This document discusses strategies for teaching fiction. It begins by defining fiction and its key elements, such as setting, characters, plot, point of view, theme, and language features like imagery and symbolism. It emphasizes that reading fiction should provide both enjoyment and understanding. It then recommends various student-centered activities to engage students and encourage responses, such as journaling, role playing, creative writing, and movie poster projects. The goal is to maintain student interest and tap into their own knowledge and experiences with fiction.
This lesson plan was used during my FINAL DEMONSTRATION last September 30, 2015 (Archimedes section Grade 10 / 8:30am to 9:30am) in Jagnaya National High School. I would like to say thank to all my cooperating teachers (ma'am Clie, sir Edil and ma'am Sha), English coordinator ma'am Gretch, and to my cooperating school principal sir Enrique Barinos. Also, to sir Ge and Ma'am Gen, thank you so much.
This lesson plan was used during my FINAL DEMONSTRATION last September 30, 2015 (Archimedes section Grade 10 / 8:30am to 9:30am) in Jagnaya National High School. I would like to say thank to all my cooperating teachers (ma'am Clie, sir Edil and ma'am Sha), English coordinator ma'am Gretch, and to my cooperating school principal sir Enrique Barinos. Also, to sir Ge and Ma'am Gen, thank you so much.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Semi-Detailed Lesson Plan - Gerunds (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Gerunds in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
the L2 reading difficulties and noted the similarities in the descriptions of unsuccessful reading behaviors:
“reading in the L2 seems to mean almost invariably a slow and laborious decoding process, which often results in poor comprehension and low self-esteem.”
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Semi-Detailed Lesson Plan - Gerunds (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Gerunds in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
the L2 reading difficulties and noted the similarities in the descriptions of unsuccessful reading behaviors:
“reading in the L2 seems to mean almost invariably a slow and laborious decoding process, which often results in poor comprehension and low self-esteem.”
Modul Bahasa Inggris Xii Unit 2 Narrative Tale And Lifesman 2 mataram
Kegiatan pembelajaran merupakan tahap-tahap kegiatan yang dilakukan oleh pengajar dan peserta didik untuk menyelesaikan suatu materi standar yang telah direncanakan oleh pengajar. Urutan kegiatan pembelajaran menggambarkan strategi pembelajaran yang telah ditentukan. Tahap kegiatan tersebut terdiri dari tahap AWAL INTI DAN AKHIR
En este documento podemos encontrar una serie de herramientas y ayudas para poder entender de mejor forma la literatura en inglés y como se puede llegar a relacionar con la enseñanza de la misma
Reaction Paper # 2—After reading this week’s notes Reading Fi.docxaudeleypearl
Reaction Paper # 2—After reading this week’s notes “Reading Fiction” and “Graduation” by Maya
Angelou, complete reaction paper 2 as described below.
Discussed in the notes this week are 6 elements of fiction: Tone, Plot, Characterization, Setting, Theme
and Point of View. Choose one element (other than POV) and reflect on how Angelou uses it in her
writing. Give specific examples and quotes from the text to show how she uses the element and its
effect on the story. Be sure to quote correctly (using quotation marks and providing paragraph #s).
Remember that reaction papers should be 1-2 pages, double-spaced.
Below is a brief sample of how to discuss one of the elements with examples from the text. The example
discusses the use of point of view in the story:
Maya Angelou’s story “Graduation,” is told from first-person point of view, told through the
main character, Marguerite Johnson. Although it is not yet clear who the narrator is within the first 5
paragraphs, in paragraph 6 Angelou writes, “In the Store I was the person of the moment.” Thus, we are
introduced to the narrator of the story. The rest of the story uses pronouns such as we, me, my which
solidifies the narrator’s point of view.
Hearing the story unfold from first-person POV gives credibility to the theme of the story.
Maguerite Johnson is one of the graduates excited to be graduating, and is present at every point of the
story—from the events leading up to the day, the events during the ceremony, and her feelings about
what has occurred.
In paragraph 7, she tells us, “My class was wearing buttery-yellow piqué dresses, and Momma
launched out mine.” She goes on to describe the expert way her mother crafted her dress. It is clear
from all of her descriptions that she, her family and the community looked toward the day with great
anticipation, even though as the narrator states, “I was only twelve years old and merely graduating
from the eighth grade” (paragraph 8). She goes on to explain that many teachers in the Arkansas Negro
schools had the same diploma but were able to teach. This shows that at the time, an eighth-grade
graduation was quite an achievement which could lead to possible (anticipated) professions…
(continued)
Reading Fiction
Fiction creates imaginary worlds by telling stories written in prose (ordinary, unrhymed
language) about realistic characters, set in physical environments, and with attention to
descriptive detail.
Works of fiction narrate, or tell stories. Narrative is not specific to fiction or to any other
literary genre. Telling stories pervades almost every aspect of our daily lives. We learn
very early on how to recognize and tell stories, and we rely heavily on narrative to
organize and make sense of our experience. Even in our sleep, we tell stories in the
form of dreams. It is impossible to imagine our lives without these narratives; in fact,
every culture uses them to order a ...
Description of how the concepts of the theory or model fit to the .docxcarolinef5
Description of how the concepts of the theory or model fit to the mission and philosophy of the institution
15%
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. Provides examples of how the theory or model fit to the philosophy and mission of the institution.
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission.
No examples of how the theory or model fit to the philosophy and mission of the institution are described.
Fit of the theory or model to the mission and philosophy of the institution is described but lacks clarity in description.
Fit of the theory or model to the mission and philosophy of the institution is described but is not logical.
Does not include a slide on the fit of theory or model to the institution’s philosophy and mission.
I am responsible for slides 7-8 on the power point presentation! The above requirements are based on Watson’s theory. Use the posted reading material to complete the power point. APA format please
TEACHING AND LEARNING TO STANDARDS
Reading and Literature – A Glossary of Literary Terms
1
A GLOSSARY OF LITERARY TERMS
LITERARY DEVICES
Alliteration: The repetition of initial consonant
sounds used especially in poetry to emphasize
and link words as well as to create pleasing,
musical sounds. Example—the fair breeze blew,
the white foam flew.
Allusion: A reference to a well-known person,
place, event, literary work, or work of art to
enrich the reading experience by
adding meaning.
Characterization: Techniques a writer uses to
create and develop a character by what:
• he/she does or says,
• other characters say about him/her, or how
they react to him/her
• the author reveals directly or through a
narrator.
Dialect: Speech that reflects pronunciation,
vocabulary, and grammar typical of a
geographical region.
Flashback: Interruption of the chronological
(time) order to present something that occurred
before the beginning of the story.
Figurative Language: Language that has meaning
beyond the literal meaning; also known as
“figures of speech.”
• Simile: comparison of two things using the
words “like” or “as,” e.g. “Her smile was as
cold as ice.”
• Metaphor comparison of two things
essentially different but with some
commonalities; does not use “like” or “as,”
e.g. “Her smile was ice.”
• Hyperbole: a purposeful exaggeration for
emphasis or humor.
• Personification: human qualities attributed
to an animal, object, or idea, e.g. “The
wind exhaled.”
Free Verse: Poetry that does not conform to a
regular meter or rhyme scheme. Poets who write
in free verse try to reproduce the natural rhythms
of spoken language.
Foreshadowing: Important hints that an author
drops to prepare the reader for what is to come,
and help the reader anticipate the outcome.
Imagery: Words or phrases that appeal to the
reader’s sens.
Description of how the concepts of the theory or model fit to the .docxdonaldp2
Description of how the concepts of the theory or model fit to the mission and philosophy of the institution
15%
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. Provides examples of how the theory or model fit to the philosophy and mission of the institution.
Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission.
No examples of how the theory or model fit to the philosophy and mission of the institution are described.
Fit of the theory or model to the mission and philosophy of the institution is described but lacks clarity in description.
Fit of the theory or model to the mission and philosophy of the institution is described but is not logical.
Does not include a slide on the fit of theory or model to the institution’s philosophy and mission.
I am responsible for slides 7-8 on the power point presentation! The above requirements are based on Watson’s theory. Use the posted reading material to complete the power point. APA format please
TEACHING AND LEARNING TO STANDARDS
Reading and Literature – A Glossary of Literary Terms
1
A GLOSSARY OF LITERARY TERMS
LITERARY DEVICES
Alliteration: The repetition of initial consonant
sounds used especially in poetry to emphasize
and link words as well as to create pleasing,
musical sounds. Example—the fair breeze blew,
the white foam flew.
Allusion: A reference to a well-known person,
place, event, literary work, or work of art to
enrich the reading experience by
adding meaning.
Characterization: Techniques a writer uses to
create and develop a character by what:
• he/she does or says,
• other characters say about him/her, or how
they react to him/her
• the author reveals directly or through a
narrator.
Dialect: Speech that reflects pronunciation,
vocabulary, and grammar typical of a
geographical region.
Flashback: Interruption of the chronological
(time) order to present something that occurred
before the beginning of the story.
Figurative Language: Language that has meaning
beyond the literal meaning; also known as
“figures of speech.”
• Simile: comparison of two things using the
words “like” or “as,” e.g. “Her smile was as
cold as ice.”
• Metaphor comparison of two things
essentially different but with some
commonalities; does not use “like” or “as,”
e.g. “Her smile was ice.”
• Hyperbole: a purposeful exaggeration for
emphasis or humor.
• Personification: human qualities attributed
to an animal, object, or idea, e.g. “The
wind exhaled.”
Free Verse: Poetry that does not conform to a
regular meter or rhyme scheme. Poets who write
in free verse try to reproduce the natural rhythms
of spoken language.
Foreshadowing: Important hints that an author
drops to prepare the reader for what is to come,
and help the reader anticipate the outcome.
Imagery: Words or phrases that appeal to the
reader’s sens.
ENG 102DiOrioNovember 1, 2014Profile AssignmentAssig.docxYASHU40
ENG 102
DiOrio
November 1, 2014
Profile Assignment
Assignment:
Write an essay of 3 pages about a classmate, introducing readers to specific beliefs and values that shape and influence their sbuject. Observe your subject closely, and then present what you have learned in a way that both informs and engages readers.
Due: Monday, November 17, 2014
Basic Information:
Magazines and newspapers are filled with profiles. Unlike conventional news stories, which report current events, profiles tell about people, places, and activities. Some profiles take us behind the scenes of familiar places, giving us a glimpse of their inner workings. Others introduce us to the exotic—peculiar hobbies, unusual professions, bizarre personalities. Still others probe the social, political, and moral significance of our institutions.
Profiles share many features with autobiography, such as narrative, anecdote, description, and dialogue. Yet profiles differ significantly from autobiography. Whereas an autobiographer reflects on a remembered personal experience, a profile writer synthesizes and presents newly acquired observations. In writing a profile, you practice the field research methods of interviewing and notetaking, commonly used by investigative reporters, social scientists, and naturalists. You also learn to analyze and synthesize the information you have collected.
A profile is a special kind of research project. Profiles always involve visits: meeting with a person or going to a place. Profile writers take notes from observations and interviews.
.
Profile Essays:
· Are based on a writer’s newly acquired observations through interviews and notetaking.
· Introduce readers to specific insight to people.
· Provide information while at the same time arousing readers’ curiosity.
· Present scenes and people vividly and concretely through description, action, and dialogue.
· Reveal an attitude toward their subjects and offer—implicitly or explicitly—an interpretation of them.
· Create a dominant impression of the subject.
Purpose and Audience Considerations:
A profile writer’s primary purpose is to inform readers. Readers expect profiles to present information in an engaging way, however. Whether profiling people, places, or activities, the writer must meet these expectations. Although a reader might learn as much about a subject from an encyclopedia entry, reading the profile is sure to be more enjoyable.
Readers of profiles expect to be surprised by unusual subjects. If the subject is familiar, they expect it to be presented from an unusual perspective. When writing a profile, you will have an immediate advantage if your subject is a place, an activity, or a person that is likely to surprise and intrigue your readers. Even if your subject is very familiar, however, you can still engage your readers by presenting it in a way they had never before considered.
A profile writer has one further concern: to be sensitive to readers’ knowledge ...
What is literature ?
Literature is a term use to describe written or spoken material. The term is most commonly used to refer to words of the creative imagination including works of poetry, drama, fiction and non-fiction. Literature is the art of written works. It is the body of written works of a language period or culture. Literature is published in written works in a particular style or particular subject. Literature is the mirror of life. Our life and all the subject are related to our life is the subject matter or element of literature. So we can get the touch of our life trough literature.Etymologically, literature has to do with letters,the written as opposed to the spoken word, though not everything that is written down is literature.
What is the function of literature ?
As based conception, Aristoteles in “poetic’ that the function of literature is called “catharsis the primary functions of literature are to delight the reader, and heighten his awareness of life. The subsidiary functions are ‘propaganda’, ‘release’ and ‘escape’; but they are subordinated to the primary creative functions of literature.Propaganda literature’ must be distinguished from mere propaganda in which there is nothing creative. The writer of mere propaganda is simply concerned to popularize facts, ideas, and emotions with which he is familiar. But propaganda that is literature is a creative influence irradiating and transforming the writer’s experience.‘Release literature’ is that in which the dominant motive of the writer is simply the assuagement of starved needs, the release of pent-up forces in the personality. Romances, detective stories, thrillers, poems etc.
Literature also provides ‘escape’ from the grim realities of life, and many people read to escape boredom. The higher type of literature helps the reader to escape from trivial reality into significant reality.
Element of Narrative
Conceptual elements ( surface facts )
Actions – events and the sequence ( plot )
Character ‘ agent of motivation
setting – point of reference
Mode of narration ( expressive devices )
Point of view - focus of the narrator knowledge and values
Style - focus of the author’s atittudes and values
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Key Ideas
Everyone is interested to know
something about someoneand about
the experiences of other people.
Whenever we hear story that is all
made-up and is not presented as
objectively as possibloe, it is called
fiction.
3. Key Idea
Because fiction is not factual, we are transported
to a make-believe world. The world of fiction,
however, resembles our world for we can see
real-life characters that play roles in situations
and places almost similar to our conditions and
surroundings. Sometimes, we even see ourselves
in the characters or we relate them to some reallife people we know.
Since the beginning of time, human beings have
taken pleasure in following and participating in
the imaginary adventures and experience of
imaginary people.
4. Key Ideas
The first stories belong to the realm of myth and legend –
of origins and extraordinary events as our ancestors told
about their wars, conquests, births, deaths, as well as the
phenomena of nature. Thus, even before the invention of
the printed page in the middle of the 15th century, oral
literature, which included epics, myths, legends, and fables
had been circulating by word-of-mouth for centuries.
The elements of oral storytelling became the bases for all
later narratives but with the invention of writing the basic
form of the story changed.
Fiction is any imaginative recreation and reconstruction of
life. It includes short stories and novels. The novel and
short story differ from each other only in length and
complexity. The novel is made longer because of several
complications and twists to its plot.
5. Fiction as a literary form is distinguishable because of its
elements, which are as follows:
Setting is the time and location in which the story takes
place. This also consists of the use of local colar that is
defined as the superficial elements of setting, dialects and
customs.
Characters are the representations of a human being – the
complex combination of both inner and outer self. There
are five ways of revealing lietrary characters:
1. what the characters do along with the circumstances
in which the do it.
2. how the characters are described – both by their
persons and their environment.
6. 3. What the characters say and think
4. What other characters say about them
5. What the author says about them
In addition fictional characters are classified ito two
types namely:
The round and flat characters. The round character is a
dynamic,
fully developed character that recognizes chnages with
or adjusts to circumstances.
The flat character does not grow and remains the same.
This type of character exhibits conventional traits and is
known as the stock or stereotype.
7.
Plot is the way the actions are arranged in the
story. The following are examples of plotted
stories:
Linear actions or events arranged
chronologically. This is the most common plot
because it follows the natural order of events.
Circular – this type of development combines
linear with flasback. The opening scene will be
repeated in the series toward or at the end.
En medias res – the story begins in the middle
part of the action.
8.
Point of view determines who tells
the story.
Omniscient point of view delves
into the minds of the characters at
any point in the story.
First person point of view, the
narrator may be the protagonist, an
observer, a minor character, or the
writer him/himself.
9.
These three types of plots are called closed plots because
they normally follow the pyramid pattern of devlopment.
The following aspects form the skeletal pattern of closed
plots:
Exposition lays out the main characters, their backgrounds,
characteristics, interests, goals and limitations, potentials,
and basic assumptions.
Complication is the onset of the major conflict in the plot.
Crisis is the point in which curiosity, uncertainty, and
tension are greatest.
Climax is the story’s highest point which may take the
shape of a decision, an action, an affirmation, or a
realization.
Denoument is the finishing of things right after the climax.
10.
Theme is described as a significant truth about
life and human nature that is illustrated in the
actions, preoccupations, and decisions of the
characters. Some principles in stating the theme
of the story have to be observed:
1. It should be expressed in complete
statements.
2. It must be stated as a generalization about
life.
3. It must account for all major details of the
story.
4. It may be stated in more than one way.
5. It should avoid statements that reduce the
theme to some familiar saying or moral.
11.
Fiction follows a complex design. The narrative technique,
point of view, and plot contribute to form patterns. Other
elements like setting, characters, theme and conflict help
develop a certain effect or unity.
The language of fiction, which is as important as patterns
and structures, relies on images and symbols. These
images and symbols convey meaning that appeal to the
senses, emotions, imagination and intellect.
Images are usually characterized by concrete qualities
rather than abstract meanings. They appeal to the senses
of tastes, smell, feel, sound or sight.
Symbolism can appear almost anywhere in fiction, in
characters, plots, objects and situations.
Symbols stand for something other than themselves. They
bring to mind not their own concrete qualities but the idea
or abstraction that is associated with them.
12.
Enjoyment is the first aim and justification of
reading fiction. Unless fiction gives something
more than pleasure, it hardly justifies itself as a
subject of study. If fiction does not expand or
refine our minds or quicken our sense of life, its
value is not greater than watching a movie or
playing basketball. Therefore, the reading and
teaching of fiction must yield not only enjoyment
but also understanding.
13.
The following strategies proposed by Purves and beach
(1987) point out five basic categories of response
strategies, for literature assignments that would contribute
to student’s appreciations and understanding of short
stories:
Engaging: defining one’s emotional experience or
relationship with a text.
Connecting: relating similar experiences, attitudes,
knowledge of other texts to the texts.
Describing: describing the nature of a charactre’s acts,
traits, beliefs, plans, goals or an author’s use of language.
Interpreting: inferring, explaining or interpreting the
symbolic meaning of acts, author’s intentions, character’s
perspectives, themes, social norms, predictions, or
difficulties in understanding the text.
Judging: judging the characters ot the quality of the text.
14.
It is important to establish a number of ways in
which a text can be explored. Role play,
improvisation,
creative
writing,
discussion,
questionnaires, visuals and many other activities
can help encourage and sustain the students’
interest in reading fiction specially the longer type
of narrative which is the novel. Studen-centered
activities are particularly important when working
with students who are not literature speacialists
and who may not as yet have developed the
desire to read literature on their own initiative.
15.
Journal writing is a good example of an engaging
task. The recording of experiences, ideas,
insights, or reflections on a regular basis
encourages students to articulate their ideas than
merely restating or recasting information. In a
study by Newell and Weingart (1986), students
who were asked to write their own opinion about
a text wrote significantly longer essays at a
higher level of interpretation than did students
who were assigned a definite topic.
16.
The more involved the students are in narrative
writing, the better able they are to write. In the
process of writing their journals, students become
more aware of and begin to trust their own
thinking
processes.
As
their
self-esteem
increases, more students, including those
reluctant writers, compose with passion and
genuine interest.
17.
Alice Stalker suggests five ways to help firsttime journal users:
• Explain the journal assignment in detail by
using students’ examples as much as possible.
• Set aside regular class time for journal writing
as a way of establishing routine.
• Stimulate journal writing through quotations ,
songs, poems, stories, etc.
• Encourage disgressions in the entries.
• Enclose clippings and cartoons and other trivia
that the students may be familiar with.
18.
A show-and-tell activity provides
opportunity for students to talk
about their choice readings and
share their journal entries on a
vocabulary basis.
19.
Movie poster making is a novel way of
discussing the important elements of fiction.
Instead of the typical question and answer
discussion, the students present their arguments
with regard to their ‘production’ that is, their
choice of performers, setting, costumes, and
highlighting of events. In addition, their choice of
illustration and ad blurb induicate their
understanding of the theme. Overall, the
students are more involved and interested.
20.
Overall, the reading and teaching of fiction or
literature for that matter must take into
consideration the following reasons:
• Maintain interest and involvement by using a
variety of student-centered activities.
• Tap the resources of knowledge and
experience of the students.
• Help students explore their own responses.