at a computer to wok on this site. I like this activity because it takes the kids through a quick lesson and then gives them some practice making generalizations based on passages.
Juggling Generalizations: The students were asking for a craft to do, so I found the clown activity. I like it because the kids identify which balls have a valid generalization and then paste that so the clown is juggling them. The faulty generalizations go into a trash can. It was a fun visual for the kids. If you don't want to purchase this, I would just print off some generalizations and have the kids sort them.
Today you'll be working in you stations to help work on your generalization skills. Please take your Jack verdict assignment with you to each station, as I expect you'll be working on that if you finish ANYTHING early. Please remember to clean up each station when you finish. When you come to my station, you'll need your interactive notebook and some colored pencils. Each station is 15 minutes today, so don't waste any time getting off task. Anything not finished today becomes homework.
If my kids get finished with anything early, my kids will also be finishing up their Jack Vs. the Giant verdict from the last set of workstations.
Valid Generalizations Craftivity: For this craft, you will need to read the statements on all of the balls. You need to determine which are valid and which are faulty. Cut out those that are valid and glue those above the clown's head to let him juggle them. Those that are faulty will be placed in the trashcan. I'd like you to color them once you have them placed so that I can give you credit for having the work done. We can work on the coloring later if we run out of time. The learning is most important for the workstations today.
Teacher Station: Let's first look back at the generalization passage about teenage driving. I'm going to model some thinking about this passage to help you get a little better at making generalizations. Remember, a generalization is a broad statement based on lots of examples that we notice. When we read a passage, the examples are all of the details in the text. What are these text details telling me? I feel like when I read this passage I can generalize that all teenage drivers need lots of practice before they should drive on their own. I see details in the text that says traffic crashes are the number one reason for death in young adults and teens. I also see that some states have requirements for the teens before they can drive. The last few paragraphs say that parents have to be good models for the teens as well. I feel like my generalization is valid. I guess I could say MOST teens instead of ALL, but it seems to me that teens in general can be irresponsible. What do you think? Should I say ALL or MOST? Would it matter? Turn and talk with your partners about that.
I'm okay if the kids tell me I need to use most since we've been working so much on those word clues. If I really wanted to prove the statement, most is probably the better option. That thinking right there is what causes a lot of trouble for our struggling readers. They're not processing thoughts the way good readers do, so these are difficult conversations for them to hold. I just give them lots of opportunities to have those conversations and to model what a good reader does.
Making Generalizations Website: I have this website up for you already. When you get there, click on the making valid generalizations link. I want you to start on level 1 and then do the learn, practice and apply activities. If you finish early I would like you to work on the Guilty or Not activity from last workstations.
A few times when my kids take a moment to think in my station, I get up and walk around to keep that proximity and to check in. No matter how long they've been doing this, they need me to keep my expectations clear.
Once we're all done, I like to have them summarize the overall lesson, but today, I'm giving them the last few minutes of class to finish up the Jack verdict activity. Feeling some time constraints to get all of their work in and skills learned, so I have to work in this time somewhere. There really isn't a moment in the day where these kids are engaged. that helps a lot with classroom management. I still work in the brain breaks and movement activities to get the oxygen flowing, but these kids work HARD!