Reflection: Complex Tasks Dialect & Regionalism Today and in Twain's Time - Section 3: Building Knowledge

 

This assignment has many “moving parts” that must work together in order to fully function.  Individual students are accountable for their own work while reading and listening to the story to build the evidence bank to support their collaborative topic, but then they must also work with their peers to agree on what case should be made about the literary feature and the strongest evidence to support their case.  The design of the lesson makes students evaluate their own ideas before collaboration, and it actively promotes student engagement in creating a unified whole.

The timing in this section was a little off.  I'd suggest moving the discussion of their textual features to the following class period (like I did to preserve the rest of the activities and allow groups to work in a more self-paced environment!).

  Designing Learning Contexts Infused with Evidence-Based Support
  Complex Tasks: Designing Learning Contexts Infused with Evidence-Based Support
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Dialect & Regionalism Today and in Twain's Time

Unit 5: Life is Hard. That's Realism & Naturalism!
Lesson 4 of 6

Objective: SWBAT analyze the use of satire, humor, and dialect using Mark Twain's "Celebrated Jumping Frog of Calaveras County" and a variety of informational texts and charts to gather background information for a narrative writing application.

 
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