Double Life in the Muck: "Hollywood and the Pits" (Day 2 of 2)
Lesson 5 of 6
Objective: SWBAT explain the shifts in perspective that occur throughout the story by presenting key annotations to the class.
Small Group Preparations
I will tell the students that they have just a few minutes to draw out their notes and to compare with their partner(s)' notes (RL.9-10.1). They are responsible to go to the document camera to cite and explain literary quotations (SL.9-10.1), explaining what the text says and why the author makes the structural choices (e.g. to shift point of view) when he does (RL.9-10.5). Of course, my role will be to facilitate and help them to be successful as going up to the doc camera can be a challenge!
** image credit:
Rancho la Brea Tar Pool. Restoration by Charles. R. Knight for Amer. Mus. (N.Y.) mural decorations 9' by 12' in hall of the Age of Man. One sloth (Mylodon, now Paramylodon) trapped, two guarding against Sabre Tooth (Smilodon). Condors (unidentified further, likely Teratornis) waiting on McNabb's cypress. In the rear of pool which has yeilded much elephant material. San Gabriel range with Mt. Lowe center and Mt. Wilson at right of erect sloth. Old Baldy at right.
Charles R. Knight through the Jesse Earl Hyde Collection, Case Western Reserve University (CWRU) Department of Geological Sciences http://geology.cwru.edu/~huwig/
This media file is in the public domain in the United States. This applies to U.S. works where the copyright has expired, often because its firstpublication occurred prior to January 1, 1923. See this page for further explanation.
The students take turns ascending to the front of the class, presenting their short story annotations for the class to see and interact with (SL.9-10.1). I plan to question each of the groups:
1.) What is happening in your section?
2.) What fulcrum words exist to help convey the point of view and theme?
3.) Why is the author shifting point of view at these particular points? Do these shifts advance the plot or storyline? Does this work for you? (RL.9-10.5)
4.) How does the author use these shifts to explore important ideas about growing up (RL.9-10.2)?
I want to lead a processing discussion as we are getting ready to transition to a new unit after the next lesson:
I will say:
1.) You've read some very, very difficult readings during the past week or more--how do you feel about that? Do you think that you have a limit as to how difficult the texts should be, or do you want more challenge (RL.9-10.10)?
2.) How can you help each other in base groups to do well with difficult texts? In study hall? Online (since everyone has a chromebook)?
3.) How well did you feel supported and effective up at the document camera? What can we do to help you really do well with this in the future? (Oh, yes, you will do this again!)