Reflection: Discourse and Questioning Reviewing Plot and Examining How Caesar Defies Fate in Four Excerpts - Section 3: Discussion of Fate and Caesar



In this lesson, the students were ready to move up to a higher level of complexity, with my help.  I know that the next two lessons will expect them to make stronger comparisons across text types (i.e. visual  vs. film vs. text, RL.9-10.7), and we will be focusing on language (RL.9-10.4) and even rhetorical choices (RI.9-10.6).  Thus, I selected texts and asked questions today that focused on a higher level of complexity.  


And Formative  Assessment

I believe that this was the right thing to do.  I have evidence from a range of students that they are beginning to understand this type of analysis, but I will be looking, over the next two lessons and the upcoming unit text, to see if ALL students are able to analyze at this level.  Thus, I think it's important to model higher thinking skills as we introduce them but also to recognize that I do not have confirmation from all of my  student quite yet that they are progressing.  To address this, I might've collected an exit slip today, but I decided not to do so because I wanted to introduce the higher level of analysis and then then take an exit slip tomorrow or the next day.  

  Feedback on Student Understanding
  Discourse and Questioning: Feedback on Student Understanding
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Reviewing Plot and Examining How Caesar Defies Fate in Four Excerpts

Unit 11: Analyzing Rhetoric in Julius Caesar and Contemporary Speeches
Lesson 8 of 16

Objective: SWBAT explain strongly connotative language by examining four key short quotations used by Caesar to describe (ironically) how he defies fate.

Big Idea: Beware the Ides of March! My students examine Caesar and Fate.

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