MYPNA_TE_G12_U3_web.pdf

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ESSENTIAL QUESTION: How do our attitudes toward the past and future shape our actions?

Making a Schedule

First, find out the due dates for the small-group activities. Then, preview the

texts and activities with your group, and make a schedule for completing

the tasks.

Sonnet 12

Sonnet 60

Sonnet 73

Sonnet 32

Sonnet 75

from The Naked Babe and the Cloak of

Manliness

from Macbeth

SELECTION ACTIVITIES DUE DATE

Working on Group Projects

As your group works together, you’ll find it more effective if each person has

a specific role. Different projects require different roles. Before beginning a

project, discuss the necessary roles, and choose one for each group member.

Some possible roles are listed here. Add your ideas to the list.

Project Manager: monitors the schedule and keeps everyone on task

Researcher: organizes research activities

Recorder: takes notes during group meetings

Overview: Small-Group Learning 371

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Making a Schedule

Encourage groups to preview the reading

selections and to consider how long it will take

them to complete the activities accompanying

each selection. Point out that they can adjust the

due dates for particular selections as needed as

they work on their small-group projects, however,

they must complete all assigned tasks before the

group Performance Task is due. Encourage groups

to review their schedules upon completing the

activities for each selection to make sure they are

on track to meet the final due date.

Working on Group Projects

Point out to groups that the roles they assign

can also be changed later. Students might have

to make changes based on who is best at doing

what. Try to make sure that there is no favoritism,

cliquishness, or stereotyping by gender or other

means in the assignment of roles.

Also, you should review the roles each

group assigns to its members. Based on your

understanding of students’ individual strengths,

you might find it necessary to suggest some

changes.

AUTHOR'S PERSPECTIVE Kelly Gallagher, M.Ed.

The Teacher’s Role After the ability to read and

write with fluency, the skill that employers value

most is the ability to collaborate successfully.

Talking with other people can help us all learn

more, change our opinions, and make us more

thoughtful because we are exposed to ideas that

we may not have previously considered. Student

collaboration also serves as a useful formative

assessment tool. An effective strategy for identifying

what students are thinking about what they read

and for pinpointing the information they’re missing

about a text is to ask, “What is worth talking

about?” Hearing what they get and what they’ve

missed informs further instruction. Here are some

additional strategies for encouraging effective

collaboration:

• Flow in and out of groups as students work.
  Circulate from group to group, modeling

and encouraging meaningful talk, a lifelong

literacy skill.

• Take notes on what is being said outright and
  what is being implied. See what prior knowledge
  and background individuals contribute.


• Plan pathways for subsequent lessons from what
  you’ve heard and observed.

Small-Group Learning 371

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