Reflection: Grappling with Complexity Analyzing Character and Point of View in Chapter 3 - Section 3: Character + Setting

 

I need to give more time for the discussion at the end of class. I didn't have time to hear from each group because I was helping struggling pairs, which means that there could have more people in the room who didn't understand, but didn't say anything. I want to give them more time to study the language, sentences like "I couldn't warm my feet, to which the damp cold seemed riveted, as the iron was riveted to the leg of the man I was running to meet." Unto itself, the comparison is easy to visualize, but the chapter as a whole can be overwhelming.

In the future, I'm going to try to time this class so that it doesn't fall on a vocab day, which will allow for more discussion time.

  More time!
  Grappling with Complexity: More time!
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Analyzing Character and Point of View in Chapter 3

Unit 1: Great Expectations Ch. 1-6: Foundation
Lesson 6 of 10

Objective: SWBAT cite strong and thorough textual evidence to support analysis by completing a double-entry journal while reading chapter 3.

Big Idea: A double-entry journal helps students better understand plot and characterization.

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