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Section 7-1
Essential Questions
How does Curtis use a story within a story to underscore themes of oppression and freedom? How does or doesnt Elijah mature through his experiences at the carnival? How has the Preachers character developed through the carnival? How does the carnival echo themes of freedom and oppression that we have seen earlier in the novel?
Skills
In-text analysis Making predictions based on textual evidence Informal writing Vocabulary and reading comprehension
Writing
10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Language
5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Assessments
Informal Assessment: Participation in class discussion and small group activities; A Days Wait character charts; Three Skeleton Key homework review Formal Assessment: Three Skeleton Key test; Writing journal completion
Enduring Understandings
Learners will understand the difference between open and closed questions when responding to a text.
Learners will understand how to use specific in-text quotations to ask inquiring questions.
Learners will understand how Curtis weaves themes of control and slavery through the carnival and real MaWee. Learners will understand the damage of slavery and the implications of escape and freedom. Learners will understand how stories can illuminate the past and inform a readers personal history.
October 28 November 1
Section 7-1
Section 7-1
The Planning Process Every Monday is EOL Day , where students review their homework from last week, read or listen to a story from their anthology, discuss it, and work on their homework for next week. Usually, my CM likes to just review the homework one at a time, listen to the story, have a brief discussion guided by the Teachers Guide questions, assign the homework, and have students independently work until the end of the double period. Because we just read these stories every week and then forget about them, save a test once every month, Ive been trying to think of ways to improve the anthology work and make it more interactive. Each story has an element of literature theme like theme, suspense, or this weeks, inference. The story was A Days Wait, a short story by Ernest Hemingway. The story is sparse and only took about ten minutes to read aloud. I was not a fan of the Quickwrite assignment, which was to talk about how you would comfort a child who was afraid of something, or how you make yourself feel better when scared. Unfortunately, I could not think of a better quick writing prompt for students to work on as I checked homework, so I used the original prompt. I did not anticipate how difficult it would be for me to check all of the homework for completion (which had 3 components) for thirty-three students and keep the students silently writing on a boring, simple topic. As well, Mondays class is in the library, so it is difficult to maintain total class control when it is impossible to tell if my class is talking or the class ten feet away over the small divider is talking. After I checked the homework, some students shared their Quickwrite answers and two students read the Elements of Literature from the box and we read the story popcorn-style. I wanted our discussion of the story to be more interactive and less teacher-centered, so I decided that the students would work in their tabled groups (that they chose) on a few character charts for the only two characters in the story. Each group received a large sheet of paper and a few markers, and were instructed to make a graphic organizer that displayed inferred character traits with specific text quotes that provided evidence. I gave the students a few examples of graphic organizers as a scaffold, and gave them a hint and defined the word stoic for them. Then, I sent them on their way, circulating through the groups to read what they had written, answer questions, and ask questions. I thought that these charts would be a good way to move students from their seats in a loud library in which it is a struggle to hear me and the entire class, an easy way to incorporate group work, and would achieve the goal of both understanding the story and exercising the desired element of literature. The students in my first section had more trouble coming up with characteristics than the others, but each group came up with at least three characteristics and a few quotes for each trait. At the beginning of the double period, they shared their characteristics with their classmates and hung up their posters so that I could take a picture of them. I wanted them to share their inferences with the class so that everyone would receive the information. I also wanted them to practice public speaking and hear from students I do not frequently hear from. Finally, I took pictures of their work so that I could have it for my records and so that they could see that I was proud of what they had accomplished in such a short time. I think that this lesson used a variety of instructional strategies. It allowed students who excel at recording their thoughts to write independently at the beginning of the class, and it hopefully helped students who prefer a written product of their understanding. The lesson was not very differentiated; it is difficult for me to differentiate these stories, especially when so many of my students are on the same level. When planning, I try to incorporate different activities that I know will play to certain students stren gths,
October 28 November 1
Section 7-1
especially those with IEPs or those for whom English is not their best subject. This lesson used both formal and informal assessment of learning. I informally assessed how students worked with their groups (if they were actively looking for quotes and sharing ideas, or if they hung back), and what the groups actually produced in their character charts. After the students shared their charts, we reviewed the homework for the last weeks story aloud, and I collected it for a grade. The grade is based mostly on completion, but I skim the work for understanding to inform my teaching of the next story. Unfortunately, the character charts took all of the first period, so we did not get to have much class discussion on the story. Their homework, which is assigned from the book, is generally a good way to tell if they understood the storys themes and can think critically about what they have read. Hopefully, the ch arts worked well for the students and they were still able to infer about the characters. I think that this lesson showed understanding of my content knowledge. Sometimes, I have to remember that although my students are incredibly bright, they are still in middle school and will not pick up on all of the nuances of the texts that we read. It is important that I spend time thinking critically about each text that we read and pick out understandings and questions for the text as a whole, and for our novel, each chapter. I prefer to not reference teachers guides, although it is impossible not to for the Anthology because I read from the teachers edition. Luckily, I am far above a seventh grade reading level, so coming up with focusing questions is fairly easy once I have reviewed the chapter and thought about the course of the text. I think that I could provide more scaffolding and modeling for my students so that they can see my thought process as I read and write, which will help students who have more trouble with critical thinking.