Discussion On The Unit's Guiding Questions
In this lesson, students will submit their Character Analysis Essay. They will also discuss the unit’s Guiding Questions, review their writing portfolios, and reflect on the unit.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
Section 1: Proofreading Questions
- Address any questions that came up from using spelling and grammar checks.
What spelling or grammar questions did you have while proofreading your paper for homework?
- Discuss your spelling or grammar questions with your classmates.
Section 2: Proofreading
- Give students 10 minutes to proofread each other’s essays.
- SWD: Monitor to determine if students need extra time. If they do, allow them to continue a little longer (if that won’t disrupt the flow of the class).
You have one last chance to have someone proofread your essay. Find a partner who has not read your Character Analysis Essay.
- Ask your partner about any spelling or grammar questions you had.
- Exchange essays and proofread your partner’s essay. Now is not the time to make major revisions. Just look for surface errors.
- Make any necessary corrections to your essay and submit it to your teacher.
Section 3: Guiding Questions
- Facilitate a Whole Group Discussion about the unit’s Guiding Questions.
- ELL: As with other discussions, encourage students to use the academic vocabulary they learned. As they participate in the discussion, be sure to monitor for knowledge of the topic. When students contribute, encourage them to focus on content, and not to allow grammar difficulties to distract them from understanding the meaning (as much as possible).
Discuss the unit’s Guiding Questions with your classmates.
- How do social class and legal institutions shape literary characters’ lives (and presumably our lives)?
- How does social class affect a person in dealing with the law (protect a person, hurt a person)?
- How is social class determined in America and in other places in the world?
Section 4: Reflection on Unit Texts
- Give students about 10 minutes to write.
Write a reflection on the following questions and place it in your portfolio.
- Which of the works read during this unit on social class and law in literature ( Antigone , “Myth,” “Letter from a Birmingham Jail,” “Law Like Love,”Pygmalion , and “The Ruined Maid”) was most challenging?
- Why was that?
- What did you do to increase your understanding of the difficult text?
- What reading goals will you set for yourself because of the experiences in this unit?
Section 5: Writing Portfolios
- This is a good day for taking stock.
- Students can work on their portfolios. That will free you up to confer with students about reading and/or writing.
Now that you’re halfway through your senior year, take time to work on your writing portfolio.
- Read each of the selections in your portfolio.
- Be sure each one has a reflection explaining your goals and intentions for that piece.
- Consider substituting recently completed writing assignments for ones from the past.
Section 6: Reflection on the Unit
- Take about 10 minutes to facilitate a Whole Group Share of ideas about the unit.
Talk about your responses to the following questions with your classmates.
- What did you enjoy most about this unit?
- What insights did you gain about how social class and legal institutions shape our lives?
- What are some social class and/or legal issues today?
- Is nonviolent protest a viable response to unjust laws today? Explain your thinking on this.