Reflection: Discourse and Questioning Frankenstein's Character - Section 2: Breaking Down Character Traits

 

When leading students in close reading I try to model for them the types of discussion and questioning I want them to have in their small groups.  I encourage them to question each other and to refer back to the text when drawing conclusions.  

In today's discussion students wanted to debate whether or not Victor was loving or arrogant, and I continually had to remind them to  find evidence in the text to support their ideas.  This slowed them down a little, and tempered some of their more provocative comments. They are more confident about their views when they can find textual evidence to support their ideas, however, they are reluctant at times to search out the evidence because they can't remember or because it's too hard. I find myself more of a facilitator at this point, encouraging them to support their ideas or revise them when using textual evidence. My participation turns into, "What page number are you referring to?" or, "Can you support that idea in the text?"  I am pleased when later I hear the same questions in their small groups.  

  Close Reading
  Discourse and Questioning: Close Reading
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Frankenstein's Character

Unit 6: Frankenstein
Lesson 5 of 13

Objective: SWBAT analyze Victor Frankenstein's motives for creating the monster

Big Idea: What motivates a character?

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