Reflection: Student Led Inquiry A Marriage Plots the Plot: Act I, sc. i and ii - Section 2: Building Knowledge: Student Generated Questions on Othello


Wow--this discussion took so much more time than I had anticipated.  My students had two primary challenges: phrasing the question and using evidence. 

Many of the students used the key verbs from the levels of questions on their directions for creating a journal to create commands.  The ideas were great, but the wording was weak and often unclear to their group members.  I focused on helping them rephrase their commands into questions. For example one student's question was,"justify what Iago is angry about". 

The next challenge was using evidence. It was clear that the students read the text.  They had thoughtful answers. However when prompted to include evidence from the text to support their answer, they were unprepared and spent too much time digging in the text for answers.  It is definitely a transition for my students to rely on the text for justification of their responses to the text (CCSS RL 9-10 1).  The ability to support ideas with textual evidence is the foundation to meeting the Common Core standards.  We will continue to work on the connection between analysis and text-based responses as the year continues. 

  Student Led Inquiry: Taking the time to get it right
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A Marriage Plots the Plot: Act I, sc. i and ii

Unit 5: The Divine and Diabolical World of Othello
Lesson 3 of 11

Objective: SWBAT lead discussions by posing and responding to questions about ACT 1 of Othello.

Big Idea: Students question the implications of an elopement and the consequences of Othello and Desdemona's choices.

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