Reflection: Writing Across the Disciplines Cinderella Here, Cinderella There, Cinderella Everywhere Day 4 of 5 - Section 2: Writing Independent Time


I am really enjoying watching my students write in different settings. I believe it is helping build confidence and most importantly helping them become better writers. One of my goals for my English Language Learners is for them to internalize the academic vocabulary I am teaching them. That is why I engage them in talking about they are writing and vice versa.

So what went well with the writing independent task? The CCSS asks students to work independently. My students were able to do so. I believe the sentence frames helped to support this independent task.

What could improve about this writing task? On what level did my students meet this objective? They met it at a basic level. Their analysis about the key details is superficial because their comparing and contrasting were about physical traits. The CCSS asks students to go deeper. This is my challenge to get them there. On the plus side, I have something to build on, a baseline.

How I will deepen their analysis? First of all, it will take time. I will have to model and have them practice. One way to have them practice is to take their different examples of their own sentences and have a class discussion about how to provide deeper analysis. We will have to discuss what a deeper analysis includes. Then, I can have them look at their own sentences and deepen them. We can share how the sentences have changed. I would this as a grammar lesson--so not during language arts. I feel in this way I keep the process authentic and rigorous. In this way, also I help them to take ownership of their learning.

Teaching is based on different things. One of them is paying attention to our instincts. I am glad I continued the lesson for a second day. I felt I was able to support the small group of students who needed the extra time and close proximity. I was able to redirect them when needed. Even though some of these students will need additional time to finish, what I noticed is that their conceptual understanding of comparing and contrasting is emerging and will only get stronger as the year progresses. I will continue to provide differentiated instruction


  Writing Across the Disciplines: Contrasting and Comparing
Loading resource...

Cinderella Here, Cinderella There, Cinderella Everywhere Day 4 of 5

Unit 1: Cinderella Unit
Lesson 4 of 5

Objective: SWAT write comparing and contrasting sentences about two different versions of Cinderella stories.

Big Idea: Balls to attend! Clocks striking 12! What's the same? What's different?

  Print Lesson
sharingcomparing and contrasting
Similar Lessons
It's Apple Season!!
2nd Grade Science » Unit 3 - Apples, Pumpkins and Bread!! OH! My!!
Big Idea: Learning to read like a scientist takes practice and skill. Knowing how to look for the important details and learning to organize that information can be challenging without the tools to accomplish it.
East Wenatchee, WA
Environment: Suburban
Veronique Paquette
Wow - Same story, but different problems and solutions!
2nd Grade ELA » Introduction to 2nd grade - Literature has Story Elements
Big Idea: Fables from other countries - compare/contrast and look at the problem and solution!
Oswego, IL
Environment: Suburban
Andrea Praught
Cinder-Elly: Day 1 of Cinderella Unit
2nd Grade ELA » Fractured Fairly Tales
Big Idea: As an introduction to different perspectives on the same story, students will analyze text of a different version of a familiar story.
Hollywood, FL
Environment: Suburban
Dr. Miranti Murphy
Something went wrong. See details for more info
Nothing to upload