In this lesson, students will reflect on the project presentations, read two more short stories, and complete Dialectical Journal entries for each.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
Task 1: Group Work Reflection
- It is important that the students take time to stop and reflect on their own progress as well as the ways in which their group functioned.
- Let students know how you want them to submit their reflections to you.
- SWD: As time allows, it can be helpful to review students’ reflections with them, both to identify what went well and to set specific goals for improvement for the next time around.
Working independently, complete a Quick Write on the following topics.
- How well did your group function?
- What did you contribute?
- If you could change something about the way your group worked together, or your contributions, what would it be?
When you are finished, submit your reflection to your teacher.
Task 2: Short Story Discussion
- Organize students into small groups of four or five, mixing students who presented about different time periods and authors.
- ELL: Facilitate these conversations carefully and make sure everyone contributes.
- In groups your teacher assigns, share your impressions and writing about the short stories you read from the class anthology. Refer to your Short Stories Dialectical Journal.
- Make recommendations about stories that you consider “must reads.”
Task 3: Two More Stories
- Use whatever time remains in the period.
- Facilitate access to their chosen stories.
- SWD: Adjust the reading assignment as appropriate for your students.
- Read two more stories from those presented by groups other than your own in Lesson 25.
- For each story you read, create a Short Stories Dialectical Journal entry.
- For each story, include notes in your Dialectical Journal entry on insights you gained about America, about Americans, or about the American experience in the time period when the story was set or written.
If you aren’t able to finish this assignment during class, you can complete it for homework.
Task 4: Reading and Essay Draft
- Remind students that literary analysis paper drafts are due next class; the final paper is due the following class, and students will be expected to briefly share their paper with the class in a 1-2 minute presentation.
- Paper presentations can be formal or informal; students may choose to read their introductions or explain their theses and read their conclusion. You could leave this up to the student, but your feedback during the next class would be helpful.
- Continue reading the short stories. You will have class time in Lesson 27 to continue, but you must be able to finish your reading and journaling before Lesson 28.
- Finish drafting your literary analysis essay. Working drafts of your literary analysis papers are due next class.