Reflection: Student Led Inquiry Anancy and Dog and Puss and Friendship Day 2 - Section 1: Introduction to Shared Inquiry Discussion


     Students were excited about using the interpretive question from the prior lesson and transferring it into this lesson for the shared inquiry discussion section.  They even remembered the interpretive question and seemed eager to start the discussion.  It tells me that they were well prepared for the discussion because of the activities they had completed prior on Day 1.  Students are learning to prepare for debates logically and take relevant notes that lead to effective discussion.  They also understand that the discussion will focus on answering the interpretive questions based on text supports.

     Students took notes from two separate readings of this story.  The first reading was more of a general curiosity about the text.  The notes focused on their natural interest about elements of the text.  The second reading focused more on students' first notes that were inquisitive in nature. Interpretive questions were derived using Bloom's higher order question stems to guide the process.  My students learned to take notes using a systematic, effective method, which I think was the reason for their being so prepared for the shared inquiry discussion.

  Student Led Inquiry: Interpretive Discussions
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Anancy and Dog and Puss and Friendship Day 2

Unit 8: Shared Inquiry Discussion 1
Lesson 16 of 18

Objective: SWBAT participate in collaborative conversations by linking comments to others' remarks, elaborating on topics, and clarifying text under discussion.

Big Idea: How do shared inquiry discussions deepen knowledge ? Students participate in Shared Inquiry discussions revolving around an interpretive question in order to deepen knowledge of text by discussing multiple perspectives.

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1 teacher likes this lesson
English / Language Arts, interpretive questions, shared inquiry discussion, Self, rubric, close reading, shared inquiry
  60 minutes
screen shot 2014 04 07 at 6 26 11 pm
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