Reflection: Developing a Conceptual Understanding Describing the Characters and Setting with "Cloudy With a Chance of Meatballs" - Section 3: Guided Practice (We Do)


     Every year at the beginning of the year I always do quite a bit of modeling for my students.  This lesson was done in the first quarter of the school year.  Just like you I am finding my way with feeling confident and comfortable with the Common Core Standards.  Could I have made the lesson more rigorous for my students by adding an independent practice section? Yes.  Was I afraid to do it? Yes.  As I look back on this lesson many weeks later, I see that I could have really challenged my students to think and do this independently.  I have had to live through many weeks of challenging my students and not holding their hand so much to see that they really can rise to my expectations and are capable of deep thinking.  Having said that, I don't think it was such a horrible mistake on my part to guide them through the activity.  Since it was the beginning of the year, I wanted to make sure they understood the concepts of how to describe a character and also how to compare and contrast.  Now since they have that conceptual understanding, I can let go and let them work independently.  So future lessons will definitely contain independent practice sections.

  Why Isn't Their An Independent Practice Section?
  Developing a Conceptual Understanding: Why Isn't Their An Independent Practice Section?
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Describing the Characters and Setting with "Cloudy With a Chance of Meatballs"

Unit 1: Reading Comprehension
Lesson 5 of 8

Objective: SWBAT describe the characters and setting using the book "Cloudy With a Chance of Meatballs"

Big Idea: In this lesson students will be able to describe the character traits of the main characters and compare and contrast Chewandswallow with their town using a Venn Diagram.

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  33 minutes
j meatballs
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