Perhaps, there are some instructors who have their students listen to music and write down the words or key phrases they hear on a prepared handout. When I use music in my classes, I have my students go beyond just listening to songs by having them analyze the song lyrics.
Socrative is wonderful because it gives teachers feedback in real time and reports scores easily. Check out the resource section below for examples. This quiz was not initially planned in my weekly lesson plans, but due to the fear of an impending lack of student preparedness for class discussion, we will start with this quiz.
See my reflection in this section for more information on this choice. As soon as individual students complete their reading quiz online, they will begin taking notes and reading the supplemental material in the "Building Knowledge" section of this lesson.
I maintain a website for my students, so I typically post given notes and links to supplemental materials to this page so students can utilize their class time effectively and move on to the next project when their first project is finished. When all students are finished taking the quiz which I will monitor using the Socrative interfacewe will discuss the story.
The questions I will ask will be as follows: On a scale ofhow easy or hard was this text for you to read? What parts specifically were unclear or confusing to you and what did you do to overcome them?
In past years, the issue of whether he was shot or somehow stabbed himself with his sword was unclear, which provides wonderful fodder for a text-based debate between students using evidence to support their understanding of the text!
Another area that typically comes up deals with the events after his injury, which seem to be disorganized or just plain bizarre compared to what we imagine would happen today.
As the year progresses, I have found that students are much more confident with both expressing their areas of misunderstanding and then actively seeking information from the text to show specifically what confused them and then suggest other pieces of textual evidence to "solve" their confusion.
Why would Crane have chosen to present this story in such a confusing perspective? Doesn't it seem bizarre that he would write this whole story and make the plot so unclear at times?
What possible purpose would that have? What's the effect on your reading?
Students tend to immediately start with the effect on them, which can range from mild to utter confusion. It's absolutely fine that they start there! Once we've confirmed that this leads to reader confusion, I will again remind them of the earlier questions. Students will pick up on the idea that the author's choices lead to readers sharing the same sense of confusion the character feels, and they may continue to draw out those ideas to the concept that war, as a whole, is confusing.
What effect does it have on you that the opening scene is a bunch of soldiers doling out coffee? Students will point out that it's such a "regular" activity that they wouldn't typically expect on a battlefield. In previous years, students have also said that this "regularity" helps the reader see that this was a random act, not one that would have been typically anticipated, and emphasizes the soldiers as humans.
I always point out the "triumph in mathematics" comment as a connection point for me if students don't pick it out first, as I know it's a line that is very easy to relate with for anyone who has had to split up a check at a restaurant or reduce a recipe by an odd fraction because of a limiting factor like chocolate chips!
Why do other soldiers have such a hard time bringing themselves to touch him? What does the text say? Students will identify sections of the text where Crane explains that wounds like his give an air of "strange dignity," foreshadow a "terrible majesty," and give fellow soldiers a glimpse of their own mortality using figurative language.
They will also identify lines where others are afraid to "send him headlong How does this soldier's injury allow him to see things on the battlefield so differently than he did prior to the event?
Use examples to support your point and infer why he sees things so differently now. Students will point out examples from the text of the description of the battlefield as he moves toward the hospital and likely suggest that it's like he's been woken up from this dream-like state of battle in which he was previously living.
If students struggle with connecting to this idea, I will offer and seek additional examples from "regular" life where living in a situation for so long becomes your new "normal," but can be broken with sharply contrasting experiences.
I vary what experiences I recount from class to class, but any experience where you have to hold it together under pressure, only to have that pressure then released or interrupted works to make the connection.
I have Narcolepsy, so I tend to share an example of my life before medication, then the "awakening" of my existence after treatment. How would you react if you got this kind of treatment at a hospital? Is this all rude doctors?
Or is there evidence that maybe the lieutenant is taking things more personally than they are meant? Share evidence supporting both ideas. While there is an overwhelming amount of evidence showing the hospital staff is rude with words like "contempt," "disdainfully," and "scorn," students should also be able to catch that the lieutenant does appear to be less-than-confident with himself, saying that he "did not know how to be correctly wounded" and generally ignoring self-advocacy.
Students may have the misconception that the doctors are actually taking him to jail, so if they hit on this quote, I will make sure the point out that it's a simile and ask them to determine what that means for facial expressions and tone of voice.
Did this ending happen like you thought it would? What did you make of that? Why would Crane end like this?The lure of video clips and songs as supplemental, CCSS-approved materials!
Digging Deeper into Narrative Nonfiction. Add to Favorites. 15 teachers like this lesson. Print Lesson. Share. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most.
Digging Deeper into Reading: A Literature Study Guide for Fish in a Tree Have you read "Fish in a Tree" yet? This drama and language activity that goes along with your study of the novel, Fish in a Tree, by Lynda Hunt, has a similar format to the "I Have / Who Has" gam WRITING ACTIVITY, CREATIVE FUN.
by. Danielle Knight. Get ready for. Digging Deeper into Texts one of our most productive and worthwhile writing lessons of the year. Snowball Writing Activity - This is an activity that encourages collaborative writing and could be used as part of a modelled writing lesson.
It encourages students to be flexible with their ideas and to be creative in their writing. These are articles, lessons and handouts from previous issues of the Internet TESL Journal which is a monthy web magazine for teachers of English as a second language.
Digging Deeper into Songs: A Writing Activity By Steven Kenneth Ahola Teaching Abstract Concepts in the EFL Classroom By Lynn W. Zimmerman Articles. I thought as an interim activity, just to tide myself over, I'd try folk songs. At the time I got into it, I saw songwriting as really a temporary activity.
But I think I was better at it than. I thought as an interim activity, just to tide myself over, I'd try folk songs. At the time I got into it, I saw songwriting as really a temporary activity. But I think I was better at it than.