Reflection: Lesson Planning Using Academic Vocabulary to Discuss Authorial Purpose - Section 1: Style Poster Creation Wrap Up and Gallery Walk


So, my teaching partner and I planned our lessons about a week ago not thinking about how today needed to happen. The students are doing a mini-research project for his class, which necessitates library/computer lab time. They are working in groups of their choosing for this project. When I promised the students time to finish their posters, I forgot that we were going to split the block (and the students) into halves for a few days. My teaching partner had to take students according to their chosen groups...which means I had to punt a little with the finishing of the posters since my Faulkner Square groups were splintered.

To meet this challenge, I had students work with as many people as were present from their Faulkner Squares for a very brief time to make sure that they had at least their definitions and initial examples represented. I found that many groups had their posters completed. Those who didn't, I added extra people to help them out.

In the end the posters were okay, but not as great as I hoped they would be. They served their purpose, but I had high hopes for the thinking and work that would go into them. What are you going to do, though, when unexpected challenges rise up (as they always do)? Thankfully, my students were willing to roll with it and I know for next year to be careful about how I schedule this.

  Thinking on My Feet
  Lesson Planning: Thinking on My Feet
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Using Academic Vocabulary to Discuss Authorial Purpose

Unit 9: Literary: Analysis of Narrative Style in A Tale of Two Cities
Lesson 6 of 9

Objective: SWBAT apply knowledge of how language functions in different contexts by discussing and writing about how Dickens' creates his rhetorical purpose in Tale of Two Cities.

Big Idea: Dickens' style has a purpose. What message do his strategies reveal?

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