Students read their personal novels.
Students had another opportunity to learn everyone's names.
In small groups, students reviewed the symbols they'd found in the story - we will need to continue this work. The discussed the literal object, its figurative meaning, and the ways in which it might be connected to conflict and theme - greater depth was needed.
Students then moved into pre-assigned groups, and started to fill in points for evaluation on a rubric (brainstorming in relation to competencies) for the following assignment:
"Your group is creating a speech (which will be presented to the class) in either the voice of the TTH narrator (defending his sanity) OR as a lawyer (defence or prosecution) arguing that the narrator is insane."
We will discuss greater details/plans/timelines in our next class.
HMWRK: If you were not prepared to discuss symbols in depth today, please ensure you are able to in our next class.
This means considering what the symbol is (its literal meaning) what it represents (its figurative meaning) and then being able to point to specific quotations which support your assertions (evidence from the text - with page numbers). Additionally, students should be able to discuss potential connections between symbol and conflict and/or theme.
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