Reflection: Relevance Introducing Archetypes - Section 1: Review Chapter Three, Of Mice and Men


Most teachers will tell you that it is more work to take a day off than it is to stay.  I am no different. 

For more on setting students up for success with a substitute, check out this lesson. Here I'd just like to reflect on the work students were expected to complete while I was away, as this is always a dilemma for me.  What do I leave for my students to complete that is both relevant and conducive to completing without my direction?  What instruction am I willing to miss out on that at the same time feels meaningful to my students, so that they don't wonder "Why are we doing this? We never do this with Ms. Beebe . . . "?

I got lucky this time, in that I had already established a pattern for reading Of Mice and Men, in that my students knew to complete their dialectic journal entries.  It was then easy for me to add the additional task of the questions, which could partially replace the types of discussions my students are used to having throughout the reading of a chapter.  And while I hated to miss reading chapter three with my students (for reasons mentioned in this lesson's reflection), I was confident that the high-interest they have shown in the book thus far would assist in keeping them on task while I was away.

So what is the point of this reflection?  I suppose it's to admit that it always takes some serious thought to plan for a substitute teacher and to remind a teacher that keeping whatever is planned relevant to your students will assist in keeping them on task while you are away.

  Student Productivity With A Substitute
  Relevance: Student Productivity With A Substitute
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Introducing Archetypes

Unit 7: Of Mice and Men Part I
Lesson 6 of 8

Objective: SWBAT to review the events of chapter three in Of Mice and Men and complete a character analysis chart that explores the nature of archetypes.

Big Idea: Wait a minute . . . I know someone just like that!

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