Reflection: Student Led Inquiry 'Oh, sweet-suggesting Love....Teach me' Act II. sc. vi. - Section 4: Wrap-up: Predicting the rest of the story

 

One of the hardest parts of teaching literature is allowing students the space to explore literature on their own and not imposing my own reading onto certain lines.  Proteus soliloquy is a great place for students to come to their own conclusions about him as a character and the very nature of Love and friendship.  

And while I don't always necessarily agree with their interpretations of his character, I am excited to see students grappling with complexity and trying to make meaning of it all. 

Having students make predictions at a critical junctures in the play is also a great way to check their understanding and determine whether or not they are connecting with the play and its characters. 

The fact that the students have so many goofy ideas about Proteus and Valentine tells me that I need to work more with them on deep textual reading and understanding. I might try having students deconstruct a scene by asking them to list what the characters want when they enter, and what they want when they exit a scene.  

  Letting Students Interpret
  Student Led Inquiry: Letting Students Interpret
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'Oh, sweet-suggesting Love....Teach me' Act II. sc. vi.

Unit 9: The Two Gentlemen of Verona
Lesson 5 of 11

Objective: SWBAT unpack the argument in Proteus' solioquy

Big Idea: How does Shakespeare structure his arguments?

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Subject(s):
English / Language Arts, argument (Reading Comp), brainstorming, character trait, drama interpretation, Shakespeare, William Shakepeare, Two Gentlemen of Verona, dramatic monologue, supporting evidence, foreshadowing, dramatic structure, interpretation, dramatic literature, The Two Gentlemen of Verona, uncertainty, rough draft
  50 minutes
valentine and silvia
 
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