Reflection: Checks for Understanding Panel Discussion of Characters in "The Absolutely True Diary of a Part-Time Indian" (Day 1 of 2) - Section 1: Introduction


After day 1, I took an exit slip asking students how well the panel discussion went and how we can improve on the speaking and listening aspect of the activity (CCSS SL9-10.1).  The student comments were generally positive, and the students had a number of interesting and engaging things to say such as "It was good," and "The panel is a place where you can discuss the real person you are.  You can admit how you feel about the past and present."  I find these comments interesting because the students are acting in role, and perhaps this frees them up to let the character live.  Furthermore, the students are reacting to questions that they formulated around key thematic content: assimilation, friendship, family, and identity (RL9-10.3).  This is really important because the focus of this lesson is primarily on the nature of the characters and how they have evolved over the course of  the novel.  Now that we have finished reading the bulk of it, they will have some complex questions and insights to offer. 


  Formative Assessment between lessons
  Checks for Understanding: Formative Assessment between lessons
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Panel Discussion of Characters in "The Absolutely True Diary of a Part-Time Indian" (Day 1 of 2)

Unit 2: Metacognition and The Absolutely-True Diary of a Part-Time Indian
Lesson 15 of 19

Objective: SWBAT negotiate speaking roles and adapt to three fluid speaking genres by engaging in a panel discussion.

Big Idea: Student uptake--when they explain ideas directly to one another in a whole class forum--creates a transformative genre of class discussion!

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