6th Grade ELA : Unit #6 - Multicultural Literature Circles : Lesson #10

Contrast & Contradiction In Practice

Objective: SWBAT meet in small groups to determine one contrast & contradiction moment in their novels.
Standards: RL.6.1 RL.6.3 RL.6.4 SL.6.1 SL.6.1a SL.6.1b SL.6.1c SL.6.1d
Subject(s): English / Language Arts
60 minutes
1 Contrast & Contradiction Review - 5 minutes

This lesson is directly connected to the previous day's lesson.

We'll briefly review the concept of contrast & contradiction using yesterday's notes:

Noticing Contrast & Contradiction in "Iqbal."

I hope that everyone was able to find examples of contrast and contradiction in your own literature circle novels.

2 Literature Circles: Discussion Questions + Contrast & Contradiction - 20 minutes

For today's literature circle discussion, students will follow the same format as we have done in prior days, using Discussion Boxes, Set 4. However, for the group work piece, students will have to agree upon one contrast and contradiction moment that someone has chosen and the group deems as strongest. Then, they will need to explain why this may have transpired.

The question: Why did this character decide to do whatever it is that we're focusing on as a contrast and contradiction moment?

This is an important follow up to locating the signpost.

Students will follow the usual lit circle format. At this point, they should be very familiar with the order, but I still write it on the Promethean Board. I intervene in group meetings less and less as the unit progresses. Kids get very used to discussing and often look forward to speaking with one another about their novels.

  1. Discuss terms you didn't know. See if you can figure them out using only context. (Other words around them). Write in definitions.
  2. STAR your two best discussion questions. Everyone will read two. If you find that someone else in your group has asked a similar question, try to choose a new one of your questions to present. EVERYONE must weigh in for each question.
  3. Complete group work.
Reflection: Group Norms
Routines and Procedures

At this point in the unit, kids are aware of my expectations and groups should be running smoothly. I have on more than one occasion removed kids from their groups for the following reasons:

  1. They were not adding constructively to the group discussion.
  2. They had not completed their designated reading.

I noticed that removal of students works effectively with kids who thrive on positive peer interactions. If you take them away from their peers, they will work hard to stay caught up and change their behavior. Obviously, this consequence doesn't work for kids who are looking to be removed. Honestly, literature circles usually run really smoothly. It is nice to hear the kids converse about novels.

3 Independent Work Time: Complete Discussion Boxes, Set 5 - 30 minutes

At the end of the lesson, students are given time to complete Discussion Boxes, Set 5 in order to prepare for their next group meeting. I make student's aware that this work time is precious and urge them to stay on track.

I also make sure to confer with kids about page totals, content of in the novels, and other parts of the discussion boxes, include how they're generating valuable discussion questions.

Here is a Student Sample: Discussion Box, Set 5.