To begin class, students enter and share their 3x3 literary summaries from yesterday's lesson. I ask for student volunteers to write their 3x3 on the board. We spend a few minutes reading them and discussing. I'm particularly looking for students who have conceptualized the ideas in their fractured fairy tale and summarized it using those concepts (RL.9-10.2).
Today we are continuing analyzing fractured fairy tales. Please see day 1 and day 2 lessons for additional information. We are going to continue moving through the Harvard University 6 Habits document and focus on the last three bullets: Repetitions and patterns, Contextualize, and Compare/Contrast.
I begin by reading the Harvard document aloud, explaining to students that we are going to complete our close reading of our fractured fairytales. I use my mentor text, A Unicorn Named Beulah Mae, to model the type of analysis that is required to complete today's work.
I explain to students that I examined the structure and analyzed how the author's choice to structure her text by including repetition and comedic elements helped enhanced it's children's story structure (RL.11-12.5). More specifically, I explain that the author understood her audience (children) and used humor and rhyming as a structurally element to appeal to her audience. I also explain that the repetition of the text gives it a sing-song cadence that appeals to her child audience.
As I continue thinking about about my mentor text and taking notes under the doc cam, I explain to students that while contextualizing the text, I evaluate multiple particular points of view (RL.9-10.6), or as I like to explain, evaluate the text through multiple lenses. In this video I explain why contextualizing is so important for students.
This modeled writing document is what I wrote under the doc cam.
Students work on their 6 habits analysis of their fractured fairy tales (W.9-10.10). This is the last day we will work on this in class. While students are working, I pull students who are behind, who were absent, or who seem to not understand and work with them at a table together. I choose to do this often because I really like conferring with small groups of students. Students get to practice coming to collaborative discussions with diverse partners while building on peers' thoughts (SL.9-10.1) Since it is super early in the school year, I hope they are open to this experience because we will do it often throughout the semester.
While students are finishing their work and the class period is winding down, I tell students to turn their work in. If students haven't finished, they may take it home and finish the assignment.