The Girl and the Chenoo Day 2
Lesson 4 of 18
Objective: SWBAT participate in collaborative conversations by linking comments to others' remarks, elaborating on topics, and clarifying text under discussion.
Continuing our discussion of the folk tale: The Girl and the Chenoo, I introduce the interpretive question from part 1 of this lesson. I review the Shared Inquiry Flipchart that explains the process and rules of Shared Inquiry Discussion. We reviewed the prior day's Bloom Taxonomy question stems that helps students create the chosen interpretive questions. Asking higher order questions using the Bloom's question stems led to the complex questions that probe students to delve deeper into the text and lead to more profound levels of comprehension.
I explain to students that we will answer the chosen interpretive questions and defend our answers from text. A Shared Inquiry Discussion Rubric is introduced and reviewed. We role play each of the behaviors observed on the rubric in areas of conduct, speaking/ reasoning, listening, and knowledge of text/ preparation. We review the expectations by reviewing the goal, which is the rubric score of 5 in each category. Students discuss what each looks like in their performance. We discuss and role play examples and non-examples so students clearly understand performance expectations during Shared Inquiry Discussions.
Students review the rules of Shared Inquiry displayed on the flip chart. Once students indicate they understand the expectations, we begin answering the interpretive question. As students participate in the Shared Inquiry Session, they take turns gaining the floor and responding to the views of others in respectful ways whether they agree or disagree. Their claims are based on logic and text evidence. The discussion remains objective, and focused on gaining new insights about the text from others.
To ensure that the students engage in this way, my role is to facilitate the discussion by pacing the discussion and stopping at various points to ask students if they have gained insights from other students or if students gained perspectives that they would not have come up with on their own. Grappling with multiple perspectives in response to the interpretive questions, students gain alternate introspective views. By the end of this inquiry, students may change their opinion as they gain more insightful knowledge from their peers.
Students conduct a Self-Assessment using the Shared Inquiry Rubric to guide them. The rubric measures progress in conduct, speaking/ reasoning, listening, and knowledge of text/ preparation. Student can rate themselves quantitatively for each of these skills from 0 to 5. This rubric has a score range for four different levels. Learning to critique your own performance is a difficult process for most students. It is important to practice this procedure and let students know that learning is always a continuum, which measure growth.