Summary and Context
Today, I continue reading the story of My Name is Yoon, by Helen Recorvits. We read the second part with text dependent questions that ask them about key details of the story. Since it is still the first read, the questions ask them to find what the text states explicitly. These questions set the foundation for a deeper discussion about the author's craft/purpose and analysis of the ideas in the text later on.
To frame the lesson, I share the objective on the rug. Students have already come prepared with their Literary Response Journals. I pair them up with their rug partners and give them time to share with each other. They have the choice of either sitting or standing as they share around the room. I help them prompt the sharing, by posing and writing the question on the easel, “What did you learn about Yoon from yesterday's reading?” I ask them to choose Partner A and Partner B. That is how we determine who asks the question first.
As they share, I walk around and monitor their interactions. I am looking to hear specific details about the main character. I write down the names of three students who I hear meet the criteria. They will share when we go back to the carpet. I feel it is important to highlight the work of students who are indeed meeting the task.
In having students share who have met the task, I am making my students aware of what is expected of them.
I bring them back to the rug and a few share.
As we reread the first part of the story and continue into the second part, I engage the students with Text Dependent Questions that address how the main character, Yoon, feels about living in America. Yoon is a Korean immigrant and is having difficulty adjusting to living in America. Therefore, these questions touch upon this main idea. These questions also address clarifying any vocabulary words or ideas the students may have a question about.
Today’s reading will be be done through both a mumble reading and a cloze reading (not to be confused with close reading!). A mumble reading is a whisper reading in which all students read together in their own voice. In a cloze reading, the teacher leaves out certain words and the students read them chorally. I use these two methods to vary the reading and to make it more interactive.
As I ask the text dependent questions, I am looking for students to answer them with evidence from the book. A couple of questions I throw out at the students to help them go back into the text are,
I am looking for all my students to participate. If I find that the same students are raising their hands to answer, I ask the students to pair-share their answers.
Brain Breaks are quick energizing time where I get kids out of their seats and move, stretching and take in deep breaths. I use this technique when my students have been sitting down for more than 15 minutes and engaged in difficult cognitive tasks, like analyzing text. A maximum of 2 minutes is more than enough. It works very well as a transition too.
For today's Brain Break, we stand up and do some stretches/wiggle our bodies to refocus.
I bring the students back to the carpet for a discussion. We discuss the question: How does Yoon feel about living in America?
Since this is early in the year and my students are obtaining confidence about speaking publicly, I have them pair-share first. Then, I ask a few to share with the whole group. Eventually, this routine will set the foundation for Socractic Seminar, which is a forum we will use to discuss later texts.
For today, this informal discussion is enough, though I do ask them to give me evidence from the text to support what they are saying.
Before my students write, I ask them to cite their evidence by giving me the page number of where the evidence to support how Yoon feels about living in America.
I walk around and look for students to answer the question with a complete sentence and evidence. I answer any questions and redirect students as needed. I am looking for students to be going back into the story and rereading to find an example they choose to use. I remind students to illustrate once they are done with the writing. Illustrating is a good way of keeping them engaged while others catch up and finish, and it helps my students remember important details.
Some students will need support as to where the evidence might be found. I will direct them to the page but not read it for them.
Here are some examples of their writing:
Here is a compilation of their work: Our Work.