Reflection: Adjustments to Practice Setting Presentations - Section 1: Continue and Complete Chapter One Setting Depictions


My classroom is on the third floor of my building, and the staff restrooms are located on the even floors.  Thus, I have the option of traveling upstairs to the high school, or downstairs to sixth and seventh grade, when the need arises.

I tend to choose the second floor, and largely for the pleasure of walking the sixth-grade hallways, to see what student work is currently on display.  The sixth grade teachers at my school are hard-working and creative, and the hallways of their floor tend to reflect that.  On a recent trip, four student-made posters celebrating the ways that Martin Luther King represents our expected school-wide learning results caught my eye.  The work was carefully rendered and colorful, the wording bold and without error, and they were beautiful.

Before I disappeared back to my floor, I popped into one of my favorite sixth-grade teacher's classroom.  "Did your students do the MLK posters?" I asked.

"No, those were Lorena's (another favorite of mine) kids--aren't they amazing?"  She then went on to admit how she tends to rush her own students through visual projects, recognizing that she rarely gets the results she desires.  

Her comments flipped a switch for me.  I love a classroom that reflects the creativity and thinking processes of its students, yet I am always torn when a project (such as the chapter one depictions in this lesson) spills into two lessons.  'We need to move on, we need to move on' is often on loop in my head.  

I am learning to silence this mantra without sacrificing instruction, allowing my students to explore their full potential with all approaches to learning.  Overall, I think this lesson struck the right balance.

  If You Want It To Be Good, Give Them Time
  Adjustments to Practice: If You Want It To Be Good, Give Them Time
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Setting Presentations

Unit 7: Of Mice and Men Part I
Lesson 4 of 8

Objective: SWBAT present their depictions of setting in the first chapter of Of Mice and Men and analyze what might be inferred as a result.

Big Idea: Students discover that setting might be saying something . . .

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3 teachers like this lesson
English / Language Arts, Reading, Reading Fluency, Vocabulary, presentation, setting, character analysis
  70 minutes
sample student setting chapter one
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