Pedagogical and instructional decisions are made using district curriculum maps that align with Common Core Standards. Bloom’s Taxonomy is referenced when crafting learning objectives and when structuring today’s lesson, which moves from a whole group discussion to small group collaborative learning, a theory by Kenneth Bruffee. The initial discussion is designed to increase comprehension of a text. This can be seen when students respond to questions about the plot (4:36), take notes (4:44), and annotate books (4:51). This lesson challenged students to use the Toulmin Model of Argumentation as they complete a graphic organizer to support claims, gather evidence, and develop warrants/analysis that assesses the guilt of specific characters. Collaborative
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Because several strategies and instructional approaches are used to master the content, students feel confident with the material and sharing ideas, which promotes speaking and listening skills (3:24). This is evident at 10:18 when one student mentioned an example in Chapter 7 and asked her group members a follow-up question. This conversation continued and at 10:59 two boys share evidence from the text, showing students examine this text from multiple perspectives. At the beginning of the period, finding evidence and applying it to a claim is modeled for them as we preview the assignment (2:24). Students are verbally encouraged to record page numbers on their graphic organizers before beginning the independent assignment (1:55, 4:36). During small group work, students used a common graphic organizer to record answers and demonstrate an understanding of major themes (6:11, 8:25). Students applied evidence from the text to claims, asked questions, and shared findings like when a student turns to another and identifies Tom’s motives for murdering Myrtle (5:51, 7:29). Starting with whole group (1:47) and moving to small group work allowed students to engage in rich conversations about the text (5:36). The class comes together to share claims, which reinforce engagement and understanding of …show more content…
Students were able to make specific references to evidence from the text and then apply these references to their claims (5:42). Claim statements will be used in tomorrow’s discussion and later in their papers to determine whether specific characters achieved happiness, success, and the American Dream, which is discussed at 12:44 and with the class at 13:55. Students were able to evaluate specific events from the text and determine the significance of them as they crafted their arguments and counterarguments for specific characters’ guilt or innocence of the manslaughter that occurs in Chapter 7 of The Great Gatsby. This can be seen when one student asks his group about evidence and another student provides him with page 120. Students were assigned characters and able to consider the evidence from multiple perspectives while developing support for claims, which is apparent at 11:48 when a group discusses their arguments. Today’s lesson will provide students with an understanding of how to craft a strong claim, substantiate a claim with evidence, and debate their positions, which is seen when a student finds a counterargument and relates it to his claim at 12:59. Students used listening and speaking skills to do this and will apply these skills to their writing and individual analysis of the characters in the text. Students will share
Because several strategies and instructional approaches are used to master the content, students feel confident with the material and sharing ideas, which promotes speaking and listening skills (3:24). This is evident at 10:18 when one student mentioned an example in Chapter 7 and asked her group members a follow-up question. This conversation continued and at 10:59 two boys share evidence from the text, showing students examine this text from multiple perspectives. At the beginning of the period, finding evidence and applying it to a claim is modeled for them as we preview the assignment (2:24). Students are verbally encouraged to record page numbers on their graphic organizers before beginning the independent assignment (1:55, 4:36). During small group work, students used a common graphic organizer to record answers and demonstrate an understanding of major themes (6:11, 8:25). Students applied evidence from the text to claims, asked questions, and shared findings like when a student turns to another and identifies Tom’s motives for murdering Myrtle (5:51, 7:29). Starting with whole group (1:47) and moving to small group work allowed students to engage in rich conversations about the text (5:36). The class comes together to share claims, which reinforce engagement and understanding of …show more content…
Students were able to make specific references to evidence from the text and then apply these references to their claims (5:42). Claim statements will be used in tomorrow’s discussion and later in their papers to determine whether specific characters achieved happiness, success, and the American Dream, which is discussed at 12:44 and with the class at 13:55. Students were able to evaluate specific events from the text and determine the significance of them as they crafted their arguments and counterarguments for specific characters’ guilt or innocence of the manslaughter that occurs in Chapter 7 of The Great Gatsby. This can be seen when one student asks his group about evidence and another student provides him with page 120. Students were assigned characters and able to consider the evidence from multiple perspectives while developing support for claims, which is apparent at 11:48 when a group discusses their arguments. Today’s lesson will provide students with an understanding of how to craft a strong claim, substantiate a claim with evidence, and debate their positions, which is seen when a student finds a counterargument and relates it to his claim at 12:59. Students used listening and speaking skills to do this and will apply these skills to their writing and individual analysis of the characters in the text. Students will share