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Day 9

Objectives: Students will choose one journal entry to post on the class listserv. The short story group will then present their generational conflict text, and the entire class will engage in a critical discussion of that text.

Goals: Students will take what they have learned in the first week of the unit and apply it to the texts that they bring into class themselves. Students will demonstrate the ability to inquire into and reflect upon the short story, understanding what this text is saying about generational conflict and what biases are present in its message.

Materials: copies of the personal narrative selected by the personal narrative group

1. Listserv
-Meet students at the computer lab.
-Give them twelve minutes to post one journal entry on the class listserv and read responses to their last posting.
2. Student Presentation of Text
-Return to the regular classroom.
-Instruct the fourth group of students to present their text to the class according to the guidelines presented on the group project assignment sheet.
-Ask the presenting group questions to further stimulate their thinking and critical inquiry. Invite their classmates to do the same.
3. Discussion
-Allow the presenting group to return to their seats.
-Facilitate further class discussion of their texts by asking students to relate the story to their own lives.
4. Personal Narrative
-Have personal narrative group pass out copies of the personal narrative they have selected.

1. Continue working on group presentation projects.
2. Read the personal narrative selected by the personal narrative group.

Special Needs Interventions: Remind student with a reading comprehension learning disability to use the CAPS self-questioning strategy while he is reading the student selected personal narrative.
C Who are the characters?
A What is the aim of the story?
P What problem happens?
S How is the problem solved?
*Strategy from Including Students With Special Needs: A Practical Guide for Classroom Teachers by Marilyn Friend and William D. Bursuck.