In this lesson, students will present their projects to the class. They will reflect on their own project and those of the other groups in the class.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Be sure that all equipment and materials are ready for student use during presentations.
- Decide how you want students to access the short stories they will begin to read in Task 3.
- Give students a few minutes at the start of class to organize themselves.
- Remind students how much time they will have for each presentation.
- ELL: For students who are less comfortable presenting in front of the class, consider occasionally giving them alternatives to presenting. Some options include writing supporting information on the board or reading a brief passage from a selected story.
As you present, remember to do the following.
- Give details about the time period in America that you were assigned.
- Discuss the authors you chose, and why you chose them.
- Discuss the stories you chose for each author, and why you chose them.
- Have each group member briefly discuss the literary analysis essay with the class, explaining why he or she chose the short stories selected for the paper and how they relate to the group’s time period.
- Make sure to keep students to their allotted amount of time so all groups are able to present during this lesson.
- Encourage students to be active listeners and to develop questions for each group. Consider modeling what this would look like.
- SWD: For students who have a difficult time listening carefully while taking notes, consider pausing after each presentation for quiet note taking or a brief class review.
- End the presentations with 10 minutes left in class, so that students can think about what they have heard and seen and decide on which of the stories they will read.
- As the groups are presenting, display their presentations for the class to see.
As you are listening to each presentation, do the following.
- Take notes and develop questions you would like to ask.
- Select a story from each group’s collection that you would like to read.
Reading and Dialectical Journal
- Students can begin this with whatever time remains in class and finish for homework.
- Let students know they should read a total of two stories for homework, not two stories from each presentation.
- Facilitate access to their chosen stories.
- Read two stories from those presented in this lesson (other than your own).
- For each story, write a Short Stories Dialectical Journal entry.
- For each story, add notes to your Dialectical Journal entry about insights you gained about America, Americans, or the American experience in the period of time in which the story was set or written.
If you are not able to finish in class, you can complete this assignment for homework.
- If they haven't already, students should arrange to meet with you to discuss their literary analysis papers.
- Remind students to continue their Independent Reading book and to continue filling out the Independent Reading Journal.
- Complete the reading and assignment.
- Complete a full working draft of your literary analysis essay for review during Lesson 27.