Foundations For Inquiry - Grade 11
This two-part study is designed to help teachers accomplish three basic and essential things:
Launch the course’s independent reading project. The sessions in Part 1 are dedicated to helping teachers lead students through essential pieces of this work, including finding new and interesting texts to read, building “Books I’d Like to Read” lists, and setting goals.
Re-orient students to close reading and text-based interpretive work. In Part 2, students will work closely with two texts: “The Girl Who Raised Pigeons,” a short story by Edward P. Jones, and “The Harvest,” a short story by Amy Hempel.
Create classroom cultures in which students participate as active members of a community of readers. The work and interactions of the two parts of this study are specifically designed to help teachers provide students with regular opportunities to share and collaborate, to think, and discuss texts. This means that students will have opportunities not only to read, but to read and think better due to the frequency and quality of their regular interactions around independent reading and careful text-based work.
Table of Contents
Writing Tasks
Title: Book Recommendation
Teacher Manual Instructions:
Session 1
Display a copy of the “Book Recommendation” form for the class to see and distribute a copy to each student.
Think aloud for 2-3 minutes as you fill out the display copy of the form. Use this time to revisit the definition of “genre” and to model the kinds of information a student might include in the “recommendation” section. After this demonstration, answer any questions students have about filling out the form.
Next, ask students to think about the reading they did during the summer or the previous school year. They should think of at least three titles they read that they enjoyed and they can imagine recommending to another reader. Encourage reluctant students to think of any titles they have enjoyed, even if they are comics or other nontraditional texts or if they have to think back further than a year.
Give them a minute or two to think and then ask them to write the title and author of one of the books on their “Book Recommendation” form.
» Note: If students have more than one book they’d like to recommend, ask them to write down the other titles so they can remember them for use in the next session.
Next, in a whip-around fashion, call on students in the class and ask them to share the author and title they entered on their form.
Briefly review the kinds of content that students might include in the “recommendation” section once again, and give students 3-4 minutes to write a recommendation for their book.
Title: Book Review
Teacher Manual Instructions:
Session 5
Explain to the class that a book review is an important kind of reading response work—a written extension of the book discussions lifelong readers regularly engage in and a resource for readers who are searching for new material.
Display a copy of the “Book Review” form for the class to see.
Highlight the contents of the form.
Review the “What We Know About Book Reviews” chart and then collaborate with the class to fill out a sample “Book Review” for a shared reading text or another well-known book. During this collaboration, be sure to refer students to the “What We Know About Book Reviews” list.
Title: Goals for My Reading Life
Teacher Manual Instructions:
Session 6
Display a copy of “Goals for My Reading Life” for the class to see and distribute copies to students.
Use this time to review how to fill out the goals sheet. Be sure to show students how they can use the charts to generate ideas for answers to the “Goals” questions.
Take a moment to stress the value and function of the “Books I’d Like to Read” list. Point out that this list is a tool that serves the same function as a bedside table for some readers: It is a place to store up titles or books that are “next in line.” Remind the class that readers constantly have their eyes open for “next” texts. A “Books I’d Like to Read List” is a way to prevent aimless and unproductive castings around for new reading materials. It’s a planning tool.
Explain that at the beginning of each marking period, each student will fill out a new goals sheet; at at the end of each marking period, students will take a few minutes to review their goals statements and reflect on their efforts to meet them.
Answer any questions students have about the “Goals for My Reading Life” forms.
Give students time to complete the form and set a deadline for submission. You may decide to photocopy these to keep a set for yourself. Return the forms to students during the next session and have them attach the form to a page in their notebook or save it for their student portfolio (see Creating a Student Portfolio).
Title: Reordering and Retelling “The Girl Who Raised Pigeons”
Teacher Manual Instructions:
Session 8
Place students in pairs or trios.
Answer any questions that students have about the reordering and retelling assignment.
Give groups time to reread the text and work on the reordering and retelling assignment.
Note that this rereading will be a different experience from the first read. This time, students are not reading to find out what happens, but to take a closer look at the structure and the events within the story. They also approach the text with a clearer understanding based on the shared comprehension work from the previous session.
Use this time to confer with groups about their work. Model for students how to use the text to answer questions that they have about the important events in the text.
Title: Preparation for Writing About “The Girl Who Raised Pigeons”
Teacher Manual Instructions:
Session 10
Allow students 5-10 minutes to skim and reread, independently, moments in the text that can help them respond to the interpretive question.
Give the small groups time to conduct their discussions. During this time, remind them that they might review the task, the story, and their notes in order to generate and test out ideas.
Confer with the groups about the work during this time. Be sure to remind and model for them how to use the text during these exchanges (for example, as a reference, to read from, to point to, etc.). Also, take time to show students how to jot notes and ideas down during these discussions.
Observe the early interpretive moves students are making: Are they especially literal or speculative? Are they based mostly on one or two pieces of support, or do they take the whole story into account? You do not need to address these needs now, but may wish to provide instruction on them during the next cycle of interpretive work (Session 16).
Provided students are able to generate at least some ideas for claims and some relevant evidence to support them, they should be ready to continue to the next session’s work.
Title: Writing About “The Girl Who Raised Pigeons”
Instructions:
For this assignment you will write an argument about “The Girl Who Raised Pigeons” that answers the question in the box below. It will sound familiar to you because you participated in a discussion about it in the previous session’s work:
Did Robert make the right decision by allowing Betsy Ann to raise pigeons? |
Suggested Student Materials: Interpretive_Argument Checklist
Title: Reordering and Retelling “The Harvest”
Teacher Manual Instructions:
Session 14-15
Place students in pairs or trios.
Answer any questions that students have about the reordering and retelling assignment. If necessary, review the “Reordering and Retelling” chart students created after reordering and retelling “Pigeons” to remind them of the thinking and steps involved.
Give groups time to reread the text and work on the reordering and retelling assignment.
Note that this rereading will be a different experience from the first read. This time, students are not reading to find out what happens, but to take a closer look at the structure and the events within the story. They also approach the text with a clearer understanding based on the shared comprehension work from the previous session.
Use this time to confer with groups about their work. Model for students how to use the text to answer questions that they have about the important events in the text.
Title: Writing About “The Harvest”
Instructions:
For this assignment you will write an argument about “The Harvest” that answers the question in the box below. It will sound familiar to you because you participated in a discussion about it in the previous session’s work:
About halfway through “The Harvest,” the narrator says, “I leave out a lot when I tell the truth.” She then corrects, changes, and adds to the story she told in the first half of “The Harvest.”
Why does the narrator change her description of what happened to her? |
Suggested Student Materials: Interpretive_Argument Checklist
Charts for Discussion
Title: Taking Care of Books
Teacher Manual Instructions:
Session 4
Book care: Create a chart titled “Taking Care of Books.” Because many of the books in the library are paperbacks, without proper care they will soon fall into disrepair. Students should be taught basic, commonsense lessons about book care, including picking books up when they’ve been dropped or found on the floor, caring for book bindings (for example, don’t fold books back or leave them splayed open on a desk; use a book mark instead), don’t throw or toss books. Take a minute to add items to the “Taking Care of Books” chart.
Title: What We Know About Book Reviews
Teacher Manual Instructions:
Session 5
Ask students if they have ever read a book review before—perhaps in a book- store where bookstore employees have posted short blurbs endorsing a text or maybe online on a site like Amazon. Ask volunteers to say what they know about reviews and the kinds of things readers write in them. Jot these items on a chart titled “What We Know About Book Reviews.”
Next, display or distribute copies of some model book reviews. This will ensure that students have a connection with the content and will help expedite their understanding of the form. You can find model book reviews on GoodReads or Amazon, as well as most of the websites listed in Session 3.
Read two or three sample reviews aloud to the class. Use the following questions to guide students’ study of these models:
What do readers do in book recommendations (or book reviews)?
How do they begin?
How do they end?
What do they do in the middle?
Jot these questions on the board. Use these questions to drive the class’s discus- sion about each of the examples. Capture the class’s answers to the questions on the “What We Know About Book Reviews” chart.
Title: Comprehension Versus Interpretation
Teacher Manual Instructions:
Session 18
Place students in trios and give them time to discuss the following “step-back” question:
How is forming an interpretation different from responding to a comprehension question?
Ask the students to work in their small groups to create a list of four or five ways that interpretive work is different for them than comprehension work.
Next, reconvene the whole class to discuss the question. Capture the class’s thinking about this on a chart titled “Comprehension Versus Interpretation.” You might organize the responses by creating a simple T-chart, dedicating one column to features of comprehension work and the other to features of interpretive work. Afterwards, be sure to post this list in the room so that students can consult it as needed.
Use this discussion to segue to the next task: studying an exemplar paper.
Checks for Understanding
Title: Independent Reading: Problems and Solutions
Teacher Manual Instructions:
Session 4
Ask students to help you generate a list of challenges that arose during the independent reading time and list these in the “Problems” column to the left. Then collaborate with students to create possible solutions for each problem and place these in the column to the right. Again, use this time to gather ideas for any mini lessons that might benefit your students. (For example, if students describe having difficulty figuring out what was going on at the beginning of a book, you might model your own thinking as you open an unfamiliar book. What kinds of questions do you ask yourself? How do you start piecing together the setting?)
Remind students that they should bring their independent reading text with them to every class.
Title: “The Girl Who Raised Pigeons”: Comprehension Questions
Teacher Manual Instructions:
Session 7
- After the reading, give students time to convene in groups of two or three to work on the comprehension questions. While students are collaborating with each other, they should write down their notes for these questions in their notebook. They should title this entry “‘The Girl Who Raised Pigeons’: Comprehension Questions.”
Monitor students’ work at the end of the period to determine whether or not they understand the story, reviewing literacy notebooks if necessary. Whenever possible, respond to students’ questions by redirecting them to the text with prompts like “See if you can find any moments in the text that might help you answer that” or “Review some of the places that you and your group members marked in the text to see if that helps.” Remember that students will continue to interact with and reread the text, so they do not need to be experts on it at this moment. Instead, use this time to determine whether students will need to reexamine any serious misunderstandings in the next session. (Many of these may be cleared up in the whole-group sharing in the next session).
Title: “The Girl Who Raised Pigeons”: Comprehension Questions
Teacher Manual Instructions:
Session 7
Next, as a whole group, facilitate a shared response to these same comprehension questions. Capture student responses on a chart or another display also titled “‘The Girl Who Raised Pigeons’: Comprehension Questions.” As students share their responses, be sure that they support their answers with evidence from the text and provide page and line numbers for reference.
Title: Reordering and Retelling: Describing the Work
Teacher Manual Instructions:
Session 8-9
Create a chart to capture the list the class generates in the whole-group discussion. Title it something like “Reordering and Retelling: Describing the Work.” Afterwards, post this list in the room so that students can consult it as needed. (You may want to refer to this chart again in Sessions 14-15.)
Title: Does Robert make the right decision by allowing Betsy Ann to raise pigeons?
Teacher Manual Instructions:
Session 10
Convene the whole class, and revisit the interpretive question. You are not seeking a full, developed discussion at this point—only a quick charting of initial ideas:
Does Robert make the right decision by allowing Betsy Ann to raise pigeons?
Capture student ideas on a chart so they can be accessed later. Encourage students to write their classmates’ ideas in their notebooks, to help them with their upcoming writing assignment.
During this debriefing, pause to work with the students to locate and note the page and line numbers of passages they might want to cite.
Title: “The Harvest”: Comprehension Questions
Teacher Manual Instructions:
Session 13
After the reading, give students time to convene in pairs or trios to share their notes and to compare the moments that they have marked. Tell students to add to their notes as they do this work.
During this small-group work, they should write down the answers to the comprehension questions in their notebook. They could title this entry “’The Harvest’: Comprehension Questions.”
Monitor students’ work at the end of the period to determine whether or not they have a basic grasp of the story, reviewing literacy notebooks if necessary. Whenever possible, respond to students’ questions by redirecting them to the text with prompts like, “See if you can find any moments in the text that might help you answer that,” or “Review some of the places that you and your group members marked in the text as we read to see if that helps.” Remember that students will continue to interact with and reread the text, so they do not need to be experts on it at this moment. Instead, use this time to determine whether or not a whole-class rereading is appropriate in the next session.
Title: “The Harvest”: Comprehension Questions
Teacher Manual Instructions:
Session 13
As a whole group, facilitate a shared response to these questions. Chart responses on the board or a piece of chart paper. Take care to ask students to support their answers with evidence from the text. When students share their responses, be sure to ask them to reference specific line numbers.
Title: Why does the narrator change her description of what happened to her?
Teacher Manual Instructions:
Session 16
Convene the whole class, and ask the question “Why does the narrator change her description of what happened to her?” You are not seeking a full, developed discussion at this point—only a quick charting of initial ideas.
Jot down student ideas on a chart so these ideas can be accessed later. Encourage students to write their classmates’ ideas in their notebooks, to help them with their upcoming writing assignment.
During this debriefing, pause to work with the students to locate and note the page and line numbers of passages they might want to cite.
Title: What We Know About Writing Effective Interpretive Papers
Teacher Manual Instructions:
Session 18
End the class meeting with a conversation in response to the following questions:
What did we learn in this session about doing interpretive work and writing interpretive papers? (Add relevant responses to the “Comprehension Versus Interpretation” chart.)
How will you use what you learned when you compose a response to “Interpretive Assignment #2: Writing About ‘The Harvest’”?
Capture student thoughts on the board or on a piece of chart paper. Encourage students to be as concrete and specific as possible and to add these to a page or set of pages in their notebooks titled “What We Know About Writing Effective Interpretive Papers.”
Independent Reading
Title: Book Interview
Instructions:
Display a copy of the “Book Interview” sheet for the class to see and distribute copies to students.
Using one of the books from the classroom library, model for students how to interview a book and how to fill out the sheet. Answer any questions students have about the form and its terminology.
Give students time to interview three books and to enter their findings on the “Book Interview” sheet.
Title: Book Pass
Instructions:
Organize students’ desks into a circle (or, if this is not possible, determine a very clear path for books to pass through the group).
Explain the purpose of a book pass:
A book pass is another way to expose students to the texts available in the classroom library. A book pass requires students to use their book interviewing skills. A book pass is a chance for students to find titles to add to their “Books I’d Like to Read” list.
Display a copy of the “Book Pass” for the class to see and pass out copies to students.
Demonstrate for the class how a person goes about making an entry on the form. Since students will need to write quickly, show how an author can be listed just by last name and first initial, and demonstrate how a student can abbreviate a long title if necessary. What matters is that they have enough information to track down the book again later if they need to.
Give each student one book (or magazine). Tell them it doesn’t matter which text they start with, because they will see all—or at least many of—the books. (Be sure you have one title for each student in the circle.)
Choose a direction for passing.
After students receive a book, they should immediately record the author’s name (if the text is a book) and title on the “Book Pass” form.
Give students one minute to interview each book following the procedure established in the previous session.
At the end of one minute, call “pass.” At this time, students should make an entry in the comments column and pass the book to the next student.
Continue the book pass until each student has interviewed all the books.
Title: Book Recommendation
Instructions:
Distribute copies of the “Book Recommendation” form to students and give them time to craft or begin crafting their first review. Students can choose to write about a book they’ve completed recently or one they remember well from past reading.
Title: Goals for My Reading Life
Instructions:
Display a copy of “Goals for My Reading Life” for the class to see and distribute copies to students.
Use this time to review how to fill out the goals sheet. Be sure to show students how they can use the charts to generate ideas for answers to the “Goals” questions.
Take a moment to stress the value and function of the “Books I’d Like to Read” list. Point out that this list is a tool that serves the same function as a bedside table for some readers: It is a place to store up titles or books that are “next in line.” Remind the class that readers constantly have their eyes open for “next” texts. A “Books I’d Like to Read List” is a way to prevent aimless and unproductive castings around for new reading materials. It’s a planning tool.
Explain that at the beginning of each marking period, each student will fill out a new goals sheet; at at the end of each marking period, students will take a few minutes to review their goals statements and reflect on their efforts to meet them.
Answer any questions students have about the “Goals for My Reading Life” forms.
Give students time to complete the form and set a deadline for submission. You may decide to photocopy these to keep a set for yourself. Return the forms to students during the next session and have them attach the form to a page in their notebook or save it for their student portfolio (see Creating a Student Portfolio).
Title: Reading Log
Teacher Manual Instructions:
Show students how to set up a “Reading Log” in their notebook. They should be sure to enter it in their table of contents. You may decide to distribute sticky notes so that students can flag this page. Use the model on the next page to guide your efforts.
Notice the column titled “Date Completed/# of Pages Read.” This column is a place for students to record, and receive credit for, the reading of texts that did not require a “cover-to-cover” experience. Be sure to point out that reading sections of several texts for specific purposes is not the same as skipping aimlessly from book to book to book. The former often indicates purposefulness and interest; the latter can indicate confusion or disengagement.
After students have set up the reading log—including proper headings, creating the grid, etc.—demonstrate how to make an entry.
Answer any questions students have about the log.
Remind students that the reading log is a tool to be used in conjunction with the “Goals” sheets. Students track their reading in the log and then use the log to evaluate their progress toward their goals.
If you plan to use student portfolios this year, consider introducing them at this time using some version of the information in the section that follows. Review Creating a Student Portfolio in advance to be sure you have thought through some of the important questions for portfolio work.
Unit Resources
Title: Baseline Writing Task
Teacher Manual Instructions:
Session 1
When students are ready to begin, give them ONE of the following prompts or something similar. (Students should respond to the same prompt for this work for easy comparison of responses.) For a full explanation of the baseline writing task and its uses, review the information in Developing Fluency in Writing.
Tell me about the class or teacher from whom you feel you learned the most. Choose a specific person or class, and be sure to describe what helped you learn so much in that situation so the reader can understand.
Tell me your favorite quality about yourself, and tell me about a situation that helps me see or understand that quality. Be sure to describe the situation so that a reader can see it clearly.
Tell me about a time you feel you did something out of character—not necessarily bad, but something you consider different from the way you feel you typically behave or respond. Be sure to describe what happened so that your reader can see the event(s) clearly.
Title: Day 1 Showing, Not Telling
Teacher Manual Instructions:
Session 2
- Have students write for 5-10 minutes.
- After the writing time has ended, explain to your students that one way of keeping track of progress is to count how many words you were able to write. Explain that this is one of the easiest and most effective means by which to track growing fluency. Because they are focusing on skill building, their interest, for now, should be in the quantity of words and pushing themselves a bit more each time they write. Have students take a moment to count the number of words they’ve used and write it on the page. If they have written a lot, show them how to find the average words per line.
- Allow a moment for one or two students to share some strong “showing” sentences. Focus on encouraging students through the process and express confidence that they will see their word counts increase over time, as well as their ease in getting started and staying engaged with putting words down on the page.
- Sift through student work afterward to see where students are in their fluency at this starting point.
Title: Day 2 Showing, Not Telling
Teacher Manual Instructions:
Session 3
Have students write for 5-10 minutes.
Afterward, have students begin to chart their word count in the back of their journals. (See Developing Fluency in Writing for simple instructions on creating a word count chart.) Allow a moment for one or two students to share some strong showing sentences.
Title: Day 3 Showing, Not Telling
Teacher Manual Instructions:
Session 4
Have students write for 5-10 minutes.
Afterward, have students begin to chart their word count in the back of their journals. Allow a moment for one or two students to share some strong showing sentences.
Title: Day 4 Showing, Not Telling
Teacher Manual Instructions:
Session 5
Have students write for 5-10 minutes.
Afterward, have students begin to chart their word count in the back of their journals. Allow a moment for one or two students to share some strong showing sentences.
Title: Day 5 Showing, Not Telling
Teacher Manual Instructions:
Session 6
Have students write for 5-10 minutes.
Afterward, have students chart their word count in the back of their journals . (See Developing Fluency in Writing for guidelines on charting progress .) Allow a moment for one or two students to share some strong showing sentences.
Have each student select one “Showing, Not Telling” journal entry that they especially want you to read and respond to.
Title: Reordering and Retelling: “The Girl Who Raised Pigeons”
Title: Writing About “The Girl Who Raised Pigeons”
Title: Grades 11 and 12 – Interpretive_Argument Rubric
Title: Scaffolds and Modifications: Descriptions and Use