PRETASK

Teacher: Rudolph
Grade: 11

REFLECTION

Subject: American Literature B

What I envisioned the students to be doing

during the task
I want the students to engage with the
specific traits of the two main characters,
identifying their symbiotic relationship
as much as possiblefor themselves.

What I envisioned myself to be doing during

the task
Facilitating rather than spoon-feeding
the students with the identification of
significant traits that show the symbiotic
friendship between the main characters.

What the students actually did during the task

Students largely relied on the teacher
to provide
not only the concept but also the
categories of traits (and even some
supporting textual evidence) within
the symbiotic relationship.

What I actually ended up doing during the task

Spoon-feeding rather than actively
facilitating
the discovery of the symbiotic friendship
concept,
the categories of traits that show that
concept,
the type of textual evidence that supports
it, etc.

1.

Have you written & used this task before? YES.

Did you get the results you

wanted? NO.
What did you notice students didnt understand &/or werent able to do ?
Students seemed to rely too greatly on the teachers leading them to
insights about the similarities
and differences between the portrayal of the two principle characters.
2. Is this a new task under development? Not new but needs development.
3. Do you plan to use this task again? YES.
4. Are you open to having the task critiqued? YES.
5. Are you interested in changing the task? YES.
6. What Core standard is the task primarily addressing?
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced
and developed).

7. What is the big idea, enduring understanding, or conceptthat is connected to the above
standard?
In order to fully engage with interpretive literature, students must gain complex
understandings
of the characters, be able to support their analysis of what the author is
implying through
those characters, and thereby gain insights into the human conditionone of
the principle reasons
for engaging with interpretive literature in the first place.
8. Is there a particular AIW Standard(s) that you are most interested in meeting at a high level?
NO.
10. How are students using technology within the task to construct knowledge, express &
support conclusions, and understand situations in the world beyond school? Students will not
need to use technology for this task.
11. Would you like the whole task scored or are there certain parts that you want scored? the
whole task
12. Provide a brief description of the task (What does the task ask students to do?)
1) Students actively read Of Mice and Men, considering significant aspects of
the two main characters.
2) They complete study questions, take reading checks, and participate in class
discussionsthrough
the first four of six chaptersbefore completing this activity.
3) Included in the preparatory assignments is independent work that implies the
similarities
and differences between the characters as well as the symbiotic
relationship between them.
4) The task as it stands asks them to add specific textual examples from the
novel to support
contrasting character traits, gleaned from the overall concept of their
polarized presentations;
the task as I hope to reframe it would provide greater onus on the
students themselves
to determine that polarized distinction between the characters.

13. What type of feedback are you most interested in as it related to this standard(s) and
assignment?

I want the activity to be designed in a way that will encourage my

American Literature B students
to practice a more independent process of discovery, realizing authorial
intension
when it comes to character development and how those characters can
function
to enlighten readers about the human condition.

Supporting documents include previously completed activities (a comparison/contrast

sheet
and Lennie needs George/George needs Lennie sheet), as well as the friendship
completesthem sheetused for the activity as it currently standsand a sheet that is
a step toward the culminating activity,
a literary analysis essay in which students will make an argument about a common
thematic element
(of their choosing) that they discover between The Great Gatsby and Of Mice and Men.