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"CRYSTAL STAIR" by Langston Hughes
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OBJECTIVES:
| Students will deepen abilities to interpret symbols in poetry, and students will learn about Langston Hughes. | Students will deepen their skills in "delving" (asking for further clarification of thoughts). |
MATERIALS
| A copy of "The Crystal Stair" for each group. | Teacher needs a clipboard, pencil and paper. |
STEPS OF THE MODEL
| SET
Today each group will read this poem by Langston Hughes.
I think you will see some parallels between this poem and your own student-teaching
experiences. As a group, you must agree on the answers to the three questions
at the bottom of the page; your grade will be based on these answers.
LESSON 1. (input/model) Tell students that when you get the poem, each group
member will fulfil the role that will be assigned. They must agree on the
3 answers and sign the paper, all within 15 minutes.
2. (check for understanding) Ask for any questions or confusion.
Do some oral together responses to check understanding.
3. (guided practice ) Groups work as assigned. Teacher monitors and
guides students in their task if necessary.
4. (closure) When time is up, teacher leads a discussion where answers are shared. |
SET
As you woek on your assignment today, the cooperative skill you are going
to practice is "delving." I know you have done this on your own before,
but today one member of your group will be recording examples that she
or he hears as you work, so get in there and "delve."
LESSON 1. (input/model) Assign group roles by numbering off 1-4 (#1 recorder, #2 reader, #3 time-keeper, #4 includer). Explain and model "delving" and ask the recorder to write down positive examples of its use. 2. (check for understanding) Have each role raise a hand and repeat the job. Point out that no one is in charge of getting consensus, and the includer should help it be a genuine group effort. 3. (guided practice ) The recorder, as well as participating in the group work, writes down and tallies examples of delving without recording the names of the delvers. The teacher might do this, to, while circulating. 4. (closure) After content sharing, teacher collects and reads examples of the use of delving. Discussion follows, |
EVALUATION:
| Teacher listens to the quality of the discussion and reads and grades group papers. | The recorder captured student examples. No individual record is taken, but a sense of the growth of the group is evident of missing to all. |
NOTE: Many people object to students being graded solely on the group performance, so a second type of grading is frequently added. For instance, at the end of the lesson, each student might be asked to write a personal response to an additional question or questions.
ANOTHER NOTE: Notice that there are two lessons, the content and the cooperative, blended into one.