Jessica Keigan Horizon High , Thornton, CO
10th Grade ELA : Unit #5 - Literary: Study of Character Development in Shakespeare's Othello : Lesson #9

Student Led Reading: Othello Act II (Day 1 of 2)

Objective: SWBAT demonstrate their ability to set purpose for group reading tasks by assigning roles and monitoring comprehension while reading Act 2 of Othello.
Standards: W.9-10.1 SL.9-10.1b
Subject(s): English / Language Arts
60 minutes
1 SSR - 10 minutes

We'll start class with ten minutes of reading. This is the first day of quarter two and I am going to remind my students to be tracking their page counts as I plan to change the way we reflect/assess their reading starting later this week.

2 Act I Dichotomy Journal Analysis - 15 minutes

The students should have completed the front part of their dichotomy journals this weekend. I will let them get back into Faulkner squares to discuss/compare notes on these. Then I will give them 10 minutes (or whatever time is left) to do the formal analysis section on the back of the sheet.

This will be their first practice with formulating a written argument about substantive topics (CCSS.ELA-Literacy.W.9-10.1). As they prepare for a much larger version of this in their final papers, I am hoping that they will find some success with this process as we attempt to chunk it out act by act.

Student Work
Continuous Assessment

I gave the kids ten minutes to work on the analysis section of these today, but not everyone was able to finish. I will collect the rest tomorrow in class.

This particular paper stood out to me when I was walking around to answer questions. Here are some thoughts on why and how I will use it as a model later on.

3 Act II Reading Groups - 25 minutes

I have created reading groups with mixed ability levels. These are bigger groups than I have used in the past (eight students each). I am using bigger groups so that each speaking part can be covered by a unique individual. I am using smaller than the whole class so that students are more responsible for their reading/engagement. Hopefully the chemistry of each group will work to their benefit.

As this is the first day in their groups, I am also going to assess their ability to set goals and norms for their reading time (CCSS.ELA-Literacy.SL.9-10.1b). I have already seen some leaders in my class and hope that they will help to take charge of this process.

While they read, I am going to ask them to track dichotomies. I will give them a new graphic organizer for this process.

 

4 Wrap up and Next Steps - 5 minutes

As an informal exit slip, I will ask students to share out about what they read and what it means.

Celebration of Comprehension
Checks for Understanding

When all was said and done, they only had about 10 minutes to read today, which got them through the first few pages of Act II, scene i. The good news is that when I asked them to share what happened in what they read, nearly the entire class was able to answer me. Besides that, they were able to identify the major dichotomy (Civilized vs. Primitive) that is being established early in this act. This made me feel much better about the lack of time. Go team Keigan!