K-W-H-L Strategy For Pride and Prejudice

Purpose of the Strategy

The strategy initiates active engagement in the reading/learning task. The strategy creates an instructional framework where students list (1) what they know, (2) what they want to find out, (3) how they plan to find new information and (4) recording what they have learned and still want to learn.

This activity can be used individually, in small groups, and with the whole class activities. This strategy allows students to share they learn about this time period and the customs etc. with others, learn that there are many sources where information can be found, and to summarize their findings. This will be most helpful before reading the book and drawing information during the unit as it is learned.

Directions

Step One: Introduce the strategy and the topic

The teacher places a K-W-H-L chart on the overhead where all the class can see, it will later be transferred to large chart hanging on the wall. Explain that before we read Pride and Prejudice it is very important to understand the time period and the customs of the time in England. After we organize what we know about this area, we can generate questions that will focus our reading on what we want to find out. If new questions occur as we read, these can be written on the chart as well.

Step Two: List what is known

Brainstorm with the class to see what is known about Regency England and that time period in history. Record all responses, even incorrect assumptions or misconceptions to encourage risk taking behavior and encourage a broad variety of statements. If there are challenges to information, tell students that they will come back to this chart after reading to confirm the facts. Ask some questions to help students realize what they already know. ( How did both women and men dress? Ho w would the rich dress differently than the poor? What other class distinctions were there at the time? What rights did women have at the time? What historic events were going on at this same time period? What were some of the social customs and rules? )

Step Three: List what they want to learn

Begin by asking, "What do you want to know more about" or "What questions do you have about this topic?" List all the responses that are given on the chart. Model questioning techniques and probe until a list seems complete. Remember that many students will not volunteer information at this point.

Step Four: Students generate their own questions

Pass out individual charts to students. Leave the chart visible that was created by the class. Have each student decide which questions they want to research and learn about personally. Give students a few minutes to generate questions that they want to research individually or in small groups. Have the students sign up for a topic and a time to present their ubject to the class. This will also establish the groups that the students will work in.

Step Five: Discuss how to find answers

As a class, list possible sources where answers to the questions that were generated could be found. Guide students to sources other than just the primary text or the encyclopedias.

Step Six: Read to find out

Allow time as we read the text for students to find answers to as many questions as possible, also using the research time as well. Tell some of the students that some of their questions many not have easy answers. Encourage them to note to note on their charts any new things they want to learn or questions that come up while reading Pride and Prejudice.

Step Seven: Share answers

Invite students to share what they have found in small presentations and then record the findings on the chart. Share the fact that real-life learning is ongoing and invite students to submit additional statements about things they want to learn as well as questions they now have about Regency England. Record and discuss the additional responses.

Assessment: Since the teacher was able to preassess what the students already knew about this time period and the rules and the customs of the people, it is easy to observe what they have learned over time throughout the process of asking questions and finding the answers in the reading or through research. The chart is an excellent indicator of how far the students have come. The presentations also allow the teacher to assess what the students have learned. Students need to know that as we find out more or come up with additional questions they can be added to the chart.

ElisabethThomas, 2000