Please see my intro video explaining this lesson! Classroom Video: Lesson Planning
In this lesson segment, the students will review Quiz progress from a previous lesson, and in doing this, I am hoping to impress upon them the need for rigorous reading. Today, we will discuss the reading through student-led presentations. The goal is to move toward greater student independence in reading this challenging text and in explaining figurative language.
In general, and beneath the surface, I am training my students on the level of expectations required by reading this book. They need support, and this will come later in the lesson, but my quizzes and comments in class are seeking to raise the standard on a book that they are finding to be a challenge.
The image of student quiz response and exit slip 2 from yesterday reveal that they are having some trouble with acclimating to the book. Thus, I took some extra time two days ago to talk them through the text; yesterday, we began the student-led presentations, and today, I am hoping to continue strong student presentations and paired reading. In this way, this lesson--not my flashiest idea, by the way--is meant to help get us into a groove of high expectations.
Yesterday, the class began showing their ideas on the document camera in response to a Base Groups Analysis pp.30-60 F451. I did differentiate their work by assigning tasks appropriate to each of the students’ levels. I am hoping that each of the student pairs who present will be ready to identify and explain the figurative language well. Classroom Video: Rigor
It is always stressful for the students to be at the document camera making presentations of their own work, citing evidence and explaining it in their own words (SL.9-10.1); it's also taxing on their attention spans to listen to other students, but it is a great way to see what types of literary meanings they are building on their own, with a peer support. I can also ask q & a to take the discussion up a level (SL.9-10.2).
The goal of this lesson is for students to show their understanding of figurative language through explaining strong connotative language (RL.9-10.4). I plan to ask students repeatedly which particular words have a strong feeling or "carry strong connotations." The students have been seeming to do this more and more independently, and they often seem to be able to explain how these word choices create symbolism and other literary patterns.
In this section, I will have students in pairs to do the reading. They have expressed concerns on their exit slips (and I have expressed concerns in reading their work) that they are reading a book that is almost too difficult for them (RL.9-10.10). I am hoping that the students will feel supported and empowered by having the support of their peers.
As they read, I plan to circulate throughout the classroom and listen for problems with pronunciation (indicating lack of familiarity with unforeseen vocabulary and/or an issue with not understanding tone, L.9-10.4a). I will also encourage students to read with some feeling and expression, and in this way to build their interpretations.
I plan to finish class by having students take stock of where they are. As of right now, they are struggling with the book, but in yesterday’s class that began to improve, and in today’s class, it also should improve as the students make their thinking more visible. I plan to set them to reading at home with independence.