Larger classes would struggle with timing issues (on top of exisitng timing and workload limitations in G5). These barriers could be reduced by the reccomendations in the article:

• Using a google doc system

• meeting with fewer students each week (1 or 2)

• Halving your class and alternating

I’ll use the “I Like, I Wish, I Wonder” method in my art class to guide student reflections-helping them share what they enjoy, suggest improvements, and express curiosity about their own and others’ artwork.

Summarizer-Justifier

Recorder-Keyworder

Spokesperson 1-Looker/Listener

Spokesperson 2-Yielder

Inclusive welcome back:

Hook: Ask students to think about a time they worked in a group. What made the experience successful or challenging? Briefly discuss their thoughts.

Transition: Explain that today they will learn about roles that can help improve group discussions and make them more productive.

Explain the Importance of Group Roles:

Show a video of teachers not collaborating during group work and discuss how roles could improve their work. Explain that when everyone has a specific responsibility, discussions become more organized and focused.

Introduce each role:

Explain the purpose of each role.

Practice:

Students practice using different roles.

Closing: Discuss what went well and Even Better If...

For example, identify possible problems and create solutions.

• I am good at …

• What will I improve (my goal)?

• This goal is important because …

• Steps I’ll take to reach this goal are …

• If my plan doesn’t work, what will I do?

https://allwritewithme.com/wp-content/uploads/2013/11/narrative-3-w-title.pdf

This is a Third grade Narrative Writing Checklist, which can be used throughout the unit or writing process (it includes Planning, Peer Feedback, Self-Evaluation, Checking, Instructional Lists & Editing). This can be adapted for different grades and student needs. I would add pictures to the steps (such as a heart for writing about emotions, etc), as much as possible.