History of Love 13 - Longing between Species - A Vertext (192-207)
"I thought, an average of seventy-four species become extinct every day, which was one good reason...to hold someone's hand."
History of Love Day 10 - Class Discussion (Two Different Methods) - pgs 134-159 : Though I will provide two different ways - I believe the Vertext (set of quotes) is the preferred way to go with this section. There are just so many wonderful connections.
Lesson Overview
By now we have done a number of Vertexts in the class and the students should be quite proficient at it. Remember, you can also make the person reading the Vertext be the first one to comment on the quote - depending on how participation is going in the class. For more on how to run a Vertext see below or my page on different methods of Class Discussion.
I will say though with a book like The History of Love - that is full of so many wonderful connections - and the potential to spoil those connections (as the teacher) - a Vertext is great way to go because it allows the students to make those wonderful critical thinking connections themselves.
Whichever way you go - remember, at the end of the period when you remind students the entire book is due next time you meet - bring in one specific comment or question about anything from the book. They must write it down and it should have a page number(s) attached to it.
A Vertext Discussion
Most Recent a Vertext for pages 192 -211 (sometimes the discussion doesn't go as far as the assigned reading - but the assigned reading amount makes sense to break the homework up equally.
T A vertext is simply a presentation of quotes from the assigned reading (given in the order of the reading). You pull out quotes (or sometimes comments on bigger ideas) that will lead to discussion. See my page on Class Discussion types. I start at one end of the room - the student in the first desk, in the first row reads the quote aloud - and then anyone in the class can comment on it or ask a question about it. The student should also read the page number (it's given) so that everyone can turn to that page in their books.
Students also frequently comment on the comment that the first student made - and one quote can lead to an entire discussion. The great thing about this approach is that the teacher is not asking pointed questions (though they are putting up pointed quotes...). The majority of the critical thinking comes from the students.
Sometimes - depending on how a particular class is good or bad at everyone speaking up - I will also ask that the student who reads the quote aloud, also makes the first comment or question on it.
Audio Visual Content
Remote Enhancements
Vertexts work very well for enhancing Remote Learning.
Links
Class Recordings (for registered members)
Audio
Video
The History of Love - Day 14 - 194 to the end - A Final Discussion. The final discussion of our first book. Wow! There is so much that happens in this final reading - so many twists, endings, ambiguity - it is a lot to cover so I've always done it as a Ringmaster Teacher discussion BUT make you sure the students to bring ONE specific comment, question, pronouncement from the book as a whole - and make sure they write it down. You will end with the students' words.
WHAT CAME BEFORE:
The History of Love Day 12 - Row Reading Disc - pages 160 to 191
Thoughts on the Lesson
By this point in the novel, Alma is starting to see the wonderful connections that exist between her and Leo and the older Alma from Poland. She is also starting to figure out how she feels about Misha - and I have to say the students just love that relationship so much - so many points of recognition.