Reflection: Student Ownership The Development of a Declaration: Diction, Syntax and Rhetoric in the Age of Revolutions (Day 1 of 2) - Section 1: SSR


Many of my students have chosen to use their reading time to work on their required reading for class novels this semester. I have been thinking a lot about that and if I should continue to let it happen.

Here are my thoughts on why I am leaning towards letting them read their class novels during this time.

First, some of my students are really slow readers and need that additional time to have any hope of keeping up with the class text. By allowing ten minutes of reading time every day in class, they are much more likely to read at all. This makes me sad because I want kids to love reading so much that they will be reading more than one book at a time and at home for fun too, but my 11 years of teaching have made me a realist (sometimes=). To be honest, some of my students actually helped to me to understand that for them reading more than one book at a time is completely confusing for them. Having to juggle information about characters and plots from two different books is daunting.

Second, this is choice reading time and I want to honor their choices. If they chose to read the class text during this time, that is a choice they are making. They have to have at least a little ownership over our classroom procedures and structures if these regular uses of time are going to be useful.

So, during reading time for the next month or so, I will be lenient about what they are reading (as long as it is not their Spanish homework) and I hope that my flexibility will result in better conversations about reading in general and Tale specifically.

  Choice Novels and Class Novels
  Student Ownership: Choice Novels and Class Novels
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The Development of a Declaration: Diction, Syntax and Rhetoric in the Age of Revolutions (Day 1 of 2)

Unit 8: Literary: Analysis of Plot and Character Development in A Tale of Two Cities
Lesson 6 of 11

Objective: SWBAT analyze seminal U.S. documents for craft and structure by reading and completing analytical annotations for one of three revolutionary declarations.

Big Idea: Revolutions are cyclical in nature--and they all share similar ideas, documents and strategies. At the risk of starting our own revolution, helping students to create their own declaration is one way to dive into this historical concept.

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