Reflection: Grappling with Complexity Pip Meets the Pale Young Gentleman: The Tone Shift in Chapter 11 - Section 2: Reader's Theatre of Chapter 11


We've been reading aloud for a few weeks now, so they are getting used to the language and pacing of the novel. This is the second time that we have used scripts to read, so they are familiar with this process as well. On the surface, it seems like nothing today was new, and I hope that's how the students felt. Yet, I know that today's lesson wasn't just the same old lesson. We still read together, and we used a process with which they are comfortable, but the stakes were higher. While reading, I was asking more analytical questions, so that it was no longer about just reading for understanding. Of course, they still asked plot-based questions, such as how Camilla is related to Miss Havisham, but they were able to answer questions about why Miss Havisham might respond so harshly to Camilla's comments.

I noticed that I am still the one posing the higher stakes questions, which I would like to change. I think I can start transitioning them into a place where they formulate these types of questions.

  Setting the Tone
  Grappling with Complexity: Setting the Tone
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Pip Meets the Pale Young Gentleman: The Tone Shift in Chapter 11

Unit 2: Great Expectations Ch. 7-18: Applying Knowledge
Lesson 4 of 8

Objective: SWBAT analyze the cumulative impact of specific word choices on meaning and tone by using Readers Theatre scripts to read and discuss chapter 11.

Big Idea: Dickens sets the tone. We enjoy it. Why?

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