Reflection: Intervention and Extension Creating Cultural Context: Chinese History Timelines - Section 2: To Live Reading Quiz and SSR time


The results of this quiz were incredibly varied. More than that, I had many emails from students (and a parent) asking me if there would be the opportunity for a retake. When I got back from being gone, I asked the students why they had done so poorly or were so worried about their results. Many admitted that they had gotten behind in the reading due to end of season sporting events, a community theater production, family in town, etc. But many said that they were really struggling to follow the story. 

As I've reflected on this, I decided to do a few things. First, I am going to allow students to come in and do quiz corrections during our intervention period (a one hour block of time offered on Wednesdays before school for students to come and meet with teachers, make up work, etc.). Second, I am going to offer some suggestions to help them with their reading, such as finding the audio book version or creating breaks in the sections (the book has no chapters) and then summarizing those chunks. Finally, I am going to weight this quiz a little lower than I planned to in my gradebook and will offer another quiz next week to see if any of the reading technique suggestions worked. 

I feel as though I am fighting a losing battle against the end-of-school craziness and will have to be clever to make sure I don't lose my students. My being gone probably didn't help, so hopefully, with me here every day for the last three weeks and with some thoughtful planning on my part, we can finish this novel well and have solid results on the final project too. 

  Using Quiz Results to Adjust Instruction
  Intervention and Extension: Using Quiz Results to Adjust Instruction
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Creating Cultural Context: Chinese History Timelines

Unit 17: Literary Texts: Analyzing Modern Conflict
Lesson 2 of 11

Objective: SWBAT analyze the Chinese cultural view as presented in To Live by creating historical timelines of major events and ideas from the novel's setting.

Big Idea: To understand the novel, To Live, more clearly, students will analyze the historical context of 20th century China.

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