3-2-1 Present! (Day 2 of 2)

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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.

Introduction

Writing 3-2-1 Recap

20 minutes

Yesterday, students were challenged to create a 3-2-1 summary of a key chapter in the early parts of the book with the help of their base group members.  This summary included 3 key quotations, 2 insights, and a 1-word summary of the chapter.  I selected this methodology because I felt that students needed to have practice in selecting key textual evidence and in examining it closely.  The twist is that this examination of textual evidence would be up in front of class.  In addition, the 2 insights would direct them to create insights about the characters, which is something that the students had done.  The one-word summary was a challenge though, because essentially, this would amount to identifying a theme.

Today, I plan to have each student write an analytical paragraph to explain the one-word objective summary (RL.9-10.2). In a sneaky way, the students will be identifying a theme and explaining how it is evident in the text and how it progresses through the chapters that we've read thus far (RL.9-10.2). Since the students have 1:1 chromebook computers, I plan to ask them to do this paragraph on their running document called "journal entries," and they will add this paragraph on top.

Groups Present Textual Insights

20 minutes

Students will go to the front of the class and share their 3-2-1 summaries in front of the class.  That way, students will be able to learn from each other as we all come to understand the themes and main events in the text.

I have written a short list of the three types of students that I have in class: leaders, those to promote, and those to recruit.   The leaders, of course, will find this to be an easy activity, since they enjoy have the spotlight of attention focused on them.  The other two groups will need my cajoling and encouragement to begin to take the helm.  I am hoping that all of the students will feel that they have accomplished something by explaining their work (SL.9-10.4).