History of Love 12  - Discussion: Row Reading 160-191

"He knew that to remove her name would be like erasing all the punctuation and the vowels, and every adjective and noun."

Lesson Overview 

Another Row Reading - and it makes such great pedagogical sense here.  By now, the students are pretty excited about the book.  Let them make the connections - see what they are pulling out of their reading.  If you need to - after the row is done, the teacher can ask questions for that section (again, I give you a copy of my notes with the things that I feel should get covered).  For more on my different kinds of discussions, see this page.  

Using the projector, the students are told (and shown) that they are to write down THREE things.  1 & 2 are a comment or question (very specific - with page and text marked) from the section that their row is assigned.  The third thing is a quote that they liked (they'll have to say why) or that they felt was important.    Once they have their three things - because they are taking note sin their books it doesn't take too long (usually 5-7 minutes at most) - we start at the first desk in the first row and they give there question, comment, or quote - they explain and a discussion ensues.  

We then go through the room until everyone gets to go (you need to pay close attention to time).  I have also included my notes on the row reading - after each row I make sure that we cover all of the things that I believe to be crucial to that section.  In most cases, we have gotten to them - and it is so much better that it comes from the students.  

Row Reading Slide & one with notes

Row Reading Slide.   Row Reading Slide with notes

Row Reading Slide.    Row Reading Slide with NotesSee the instructions above for how this works and why I've included the version with my notes.  Remember what I call rows (in a classroom) most people would call columns.

NoteI also include a  slide of the picture by Rembrandt that is referenced in the book. in this section 


Most Recent Quizzes 

Reading Quiz thru 192  PDF   (Can't find the Doc version!)

Audio Visual Content

Remote Enhancements 

I did find a very useful slide were it was a picture of the Class in Grid Format and for each row they were labeled - Row 1, Row 2, etc.   If I can find a way to protect the students' privacy I will post it here - or recreate with fictious students.


Class Recordings (for registered members)




The History of Love Day 13 - The Longing that Exists Between Species - A Vertext of page 192-218 - Continuing with the more student active discussion - we do A Vertext on the next section.  The secrets and connections in the story start to be revealed and a Vertext is a great way to have the students make those connections themselves.

  The History of Love - Day 11 - pages 154 to 171 Group Work

Thoughts on the Lesson 

Row reading is such a great way to have a discussion.  Every student gets to contribute - sometimes I will ask that in addition to giving the question, comment, or quote - they also give the first response.  The trick, from the teacher's perspective has to do with keeping your eye on the time - you want to make sure that every single student is gotten to - and that means gaging how long to talk about whatever the individual student brought up.