To start class today, I will give students time to work on finishing their posters (from Friday and Monday's classes) and then posting them in the room for a gallery walk. These posters are meant to provide information about how Dickens uses specific literary devices and syntax to create meaning in certain sections of text (both teacher and student selected quotes).
I will split this time into five minutes of work time and ten minutes of gallery walk time so that by the end of the fifteen minutes, each student will have a good set of notes on the different devices and sentences that Dickens utilizes.
After the students have finished their posters, I will ask them to return to their seats to do a brainstorm of Dickens' rhetorical purpose (CCSS.ELA-Literacy.RI.9-10.6). I will chart their ideas on the board.
This probably should have been done before we began making the posters, but I am hoping that by taking time to do this now, we can have a good discussion about how Dickens' structural choices impact his rhetorical purpose/intended meaning.
Before we move to our reading time, I am going to have the students do a quick exit slips for me. I am going to ask them to look over the notes they took down from the class created posters and the list of purposes we brainstormed as a class and write a brief analysis of how Dickens' stylistic choices connect to his rhetorical purpose/intention (CCSS.ELA-Literacy.L.9-10.3 and CCSS.ELA-Literacy.RI.9-10.6). I'm hoping that in doing this, they might be able to make some predictions about the end of the book based on what they think he's doing.
We will end class with our ten minutes of reading time today so that students who are reading Tale during their SSR time can apply knowledge from our discussion to their reading time/focus.