Reflection: Routines and Procedures Relating to Holden: Student SSR and Role Analysis 2 - Section 2: Student Lit. Circle Work Time: Sustained Reading and Role Assignment Work

 

With a second day of literature circle work, students impressed me with their focus. They have already fallen into a routine, and because of this (as well as it being a Monday), the students quickly got to work, and worked independently through the period. There were a few questions from the students, mostly along the lines of, "Why is Holden doing THAT?" 

When students ask questions about character motivation, I tend to turn the question back on them, "Why do you think he's doing THAT?" At this point, other students will have started listening in, so I draw them into the conversation as well, asking them what they think about the character's characterization and how the incident in question revels or develops it.

  Student Reading: Remaining Focused
  Routines and Procedures: Student Reading: Remaining Focused
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Relating to Holden: Student SSR and Role Analysis 2

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

Objective: SWBAT continue drawing specific evidence from Chapters 6-10 of "The Catcher in the Rye" through independent reading and assignment completion, preparing for their second collaborative discussion.

Big Idea: As Holden flees his school, students explore the steps taken as he runs away, both the literal route he takes from school to New York City and the route of his character development.

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Subject(s):
English / Language Arts, characterization (Fictional Lit), discussion leader, Vocabulary, literature circles, independent reading, the catcher in the rye, sustained silent reading, illustrators, Catcher in the Rye
  50 minutes
holden leaves
 
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