Reflection: Student Ownership Literature Circle #5: Holden On The Past and Future - Section 3: So, What Does This All Come To? A Lecture on Holden's "Fall"

 

While the students don't always realize it, I'm assessing them as much as I am providing them with information. I know what symbolism and plot points I want to put on the formal assessments for the unit. By getting the the students' "help" drawing the image, as I solicit ideas and information from them, I am able to "check for understanding" there. I can add to the drawing as I go (as I did, with the carousel and the fish/ducks present in the lesson image). It helps that this class is talkative about the material, as it provides me with energy and ideas to bounce off of. I want my students to know that their assessments are based on class conversation--if they have ownership and buy-in, they will have understanding and success--and activities such as these guarantee the conversations address the key ideas of the works. 

  Thoughts on Direct Instruction
  Student Ownership: Thoughts on Direct Instruction
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Literature Circle #5: Holden On The Past and Future

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

Objective: SWBAT participate in a collaborative discussion of Chapters 21-26 of "Catcher in the Rye", having prepared their contribution to the literature circle with a focus on Holden Caulfield's mental and physical health.

Big Idea: Does stress affect you physically? Do you get ill when things get out of hand?

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