Reading Strategy

Title of Strategy
Jigsaw- Character Study Guide
TEKS

(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make

inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
to:
(A) Analyze non-linear plot development (e.g., flashbacks, foreshadowing, subplots, parallel plot structures) and compare it to linear plot
development;
(B) Analyze how authors develop complex yet believable characters in works of
fiction through a range of literary devices, including
character foils;
(C) Analyze the way in which a work of fiction is shaped by the narrator's point
of view; and
(D) Demonstrate familiarity with works by authors from non-English-speaking
literary traditions with emphasis on classical literature.

College and Career

Readiness
Standards

http://www.corestandards.org/ELALiteracy/CCRA/R/10/
Readandcomprehendcomplexliteraryandinformationaltexts
independentlyandproficiently.

Detailed
Description of the
Reading Strategy

Jigsaw is technique, which helps students create their own learning.

Teachers arrange students in groups. Each group member is assigned a
different piece of information. Group members then join with members of
other groups assigned the same piece of information, and research and/or
share ideas about the information. Eventually, students return to their
original groups to try to "piece together" a clear picture of the topic at
hand.

Before, during,
and/or after
reading? Use(s)?

Every student will be given the same short story. They will then break up
into smaller groups to pinpoint certain aspects of the story. The student
will read the story along side a partner and will then be asked to teach
their fellow group members about their topic. Example: Kevin is given the
task to find the problem and solution within the short story. He then
presents his findings to the group to contribute a better understanding of
the story.
One modification for this lesson plan is to have the PowerPoint
presentation printed out with side notes.

Other variations
and/or
modifications?
Considerations for
special populations
(ELL, ESOL,
struggling readers,
etc)

An audio version of the short stories will be available for struggling

readers. If needed, a condensed version is also found online.

References

Contributor: Lauren Castro