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Guided Comprehension: Evaluating Using the Meeting of the Minds Technique

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Guided Comprehension: Evaluating Using the Meeting of the Minds Technique

Grade Levels

3rd Grade, 4th Grade, 5th Grade

Course, Subject

Arts and Humanities, Dance, Music, Theatre, Visual Arts, English Language Arts
Related Academic Standards
CC.1.2.3.D CC.1.2.3.D
Explain the point of view of the author.
CC.1.2.3.H CC.1.2.3.H
Describe how an author connects sentences and paragraphs in a text to support particular points.
CC.1.2.4.A CC.1.2.4.A
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.1.2.4.E CC.1.2.4.E
Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/ solution).
CC.1.2.4.J CC.1.2.4.J
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
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  • Big Ideas
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Artists use tools and resources as well as their own experiences and skills to create art.
    People have expressed experiences and ideas through the arts throughout time and across cultures.
    The arts provide a medium to understand and exchange ideas.
    The skills, techniques, elements and principles of the arts can be learned, studied, refined and practiced.
    There are formal and informal processes used to assess the quality of works in the arts.
  • Concepts
    Acquiring and applying a robust vocabulary assists in constructing meaning
    Essential content of text, including literary elements and devices, inform meaning
    Essential content, literary elements and devices inform meaning
    Textual features and organization inform meaning
    Textual features inform meaning
    A personalized rehearsal schedule can help a musician improve his or her skills.
    Actors and audiences work together to share a performance; there are sets of behaviors and expectations for an audience.
    Actors create performances with a beginning, middle and end.
    Actors often use stories to create performances.
    Actors practice specific exercises to train their voices and bodies and stretch their imaginations.
    Actors use their bodies, voices and imaginations to create theatre.
    Actors utilize dialogue and action from a script and their own imaginations to bring characters to life.
    Art has its own vocabulary that people use when making and talking about art.
    Artists document ideas and observations through journals, sketchbooks, samples, models, photographs and/or electronic files/portfolios.
    Artists often repeat a task many times to learn a new skill.
    Artists reflect on the process of making art in order to improve their skills and techniques.
    Art-making is a continual process of planning, creating, and refining.
    Collaborative reflection is a crucial part of the art-making process, and often affects the final artwork.
    Dancers move in various pathways to perform and create works in dance.
    Dancers use the rehearsal process to practice and improve their dance skills.
    Dancers use their bodies to create and perform dance.
    Dancers utilize levels, direction and time to perform and create works in dance.
    Dancers utilize various planes to perform and create works in dance.
    Describing a work of art is an important component in forming a judgment about its quality.
    Different groups of voices and/or instruments have different sounds.
    Music is comprised of patterns of notes that can be arranged in various forms.
    Music is comprised of sound and silence arranged in melodies and rhythms.
    Music is comprised of sound and silence.
    Musicians use the process of creating/recreating, rehearsing, reflecting and revising to improve their skills.
    People can use voices and instruments to improvise music.
    People can use voices, instruments and found objects to make music.
    People create art for a variety of purposes.
    People make art to communicate ideas about contemporary events.
    People who perform theatre critique their own and other’s performances in order to improve.
    Playwrights use dialogue and action to tell a story and/or illustrate a theme.
    Playwrights use plot to convey their ideas about the theme.
    Playwrights use their knowledge, ideas and experiences to create plays.
    Dancers and choreographers use a variety of movement qualities and characteristics to learn and study dance.
    Dancers and choreographers use transitions and choreographic structures to arrange ideas.
  • Competencies
    Identify and analyze the characteristics of various genre (e.g. poetry, drama, fiction)
    Identify and analyze relationships between characters, topics, events, sequence of events, setting, and/or plot within and among texts (i.e. literary elements)
    Identify and distinguish between components of fiction and non-fiction texts
    Identify conflict, theme and/or point of view within and among texts
    Identify relationships between characters, topics, events, ideas, setting, and/or plot in and among texts (i.e. literary elements)
    Recognize and identify the characteristics of various genre (e.g. fiction, nonfiction, poetry, drama)
    Summarize key information and the implied or stated main idea of texts
    Summarize key information from a text (e.g. major points, processes and/or events)
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
    Use grade appropriate resources to confirm and extend meaning of vocabulary
    Choreograph, notate and perform dance that explores a variety of movement qualities and characteristics.
    Choreograph, notate and perform dance that uses transitions and simple choreographic structures to arrange ideas.
    Create a detailed description of a work of art and identify aspects of the work that might affect its value.
    Create a personalized rehearsal schedule and predict how each element of the schedule will affect their skills.
    Create an original play script inspired by the theme of a folktale.
    Create, rehearse and revise a short improvised play with a partner by choosing and assigning characters and inventing dialogue and actions.
    Define the roles and expectations of audience and actor.
    Describe purposes for art-making.
    Distinguish between sound and silence in more complex melodies and rhythms.
    Distinguish between sound and silence in simple melodies and rhythms.
    Document the evolution of an idea by maintaining a process portfolio.
    Document the processes they use to produce art and reflect on how the processes have evolved through time.
    Document the rehearsal process and explain the effect it has on a dancer’s skills.
    Engage in a repeated artistic process and explain the benefits of repetition.
    Experiment with different instrument/voice groupings and explain how those choices affect the music.
    Explain reasons for engaging in vocal exercises (for projection and articulation), stretching routines (for flexibility and strength), and theatre games and exercises (to engage and stretch imaginations).
    Given a theme, improvise a plot, characters, dialogue and actions with a partner, and record the dialogue and actions as a written play script.
    Identify the story sequence in a familiar story and act it out.
    Identify words commonly used when making and expressing ideas about art.
    Improvise simple melodies and rhythms using voices and classroom instruments.
    Make art that communicates an idea about a contemporary event.
    Move in place and through space in various pathways.
    Move in place and through space inlonger movement sequences, paying attention to the various body planes.
    Move in place and through space, paying attention to levels, direction and time.
    Move to and perform melodies in various forms.
    Perform and create dances and movement sequences that coordinate different body parts.
    Perform and create music, focusing on the process of creating/recreating, rehearsing, reflecting and revising.
    Perform and improvise melodies and rhythms using voices, instruments and found objects.
    Perform spontaneous movement and sound in response to stories, poems and songs.
    Recreate a favorite story as an improvised drama.
    Reflect with classmates on an in-process work of art and describe how that reflection affects the final product.
    Rehearse and perform a memorized monologue, making voice and movement choices to bring the character to life.
    Take turns as actor and audience, performing, critiquing, rehearsing and revising.
    While engaged in the art-making process, document the phases of planning, creating, and refining, and describe the purposes of these steps.

Description

Who is to blame for the plight of the three little pigs—the wolf or the pigs themselves? Students ask themselves questions like this as they read multiple versions of a familiar fairy tale. In this lesson, students use the Meeting of the Minds technique, a comprehension strategy that teaches them to act out the opposing views of two or more characters in an oral debate or interview format. Students begin with teacher-directed, whole-group instruction for using this strategy. As students read various versions of The Three Little Pigs, they assume the role of the characters and respond to questions in character. Students then work in small groups to complete various activities, including using Meeting of the Minds, writing stories and dramas, and comparing two versions of a fairy tale. As a culminating activity, students reflect on how the reading strategy helps improve their comprehension.

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Guided Comprehension: Evaluating Using the Meeting of the Minds Technique

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Thinkfinity content is provided through a partnership between the Verizon Foundation, the philanthropic arm of Verizon Communications, and eleven of the nation's leading educational organizations, including: The American Association for the Advancement of Science; The International Reading Association; The John F. Kennedy Center for the Performing Arts; National Center for Family Literacy; Council for Economic Education; National Endowment for the Humanities; National Council of Teachers of English; National Council of Teachers of Mathematics; National Geographic Society; ProLiteracy; and The Smithsonian's National Museum of American History.

 

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