Reflection: Relevance Vocabulary Fifteen Review - Section 3: Whole Group Reading


Spring Break is just around the corner, and with a shortened schedule next week for student-led, parent conferences, these are factors that can easily interrupt the flow of a unit.

My school allows two weeks for Spring Break.  That's a long time to be away from a book, so of course, I have no intention of making this a homework-free Spring Break for my students.  With the practice of creating focus questions already in place, this becomes an easy assignment to maintain for whatever portion of the novel I require my students to complete, and likewise sets us up for relevant discussions upon our return, using my students' questions as discussion starters.  

I am glad that we are reading To Kill a Mockingbird at this time, since it has proven to be a high-interest book for my students in the past.  Though I'm a little disappointed that I won't be as present for portions of their reading because of the two weeks off, I believe the majority of my students will find the reading engaging on their own.

Thus, the moral of this reflection is twofold:

  1. For reading requirements assigned over extended breaks, assign a manageable yet meaningful assignment to accompany the reading.
  2. Plan units so that the most high-interest book is taught during the time of any extended break.

And sometimes . . . don't assign anything at all over a break!

  Spring Break Is Upon Us
  Relevance: Spring Break Is Upon Us
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Vocabulary Fifteen Review

Unit 11: To Kill a Mockingbird Part I
Lesson 3 of 9

Objective: SWBAT participate in a guided review of the week's vocabulary words, the first batch culled from To Kill a Mockingbird.

Big Idea: It's a sin not to notice the vocabulary of this mockingbird!

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