Reflection: Pacing Focusing on a Character's Dialogue to Fill in the Gaps of the Story - Section 4: Independent Practice: Reading of Fictional Story


I have mixed emotions about the way this lesson panned out for students and the impact it weighs on their comprehension of the text. The warm-up was GREAT! I enjoyed the stories shared and especially enjoyed the reactions by some students when they thought that the stories were about them. My mother's words "The Guilty Will Speak" came to mind during this time in the lesson. It brought smiles and laughter to the room.

I also enjoyed the pacing of the lesson requiring students to only read two pages of the story. Because Charles misbehaves over a period of time in school, students only need a glimpse of how students and the teacher respond to his lashing out. While my gifted students would have done a great job with this scaffold reading, it didn't yield the same result for my regular classes. From the video of students sharing Charles' behavior, many details were left out which doesn't truly represent how "bad" Charles behaves in class. Also, it keeps students from analyzing more of the text to discover that Charles and Laurie are the exact same person. If I had to do the reading of the selection again, my regular class(es) would be required to read the entire selection. In this event, they will have a full version of the things Charles did during his first few weeks of kindergarten hence being able to use more textual evidences to support how Charles and Laurie are alike.

Last but not least, I LOVE the phrasing of questions asked about the story. Students never pay FULL attention to story elements and its impact on their comprehension. Common Core requires the need for students to pull apart a text to understand its meaning. My students like to be done QUICK with activities so forcing them to look inside the story took more instructional time than I expected but was well worth the experience for me and my students. To go over the questions, I had to talk students through answers to each question. Nonetheless, I am glad that students had the experience with this level of questioning to see the rigor that Common Core standards require of students when mastering literary concepts.

  How to Pace This Lesson Reflection
  Pacing: How to Pace This Lesson Reflection
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Focusing on a Character's Dialogue to Fill in the Gaps of the Story

Unit 3: Coming of Age
Lesson 13 of 14

Objective: SWBAT analyze how particular lines of dialogue or incidents in a story propel the action, aspects, or decisions of a character.

Big Idea: Laurie vs. Charles: Will the REAL character PLEASE stand UP?

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