In order to draw connections to a creation story with which students have familiarity, I project Michelangelo's "The Creation of Adam" and ask students to recap the Biblical creation account. I also project images from "Formation of the Solar System," and ask any students who have taken Astronomy or who have familiarity with the theory to explain planetary accretion or the Big Bang. In doing so, we Analyze the representation of the subject in different mediums, including what is emphasized or absent in each telling (RL.9-10.7).
After having two in-class reading periods and a weekend to complete these assignments, students are expected to come to today's discussion prepared, having read and researched material under study and to draw on that preparation by referring to evidence from texts and on their reading guides in order to to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-10.1a).
As it is still early in the semester, and the students are getting to know me, and I am getting to know them, today's discussion is a more traditional "teacher calls on" the students to review. As the discussion director, I split my focus on both the students who have their hands raised and those who are listening along, but not participating actively. In doing so, we (teacher and students) seek to propel the conversation by posing and responding to questions that relate the current discussion to broader themes or larger ideas; to actively incorporate others into the discussion; and for students to clarify, verify, or challenge ideas and conclusions as needed (SL.9-10.1c).