Reflection: Routines and Procedures Being "In" the Story - Section 4: Collaborative Activity


Watching how my student’s teamwork skills continuously improved during this unit was  deeply rewarding to me. Especially watching the better readers coming to the aid of their partners as the lessons progressed. While it was not the main objective of this unit to develop team skills, it is always a desirable outcome.  I think the team approach not only helps increase their independent learning skills, but that it also increases there awareness that there are other resources out there that sometimes only become available when they are working collaboratively as a team.  The team activities proved invaluable in providing each student with at least one additional perspective for interpreting how the individual events impacted the characters feeling and the story mood.  Having your students consistently challenged with these alternate interpretations from other students also adds significantly to their conceptual development that no book alone can provide. 

Another big winner was using the magic cup to randomly select students during both the lesson and the collaborative activity.  By having them call out their answer to the whole class, it always in turn challenges the other students to independently question themselves.  Another very welcome sense of success as I witnessed the power that having my students role play as though they were actual character's inside the story had on their attitudes about it.  Keeping 24 students fully engaged in any story is always a challenge, but that one addition to this lesson made the biggest difference of all and I plan to adapt that idea into future lessons as well. 

In this lesson, nothing could have more strongly reinforced the emotional impact that each event was having on the characters feelings and the mood of the story than putting my students directly inside it and then questioning them later about how it made them feel.  That was a winner.

  Routines and Procedures for Student Learning
  Routines and Procedures: Routines and Procedures for Student Learning
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Being "In" the Story

Unit 11: Monitor and Clarify the Word Choice
Lesson 8 of 8

Objective: SWBAT independently identifying a character’s emotions, the mood of the story, and the event characteristics by imagining being part of the story.

Big Idea: Add imagining being part of the story to the list of things that help identify a change in the emotional state of the character and/or the story.

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