Reflection: Transitions Why Did They Do That? Othello Comparitive Analysis (Day 2 of 2) - Section 3: Wrap up and Next Steps


My only critique of how today's seminar went was that there wasn't enough time to really flesh out the ideas that were presented. Each group had ten minutes to dialogue and any extra time that I had set aside at the end of class was eaten up by transition time.

I still haven't figured out the best way to seminar with a group of 60 kids. A whole group seminar would be daunting and would make it really hard to hear everyone's voices. The fishbowl works well for the speaking, but is challenging for keeping the outer circle engaged, especially after they have had their turn as a speaker.

I am going to do more research on this so that future seminars don't get cumbersome. I really feel like this is a great performance assessment for the speaking and listening standards and would love to figure out the best way to do it in my classes.

  Seminars in Large Classes
  Transitions: Seminars in Large Classes
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Why Did They Do That? Othello Comparitive Analysis (Day 2 of 2)

Unit 6: Literary: Thematic Analysis of Shakespeare's Othello
Lesson 7 of 11

Objective: SWBAT demonstrate their ability to propel a conversation forward through textual support, questions and strong connections by participating in a seminar over Act V, scene ii of Othello.

Big Idea: Collaborative discussion can be a challenge, but is worth tackling for great higher level thinking and discourse.

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