Reflection: Joy Coming of Age - Section 2: Focus on Coming of Age


Without a doubt, the clips from Diary of a Wimpy Kid were a big hit.  Not to my surprise, when I reached the end of the scene I had selected for the lesson, most of my students were begging to watch more of the film.

What I noticed most, however, is the way the film engaged many of my struggling students.  While most of them do their best (or, at least, their version of their best) to keep up and engage with the text (The House On Mango Street), the scene from Diary of a Wimpy Kid seemed like a real treat to them.  In all of my classes, it was those students whose eyes were most glued to the screen and who laughed the loudest.

I recognize this as a means of building trust between myself and my struggling students.  A lot of the time, it can feel like I am asking so much from them, for them to think and work so hard.  Maybe the occasional reward of letting them experience how what we study can fit right in with what they consider pleasure will help close some of the learning gaps these students tend to battle.

Moving forward in my lesson design, I will definitely keep this in mind.

  Greg Heffley Works The Room
  Joy: Greg Heffley Works The Room
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Coming of Age

Unit 3: House on Mango Street Part II
Lesson 8 of 13

Objective: SWBAT identify coming-of-age indications in four vignettes from The House On Mango Street, as well as in a film clip from The Diary of a Wimpy Kid.

Big Idea: Same topic, different voice, tone, and mood: Challenging students to stay in control of their own voices as writers.

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