Reflection: Discourse and Questioning What Does it Mean to Have Great Expectations: Open Response (Day 1 of 2) - Section 2: Brainstorming the question


I realized today how much the word "literal" is misused, or even more accurately, how much the definition has seemed to change.. into precisely the opposite definition. I didn't anticipate confusion over the literal and more figurative ways in which Pip's great expectations will change him, but because students use the word "literal" to mean "not literal," it was confusing. In the discussion, I used the example "and then my head literally exploded" to make my point, but instead of clarifying, my example just seemed to mimic what they already say regularly. It wasn't until I talked them through the fact that my head couldn't have actually exploded or I wouldn't be standing in front of them that they understood the misuse of the word.

It was an unexpected conversation, but it wasn't a waste of time. It was a good opportunity to stop and focus on the value of language and the importance of purposely choosing our words.

  The Literal
  Discourse and Questioning: The Literal
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What Does it Mean to Have Great Expectations: Open Response (Day 1 of 2)

Unit 2: Great Expectations Ch. 7-18: Applying Knowledge
Lesson 6 of 8

Objective: SWBAT write arguments to support claims in an analysis of a substantive text, using valid reasoning and relevant and sufficient evidence by analyzing the title of Great Expectations and what that means for Pip.

Big Idea: Working through an outline together builds confidence and can create more complete essays.

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