The Remix: Re-teaching the constructed response to the stylistic elements chart.
Lesson 6 of 7
Objective: SWBAT revise their paragraphs to reflect a deeper understanding of how Sandra Cisneros uses stylistic elements to reveal the personalities of the characters and the relationships between the characters.
Do Now: Pre-reading 4
For the "Do Now" today, students are completing Pre-reading 4 from the HOMS Pre-readings.
The pre-readings can be found on pg. 7 of http://babcockenglish2.weebly.com/uploads/4/5/1/0/4510208/mangoportfolio.pdf. I am using this pre-reading today because the next section of the reading will allow us to think about the ways we mature.
My students will reflect on how Esperanza is beginning to mature and how this helps her sense of identity.
After the pre-reading activity and brief discussion, I will ask my students to read pp. 39-55 independently in order to practice reading texts in the 9th-10th grade band of complexity (CCSS.ELA-Literacy.RL.9-10.10). While they are reading, I am asking them to think about the implications of maturing (physically and mentally) for girls and for boys.
After the reading, I will ask them what are some indications that a girl or guy is maturing.
In this whole group discussion, my students will be explaining and justifying their views, (CCSS.ELA-Literacy.SL.9-10.1d). I expect students to say things like:
- body changes
- start liking the opposite sex
- start wearing make-up
- conflicts with parents
I'll also ask them what are some specific things that girls and guys do to try to be more mature. This ought to be interesting!
I am asking these questions because I want them to really be able to connect with the characters in the story as they try to navigate the challenges of maturity and life experiences. In other words, how do we know Esperanza is maturing?
After the last lesson, I noticed that some of my students had not fully responded to the constructed response question on what the stylistic elements in The House on Mango Street reveal about Esperanza on the Stylistic Elements Chart. We did this in a previous lesson.
Today we get a "do-over." Perhaps I was not clear in my expectations of what this writing should look like for some students, so I am calling a few of them over to the small group table to clarify and re-teach. I am calling about 5-6 students at a time, and I am grouping them based on what is missing in their responses. For example, if they are missing the stylistic elements, they might be grouped together. If they need to fully explain more of their textual evidence, I'll put them a different group. This rationale for reteaching provides a sample student response that shows why I am reteaching this.
For the original assignment, students were supposed to discuss how the stylistic elements (figurative language, sound elements, etc.) reveal something about Esperanza CCSS.ELA-Literacy.RL.9-10.4 .
I am choosing to do this because it is important to provide targeted instruction when students need it. Going over the whole thing again with the whole group would be a waste of time since they did not make the same errors and some students did it perfectly well the last time. Also, they have one more question to answer about what the evidence they have collected tells us about another character in the story and his/her relationship with Esperanza. This is the same stylistic elements worksheet, but after the do-over, we are focusing on the second question at the bottom of the paper.
Let's just hope that the my students do better on the bottom question after the re-teaching.
Here's a sample "do-over" from the student in the video that needed to rewrite their initial response.
In this section of the lesson, I will ask my students to apply their feedback on the first response to the new response. This time, we are not writing about Esperanza--we are using the same evidence we collected in the stylistic elements chart to write about what the details reveal about another character and that character's relationship with Esperanza. This is another opportunity to write an explanatory text to convey complex ideas, (CCSS.ELA-Literacy.W.9-10.2) and they must address both parts of this prompt in order to get full credit.
Students usually have difficulty addressing all parts of a prompt, so I am planning to have them underline key words in the prompt. These key words are : character’s personality AND the relationship. They must write about BOTH.
I am having them do this because we have spent a lot of time discussing Esperanza, but other characters in the book are maturing and trying to figure out their lives as well. More importantly, these characters play a role in Esperanza's development over the course of the text. In alignment with the Common Core, when we are reading a literary text, we want to always be thinking about how all of the main characters in the book develop over time CCSS.ELA-Literacy.RL.9-10.3.
Here's a sample student response to the question about revelations about characters and their relationship with Esperanza.
Phew! My students have done quite a bit of writing, especially since some of them needed to rewrite a poorly written paragraph from the previous day. For the closure activity, I am doing a thumbs up or thumbs down just to get a quick temperature check of their progress. I am asking them how many think they did better on the second paragraph and what made their second attempt better?
This is just a quick check for understanding, but I will know more when I read their responses.