Literature: Harrison Bergeron and Text Based Answers (Day 1 of 2)

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SWBAT cite strong and thorough text evidence to support analysis by answering text dependent questions.

Big Idea

Text dependent questions and text based answers are the perfect way to bridge the reading and writing standards.

Warm Up and Mini Lesson

20 minutes

To begin class, I introduce students to a summarizing template.  I write on the board,

Somebody [character} wants [motivation] but [conflict] so [solution] then [ending]

I give students three minutes to complete the template.  The template helps students provide an objective summary of the text (RL.9-10.2).  The summary will help remind students what happened in our story from yesterday's lesson.  I've found that when students use the template they realize that there are many ways to tell a story.  It also helps them search for and include the most important details.  Here are two examples of summaries that students did today. HB Summary Example 1.jpg   HB Summary Example 2.jpg

Today students are going to work with text dependent questions.  One of the shifts of CC is the move toward questions that demand students return to the text to answer.  This link to Engage NY discusses this shift further. Since this is the first time students have worked with these text dependent questions, I am going to be stickler about their answers.  I found these fabulous questions at the Achieve the Core website.  Their "Harrison Bergeron" document lists questions and probable answers which I will use to guide my students.  I used their questions in my assignment.  

I added the standards that are being assessed on each question to the HarrisonBergeronTextDependentQuestions with Standards PDF.pdf document.  

I display the first question and the answer on the board.  I talk students through both the question and the answer.  Together, we go back into the text and locate the answers in the text.  I want students to understand they must cite strong and thorough evidence to support their analysis on each question (RL.9-10.1, W.9-10.9).  

Student Work Time

25 minutes

My goal in student work time is for students to work through questions 2-8 today.  If we can get through those, tomorrow we can finish the last 5 and then progress to the next step of this analysis. I want students to work independently today.  I tell students that tomorrow they will be able to work on of their text based answers in a group, but today is independent work  (RL.9-10.10).  

While students are working, I will offer help to struggling students.  


5 minutes

As class comes to a close, I want to survey the class for some information.  First, I ask the class which question they felt was most difficult.  It will help me plan lessons for tomorrow and for the upcoming weeks.  Second, I ask them to give me a thumbs up if they are comfortable with these questions and felt like they did proficient work.  They give me a thumb to the side if they are not quite sure and need some additional guidance.  They give me a thumbs down if it wa extremely difficult and they felt like they didn't do well.  This video Thumb system to gather formative data explains this process.