Graph paper or blank crossword template
9-10LA2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
9-10LA3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.
Begin by reviewing vocabulary. Display words from the Project Vocabulary Notebook on the board or in a pocket chart. Provide graph paper or crossword templates and allow students to begin creating crossword puzzles that will be used to quiz other students. Allow them to work on this for 10 -15 minutes to activate knowledge about vocabulary.
How to make a crossword puzzle: http://www.howcast.com/videos/335557-How-To-Make-a-Crossword-Puzzle
Ask students what they believe it means to “forgive.” Tell them that the dictionary definition is to release someone of responsibility for something, to let go of any feelings of blame. How often do we really do that? Discuss some examples that do not involve conflict in the classroom, unless you have a culture that supports that.
Discuss whether Elinor really forgives Willoughby, and guide students in supporting their ideas with evidence from the story. Discuss whether Willoughby deserves to be forgiven in the students’ opinions, using evidence from the story. Discuss whether Marianne forgives him using evidence from the story.
Ask students to write 1 -3 paragraphs (depending on skill level) arguing whether the Dashwood women should forgive their brother John, and whether they do. While students are reading, evaluate their arguments and check in with students with feedback. This is preparing them for their final assessments.
Students read novels/graphic novels according to classroom system.
Provide time to finish working on the crossword puzzles (15- 30 min) so that they can be completed by other students.