Reflection: Lesson Planning Analyzing One of Three Views of Storytelling – O’Brien’s, Day 1 of 2 - Section 3: Students Write Notes To Reflect On Discussion


What I asked my students to do today is actually a pretty challenging task for them. They can easily restate the central points O’Brien made in this chapter, but they find it more difficult to verbalize the implicit ideas about storytelling. The phrase differentiating “story truth” and “happening truth” is very abstract for my students. This is the reason why I chose to give them multiple opportunities to access these ideas. For better experienced students, discussing the chapter in a whole class setting, like we did in the earlier part of today’s lesson, may have been enough to help them verbalize what O’Brien was communicating about storytelling. For my students, it was necessary to hold this whole class discussion, followed by some alone-time to digest the information and formulate some points individually, followed by an opportunity to collaborate with classmates in order to get a full picture of O’Brien’s perspective on their notes. 

  Several Opportunities For Students To Understand O’Brien’s Perspective
  Lesson Planning: Several Opportunities For Students To Understand O’Brien’s Perspective
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Analyzing One of Three Views of Storytelling – O’Brien’s, Day 1 of 2

Unit 10: Responses To The Things They Carried
Lesson 9 of 13

Objective: SWBAT examine what of the most powerful aspects of The Things They Carried, O’Brien’s view of storytelling. They will do this by focusing on one particular chapter, discussing it and writing notes about it.

Big Idea: O’Brien’s take on storytelling helps us understand the lasting power of this novel.

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English / Language Arts, Writing, Reading, responses to literature
  50 minutes
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