On Monday the class took a quiz on chapters 1-6, and then continued watching Big Fish. The movie culminated on A Day. After the movie, students worked on a review of chapters "Love" through "Friends, which is included in the first part of the PowerPoint below and serves as an example of how to review a chapter properly. The review is broken into four levels: the first two levels are the basic but vital data about the chapter--the characters, narrators, and conflict.
The second two levels should be familiar to the students from their expository assignment. In these levels, students pick important quotes--quotes that tell us something vital about a character, or about the themes, motifs, or symbols of the novel. After choosing a quote, they can then perform an analysis by using a language technique (imagery, diction, figurative language, irony...) to explain something insightful that we learn from the quote. For examples of what I'm talking about, refer to previous lessons, specifically the Expository Essay.
The document below, on the right, is the review that students performed on B Day. It worked like this: six stations were created around the classroom. And each station focused on a different part of the chapter "How To Tell A True War Story." Students, working in groups ranging from 3-6, had 10 minutes at each station to answer all of the questions. The goal was for each student to have a comprehensive understanding of the chapter by the time they left, and, more specifically, to have shown that comprehension in writing.
The second two levels should be familiar to the students from their expository assignment. In these levels, students pick important quotes--quotes that tell us something vital about a character, or about the themes, motifs, or symbols of the novel. After choosing a quote, they can then perform an analysis by using a language technique (imagery, diction, figurative language, irony...) to explain something insightful that we learn from the quote. For examples of what I'm talking about, refer to previous lessons, specifically the Expository Essay.
The document below, on the right, is the review that students performed on B Day. It worked like this: six stations were created around the classroom. And each station focused on a different part of the chapter "How To Tell A True War Story." Students, working in groups ranging from 3-6, had 10 minutes at each station to answer all of the questions. The goal was for each student to have a comprehensive understanding of the chapter by the time they left, and, more specifically, to have shown that comprehension in writing.
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