This is where students are assessed on the reading and show you that they have learned what you want them to learn. This can be represented as a quiz, an exam, a portfolio, a final project etc. This is where all the hard-work pays off and students can really showcase what they have learned.
Activity #1 Reflection
For this activity, students write a reflection paper where they answer a major question and demonstrate that they have learned the knowledge of the novel. This reflection should demonstrate understanding of the novel and provide details from the novel.
First and foremost, even though this is an after reading activity, I would introduce the idea of reflection paper to students ahead of time so that they knew it was coming.
Next, I would assign a due date so that student could be working on it ahead of time and not last-minute so I would get their best work.
Next, I would let them know what I expect and how many points the paper is worth.
I would also explain to the students that this will be typed at home on their own and brought to class.
I would make sure I let them know the locations of printers on campus, allow them class time to work on it , and provide them with the option to email it to me as well if the printer really isn't working.
ESE/ ELL Accommodations
I would allow for the student to submit this in their native language and I would use a program software to translate it.
I would allow students who have major difficulties to draw a picture, chart, or whatever they need to convey to me that they understand the novel and the major question asked.
I would allow for students with physical impairments to use specific tools to submit the reflection.
Here is an example of the reflection question and an example student answer.
First and foremost, even though this is an after reading activity, I would introduce the idea of reflection paper to students ahead of time so that they knew it was coming.
Next, I would assign a due date so that student could be working on it ahead of time and not last-minute so I would get their best work.
Next, I would let them know what I expect and how many points the paper is worth.
I would also explain to the students that this will be typed at home on their own and brought to class.
I would make sure I let them know the locations of printers on campus, allow them class time to work on it , and provide them with the option to email it to me as well if the printer really isn't working.
ESE/ ELL Accommodations
I would allow for the student to submit this in their native language and I would use a program software to translate it.
I would allow students who have major difficulties to draw a picture, chart, or whatever they need to convey to me that they understand the novel and the major question asked.
I would allow for students with physical impairments to use specific tools to submit the reflection.
Here is an example of the reflection question and an example student answer.
Activity #2 Exit Slips of Learning
This activity is fantastic because it allows students to write down what they have learned and summarize it in their own words. It is more of an informal activity and puts less pressure on the students. These exit slips should be read aloud to the entire class omitting the name of the student in a discussion based style, so that all students are reviewing what they have learned.
For this I would have an exit slip made for students on a small sheet of a paper asking them to tell me 3 important things that happened in The Great Gatsby and to provide details.
I would let the entire class know verbally that these exit slips would be read and reviewed the next day in class but without their name.
ESE/ ELL Accommodations
Say out loud what the exit slip wants you to do for those who have visual impairments or processing disorders.
Have a translator present for any ELL students to translate what it is your asking the student to do.
Allow the ELL to write in their native language with the translator translating it to YOU, the teacher.
Here is an example of an what an exit slip would look like completed by a student.
For this I would have an exit slip made for students on a small sheet of a paper asking them to tell me 3 important things that happened in The Great Gatsby and to provide details.
I would let the entire class know verbally that these exit slips would be read and reviewed the next day in class but without their name.
ESE/ ELL Accommodations
Say out loud what the exit slip wants you to do for those who have visual impairments or processing disorders.
Have a translator present for any ELL students to translate what it is your asking the student to do.
Allow the ELL to write in their native language with the translator translating it to YOU, the teacher.
Here is an example of an what an exit slip would look like completed by a student.
Activity #3 Somebody-Wanted-So-But-Then
This activity is super fun! This provides an easy way for students to re-reference what they have learned in a unique and interesting way. It provides them with the opportunity to think critically why also being prodded to complete a cause and effect type scenario.
The way it works is to create a little chart that you will see below that says, Somebody: Who was the character?, Wanted: What did the character want?, But: What was the conflict?, So: What did the character do to solve the problem? Then- Howe did the story end-how was the situation resolved.
I would provide students with the template and it would be there job to fill it in, showing that they could demonstrate what they have learned.
ESE/ ELL Accommodations
Allow for the student to draw a picture chain instead of filling in the template with words.
Allow for the student to complete in their native language and have it translated to YOU, the teacher.
Print in larger font.
Allow it to be done on specialized software for those who have impairments that require typing instead of speaking or communicating through hand motions.
Here is an example of a completed Somebody-Wanted-But-So-Then
The way it works is to create a little chart that you will see below that says, Somebody: Who was the character?, Wanted: What did the character want?, But: What was the conflict?, So: What did the character do to solve the problem? Then- Howe did the story end-how was the situation resolved.
I would provide students with the template and it would be there job to fill it in, showing that they could demonstrate what they have learned.
ESE/ ELL Accommodations
Allow for the student to draw a picture chain instead of filling in the template with words.
Allow for the student to complete in their native language and have it translated to YOU, the teacher.
Print in larger font.
Allow it to be done on specialized software for those who have impairments that require typing instead of speaking or communicating through hand motions.
Here is an example of a completed Somebody-Wanted-But-So-Then
Activity #4 Comparison Diagram
These are more commonly known as Venn Diagrams and are a great way for students to further understand the characters they have read about and spent all this time discussing. This activity will allow for a in-depth character analysis that can only be provided after reading is complete. It will allow for critical thinking and deep reflection.
For this assignment, I would provide students with a Venn Diagram template that is blank and let THEM choose the two characters they want to compare and contrast.
ESE/ELL Accommodations
Allow these students to have extra time and complete this activity in more than one class period.
Allow ELL's to complete in native language and have translated to YOU, the teacher.
Allow for students to make their own chart or pictures instead of the diagram template.
Here is an example of a completed Comparison Diagram.
For this assignment, I would provide students with a Venn Diagram template that is blank and let THEM choose the two characters they want to compare and contrast.
ESE/ELL Accommodations
Allow these students to have extra time and complete this activity in more than one class period.
Allow ELL's to complete in native language and have translated to YOU, the teacher.
Allow for students to make their own chart or pictures instead of the diagram template.
Here is an example of a completed Comparison Diagram.