Reflection: Learning Communities Panel Discussion of Characters in "Absolutely True Diary of a Part-Time Indian" - Section 3: Explain the Panel Discussion


The students seemed to benefit from the discussion of what makes up a panel and how we can do our best to have a strong panel.  At a couple of moments throughout the class period, I noticed students helping run the panel of their own volition: a student reaches out a hand to help me arrange the table dais; another student calls on a classmate who had been left out of the follow-up question asking, etc.  In these little ways, I see that the students have a clear idea in their minds of what a panel should be, and we are on the same page. 

  Establishing norms for the panel discussion.
  Learning Communities: Establishing norms for the panel discussion.
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Panel Discussion of Characters in "Absolutely True Diary of a Part-Time Indian"

Unit 2: Metacognition and The Absolutely-True Diary of a Part-Time Indian
Lesson 14 of 19

Objective: SWBAT question and respond to issues of characterization by participating in a panel discussion of characters in the novel.

Big Idea: Students interpret characters and themes more deeply when they portray and question those characters in class!

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panel discussion
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