The End of Suffering: Discussion and Review of the Final Pages of To Live
Lesson 10 of 11
Objective: SWBAT demonstrate their ability to synthesize and discuss major themes and characters by participating in a whole class discussion and review of To Live.
We still start class with reading time. My teaching partner will use this time to collect his history textbooks. I will assist him in this process.
Final Book Discussion
Students were supposed to finish reading the novel last night. Before we move on to our test review, I will ask them to return to our discussion questions from yesterday and reflect on the nature of Fugui's suffering in the novel now that we have the whole novel to discuss.
I will also ask them to reflect on whether or not any of Fugui's suffering could have been avoided as well. I'm curious to see what students think about this and will use it as the basis for a little pre-review, review of the Chinese philosophical ideas we've been discussing as we've read, specifically in regards to what message the author might be trying to convey about these beliefs or his country as a whole (RL.9-10.6).
To Live Final Review
We will use the last part of my half of the block to start the review for our comprehension test tomorrow. This test will assess students on their comprehension of major themes and characters in the book (RL.9-10.2 and RL.9-10.3) as well as key concepts and ideas from our study of modern China, The Middle East and India.
We have been struggling to keep kids engaged in this last week of instruction, so we decided to do our review as a Jeopardy game (SL.9-10.1). We will let students chose their own teams and will equip each team with a small white board and marker. We will award points to all correct answers and will give a few points of extra credit to the winning team.
By the way, so you don't think I'm totally crazy, there is a question about a cat on the test, thus the kittens category. I think it is important to keep things a little light-hearted in my classroom as we get to the end of the school year. Students are so stressed out about finals and final projects, that it doesn't hurt to bring a little laughter into the process to help them keep things in perspective.
We will play the game all the way through, with a break in the middle for our passing period. My teaching partner will then use the rest of his class time to answer any questions that might remain about the history part of the assessment, which is much larger than the To Live section.