Reflection: Checks for Understanding 3-2-1 Present! (Day 2 of 2) - Section 3: Groups Present Textual Insights


Students wrote paragraphs but needed direct instruction on a range of topics:

1.) Starting the paragraph.

2.) Using direct quotations.

3.) Using a 'signal phrase' before the quotation.

4.) Citing the correct page number.

I circulated from student to student and even pulled up a few for the whole class to view on the LCD projector.  Here  is one sample:

The word decisions fits into my chapter because Junior has to make the choice to leave the reservation or stay on it.  Early in the book Mr.P says to Junior, “Son Mr.P said. You're going to find more and more hope the farther and farther you walk away from this sad, sad, sad reservation.” (43). In other words he is telling Junior to leave the reservation and become someone. Therefore Junior has to make a very hard decision to stay on the reservation or become someone and leave the reservation.   

I like the use of the quotation, and I like the student comment that "he is telling Junior to leave the reservation and become someone..." In future lessons, I hope to get this student to expand this commentary and elaborate a bit more on this thoughts so that his reasoning is more explicit.

  Additional student work on this
  Checks for Understanding: Additional student work on this
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3-2-1 Present! (Day 2 of 2)

Unit 2: Metacognition and The Absolutely-True Diary of a Part-Time Indian
Lesson 3 of 19

Objective: SWBAT present key textual evidence to support character and theme development by writing analytical paragraphs about the theme and presenting their summaries to the class.

Big Idea: Students work toward independence in textual reasoning by engaging in self-directed writing and whole class sharing.

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