I can make an argument using textual evidence. (RL.9-10.1)
I can analyze and discuss how a character a changes. (RL.9-10.3)
I can determine the theme of a text based upon how a character changes. (RL.9-10.2)
I can actively participate in a structured discussion with classmates. (SL.9-10.1)
We will read and discuss the story Marigolds by Eugenia Collier.
Before we read, we will discuss some of the ideas that the story Marigolds will explore. I'd like to hear your thinking about these topics, so before we begin by using the Continuum strategy.
One side of the room will represent strongly agree and the other side will represent strongly disagree. You may also place yourself somewhere in-between.
Here are our statements:
1. Living with hardship makes a person stronger.
2. Children generally do not have the ability to empathize or understand other people’s emotions or feelings.
We will also review the terms internal conflict, external conflict, and dynamic characters.
Read the text with your partner. Choose how often you would like to pause to discuss and switch readers (Paragraph, half column, half a page, etc.)
While reading, use the following text coding strategy. You can also annotate on the text. When you pause discuss annotations you made and places where you can make annotations before moving on.
? (Questions you have while reading.
- (Conflicts with characters notice)
! -- (realizations/thoughts that Lizabeth has about growing up/maturity)
Connect in a group of 4. Use the Text Coding Discussion Form to guide your small group discussion.
Choose one person to take notes of the conversation while you talk.
You will discuss one group of annotations before moving on to the next group of annotations.
1. Discuss any questions you had with the group.
2. Discuss any external conflicts in the text.
3. Discuss Lizabeth's thoughts about growing up and maturity.
4. As a group, create a summary statement that answers the questions in the box at the bottom of the form.