Reflection: Developing a Conceptual Understanding The Principal and the Paddle: Option 1 - Section 2: Close Reading


As I was teaching this lesson today, I realized that by having the students read the article twice I had completely bored them to death.  They were not actively looking for positive or negative words at all.  They were uninterested!!!  For my second block, I modified in this way: First, I skipped the first reading altogether.  Then,  I modeled the close reading and simplified it. They still looked for positive and negative words, but instead of starring things they reacted to, they simply circled unknown words.  I modeled about 1 1/2 paragraphs thinking aloud about the words I marked and taking student comments along the way.  I also reinforced looking for words only not phrases.  Some of the kids got really caught up in their own opinions and looked for evidence to support them.  By just finding words, we can see the author's purpose more clearly for the writing activity in the next lesson.  After modeling I turned, them lose to do their own work.  I buzzed around and looked for words that they circled.  I defined these words on the spot because many were either positive or negative.  

I also realized that the students needed examples of words with positive and negative connotations.  I used the example of slender vs. scrawny.  Which one sounds more positive?  

If you have 2 days to complete this, I would do an active reading one day and close reading the next.   If you have one day, like me, skip the active read!  

  Adjust for Active Reading
  Developing a Conceptual Understanding: Adjust for Active Reading
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The Principal and the Paddle: Option 1

Unit 11: Why do Children Misbehave?
Lesson 6 of 9

Objective: SWBAT read informational text carefully and closely.

Big Idea: What will improve student behavior?

  Print Lesson
English / Language Arts, Writing, supported opinion, Short Stories, close reading, Reading Comprehsion
  60 minutes
paddle 2
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