Lesson 3
What did students learn and which students struggled with the lesson?
I introduced a new book called Saving Strawberry Farm. After I read it demonstrated how to fill out a story map with the students. For the most part, they were able to help me fill out all of the information. The hardest part for my students was identifying the theme from the story. Students also had a little bit of trouble staying focused.
· What are alternate reads (interpretations) of your students’ performance or products?
One student correctly suggested that the theme might have something to do with helping others. That students may totally understand theme from here on out, or maybe his answer was just a guess. The student also could have had an easier time identifying the theme in the book we read during this lesson because the author purposely wrote an easy-to-identify theme or because the student used comprehension strategies.
Some students were very quiet and didn’t talk much. This could be because they were shy or because they were to attentive to the questions being asked of the class. This could also because they still don’t quite know what was being asked.
· What did you learn about your students’ literacy practices that extend beyond your objectives?
For the most part my students were able to sit still and quite during the whole story even though it was really long. This tells me that most of my students take pleasure in listening to literature. When I mentioned the 6 elements a few students remembered the song from the previous week and some started singing that without being asked. This tells me that music does help them remember information.
· When and how will you re-teach the material to students who need additional support?
For the students who are having difficulty with identifying specific examples of characters, theme, setting etc. I can have them fill out a story map with me during their guided reading time after they read a story at their reading level.
· If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students’ learning?
I think the book that I choose was great in regards to having a very pronounced theme, conflict and resolution but the book was quite long and the students seemed to get restless towards the end of the lesson. I think I would try to find a shorter book or summarize or skip parts in the story to make more time to have a deeper discussion of around the information for the story map.
Donnalee, You are doing a good job of thinking through what may be going on in students' minds as they do (or do not) participate in your lessons. I think using a story map is a good way to help make abstract ideas more concrete, although you want to be careful to make sure you're going for 'understanding' of the elements versus 'remembering' which may not indicate actual understanding. I also can't tell if you stopped to discuss parts of the book as you read it. If not, that can help maintain interest and focus with a longer book AND help them notice salient details that help them make sense of the story.
ReplyDeleteI think it's a great idea to work with students who need more time/focus on story mapping so they see the value of using it as a tool. Cheryl