Activity #1 KWL Chart |
A lot of professionals use this activity and it is an excellent resource. You start off by separating a sheet of paper or sections of the whiteboard starting on the far left writing "What I Know", then moving to the middle writing "What I WANT to know", and then move to the far right writing "What I learned"
This activity is very beneficial for the student and allows them to think of different questions, organize their thoughts, and is a great way to take notes.
First, introduce the KWL Chart to the students, as this may be new to some or they might just need a refresher. Do this by showing them the chart on the whiteboard or on a big piece of poster board paper.
Next, have the students create the chart on their own paper. They can do it portrait or landscape style.
After this, prod the students by asking them what they already know about The Great Gatsby and then have them place that in the K section of the chart.
Next, get the students talking about what they want to know about The Great Gatsby. Let them know this can be anything and everything. Tell them it can be questions, statements, anything. Have them place this information in the W section of the chart.
Lastly, let them know that the L section of the chart they will come back to after they finished the novel and fill it with information they have learned.
After the reading is complete, they will fill in what they have learned, including answer some of the original questions they asked before reading the novel, and then the class will discuss what has been learned as a group. Encourage students to fill in their charts with what other students say too so that they are the most up to date.
ESE/ELL Accommodations
Let the ELL student know that they can create the chart in their native language and English.
Try to find translations of the text available for ELL in their native language.
Allow students with visual impairments move closer to the board or have audio recordings available to assist the process of seeing the material.
Allow students either ESE or ELL an option to draw or sketch in the chart to convey the message they are trying to get across.
Here is an example of a KWL chart that a student would do with the L column left blank for after reading.
Activity #2 Guided Imagery
This strategy is very unique and very fun to do with students and allows them to put themselves in the shoes of a character or get in the mindset needed for critical thinking. Guided imagery relies on visualization and the imagination of the students. The different lessons you can do with guided imagery are INFINITE! The teacher's responsibility is to read or narrate a story, event, or particular thing and allow the students be transformed into a new world or a new perspective. After you conduct a guided imagery activity, it is the perfect time to have a class discussion on what everyone was thinking and feeling.
First, figure out what it is you want to do. For The Great Gatsby, I am going to read a situation from the 1920's and take student's on a journey.
First, have all the students close their eyes. Next, ask them to relax and clear their mind.
Then read to them a script that takes them on a journey into the time period and talks about the content you want to cover.
Next, have them answer the questions asked at the end of the scripted experience on their own piece of paper and ask them to think deeply and critically.
EXAMPLE SCRIPT:
You have just woken up in the morning. Your window is open. It is summertime, and you have no air conditioning. It is early, but the day is already stifling hot. You kick off your covers, trying to get as cool as possible, but it is still hot. You have an appointment for lunch with some friends that day. Who are you going with? What do you want to do with them on such a hot day? What do you wear to keep cool on a day like today? You must take a train to meet your friends. Imagine sitting on the train in the heat, with other passengers crowded by you. Your skin sticks to the burning seat behind you. You attempt to fan yourself with your hat or book, but the air is still hot, and there is no breeze to cool you down. You can feel the sweat drip down from your forehead into your eyes, but you do not have the energy to wipe it away, so the drops roll through your eyebrows into your eyes, stinging them. The hair under your hat begins to be saturated and damp. You look listlessly around for some water on the train, but find none close by. Your throat begins to dry out, and swallowing does you no good. You wonder if you could be any hotter, even if you stranded on a desert island with no shade. Worse yet, crowded on the stifling train, you can smell how hot everyone else is too. How do you react to all this? How does the heat affect your emotional states? Do you become more temperamental? More languid?
ESE/ ELL Accommodations
Have the questions printed out for the students to re-read and re-review on their own while trying to write their journal piece.
Have your experience that you read aloud pre-recorded and provide it on the computers with headphones for students who may have impairments.
Allow students to work in groups.
First, figure out what it is you want to do. For The Great Gatsby, I am going to read a situation from the 1920's and take student's on a journey.
First, have all the students close their eyes. Next, ask them to relax and clear their mind.
Then read to them a script that takes them on a journey into the time period and talks about the content you want to cover.
Next, have them answer the questions asked at the end of the scripted experience on their own piece of paper and ask them to think deeply and critically.
EXAMPLE SCRIPT:
You have just woken up in the morning. Your window is open. It is summertime, and you have no air conditioning. It is early, but the day is already stifling hot. You kick off your covers, trying to get as cool as possible, but it is still hot. You have an appointment for lunch with some friends that day. Who are you going with? What do you want to do with them on such a hot day? What do you wear to keep cool on a day like today? You must take a train to meet your friends. Imagine sitting on the train in the heat, with other passengers crowded by you. Your skin sticks to the burning seat behind you. You attempt to fan yourself with your hat or book, but the air is still hot, and there is no breeze to cool you down. You can feel the sweat drip down from your forehead into your eyes, but you do not have the energy to wipe it away, so the drops roll through your eyebrows into your eyes, stinging them. The hair under your hat begins to be saturated and damp. You look listlessly around for some water on the train, but find none close by. Your throat begins to dry out, and swallowing does you no good. You wonder if you could be any hotter, even if you stranded on a desert island with no shade. Worse yet, crowded on the stifling train, you can smell how hot everyone else is too. How do you react to all this? How does the heat affect your emotional states? Do you become more temperamental? More languid?
ESE/ ELL Accommodations
Have the questions printed out for the students to re-read and re-review on their own while trying to write their journal piece.
Have your experience that you read aloud pre-recorded and provide it on the computers with headphones for students who may have impairments.
Allow students to work in groups.
Activity #3 Think Aloud
This activity is another great way to get students into the proper mindset and really conceptualizing the material. It provides the students with your thoughts as the teacher and is a form of modeling for how you want them to think. For this, you would read a portion of the novel and verbally explain out loud, how you as a teacher interpret and process this information. This really sets your student up for success and allows them to understand the way they should think, feel, and critically analyze.
First and foremost, select a section you want to read aloud. For my example, I am going to use the first few pages of Chapter 1 of The Great Gatsby. This doesn't give too much away and allows the students just a glimpse of what they are getting into.
Next, provide the students a copy of what you are going to read and then read aloud to them stopping where you think is important verbally explaining to them what you think and feel about that particular section. Continue doing this throughout the reading, until you reach the end.
Next, have the students silently read the same piece and make their own annotations and thoughts.
Next, have the students get into their pod groups and discuss their thoughts and reactions, and things they noticed that the teacher may not have found.
ESE/ELL Accommodations
Have a translation of the chapter printed out in the ELL's native language, with a translator on stand by to further explain directions.
Provide a partially annotated section of the piece and have the student do the other part.
Visually or hearing impaired students could receive larger font copies or pre-recorded copies of the reading to listen to on the computer.
Here is an example of what I would expect the students to make their copies look like.
First and foremost, select a section you want to read aloud. For my example, I am going to use the first few pages of Chapter 1 of The Great Gatsby. This doesn't give too much away and allows the students just a glimpse of what they are getting into.
Next, provide the students a copy of what you are going to read and then read aloud to them stopping where you think is important verbally explaining to them what you think and feel about that particular section. Continue doing this throughout the reading, until you reach the end.
Next, have the students silently read the same piece and make their own annotations and thoughts.
Next, have the students get into their pod groups and discuss their thoughts and reactions, and things they noticed that the teacher may not have found.
ESE/ELL Accommodations
Have a translation of the chapter printed out in the ELL's native language, with a translator on stand by to further explain directions.
Provide a partially annotated section of the piece and have the student do the other part.
Visually or hearing impaired students could receive larger font copies or pre-recorded copies of the reading to listen to on the computer.
Here is an example of what I would expect the students to make their copies look like.
Activity #4 Read the Summary and Make Predictions
This activity is great because it allows students to glimpse at what they might get themselves into before reading. This can provide excitement, worry, insight, spark interest, etc. You never know what kind of reaction you will get from your students.
For this activity, provide each student with a copy of the summary and have them read it to themselves.
Next, have the students get out a piece of paper and write down their thoughts, questions, concerns, and comments.
Then, have the students in their pod discuss what they wrote down and what there feelings are.
ESE/ELL Accommodations
Have the summary pre-recorded on an audio file for those who a have visual impairments or who may need to hear the information to process it.
Have a translator nearby to read the summary to the student in their native language and then have the student write down what they feel. They do not have to talk in the group if they do not feel comfortable. The important part is they understand the content.
Here is an example of the summary and what a student would write.
For this activity, provide each student with a copy of the summary and have them read it to themselves.
Next, have the students get out a piece of paper and write down their thoughts, questions, concerns, and comments.
Then, have the students in their pod discuss what they wrote down and what there feelings are.
ESE/ELL Accommodations
Have the summary pre-recorded on an audio file for those who a have visual impairments or who may need to hear the information to process it.
Have a translator nearby to read the summary to the student in their native language and then have the student write down what they feel. They do not have to talk in the group if they do not feel comfortable. The important part is they understand the content.
Here is an example of the summary and what a student would write.