3-2-1 Present! (day 1 of 2)

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Objective

SWBAT present key textual evidence to support character and theme development.

Big Idea

Students work toward independence in textual reasoning.

Writing 3-2-1 Summaries Kick Off

20 minutes

Yesterday, students were challenged to create a 3-2-1 summary of a key chapter in the early parts of the book with the help of their base group members.  This summary included 3 key quotations, 2 insights, and a 1-word summary of the chapter.  I selected this methodology because I felt that students needed to have practice in selecting key textual evidence and in examining it closely (RL 9-10.1).  The twist is that this examination of textual evidence would be up in front of class.  In addition, the 2 insights would direct them to create insights about the characters, which is something that the students had done.  The one-word summary was a challenge though, because essentially, this would amount to identifying a theme.

The students will share with the class their ideas using the document camera, and I will try to draw out their elaborations through inviting follow-up questioning (RL9-10.2). 

 

Groups Present Textual Insights

25 minutes

Students will go to the front of the class and share their 3-2-1 summaries in front of the class SL9-10.1).  I have written a short list of the three types of students that I have in class: leaders, those to promote, and those to recruit.   The leaders, of course, will find this to be an easy activity, since they enjoy have the spotlight of attention focused on them.  The other two groups will need my cajoling and encouragement to begin to take the helm.  I am hoping that the students will feel that they have accomplished something by explaining their work.  

My goal is to make sure that every student can share direct quotations from the text and explain what the author is trying to get across, both from a literal and from an inferential point of view (RL 9-10.1).  

Wrap-Up

5 minutes

A key element in cooperative learning is reflection and group processing.  As I am attempting to foster positive interactions among the students, the important thing is for them to become better decision makers in evaluating how they are interacting.  Of course, I will give them a little encouragement through a grade, as well. 

Thus, I  will close class with a few thought questions:

1.) How did well did you do in encouraging everyone in your group to participate?

2.) How well did we do as a class in supporting the presenters?  

I will take a few notes on the students' comments and use these in the future to help re-establish the norms of behavior as a reminder.