In order to reactivate what we had learned the previous day and in hopes of rekindling the students’ engagement, we picked up where we left off with a few final multiple-choice questions. The students read through them quietly and then offered their answers aloud. Whether their answers were correct or not, we prompted them to explain the reasoning and evidence they used in arriving at their answer, and then when needed asked follow-up questions to scaffold them toward the correct answer.
We then broke into two groups to work on two open-ended prompts. We had planned in advance to differentiate the writing work as follows: the two students who have the most difficulty with reading and writing would address a prompt that involved only the article while the other group of three students would tackle one that put the article into dialogue with a short excerpt from Lord of the Flies. In the interest of time, we asked students only to articulate a response to each part of their respective prompt and then identify evidence they would use to support their argument.
The result was an outline of a response produced by each group rather than a fully written response. This adaptation of the lesson allowed us to focus on what we considered our essential instructional goals at the moment: having the students grapple with the ideas in the text(s), articulate coherent responses to the text(s), and select relevant evidence from the text(s) to support their ideas. A complete, written response, in this case, was not necessary for our goals.
The group working with the prompt focused only on the article began by working together to draft a response to the first part of the question: “Why, according to Gorman, are the scientists interested in aggression in fruit flies?” The students drew upon the RSSE strategy (Restate, Support from the text, Support in your own words, Extend) they had previously learned to use in open-ended responses and started by restating the question. They soon realized that this left them with an incomplete response: “According to Gorman, the scientists are interested in aggression in fruit flies because ....” At this point, we went back to what we had learned from the article. After reviewing the conclusions of the study described in the article, the students completed the sentence: “...because it might help them better understand aggression in humans.” The students quickly found a quote that supported their thinking and then went on to the next part of the question.