Today, we begin to analyze how character's respond to challenges in the text. In order to start this skill, we begin by analyzing a video so that scholars can practice the skill in isolation before applying it to a text. This helps them to be more successful during reading.
To begin the study of character's response to challenge, scholars watch Katy Perry's music video for Roar. They reflect on the following questions as they watch:
1. Describe the challenge in the video that Katy Perry faces.
2. How does she respond at first?
3. How does the response change? Why do you think it changes?
Finally, after scholars watch the video, they list different ways they've seen someone respond to a challenge before. This helps scholars to connect their learning to prior experiences.
I do a cloze reading of chapters 16 & 17. Cloze reading is when each student and I have a copy of the same book. I read it out loud and I pause over certain words in the text. Scholars chorally read the paused upon word. This helps amp up student engagement while allowing all students to have access to the text. I often use this strategy since I have mixed level students.
As we do the cloze reading, I do a "Think Aloud" as I record the challenge that Maniac faces in our foldable. Then, I record how Maniac responds at first. As I continue to read, I record how his response changes over time.
It is important to model my explicit expectations so that scholars know what is expected of them. This enables them to be more successful.
During the guided practice, scholars in the pink group (highest group) work with a partner, scholars in the white group (middle group) work with me and dry erase boards, scholars in the yellow group (lowest group) work with ELL teacher to do the following:
1. Read chapter 18
2. Record the challenge that Amanda faces on your graphic organizer (same as in the Teaching Strategy resources)
3. Record how Amanda first responds.
The reason why I break scholars into three groups is so that each group can receive the support that they need to be successful with the objective. The lower groups receive more support whereas the higher groups can be more independent.
During the independent rotation, scholars will:
1. Read chapters 19-21
2. Record how Amanda and Maniac continue to respond to challenges.
BONUS: How did their response to the challenge change over time, why?
My ELL teacher & I will be flexible at this point. If scholars are independent enough to move on and do this as a center rotation, we will pull small groups and work on the same skill with books on their instructional level. If they are not ready to be independent, then we will continue to support them in guided small groups.