Building Reading Endurance: Repetitions and Patterns, Contexualize, and Compare and Contrast

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SWBAT analyze a text's structure, diction and societal context by using reading strategies.

Big Idea

Why is it so important for students to view literature through another lens?

Warm Up

5 minutes

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).  



Mini Lesson

15 minutes

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.  

Student Work Time

30 minutes

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.  



3 minutes

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.