Reflection: Modeling Modeling A Written Character Analysis - Section 2: Modeling A Writing Process


Modeling this process has always been challenging. This is because analytical writing is far from being an exciting task for students and it requires a lot of energy and attention on their part. However, it is very important that they see models of every aspect of analytical writing. What I did today is one way of modeling part of this process. I expect to have to model this process again before the end of the year. In order for students to solidify their ability to engage in analytical writing, they need repetition and opportunities to see exactly what is being asked of them. Today, it took us quite some time to get to the point where we had a good example of statements that could potentially form the analytical sentences in a paragraph about the way in which this character was introduced. I think it was difficult for students to remain focused the entire time. To avoid this, I would pause after we completed step 2 to give students the opportunity to begin selecting textual evidence for the paragraph about Tayo. I would then move on to step 3 and then give students the opportunity to engage in the type of brainstorming we engaged in together to formulate possible analytical sentences. This would have provided a tighter structure and a variety of activities to keep students focused. 

  Modeling The Process
  Modeling: Modeling The Process
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Modeling A Written Character Analysis

Unit 4: Leslie Marmon Silko's Ceremony
Lesson 5 of 11

Objective: SWBAT engage in a process to help them develop a written character analysis by collaborating with teacher and classmates to produce a model.

Big Idea: Collaborating with teacher and classmates is a good trial run for a challenging task students are about to take on independently.

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