1. Performance-Based Project
Gradual Release of Responsibility Model
(GROR) Fisher & Frey
Nicole O’Connor
Models of Teaching EDU513:OLA
Dr. McVey

2. The GROR Model
Fisher&Frey
Frey & Fisher (2009)
http://edum-5650-abbie-foristal-synthesis.wikispaces.com/Article+on+Gradual+Release+of+Responsibility

3. The Lesson
 Topic: Literary Criticism
 The Lessons will be taught over the course of two to
three days, depending on the needs of the students.
 The Main Strategies utilized for the total lesson are:
 1- Setting Objectives and Providing Feedback
 2- Reinforcing Effort and Providing Recognition
 3- Summarization and Note-Taking
 4- Cooperative Learning
 5-Homework and Practice
 Other learning strategies used: Similarities and
Differences, modeling, cues, reciprocal teaching,
think-aloud, graphic organizers, etc.

4. The GROR Lesson
Topic/ Theme Standards Essential ?s Literary
Connections
•Developing a • CA 9-10 1. What is the American
impact of diction & Literature
writing style R.3.11:Aesthetic figurative language
Approach to Ernest
•Impact of a on:
Hemingway
Literature
unique •Tone
William
•CA 9-10 R.3.12
literary style Historical
•Mood Faulkner
•Terminology Approach to •Theme And various
of literary Literature 2. How does authors of the
criticism literature reveal students choice
themes and issues
of a historical
period?

5. Focus Lesson (“I Do It”):Day One
Faulkner: Hemingway:
"Hemingway has "Poor Faulkner.
never been known Does he really
to use a word think big emotions
that might send a Vs. come from big
reader to the words?"
dictionary."
William Faulkner Ernest Hemingway
http://www.alternativereel.com/cult_fiction/display_article.php?id=0000000014
Images are in the U.S. Public Domain (Copyrights expired)

6. Focus Lesson:
 “I notice how it takes a lazy man, a man that hates moving, to get set on moving once he does get
started off, the same as when he was set on staying still, like it aint the moving he hates so much as
the starting and the stopping. And like he would be kind of proud of whatever come up to make the
moving or the setting still look hard. He set there on the wagon hunched up, blinking, listening to us
tell about how quick the bridge went and how high the water was, and I be durn if he didn't act like
he was proud of it, like he had made the river rise himself.”
― William Faulkner, As I Lay Dying
 “You can’t get away from yourself by moving from one place to another.”
--Ernest Hemingway, The Sun Also Rises
“There, darling. Now you’re all clean inside and out. Tell me. How many people have you ever
loved?”
“Nobody.”
“Not even me?”
“Yes, you.”
“How many others really?”
“None.”
“How many have you—how do you say it?—stayed with?”
“None.”
“You’re lying to me.”
“Yes.”
“It’s all right. Keep right on lying to me. That’s what I want you to do. Were they pretty?”
- Ernest Hemingway, A Farewell to Arms

7. Guided Instruction(“We Do it”): Day One
Whole Group:
• Teacher will pass out note handout and students will identify a list of
literary elements that are important to both writers examples
• Class will work together to develop a rubric of elements of a unique
literary style that will be written on the whiteboard.
Small Group:
• Students will transfer their notes into a Venn Diagram to find Similarities
and Differences in Style & Historical Background:
Hemingway Faulkner

8. Collaborative Learning (“You do it together”):
Day One
 Groups of Four (chosen by students) will meet and chose an
author for their group to research for class the next day. They
must agree upon One work to retrieve excerpts from. Each
student must bring in an excerpt from the book the next day for
homework.
 Reciprocal Teaching: Have the students communicate and
decide who will be the…
Summarizer: summarize the author’s style
Predictor: make predictions on what historical elements
influenced the writing style
Questioner: come up with questions about the style and theme
of the text
Clarifier: Come prepared with research to clarify questions that
arise the next day.
 Have the summarizer write a few sentences describing why the
group has chosen their author. The teacher will walk around
collecting these and reinforcing effort and providing feedback.

9. Independent Tasks (“You Do it Alone”): Day One
Practice Task: Homework:
Students will •Research
write the first groups author
sentence of a •Bring in an
short story excerpt
based up this
image •Complete
delegated
task for class
the next day.
 Image in US public domain http://commons.wikimedia.org/wiki/File:Vincent_van_Gogh_-_A_pair_of_Shoes.jpg

10. Rubrics & Assessments Day One
 The student created Rubric with elements of
style should include:
 Clear Tone
 Consistent Theme
 Strong Mood
 Strong Rhetoric
 Etc. (Guide your class through this process)

11. Learning Strategies for Day One
 Setting Objectives and Providing Feedback
 Modeling in the Focus Lesson
 Note-Taking
 Similarities and Differences
 Collaborative Learning
 Reciprocal Teaching
 Reinforcing Effort and Providing Recognition
 Homework and Practice

12. Focus Lesson (“I Do It”):Day two
Flannery O’Connor
J.K. Rowling William Shakespeare
George Orwell Mark Twain

13. Guided Instruction(“We Do it”): Day Two
 The Whole Class: The teacher passes back each
students focus lesson sentence and puts his or her
sentence from the focus lesson on the board:
 “Worn-out sneakers in an old abandoned house haunted the
memories of little Jackie Lane.”
 The teacher then shows the students how to model
the sentence by copying the parts of speech:
Modeling:
 “Fresh flowers in a crystal glass vase fills the room of sweet Sally
Mae.”

14. Collaborative Learning (“You do it together”):
Day Two
The Collaborative Groups from
yesterday will meet and agree upon one
excerpt to share with the class.
The summarizer will write a sentence of
the excerpt on the board and will share
with the class three characteristic
elements of the authors style.

15. Independent Tasks (“You Do it Alone”): Day Two
 Practice Task: The students will then pick a
sentence from the board to model on their
focus lesson paper. They will rewrite their
sentence in the style of the other author.
 They will work independently and upon
completion will come to the teachers desk for
a mini-conference. They will verbally note to
the teacher the differences in style from their
original sentence to the new sentence they
have created.
 This is the teacher’s opportunity to provide
specific and timely feedback.

16. Rubrics & Assessments Day
Two/Three
 The Rubric, still posted on the board, will
assist students in their final assessment of
the unit.
 A sample passage will be passed out to the
students, they are then asked to analyze the
style of the passage in reference to the rubric.
They must provide justification for their
statements. This will be graded and passed
back as timely as the teacher can.

17. Learning Strategies for Day Two
Modeling
Collaborative Learning
Specific and Timely Feedback
Reciprocal Teaching
Independent Practice

18. Reflections on Student Learning
I am not currently teaching and therefore I
reflect on student learning in the
following ways:
 Post Lesson on a Blog
 Other teachers’ feedback
 Using learning strategies that work!

19. Resources
 Article on Gradual Release of Responsibililty Model. (n.d.). In Edum-5650-abbie-
foristal-synthesis. Retreived September 29, 2012 from
http://edum-5650-abbie-foristalsynthesis.wikispaces.com/Article+on+Gradual+Release+of+Respon
 Faulkner, W. (1990). As i lay dying. (1st Vintage Internationl ed.). New York: Vintage
International.
 Hemingway, E. (2006). The sun also rises. New York City: Scribner.
 Hemingway, E. (1995). A farewell to arms. (1st Ed.). New York: Simon & Schuster.
 Images:
 http://commons.wikimedia.org/wiki/File:Vincent_van_Gogh_-_A_pair_of_Shoes.jpg
 http://commons.wikimedia.org/wiki/File:Joanne_k_Rowling.jpg
 http://commons.wikimedia.org/wiki/File:Flannery-O%27Connor_1947.jpg
 http://commons.wikimedia.org/wiki/File:George_Orwell_press_photo.jpg