And Then What Happened, Paul Revere? Continued
Lesson 4 of 9
Objective: SWBAT describe the relationship between important ideas, people and events in the text, "And Then What Happened, Paul Revere?".
During the Cue Set today, we do a very quick review of how to determine different relationships between ideas, people and events in a text. Scholars have 1 minute to jot down the different ways to do this and then rally robin with their friends. Some answers I expect to hear are, "You could have a cause/effect relationship between an event and an idea."
Here is a sample of a Rally Robin Showdown (done after the partner rally robin).
As scholars describe the different types of relationships ideas, people and events can have, I record the words in our Word Bank. Yesterday, I found that scholars struggled with finding the words to describe the relationships so today we created a bank. We found this VERY helpful!
Since this lesson builds off of yesterday's lesson, the main focus is to review and prepare for the lesson today.
During the Teaching Strategy, we do a cloze reading of pages 269-276 of And Then What Happened, Paul Revere?. Then, we pause to think about the question:
Describe the relationship between Paul Revere's Big Ride and the battles of Lexington and Concord.
I approached this differently with each of my classes. The first class was struggling a bit more, so I did a cloze reading of the entire section and paused after each page. I asked them after each page to write down what they learned about Paul Revere's Big Ride. Finally, on the last page, I asked them what they learned about the battles of Lexington and Concord. Last, I asked, "What is the relationship between these two events?" I modeled using the word bank to fill-in -the blank with a word that would describe the relationship. For example, "Paul Revere's big ride hurt the battles of Lexington and Concord. -- HMMMM, this doesn't make sense. The ride actually HELPED the battles. Since people knew the British were coming, it gave them time to wake up and prepare for battle."
For my second class, they were a little further along, so instead of doing the cloze reading, we picked right up with the graphic organizer. They worked with a partner to complete the graphic organizer, then used my example to evaluate their own.
I differentiate my lessons according to class so that all scholars can continue to be engaged and receive the exact amount of support that they need.
Guided partnerships are heterogeneous groupings. I pair lower scholars with medium low scholars and high scholars with medium high scholars. The reason for this is to ensure that no one becomes frustrated with their partner, and also so that my ELL co-teacher and I can strategically support certain groups.
Scholars love partner reading time because it helps them to hear a model of fluent reading other than the teacher. Also, they get to move around the room and find a comfy place to read. This increases oxygen to their brains and it gives them a change of scenery. Scholars work together to continue to record thinking on their graphic organizers. Here is a pair of scholars engaged in Guided Practice.
During this time scholars rotate through 3 stations. I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day. This holds scholars accountable to their work thereby making them more productive. Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.
During the rotations for this lesson, my small group objective today is to answer inference questions using books that are on each group's highest instructional level. My focus is this objective because it is a pre-requisite objective to RI 3 (the focus standard of this week). Scholars read a portion of the same book (different for each group depending on reading level, but the same text is read in each group). We practice recording our thinking on dry erase boards to use a different mode of recording and to keep things a little fresh. My ELL co-teacher pulls small groups that focus on RI3 - relationships between ideas, concepts and individuals within a text since this is the focus standard of the week.
The pink group will continue student-led text talk groups. Their focus question will depend upon the text they selected and the part that they read. They are always expected to use quotes to support their answer.
After the first rotation, I do a rhythmic clap to get everyone's attention. Scholars place hands on head and eyes on me so I know they are listening. Then they point to where they go next. I give them 20 seconds to get there. Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition. We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room. This way we avoid any collisions.
At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson. Timing transitions helps to make us more productive and communicates the importance of our learning time.