Reflection: Modeling Breaking Down Beringia: Main Idea Foldable - Section 3: Tracking the Terrain: Recording the Main Idea and Supporting Details


Having students show their work and then having other students perhaps use their ideas has long been a strategy I use- kind of like building blocks.  If the student who uses the idea furthers their understanding by the use then I consider this practice to be modeling.  Do I ever want the student to flat out copy another's word for word- no- but I do want them to see exemplars and be able to adapt that exemplar to meet their own need.

For me, this is not copying, it is providing scaffolding from a peer.  I could provide all the scaffolding, but it's not authentic.  Having various students share and allowing others to use their work as a springboard works like building blocks so the next time we do an activity, the student who "copied" will have the appropriate schema to complete the activity and hopefully become the one who shares.  

  Reflection: Is It Copying or It It Modeling??
  Modeling: Reflection: Is It Copying or It It Modeling??
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Breaking Down Beringia: Main Idea Foldable

Unit 7: Mammoth Bones and Broken Stones: The Mystery of North America's First People
Lesson 3 of 3

Objective: SWBAT to identify the main idea and supporting details in a technical text.

Big Idea: Identifying main idea and supporting details will lead to the ability to summarize which is an important skill to master.

  Print Lesson
English / Language Arts, Social Studies, main idea, Reading, Nonfiction (Reading), supporting details, Bering Land Bridge, Interactive Student Notebook, foldable
  50 minutes
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