Reflection: Complex Tasks Understanding Similar Sounds: Homophones in Literature - Section 3: Combined Test Review: What Students Should Know

 

As students developed their questions today, I encouraged them to make sure their questions addressed the basic ideas as well as the more-in-depth ideas about the stories. By developing their own questions, the students struggled to go from:

1. Why were the men on a boat? (A "Level 1/Gathering" question a student wrote.)

to

2.  Explain how the men on "The Open Boat" were struggling to get to shore? (A "Level 2/Processing" provided on revision.)

to, finally

3. Does the Oiler, or another character, seem fated to die in "The Open Boat"? How might the story have been different if the Oiler survived? (A "Level 3/Applying" question the student developed.)

As students developed their questions, I was able to engage many of them and continue to build these style questions with them.

 

  Test Review Preview: A Look at Testing
  Complex Tasks: Test Review Preview: A Look at Testing
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Understanding Similar Sounds: Homophones in Literature

Unit 12: Literacy: Naturalism and Understanding Conflict in the American Short Story
Lesson 5 of 7

Objective: SWBAT analyze the impact of word choice on tone by distinguishing the definitions of homophones. SWBAT analyze character and theme by developing their own test questions.

Big Idea: Looking back and looking ahead; it's a day to tie up loose ends regarding diction and prep students for what comes next with the their unit test.

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Subject(s):
English / Language Arts, Short Stories, Literature, homophones, Comprehension (Reading), Fictional Literature, Kate Chopin, The Story of an Hour, Test Review, Student Generated Questions
  25 minutes
polar bear with young   anwr
 
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