We will start class with ten minutes of reading time. I will read with the students during this time.
After yesterday's debacle, I am going to start class today with a reflection on why yesterday was so tough. I will own my part, but will also ask them to own their lack of productivity and perseverance. I will talk to them about why it is important to stick with difficult tasks rather than giving it a few minutes of effort then throwing up our hands. I will also remind them that difficult text requires a different level of reading focus than easier reading might take.
To give them a bit of a break and to hopefully scaffold their comprehension better, I will revise my reading requirements and ask the students to spend the day reading small chunks of the section. For each chunk, I will ask them to objective summary (CCSS.ELA-Literacy.RI.9-10.2) and find specific examples that Marx uses to back up his argument (CCSS.ELA-Literacy.RI.9-10.5). I will give them a reading guide to help them track their work.
We will read the first chunk together and practice paraphrasing/finding evidence just so I can make sure everyone understands what is required of them.
For the remainder of the period, I will let the students read and work on their close reading charts with their Faulkner Squares (SL.9-10.1). I will monitor their progress/comprehension by wandering around and listening in to their conversations.
I may just let them read until the end of the period, but if their conversations and questions during their reading time shows trends of confusion for the class, I will pause them with enough time to briefly as a whole group address questions or ideas that came up while they were reading .