Reflection: Adjustments to Practice To Build A...Better Understanding of Naturalism - Section 3: Four Highlighters, Four Paragraphs

 

I know that we are supposed to treat "problems" as "challenges" or "opportunities," but -- for me -- teaching mood is a problem.  Lots of students come into eighth grade with mood and tone confused.  Ok, we straighten that out, but then having them FIND mood is another story.  Why? Because mood can't be FOUND in a single place -- it's everywhere and nowhere -- and the students just get confused.

In the past, I have taught mood using Poe.  It's clearer more dominant in his stories.  However, I think that makes kids have a false sense of confidence, if you will, because they think mood is going to come up and hit them over the head with a frying pan.

I think the highlighter activity is a good one, but -- to be honest -- the kids had trouble accepting that something in the story can be BOTH confict and mood.  Or characterization and confict.  Or... you get the picture.  

I need to work on this aspect, maybe starting with a good, strong mood word list and then using passages (short ones, maybe even out of context - gasp!) to guide them through this more slowly and methodically.

  The Problem with Teaching Mood
  Adjustments to Practice: The Problem with Teaching Mood
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To Build A...Better Understanding of Naturalism

Unit 4: Nature, Naturalism, and The Call of the Wild
Lesson 2 of 14

Objective: SWBAT understand and explain how characterization and setting work together to build conflict.

Big Idea: Igniting student interest in hard work with serious literature with London's "To Build a Fire."

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