EDUCATION 472 STRATEGY INSTRUCTION LOG-BODY BIOGRAPHY

DATE OF STRATEGY LESSON: 10/12/2022-10/13/22

TOPIC AREA: Reading Comprehension

GROUPING: Small Groups

STRATEGY USED: Graphic Organizer

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

After discussing a lesson that I needed to teach, I decided to use a body analysis graphic
organizer that the English language arts (ELA) teacher already had. She printed them and
explained to students what they were. We looked at the charts for two days. The first day,
students were in small groups in the same classroom. The second day, two groups went over to
the learning support room to work on it. This body analysis graphic organizer is a great way to
help students analyze one character from the story that was being read. This graphic organizer
was about the mother a story called “Two Kinds” by Amy Tan.

This strategy relates to summarizing and notetaking from Marzano’s top nine. It could be
developed further into similarities and differences. Students could compare their body analysis
charts from two different characters to see how both characters worked throughout the story.

PA COMMON CORE STANDARD: Standard - CC.1.3.7.D

Analyze how an author develops and contrasts the points of view of different characters or
narrators in a text.

Eligible Content-E07.A-C.2.1.1 Analyze how an author develops and contrasts the points of view
of different characters or narrators in a text.

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

Students will be given the character analysis sheet

Students will be told to fill out the sheet for either the mother or the daughter

Students will be told that there are nine different parts on the sheet to put something for.

Students will be told that they can work in groups to fill out the charts. Students were split into
groups depending on which character they picked. There were four groups total, two small
groups for the mother and two small groups for the daughter.

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Students worked on their organizers for a few minutes, and then myself, the ELA teacher or the
learning support teacher would walk around asking students about what they had and then ask
where they would go next.

RESULTS OF THE STRATEGY:

Some groups worked well together while other groups lost focus easily. There were also
individuals in each group that did not participate much in the group discussion; instead, they
just wrote down what other people were saying. Students who were listening well understood
that the body biography would help them on a future assignment that the ELA teacher already
had planned. Those who were not focusing during the introduction of the body biography did
not do as well. Additionally, those who participated in the discussions had more written on
their papers while those who did not give much input had less.

PERSONAL REFLECTION:

The ELA teacher introduced the lesson and did most of the talking. After reading the first part of
the story, I was able to walk around and talk to groups about what they were writing about.
Students had the option to write about either the mother or the daughter. For the most part, I
was able to ask appropriate questions regarding the chart to guide the students.

I did not have a chart filled out already. Because I didn’t have one, coming up with questions to
guide students was trickier. I was more prepared with ideas the second day because I could pull
from what was used previously, however still did not have a chart filled out for either character.