Reflection: Intrinsic Motivation Inferring character motives in Vonnegut's short story, "The Kid Nobody Could Handle" - Section 3: Groups Prepare for Hotseat and Begin!


The students took to this activity remarkably well.  I did tap some of the more apparently extroverted students to sit on the hotseat in this opening gambit with the activity.  I tried to be sensitive to the body language and reaction of the  students whom I asked to do this to make sure that it wasn't too much of a stretch for them.  If it seemed like just a bit of encouragement would be needed, I went that route, but in one case, I decided not to ask a particular student because I wanted to remain sensitive about the stress level with the activity.




Please enjoy the attached commentary (Link) on the hotseating activity.  It takes some level of commitment and risk in order to attempt and to pull off a hotseating discussion, but it is a fantastic way of centering the discussion on student-generated ideas and responses. 


This lesson was propelled by leadership from the READi grant (link).

  Intrinsic Motivation: Reflection on Hotseating
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Inferring character motives in Vonnegut's short story, "The Kid Nobody Could Handle"

Unit 1: Constructive Controversy -- Oral and Written Argumentation
Lesson 7 of 11

Objective: SWABAT to infer character motives in “The Kid Nobody Could Handle” by making distinctions between character contrasts and foils: Helmholtz vs. Quinn; Quinn vs. Jim; Helmholtz vs. Jim. SWABAT trace the theme of belief (encouragement and persistence) in the story.

Big Idea: Understanding characters is just plain AWESOME!

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illustration 2010 12 09 the kid nobody could handle
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