Reflection: Pacing Comprehension Check: "Drawn to the Loadstone Rock" - Section 1: Whole Class Reading and Discussion: Book 2, Chapter 24

 

I was a little worried about how well the students would remember what they read prior to their break. Part of my pacing plan was to make it so that they had to read a little over the break, which I hoped would help them to keep the book in mind, even if they weren't reading it/discussing it every day.

I had a few kids who were right with me in the discussion. I had a lot of kids who were staring blankly. And then I had the rest who were somewhere in between =).

Reading this chapter out loud ended up taking all of the time, which was only 30 minutes due to our short schedule, but that still seemed like too long for me. Part of the problem was the length of the chapter, but part of the pacing issue was my need to stop more frequently and help (drag) the students towards some connections.

I think it was probably good to take this solid chunk of time to be immersed in the text prior to my assessing them about their comprehension. Hopefully, my encouragement and their awareness of what they didn't remember will inspire them to review tonight. In the long run, I think they'll be fine and I am excited to move forward with the text because this is where students typically start to enjoy the novel more.

  Bridging Gaps in Instructional Time
  Pacing: Bridging Gaps in Instructional Time
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Comprehension Check: "Drawn to the Loadstone Rock"

Unit 9: Literary: Analysis of Narrative Style in A Tale of Two Cities
Lesson 2 of 9

Objective: SWBAT engage in text based discussion by reading and orally analyzing chapter 24 of the second book of A Tale of Two Cities.

Big Idea: The revolution has begun. Where does that leave our characters?

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t2c mr stryver at tellon s bank  by phiz
 
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