Preparing for a Discussion: Graffitti Gallery Walk

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Students will be able to analyze the interaction between characters, plot, setting, and theme by answering questions and participating in a graffiti gallery walk.

Big Idea

In which we prepare for a discussion by going on a graffiti gallery walk.


10 minutes

The bellwork for today was a short reading quiz over Chapters 1-3.  I wanted something quick and easy for them to complete and for me to grade, so I opted for a multiple choice quiz. I always allow students to use their books on reading quizzes like this, but for some reason, they're always surprised.

I divided the quiz up into chapters, and gave students the pages for each chapter.  For many of the questions, I also provided the page numbers in order to provide modeling of citing page numbers.  Another consideration was that I didn't want students to spend twenty minutes looking for the answer.

After students were done and the quizzes were corrected, we went over the answers.  Students got immediate feedback, and I was able to use their reactions as a formative assessment.  I was also able to turn to specific pages and model finding correct answers.


Analyzing Dystopian Elements in the Exposition

20 minutes

I gave students a bit of time to complete two assignments--the dystopian element paragraph and the Chapters 1-3 questions. This was most important for first hour, since that was the class that I hadn't taught the previous day due to the PARCC field testing.   When there's a substitute, you never know what exactly gets done, so I always try to plan for some time to get caught up.

Graffiti Gallery Walk

20 minutes

Next week, we'll be having a discussion over Chapters 1-6.  To prepare for this discussion, we're doing a graffitti gallery walk. 

I gave students a copy of questions to consider for Chapters 4-6.  We read through those using a variation on popcorn reading.  I don't necessarily like the calling on people because it disrupts the flow, so I like to modify the popcorn method.  One person starts reading.  When they're done, they stop.   Someone else just starts reading without being called on.  Sometimes two people start reading at once, they laugh, and we continue.  As they read, I asked them to look for questions they were interested in discussing.

Then we moved on to the graffiti part. The day before, I'd prepared big pieces of paper for the activity.  I used the categories on the Chapter 4-6 handout and wrote them in Sharpie on a different piece of paper.  There was one paper for "traveling to the Capitol," one paper for "the Capitol," one for "the Opening Ceremonies," and so on. I put one paper on each table, although I thought about hanging them up around the room. 

Students went around the room, writing comments and questions on the papers.  I asked them to sign their name, or use their initials, to avoid the anonymous comment syndrome one finds so often on the Internet.   You could also ask them to use their student ID numbers.   Here's some examples of some of the papers.

























I included a paper for other comments and questions that I didn't include.








I gave students about fifteen minutes to walk around and write comments on the papers. I kept the papers and plan to bring them out for the discussions next week. See the Graffitti Gallery Walk Chaos Video to o see some of the chaos of this gallery walk.

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