Reflection: Student Communication Thinking About Theme: Othello Act IV Analysis (Day 1 of 2) - Section 2: SSR

 

I have one kid who has really struggled with getting into our choice reading time. Given the fact I have 58 students in my class, this is relatively fantastic. Granted there are others who have a hard time starting and/or who have an off day, but this kid is the trifecta of struggle. He keeps choosing books below his ability level, complains all the time about our reading time and then sits and stares when we are reading.

I have talked to him a couple of times about this (and other concerns), but today, I had what I can only hope was a breakthrough. I had asked him last week what kinds of stories he has found interesting in the past hoping that getting him the right book would be the first step towards a better attitude. He listed a few dystopian novels he read in middle school. Armed with that information, I wracked my brain for possible titles that would better match his age and ability.

I settled on Neil Gaiman and suggested the novel Neverwhere as it has a similar plot line to his favorite book series, City of Ember.

The book is in his hand as of this morning. He seems interested and I am going to keep monitoring him. I offer this as an encouragement to keep your reading up. Having a list of titles to pull recommendations from is vital to supporting non-readers or reluctant readers. Plus, you get to read some really great books too. =)

  My problem child
  Student Communication: My problem child
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Thinking About Theme: Othello Act IV Analysis (Day 1 of 2)

Unit 6: Literary: Thematic Analysis of Shakespeare's Othello
Lesson 1 of 11

Objective: SWBAT demonstrate their ability to support an argument about theme as presented in multiple versions of a text by writing about and analyzing passages from Othello.

Big Idea: How do you determine what is the "most right" interpretation of a text?

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thomas keene in othello 1884 poster
 
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