Reflection: Performance Tasks Analyzing Balance: Representations of Yin and Yang in To Live (Day 2 of 2) - Section 3: Yin/Yang Theme Discussion

 

I just finished grading the posters and wanted to reflect on the fact that their written work showed much more depth than their spoken responses did. When we shared out about the text, students were very surface level. They could identify that the Yin Yang balance existed in the book, but were unable to analyze how or why it was being used.

This is strange to me, because they were able to write about it just fine. Their posters showed nice thinking and excellent textual support. I was really impressed with the variety of Yin/Yang balances they saw and analyzed and was equally impressed by the questions they were asking me while they were working (i.e. asking for help finding certain passages or ideas).

My students don't usually balk at speaking about their ideas, so I'm not sure where the disconnect was. As such, I gave them summative points for their posters and chose not to include a grade for their discussion. We are so close to the end of the year, I am hesitant to put anything into the gradebook that is going to tank a students' grade. In the case of the discussion, I would much rather give them another opportunity to demonstrate their ability to speak about text or other information than to count this discussion as anything more than practice. 

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Analyzing Balance: Representations of Yin and Yang in To Live (Day 2 of 2)

Unit 17: Literary Texts: Analyzing Modern Conflict
Lesson 9 of 11

Objective: SWBAT demonstrate their ability to trace a theme throughout a text by creating and discussing charts that analyze the Yin/Yang balances in To Live.

Big Idea: Students will use the textual support that they gathered about the theme of balance in the novel to discuss the purpose of the Yin/Yang balance, an important Chinese cultural idea, in To Live.

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