There is SO much you can get out of it, yet it seems like we tend to stick to the basics:
Socrative is wonderful because it gives teachers feedback in real time and reports scores easily. Check out the resource section below for examples. This quiz was not initially planned in my weekly lesson plans, but due to the fear of an impending lack of student preparedness for class discussion, we will start with this quiz.
See my reflection in this section for more information on this choice. As soon as individual students complete their reading quiz online, they will begin taking notes and reading the supplemental material in the "Building Knowledge" section of this lesson.
I maintain a website for my students, so I typically post given notes and links to supplemental materials to this page so students can utilize their class time effectively and move on to the next project when their first project is finished.
When all students are finished taking the quiz which I will monitor using the Socrative interfacewe will discuss the story. The questions I will ask will be as follows: On a scale ofhow easy or hard was this text for you to read?
What parts specifically were unclear or confusing to you and what did you do to overcome them? In past years, the issue of whether he was shot or somehow stabbed himself with his sword was unclear, which provides wonderful fodder for a text-based debate between students using evidence to support their understanding of the text!
Another area that typically comes up deals with the events after his injury, which seem to be disorganized or just plain bizarre compared to what we imagine would happen today. As the year progresses, I have found that students are much more confident with both expressing their areas of misunderstanding and then actively seeking information from the text to show specifically what confused them and then suggest other pieces of textual evidence to "solve" their confusion.
Why would Crane have chosen to present this story in such a confusing perspective? What possible purpose would that have? Students tend to immediately start with the effect on them, which can range from mild to utter confusion.
What effect does it have on you that the opening scene is a bunch of soldiers doling out coffee? In previous years, students have also said that this "regularity" helps the reader see that this was a random act, not one that would have been typically anticipated, and emphasizes the soldiers as humans.
Why do other soldiers have such a hard time bringing themselves to touch him? What does the text say? Students will identify sections of the text where Crane explains that wounds like his give an air of "strange dignity," foreshadow a "terrible majesty," and give fellow soldiers a glimpse of their own mortality using figurative language.
They will also identify lines where others are afraid to "send him headlong Use examples to support your point and infer why he sees things so differently now.
If students struggle with connecting to this idea, I will offer and seek additional examples from "regular" life where living in a situation for so long becomes your new "normal," but can be broken with sharply contrasting experiences.
I vary what experiences I recount from class to class, but any experience where you have to hold it together under pressure, only to have that pressure then released or interrupted works to make the connection. I have Narcolepsy, so I tend to share an example of my life before medication, then the "awakening" of my existence after treatment.
How would you react if you got this kind of treatment at a hospital? Is this all rude doctors? Or is there evidence that maybe the lieutenant is taking things more personally than they are meant? Share evidence supporting both ideas.
While there is an overwhelming amount of evidence showing the hospital staff is rude with words like "contempt," "disdainfully," and "scorn," students should also be able to catch that the lieutenant does appear to be less-than-confident with himself, saying that he "did not know how to be correctly wounded" and generally ignoring self-advocacy.
Did this ending happen like you thought it would? What did you make of that? Why would Crane end like this? Students are familiar with both the terms "narrative" and "nonfiction," but we will review the notes about "narrative nonfiction" to clarify the types of material found in this genre and connect our previous readings to each type of text.
I see it as vitally important to treat texts in my classroom as interrelated works, so actively recalling and asking students to make connections between texts throughout history and genres is a major part of my instruction.
To that end, we will review the narrative nonfiction notes, then I will ask students to give me an example of each type of narrative nonfiction from the texts we have read this year. They will add these examples to their notes and label them as public PU or private PR.
Puritan journals for self-improvement PR Historical Narrative: We have discussed this concept before, so the question will be more of a review and clear delineation of this type of text which can so often be construed as nonfiction to readers who are not aware of the difference! Next, we will review the notes on Spirituals contained in the resources sectionfollowed by the Library of Congress article.
I will use this series of questions to connect the information on spirituals with prior knowledge about music, literary terms, and history: Why are refrains important?
What would happen without a refrain?On week 9 of Guided Reading with a Purpose we are ready to dig a bit deeper into our literature. Above you can see the 5 anchor stories I chose for the week. All about Spiders is . Each group will focus on one of the questions. Using an anchor chart (see resources) that students can copy into an interactive notebook as well as review in the classroom, we talk about more specific questions students should answer while watching the movie that relate to the 5 Ws.
The lure of video clips and songs as supplemental, CCSS-approved materials! Digging Deeper into Narrative Nonfiction. Add to Favorites. 15 teachers like this lesson. Print Lesson.
Share. materials to this page so students can utilize their class time effectively and move on to the next project when their first project is finished. When. It’s more fun to revise with a partner! After writing personal narratives, have students share their writing with a partner.
Partners should identify at least three parts in the narrative where three descriptive details could be added. Helen Keller and the Bit Storm - Scott Foresman 2nd Grade - Digging Deeper Activity from Climb Into First Grade on caninariojana.com - (6 pages) - digging deeper questioning activity for "Helen Keller and the Big Storm".
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