Reflection: Student Ownership The Girl and the Chenoo Day 1 - Section 3: Second Reading


Students were engaged in the conversion of their notes to interpretive questions.  It was helpful to discuss with a partner and work together by brainstorming ideas.  As evident in Student Discussions and Post-It Notes Student Samples, this pair share method resulted in some deep questions that would be more difficult to create on their own. Feedback from a partner seems to help students create quality questions.

   Students remained engaged in their conversations with their partner because I used a Partner Rubric for students to self-assess and assess their partner's performance.  Students use the rubric as a guideline on the qualities of a good partnership.  Students realize that they have the responsibility to meet those qualifications of a good partner if they expect their partner to meet them as well.  The rubric kept students working together with fidelity to their partnership.

  Student Ownership: Generated Questions
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The Girl and the Chenoo Day 1

Unit 8: Shared Inquiry Discussion 1
Lesson 3 of 18

Objective: SWBAT develop interpretive questions based on key details in a text.

Big Idea: How do multiple readings of text deepen knowledge ? Students use post-it notes to highlight specific points in the story and collaborate to design interpretive questions.

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1 teacher likes this lesson
English / Language Arts, shared inquiry, text based evidence, interpretive questions, close reading, shared inquiry discussion
  80 minutes
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