Analysis: The Light In The Forest

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I think that The Light in the Forest offers a lot of variety when it comes to class discussion, projects, cross-curriculum work, and level of study. The unit allows the possibility to include a variety of Iowa Core Standards in both reading and writing as well as each level Bloom’s Taxonomy. The unit includes an evenly spaced out reading schedule as well as appropriate assignments based on the reading and grade level. While there are multiple grade levels at which this text could be taught, I felt that inclusion of descriptive violence in some sections should be limited to high school. While this may be considered an issue of censorship, I would argue that by not allowing middle school aged students to read that material I am being safe, …show more content…
I want to make sure to note that while planning this unit, I imagined it taking place in the spring after having already discussed the structure of an explanatory essay, worked on thesis statements, and utilizing proper citations. That being said, I thought it would be helpful to include mini review lessons over the basic concepts of writing the essays as well as discussing how to utilize sensory language in their own writing. The sensory language mini lesson would be most helpful to students who choose the creative writing option. This would ideally aid in their writing an extension of the story that is more closely aligned with the original style of writing by …show more content…
For example, the language is difficult in the text. While it is not difficult for a fourth-year college student, it would be rather difficult for the general population of ninth graders. In my lesson schedule I highlighted some of the early vocabulary words that I thought might be an issue. On top of the regular difficulties with vocabulary, I think that the Native American words that are frequently used throughout the text could prove to be a challenge, especially with ELL (English Language Learner) students. This is why I think it would be helpful to have vocabulary and character anchor charts posted in the classroom. I would plan on adding to these charts as the class works through the book by marking new characters and character developments. These charts could be beneficial to a variety of students, not just ELL students and would serve as great points of reference, especially while silently reading. In addition to the anchor charts, I would like students to be keeping track of vocabulary words that they find difficult. If we are reading out loud, we can discuss vocabulary words during the reading and add them to the anchor charts. However, if we are reading silently or in small groups, I would have students write words that they had difficulty with on a slip of paper and hand the papers in at the end of the class period. That way I can monitor what issues they are having and we can discuss
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