Reflection: Checks for Understanding 3-2-1 Present! (Day 2 of 2) - Section 2: Writing 3-2-1 Recap


I used this activity to see if students were able to trace the character development in the opening sections of the story.  In some of their writing on past assignments, the students had trouble with focus, so the one-word summary and then unpacking really helped them to focus on one idea that they thought was important and then--importantly--to draw evidence from the story to explore that idea.

What is interesting to me as a teacher here is that the student picks out a piece of evidence that has the word "hope" in it, but the example does not really apply to the main character.  Does Junior have hope, based on this evidence?  It's impossible to tell.  This particular evidence indicates that he needs hope not so much that he has it.  As a result, it will be important for me, on subsequent lessons, to help students to define the criteria for qualityevidence, not just seemingly relevant evidence. 


The word that I believe describes my chapter the best is the word ‘hope’. I believe this is the best word to summarize my chapter because Junior needs some hope. If he does leave the reservation he needs hope that he will be successful.  Hope that it isn'ta bad idea. When talking about leaving the reservation Mr. P says, “”You’re going to find more and more hope the farther and farther you walk away from this sad, sad, sad reservation”” If Junior does leave the reservation the farther he goes the more hope he will find. (page 43)

  Student Sample
  Checks for Understanding: Student Sample
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3-2-1 Present! (Day 2 of 2)

Unit 2: Metacognition and The Absolutely-True Diary of a Part-Time Indian
Lesson 3 of 19

Objective: SWBAT present key textual evidence to support character and theme development by writing analytical paragraphs about the theme and presenting their summaries to the class.

Big Idea: Students work toward independence in textual reasoning by engaging in self-directed writing and whole class sharing.

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