Post Reading Discussion

Notes for Teacher:

Classroom discussions are one of my favorite ways to breathe some life into a unit. As the teacher, I use class
discussions to get a handle on how much the students understand and whether they are ready for deeper
analysis or if we should stick with basic plot and character level issues with the text.

To prepare a class for the first discussion of the school year, I use the PowerPoint to talk students through the
process. Often, students have participated in class discussions before that were structured differently, so I
want to make sure they understand what I'm looking for. I also explain how they will be graded on the
discussion. I typically assign ten points each to the prep sheet, participation in the discussion, and the
reflection for thirty total points possible. This works for me because students can still earn a passing grade by
paying attention to the discussion even if they choose not to say anything.

After the PowerPoint, I hand out the prep sheet and give students some class time to start planning questions.
For the first discussion of the year, I typically model one for the students to copy on to their worksheet so they
understand how to base their questions on quotes, or the other way around (quotes to justify questions).

Class discussions typically take an entire 40 minute period. I have students split into two groups before they
come to class. You know your students best: try to have an even number of "talkers" in each group. Then, I
set a timer for 15-20 minutes and ask the outer circle who would like to ask a question first. You might clarify
that not every student has to answer every question.

After the time is up, have the students switch places and repeat the process. It's okay if some questions are
asked a second time since this is a new group. If the discussion starts to fizzle, you can use the theme
questions at the end of the PowerPoint to get students talking about "big picture" concepts. With a few
minutes left in class, I encourage students to get started on the reflection while the discussion is fresh in their
minds. The reflection is usually homework that I collect the next day in class.

Assigning points for the discussion is something I continue to perfect. You might try making a chart with
student names down one side and the traits you are looking for across the top to help you keep track of the
number and quality of the responses. Things I keep track of include: original contributions, specific
references to the text, literary elements, including others in the discussion, etc. (Sometimes I track off topic or
disrespectful responses if that is an issue for a particular class.) I've also experimented with using a chart to
"map" student responses. In this style, each student has a box with their name in it. I use tally marks to track
responses and write notes in their box. I draw lines to "follow" the discussion on paper. I find this style keeps
me busy, which often keeps me quieter during the discussion. :)

For students who talk too much or too little, I've tried giving "two cents" to each student. They have to "put in
their two cents" each time they talk, and then listen to everyone else before they talk again. This isn't ideal,
but for some classes, I've found it's necessary to limit some and encourage others.

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Happy teaching and discussing!