Reflection: Intrinsic Motivation Only the Strong Survive - Section 2: Guided/Independent


The students were all very engaged once we came to this part in the lesson.  Using the clip from The Hunger Games really helped engross them in the topic and prepare them for the reading.  They were eager to see how the story connected to the movie. 

As I read aloud, I did model how I interact with the text.  Again, the students are not used to really tearing a text apart.  They have developed habits of reading and understanding whatever they can at first glance.  I want to bring them to the point of truly explicitly analyzing a text.  I modeled how as I read, I stop to underline important details and unknown words, significant events, character traits, etc.  I really took my time with this modeling and talked through each thought aloud with the students.  I realize it was going away from the direct objective, but it was one of the teachable moments I needed to get into.  I was up front and honest with the students about the cumbersomeness of the task.  It's a skill most do not have and I informed them would take time to develop.  I actually took out a copy of a book I am reading for pleasure and showed them how even as an adult, avid reader, I still interact with the text.  I still circle unknown words, write notes in the margins, ask questions to clarify.  The students need to see that action-and develop habits of reading being an active process. 

We worked as a whole class to "think aloud" what we should be underlining and how we should stop to process what we have read.  During class, when I get into these teaching moments, I like to involve the students.  As a class, I open it up for discussion in what I call a "think aloud".  This is a structure in the class that allows for more of a discussion feel, verses a traditional I speak, you raise your hand.  It allows for a level of informality that is sometimes needed, especially when trying to hold a true discussion. The students were able to share text they felt was important to underline.  They underlined details that helped them make inferences on the main character's age.  They were able to analyze the text at a level I have not seen them do.  Even my struggling readers were on a hunt for important items.  Not only was I having them underline the text, they needed to make notes, process that text in the margins.  I wanted them to develop the habit of knowing why they are underlining and thinking out their notes.  These are all key shifts with Common Core and the students need this skill to tackle more complex text. 

The students also had to identify the conflicts within the story.  I modeled how I identified the conflict and labeled it as internal or external.  I felt confident the students could finish this at home and assigned it for homework. 

  Guided/Independent Practice Reflection
  Intrinsic Motivation: Guided/Independent Practice Reflection
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Only the Strong Survive

Unit 1: Literary Analysis: Recipe for Fiction
Lesson 9 of 11

Objective: Students will be able to cite text that demonstrates their understanding of conflict.

Big Idea: Is it ever okay to break long standing traditions? Students learn the ancient roots of the modern day Hunger Games by reading about a Native American journey to adulthood in the story Ta Na E Ka!

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