So I have this great idea. On International Talk Like a Pirate Day, I'm going to dress up like a pirate and do a lesson on how dialogue can give us information about characters; we can make inferences about the character by the way they speak. Splendid idea, yes?
Problem is, my first unit isn't on character. No sir. It's on fix-up strategies. Inferences are fix-up strategies. But they are very complex fix-up strategies that should probably be taught after a student has mastered questioning, clarifying (of which inferences are a pseudo-subset), and predicting. And teaching a random lesson that has nothing to do with your unit assessment is poor backwards planning (you know, when you plan the assessment first, then the lessons - whatever that's called).
So I am left with the following options:
- Dress up like a pirate on the day I teach dialogue as a way to analyze a character.
- Dress up like a pirate on the day I teach inferences.
- Dress up like a pirate on International Talk Like a Pirate Day and do it anyway; this is going to be one memorable lesson and I can refer back to it when we touch on inferences and character.
Give a boring lecture on character/inferences.
Please vote using the poll at the top right hand corner of the blog1. If you're reading this on Facebook, you'll have to go to the blog: http://pedagogypractice.blogspot.com. The poll closes in one week.
1. Yeah, I probably already know the answer. Humor me. Go back