Reflection: Student Ownership "What Men Live By" - Day One - Section 2: "What Men Live By" - All-Class Reading

 

I hold students accountable with this text by not doing my usual stop and check for comprehension along the way.  Some of this is about time, and I will always stop if a student is lost.  My students know they can stop me and not to be shy about it.  They are not. 

Today, synergies were at work.  Students grappled with the complexity of the text - the plot, the characterization, the shifts in point of view - and using the strategies we have employed throughout the year, they were successful at comprehending this text on their own during in-class reading.

I want them to leave me with strategies they can apply to ANY text - summarizing, writing initial impressions, reexamining interpretations, filling comprehension gaps by going back to the text. They know that they can use these in isolation and/or together when studying individually and in groups to be successful.

  Reflection "What Men Live By"
  Student Ownership: Reflection "What Men Live By"
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"What Men Live By" - Day One

Unit 9: The Victorians
Lesson 2 of 7

Objective: SWBAT demonstrate applied comprehension of "What Men Live By" through writing and collaborative discussion.

Big Idea: “It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul.” ― William Ernest Henley

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3 teachers like this lesson
Subject(s):
English / Language Arts, British literature, Literature, Victorian Era, What Men Live By, Tolstoy, Culture for Learning, Common Core Alignment
  100 minutes
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