Reflective Practice: Student-Written Study Guide Self-Evaluation

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Objective

SWBAT develop and strengthen their own study guide questions, addressing what is most significant for the purpose of understanding "A Raisin in the Sun" and an audience of their peers, through self-reflection and analysis of their peers' responses.

Big Idea

Did you ask what you intended? Students self-evaluate questions they wrote for effective answers.

Introduction & Welcome: It's World Turtle Day!

3 minutes

We open class with a welcome to World Turtle Day, and spend a moment recognizing the teachers on faculty who absolutely love turtles. I ask the students to wish these teachers, "Happy Turtle Day!" today.  As with all Daily Holidays, my objective is to build a sense of community, class identity, and trust in the classroom.

Reviewing for Finals: Open Forum

15 minutes

(This is a repeat of the section originally begun in Lesson: "Discussing Plot in Drama: Make Your Own Study Guide".  For a reflection on the process, see that lesson.)

Today, and for the near future, we set aside ten (to fifteen) minutes of class to answer any questions students may have for their final exams. Students have been given a Final Review packet that has been based on the questions they raised as well as the areas in which they felt confidence (see Unit: "Literary Skills and Final Exam Reviews"; the posters students created for this review are hanging in the classroom. Students may draw questions from the posters created for out first review and use them to find or provide answers as well).

An open forum allows for a student-driven classroom, meeting the needs and answering the questions of each student. During this time, students are encouraged to ask questions regarding evidence to support analysis of what the text says explicitly as well as inferences drawn from both literary and non-fiction texts (RL.9-10.1RI.9-10.1), the skills needed for participate effectively in a range of collaborative discussions (SL.9-10.1), and knowledge of research and citation skills and format (W.9-10.8). 

I reinforce that there "are no bad questions" today, because someone else in class is probably wondering the exact same thing. 

In order to meet the needs of more quiet students, I review their filled in (or not) final review packets as I circulate the classroom, and this time is also used for individual conferencing, either student-initiated or by me asking individual students what they may have questions on. 

Study Guide Debrief: Self-Reflection

30 minutes

Students are asked to return to their return to their "family" groups from the lesson, "Family Conflict: Understanding Theme in 'A Raisin in the Sun'" one last time. Students are asked to look back at their questions and their peers' responses to the "Write Your Own Study Guide" activity, and respond to the following questions: "Write Your Own Study Guide Reflective Practice." As students respond, I ask them to reflect on their questions and answers (WYOSG Reflection 1WYOSG Reflection 2WYOSG Reflection 3WYOSG Reflection 4), and revise as needed. Revisions should develop and strengthen or try a new approach, focusing on addressing the purposes of asking about specific details about setting (RL.9-10.1), character development and interaction (RL.9-10.3), symbols that shape the themes of the play (RL.9-10.2), and the connection between Hansberry's own life and work for an audience of their classmates (W.9-10.5). 

Students retain their study guides to prepare for the final exam, and to draw from during our open forum exam review discussions.

Two-Minute Warning: Wrap-Up & Reminders

2 minutes

With two minutes remaining, I ask students to wrap up their conversations, put their desks back into rows, and return to their regular seats. Students are given a copy of the Study Guide for Act II of "A Raisin in the Sun," and asked to read Scenes 1 and 2 for homework (over the weekend). The study guide asks students to identify evidence to support analysis, as well as inferences drawn from their reading (RL.9-10.1). Students are given a specific study guide, rather then creating their own, because they will be reading Act II independently; this guide provides a hint to guide them toward the important details they are expected to know, while allowing them to take ownership of the material.