Reflection: Complex Tasks Style Study: Tale of Two Cities Book 3 Chapters 3-5 Quotation Analysis - Section 3: Style Poster Creation/Comprehension Assistance


Today went so much better than Friday in regards to student understanding. I have to remind myself that sometimes it just takes time (and a couple of different attempts at explaining) for complex tasks to gel and/or make sense.

Here's my observation, though. The students did a great job with identifying the devices they were looking at and in defining what those devices were. They struggle a little with the analysis of how they were being used and the struggled a lot with trying to determine how all their identified devices work together. I think I need to give them a conceptual question to bring them back to the understanding that authors do everything on purpose. Tomorrow and the rest of this week, I think I'm going to bring them back to the larger discussion of Dickens' rhetorical purpose for writing this novel. Specifically, I am going to ask them to think about what message he is trying to give about The French Revolution. I might ask them to consider his take on human nature as well. I'm not sure how I am going to assess this (speaking, writing, etc.), but I hope it will provide a better context for our study of style these past few days.

  A Much Better Day
  Complex Tasks: A Much Better Day
Loading resource...

Style Study: Tale of Two Cities Book 3 Chapters 3-5 Quotation Analysis

Unit 9: Literary: Analysis of Narrative Style in A Tale of Two Cities
Lesson 5 of 9

Objective: SWBAT continue to apply knowledge of how language functions to comprehend their reading by analyzing specific quotes for use of syntax and figurative language.

Big Idea: Adding to our work with A Tale of Two Cities book 3, chapters 1 and 2, students will create style posters adding additional quotes from chapters 3-5 of the novel.

  Print Lesson
Add this lesson to your favorites
Similar Lessons
Who is August Wilson? Finding the Main Ideas and Supporting Details in an Obituary Using Chunking
9th Grade ELA » Fences: Character and Theme Analysis in Drama
Big Idea: Why do we study August Wilson's plays? Let chunking lead you to the central ideas, and they will uncover the answer!

Environment: Urban
Donna Fletcher
Transferring Skills To Individual Reading Books: Reader's Workshop
10th Grade ELA » What It Means to be Human
Big Idea: Can students take skills that were learned as a whole class and apply those skills to their individual reading book?
Independence, MO
Environment: Suburban
Lindsay Thompson
Telling Lies that Sound True: Building Classroom Community on the First Day
9th Grade ELA » The Search for Identity: Introductory Unit
Big Idea: Students develop "untruths" in order to build classroom community and become familiar with classmates
Bel Air, MD
Environment: Suburban
Paula Stanton
Something went wrong. See details for more info
Nothing to upload