Mrs. Barthel is giving her students an overview of the research project they are about to embark on.
Mrs. Barthel’s instruction is clean and purposeful. She uses anchor charts to map out the process for her students. She helps her students to identify similarities and differences between what they are about to begin (non-fiction research paper), and what they have just completed (personal narrative).
Mrs. Barthel’s instruction is clean and purposeful. She uses anchor charts to map out the process for her students. She helps her students to identify similarities and differences between what they are about to begin (non-fiction research paper), and what they have just completed (personal narrative).
She tells the students clearly the ONE part of the process they will complete today. Today they will (identify a specific animal to be the focus of your research), the one part they will do tomorrow (begin to organize facts using a web), and the one thing they should let their brains work on tonight (how they will organize their webs).
Mrs. Barthel understands the importance of giving students choice and time, but also indicating a clear end point goal for the day. Browse the resources to get ideas. Do some online searching, especially to narrow your topic. But make a choice by the end of the period, today. Get your choice recorded on the board for all to see. Tomorrow, we have new tasks we must attend to.
When it is time to access the resources and begin to identify their topics, the room is suddenly an efficient and excited bustle. Students dig in. They help each other out. They share their ideas. They laugh and wonder together at the things they see in the resource books and online.
Benny knows immediately, he wants to write about a chicken. His job, then, is to identify a specific type or breed of chicken for the project. Tommy wants to write about a monkey. Specifically what kind of monkey is the challenge for the day. Carter wants to write about a tiger, he chooses the Bengal.
Mrs. Barthel has a keen eye for spotting any sign of off task behavior amidst the movement and chatter. She quickly prompts kids back to task if she senses they are getting distracted. And then, one by one, they start to find their way to the board to record their chosen animal. This is a fascinating process to watch. Because no two students can choose the same breed of animal, this is TRULY their own topic. Kids approach this activity with pride and commitment. The ownership is immediate. This is their topic! This is their research paper. They are ready to go!
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