Reflection: Developing a Conceptual Understanding What Do Our Memories Hold? Day 3 of 3 - Section 4: Independent Writing


After reading and discussing the section "A Writer's Life," I ask my students to respond to the question, What is her life as a writer like? Given the question, what is evident in their responses?

While I previously posed this question to my students, I asked it again to take my students deeper in their analysis of the text. My students benefit from repetition.

In the first piece of writing the student provides good details that demonstrate knowledge of how the author lives at home and works from home. In the second part the student provides details about how the author spends time walking her dogs walking them to the beach.

Furthermore, my students see that while the author does not have a fancy life, she does have a happy family. She lives near the beach. She enjoys her dogs: Sammie and Buddy. She creates great memories at home with her children and she lives an awesome life since she doesn't have to rush to get to work in the morning. They understood what was valuable to her.

I was happy to see that my students were able to glean the key details I was looking for. One student went deeper. 

This student commented that in her daily life, the author is creating new memories possibly to use in her writing. This shows a more sophisticated level of analysis because it connects directly to the part of the question asking about the author's life as a writer. I believe this was made possible to me revisiting the topic.

  Developing a Conceptual Understanding: Independent Writing
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What Do Our Memories Hold? Day 3 of 3

Unit 4: Stirring Up Memories, An Autobiography
Lesson 3 of 6

Objective: SWBAT ask and answer questions to understand key details in an informational text.

Big Idea: What is the life of a writer like? Today, my students read closely the last part of Stirring Up Memories, and explore the details of the author's life as a writer.

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