Reflection: Rigor If Dickens Were a Speech Writer: An Introduction to A Tale of Two Cities - Section 3: Whole Class Reading and Analysis: A Tale of Two Cities, Book 1-chapters 1 and 2


So this was a much rougher start to the book than I anticipated it would be. I think diving in before we were done with the speeches was akward. I think the rigor of Dickens was much more than they anticipated it would be and I think that doing this on the Monday before a five day break was perhaps not wise. What to do? 

Well, I ended up reading more than just the first chapter with them and modeling some reading strategies out loud (like asking myself questions about the text and trying to figure out what characters were worth paying attention to). I also told them that if they persevere through the difficult and mysterious beginning, they will find the ending satisfying. Thankfully, one of my teaching colleagues walked into the room at just the right time to sing the praises of the book. 

This is always the novel I have the hardest time hooking the kids with. Inevitably, they like it once they get into it, but I wish I had a better strategy for hooking them early. I have some ideas for the week after Thanksgiving...hopefully they will give it a try so we can discuss it then.

  The Problem With Dickens
  Rigor: The Problem With Dickens
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If Dickens Were a Speech Writer: An Introduction to A Tale of Two Cities

Unit 8: Literary: Analysis of Plot and Character Development in A Tale of Two Cities
Lesson 1 of 11

Objective: SWBAT apply knowledge of language to determine how an author creates meaning by reading and analyzing Dickens' style in Book 1 of A Tale of Two Cities.

Big Idea: Dickens is the master of language. As we carry our study of persuasive language over, we will consider how and why Dickens writes what he does in book 1 of A Tale of Two Cities.

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charles dickens  a tale of two cities with illustrations by h k browne  1859
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