It was the end of the quarter for my Reading Lab classes, and the students were wanting something exciting to read. All quarter, they were working on a computer program and reading challenging, nonfiction reading passages from their worktext book. I had a few pieces of engaging, short stories for the classes. I chose “Thank You Ma’m” by Langston Hughes. I knew the tale of forgiveness would pull on the heart strings of the students.
- I placed parking lot posters around the classroom. As students walked into the classroom, you could hear them wondering what the lesson was about. They were excited about what they were going to read in the class.
- I started the lesson with an objective statement on the board. I read aloud to the class, “Today I am reading “Thank You Ma’m” by Langston Hughes, so that I can determine the theme of the text. I’ll know I’ve got it when I can write and explain the theme using textual evidence.”
- I distributed a worksheet that I made with five statements related to the story, with two columns of agree and disagree. I used the timer and allowed students to read and checked if they agreed or disagreed with the statements. Students were happy and wanted to engage with each other, especially with statement five. Statement five was, “I will steal if I am in desperate need.” Students roared in a discussion of right and wrong.
- Students were instructed to talk to their elbow partners for two minutes. The conversations were focused on the anticipation guide, and everyone was engaged. I encouraged that no one was right or wrong and they were to listen to their partner’s opinion.
- I gave directions for “stand and be counted.” I read a statement, and students were to stand if they agreed with the statement. This is another Marzano strategy. I read the statements, and the students were eager to understand someone’s reasons for agreeing or disagreeing with the statement.
- I finished with a brief introduction of Langston Hughes and showed a video clip of the short story. Students were eagerly awaiting to read the short story and were literally leaping to get the story in their hands.
As a teacher, a proud moment is when your students are anticipating to do classwork. To see students smiling and ready to learn assured me that using the anticipation guide was a great engagement tool.
Have you used an anticipation guide in your classroom? How did your students react? Were they eager to learn? Let me know in the comment section.
Wonderful student interaction and lighting enthusiasm! I will definitely give this a try.
Thank you! Let me how it works out.
I would like to have a copy of your questions that you asked. Sounds intriguing. What were the parking lot posters?