Explanation:
It helps students to think individually about a topic or answer to a question.
It teaches students to share ideas with classmates and builds oral communication skills.
It helps focus attention and engage students in comprehending the reading material.
How to use think-pair-share
Decide upon the text to be read and develop the set of questions or prompts that target key content concepts.
Describe the purpose of the strategy and provide guidelines for discussions.
Model the procedure to ensure that students understand how to use the strategy.
Monitor and support students as they work through the following:
T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.
P : (Pair) Each student should be paired with another student or a small group.
S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.
This story vascillates between the everyday humdrum life of Water Mitty, the hen-pecked husband sterotype, and the extravagant adventures he lives in his daydreams. Mitty flits in and out of reality, his daydreams concocted by a stream of consciousness association triggered by the sputtering of his car's exhaust pipe, a pair of gloves, and finally a freshly lit cigarette. In such a way this docile "hubby" gets to be the captain of an icebreaker, a famous surgeon, a defendent in a murder trial and finally a fighter pilot taken captive distaining a firing squad. Mitty's imagination is his "second life," which nurtures his deflated ego and helps hims escape the insufferable mediocrity of his existence.
If you do a graph of the plot line of this story, it would look very much like a cardiograph printout, with the steady horizontal line of Mitty's real life intermittantly broken by the highs and lows of his "virtual" existence.
D) Homographs. Hope this helped you out a little bit!
Explanation:
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I think your question Confused me
