ELAGSE8RL1: Textual Analysis Of The Classroom

On February 26, 2016, at Miller Middle School, twenty-one eighth grade students were presented with a lesson that was based on Georgia State Standard, “ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.” After completion of the lesson, the teacher candidate hoped to achieve several learning objectives, including: Students would be able to draw inferences from the text to create and support an analysis, students would be able to choose specific textual evidence to support their conclusions accurately, and students would be able to explain the connection between their conclusions and the textual evidence they chose from the passage. The teacher

On the piece of copy paper, students worked individually and as a whole class to create a concept map. The teacher candidate used a large poster board to create a concept map as well, allowing the students to offer their ideas. As the students and teacher candidate carried out a class discussion, the teacher candidate added boxes and lists to the concept map as the students followed along. On our concept map we included the three steps needed to draw a conclusion, with linking boxes with details and examples. Also, we included why a reader would draw conclusions from a text in a different box with linking boxes. Then, the students were placed in groups of four students. The students were given a graphic organizer that contained quotes from the narrative. As a group, they were to complete the graphic organizer by collaborating with their groups to draw conclusions from the text while also citing the text that lead them to that

Although the concept mapping activity was very beneficial for the lesson, one part of the lesson that could be changed was the use of the poster board to illustrate the concept map. An easier, and more efficient way would be to use the whole entire white board. The white board is larger, allowing the teacher candidate to write the text larger to ensure that all students can see. During the lesson, many students would question what does that say, or ask if they could move up to be able to see well. The next time the teacher candidate teaches this particular lesson a smart board or a white board will be used to eliminate the obstacles that arose using the poster