Reflection: Student Ownership Literature Circle #1: Introducing Holden's Character - Section 2: Student Literature Circle Discussion


I found it difficult to simply circulate the room today and not interject the students' conversations, but this is their discussion, and they need to take ownership of the material. I did interject of needed, or if students were seeking clarification, such as in the Discussion Director video shown. With a little guidance, students were truly beginning to get into the material, especially as they began discussing whether they "liked" Holden or not. When they can have that discussion, and support it with more than "he sounds so whiny," I know they have taken ownership of the material. And, I stress that they do not have to like Holden, only understand where he is coming from, tying back into our look at Holden's characterization.

  A Watcher's Reflection: Circulating the Room and Listening to Conversation
  Student Ownership: A Watcher's Reflection: Circulating the Room and Listening to Conversation
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Literature Circle #1: Introducing Holden's Character

Unit 5: Literacy: Catching Identity, Novel Study of "The Catcher in the Rye"
Lesson 4 of 13

Objective: SWBAT analyze how Holden Caulfield is introduced, develops, and interacts with others in the first five chapters of "Catcher in the Rye", moving the plot and introducing themes, through contribution to the literature circle small group collaborative discussion.

Big Idea: How would you cope if forced to leave the environment you knew? How would you say goodbye?

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English / Language Arts, discussion leader, characterization (Fictional Lit), Vocabulary, literature circles, collaborative learning, the catcher in the rye, Catcher in the Rye, illustrators
  50 minutes
holden and
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