Reflection: Checks for Understanding What Makes Us Happy? Analyzing Faber's Theories through Illustrations - Section 2: Reading and Illustrating


It never fails to surprise me how powerful drawing with high school students can be. At first, there is always some squabbling, some complains that "I"m not an artist" and "I can't do that," but ultimately everyone can come up with something and it isn't really about being a good artist. It's really about taking the time, the leisure time, to think about what they read. And after the first few minutes of anxiety, they settle in and do a great job. 


I knew that I couldn't talk through this section, like I can with other sections of this text, and know that students understand. It is just too abstract. By asking students to make the abstract concrete, I am really asking them to make sense of everything. But they forget that it's work. It was practically silent during the drawing time today. They were so concentrated that they didn't talk to each other. Sure, there was plenty of talking today-- they compared drawings when they finished and talked through some of the ideas as we read-- but when we drew, they were quiet. I really think that they understood what Faber was arguing.

  The Power of Drawing
  Checks for Understanding: The Power of Drawing
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What Makes Us Happy? Analyzing Faber's Theories through Illustrations

Unit 10: Fahrenheit 451: The Sieve and the Sand
Lesson 2 of 6

Objective: SWBAT determine a theme and analyze in detail its development over the course of a text by illustrating Faber's message about happiness.

Big Idea: Who understands happiness better: Beatty or Faber?

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