To continue yesterday's review for finals (See:"A Review of Confidence, Skills, and Knowledge"), and for students to demonstrate understanding of their ability to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from both literary and non-fiction texts (RL.9-10.1, RI.9-10.1), the skills needed for participate effectively in a range of collaborative discussions (SL.9-10.1), and knowledge of research and citation skills and format (W.9-10.8), students are asked to create a "poster" that demonstrates what they feel they have mastery of, and what they feel they need to review.
Students are given a second day to work on this poster in order to review and ask what they have questions on, as yesterday focused on their areas of expertise. The process of identifying what they know and do not know requires time for reflective practice.
On one half of the poster, students are asked to recall, explain, and draw an image that represents five things we addressed this semester on which they consider themselves "experts."
On the other half of the poster, students are asked to present three questions or material (and an image to represent) they know we addressed, but of which they are not sure of the importance, significance, or meaning.
The image is included to give students an visual association with the idea, a touchstone to recall on the final. Writing these ideas out reinforces the concepts as well. These posters will be hung around the classroom, to provide a reference for students as we wrap up the semester, and used to draw ideas from as I write the finals and "Final Exam Review Packet"; we will focus more on ideas the students list as "not sure" than "expert." As I will be taking time daily starting next week to review for finals, these allow students a reference point to "check" and ask about as we discuss the final exam.
These posters will not be formally presented to the class, but will hang in the classroom, and be referred back to as we take time to review for finals throughout our look at "A Raisin in the Sun." Students will be able to look back to them independently to find information for the review packet, or to prompt questions or provide answers in class discussion
With two minutes remaining, I remind students to make sure they have a copy of the play, "A Raisin in the Sun" for tomorrow, as we will begin reading in class.