Flip Book Discussion Questions

4 02 2011

I had some people ask me what questions I used for the discussion flip books that I made. I believe that the questions that will work the best are ones that you create based on the type of story you are reading, the students you have in the class and where you want to guide the discussion. With that in mind, my students were reading stories on phobias from the book, What Are You Afraid Of?: Stories about Phobias by Donald R. Gallo. The questions that I wrote we specific to phobias and what I wanted them to talk about.

For those of you who asked, here are my questions, in the order that I made the flip book:

Did the story give you any ideas or cause you to think about anything in particular?

What is one word to describe the overall story? One word to describe the main character in the story? One word to describe the phobia?

What image or picture did you see as you read the story? It might be something you remember about your own life and not something in the story. Describe it.

Does this text make you think of another story, song, TV show, movie or other literary work? What is it and what connection is there between the two pieces?

What do you think is the most important phrase in the story? Explain why you think it is so important.

If you were to write a letter about your story, who would you write to and what would you write about?


A way to get EVERYONE talking and listening!

22 03 2010

I tried a new idea to get all my students talking and listening to each other during literature circles, and it worked really well. I gave each student a note card with 4 paper clips on it. I told the students that every time they spoke during literature circles, they needed to take a paper clip off and put it in the middle on the table. When they ran out of paper clips, they had to practice their listening skills and just listen to other people’s comments. When everyone had just a note card left and all the paperclips were in the middle, they then had to put a paper clip back on their notecard when they spoke. They then needed to just listen when all their paper clips were back on their notecard until everyone else had all their paper clips back on their notecard.

It was easy to get the notecards and paper clips ready, the students really realized that a few of them dominate the conversation and never listen. It also made all the students who rarely speak push themselves to share!

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