Reflection: Modeling Critical Thinking: "Tulipmania" - Section 4: Third Read: Integration of Knowledge and Ideas


If you've read even one of my lessons, you know that I believe modeling is important.  Just a bit.  But modeling with close reading?  This is the hardest read to plan for. 


You're supposed to have written rigorous text-dependent questions.  (We're ignoring the fact that I've now given that assignment to the students).   You're supposed to model your thinking.  You're supposed to get them ready to answer text-dependent questions.  But you're not supposed to give them the answers to the questions. But you chose this passage because it would give answers to the questions.  HOW DOES THAT WORK? 


I don't know.


To prepare for this third read, I sat down on a Sunday afternoon while drinking coffee.  I read the passage aloud and made notes on my lesson plans for things that I might mention. 


I focused much more on word and sentence construction than I have with fiction close reading.  I pulled out the word botanist and broke that down using my knowledge of suffixes.  I talked about dependent clauses, independent clauses, and appositives.   I analyzed the structure of the essay and the fact that there wasn't a thesis statement.  There was a powerful deep thought, but no restated thesis.  I focused on connotations of words, both positive, negative, and even a switch from a  negative connotation to a neutral word (bizarre to bi-color).

I didn't focus so much on noting things that could be considered comprehension questions.  Perhaps that's the secret behind modeling during the third read but not giving answers to the text-dependent questions.


I still don't know for sure.

What have your districts and administrators told you about close reading and text-dependent questions?


  Am I Doing This Right?
  Modeling: Am I Doing This Right?
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Critical Thinking: "Tulipmania"

Unit 5: Developing Critical Thinking with Shared Inquiry and Socratic Circles
Lesson 1 of 9

Objective: Students will be able to develop critical thinking skills by reading a passage about the history of tulips and answering types of critical thinking questions, citing evidence for their answers, and discussing answers with a small group.

Big Idea: Develop critical thinking skills through independent reading and authentic student discourse through six powerful types of questions.

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tulip from gail frederick
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