Let's Hear What You Know: Collaborative Discussion and Reading of A Tale of Two Cities (Day 2 of 2)

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SWBAT refer to textual evidence to drive collaborative discussion by gathering and providing evidence of character development from a close reading of A Tale of Two Cities.

Big Idea

How do characters develop in a Dickens novel? How can multiple heads work together to discover this in a meaningful way?


10 minutes

We will start class with ten minutes of reading. I will read with the students today.

Tale Jigsaw Analysis: Preparations

20 minutes

To link today's lesson with yesterday and tomorrow, we will do a jigsaw, which will allow students to read one of the two chapters that need to be read for today. Each chapter stands alone in regards to their contributions to the overall storyline of the book, which means that students should be able to analyze one or the other without too much confusion. Both chapters, though, work together to introduce and develop three significant characters, which will therefore be the focus of our efforts today (CCSS.ELA-Literacy.RL.9-10.3).

To prepare for the jigsaw, I will ask the students to sit in their Faulkner Squares and read one of the two chapters out loud with each other. In addition, I will ask them to prepare a written answer for their question to share with a different group of peers. I will randomly assign each group a chapter and a focus question by handing out different questions to each Faulkner Square.

These questions are meant to be probing/thought provoking beyond just the basic "what is happening?" I am hoping that by focusing in on one aspect of character development or idea from one chapter, they will be able to find some success with comprehension that seems to be alluding them thus far.

Tale Jigsaw Analysis: Group Discussions

20 minutes

Once each student has had a chance to read their assigned chapter and prepare a written answer for their question, I will move students into groups that have a representative for each question. I will ask them to take time to discuss each chapter and to answer each question orally, providing specific textual evidence for their responses (CCSS.ELA-Literacy.SL.9-10.1a). While each student presents, I will expect listeners to take notes on the handout I provide, which has each question listed. I will also ask each group to be active in this discussion so it is not just a presentation of ideas, but an analysis of the text.

I will circulate the room to answer questions and to check in on how this activity goes. I have never tried to jigsaw chapters like this before and am eager to see how it works.

Wrap up and Next Steps

5 minutes

At the end of class, I will ask students to move back to their assigned seats and will ask them to share out anything interesting they learned about the characters or storyline through their discussions. I will not collect papers, but will ask students to hang on to their notes so that they are prepared to have follow up conversations about these chapters as we move forward.