Together we came up with, "During the time of MLK, African-Americans were not treated equally. They experienced injustices that made them feel not equal and angry. African-Americans felt they were living in captivity just like slaves. This is WRONG. Everyone deserves freedom.
We read through this paragraph a few times and discussed why it was better than the lonely main idea sentence we came up with yesterday. The students all agreed they felt the emotions, just by reading the paragraph and the words also helped support the main idea. We circled all the words that led us to feeling the emotions and checked they all related to being angry.
Next, the students turned to their talking partners, held conversations about how to create their own paragraphs and chose their starting main idea sentence. We made sure they all did a lot of talking before writing. At this point I thought it was going to be difficult for the students, but I was pleasantly surprised. Besides the students being SO obsessed with the content, they were really working hard.
Kara and I bounced around the room and met with all the groups. We gave them feedback and shared some examples out loud. Kara even challenged some students to incorporate multiple emotions into their paragraph and we discussed how this could be done (see the examples below). Some students still need to finish, but the students who did finish, did awesome!
When Kara went off to her next meeting, I repeated the lesson with my second class, the same way. They ended up choosing the same main idea sentence to revise, but together our paragraph came out different, but still wonderful.
During the 1960s African-Americans were experiencing injustice. They felt like they were living in captivity while not having a chance to be free. Their ancestors were slaves who felt that they withered away into history unappreciated. While white people enjoyed life, they African-Americans lived in their shadow with horrible lives.
This class also did amazing with their responses and like the first class, were full of pride!
The E.P. = The Emancipation Proclamation.
This was my favorite response! I was seriously impressed!
So I would absolutely say these past few days were an amazing success in the classroom. I was pushed (in a good way) to jump out of my comfort zone and try something new while having the support from my coach. This was only one chapter of the book, so I am excited to work through the rest of it. Am I Falling in Love with Close Reading? Well, if my class has fun, is highly engaged, and is learning... then I would have to say, YES! Excellent and realistic title for a great book! I think that's exactly how the coaching program is supposed to work. We work well together as a team and I am already thinking of next week's lesson to impress her with!
If you haven't already entered, don't forget to enter for a chance to win your own copy of Falling in Love with Close Reading by filling out the form below!
If you missed part one of this lesson, check out the post about the awesome book, Falling in Love with Close Reading! HERE!
If you'd like to take a look at what we worked with this week, check out my Google Doc, HERE!
Kara also blogged about a few more lessons using the Falling in Love with Close Reading book as a mentor text, HERE!
It looks like it might be a snowy rest of the week for us and it is a good thing because I am EXHAUSTED! :)