Discussion, Day 2

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Objective

Students will be able to analyze themes, characters, and plot in "The White Umbrella" by citing evidence in a class discussion with student generated discussion questions.

Big Idea

Students construct meaning by discussing student-generated questions.

Lesson Author

Taylor Tasha DeVries

Flagstaff, AZ

Grade Level

Seventh grade

Subjects

English / Language Arts

Literature

Literary Response and Analysis

Standards

RL.7.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.7.3

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

SL.7.1b

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

SL.7.1c

Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SL.7.1d

Acknowledge new information expressed by others and, when warranted, modify their own views.

SL.7.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Journal

10 minutes

What do you think happened after the narrator threw the umbrella under the sewer? Use you your knowledge of the characters and plot events to make a logical prediction.

The Discussion, Part 2

35 minutes

All of my classes participated in the discussion today. Honors, co-taught, my small English 7 class. Some classes had more time than others, but they all had the discussion. And they all did a fantastic job.

Real readers construct their own meaning. Real meaning isn't created through teacher generated comprehension or analysis questions. Real meaning is constructed when students are in charge of the questions and the discussion.

Check out the first minute or so of the discussion my seventh hour had. Many of them, in the reading, asked why Mona was a brat. A student asked if we could start with that one. It wasn't phrased the way I would have written a question, but it was genuine.

Does this way prepare students for standardied tests? Yes and no. Does it prepare them to live in the world and be critical thinkers, readers, writers, and speakers? Yes.

Responding in Writing

10 minutes

To wrap-up the two days of discussion, I asked students to write a paragraph explaining why the narrator threw the umbrella down the sewer. This is what they came up with.

If today wasn't the day before students got out for Thanksgiving break, I would have done a much more in depth responding in writing activity. I would have given them these project options for them to complete. But alas, it was the day before Thanksgiving break, and when we come back, we start poetry.