Responding to Literature - Video Review

2021-07-01 19:31:54
2 pages
457 words
Middlebury College
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In the video, the teacher engaged her students in the literature by using evidence from texts, annotations, and student discussion. At approximately (1.22), the teacher asks her students to annotate a line in the text to indicate the main ideas. Annotation enables students to develop a better understanding of the text during learning. Additionally, the teacher engages her students through text-dependant questions by asking them a question concerning who the holocaust is in that particular passage (3.48). Text-dependant questions help students develop a better understanding that is beyond basic facts. More so, the teacher uses student discussions to engage and assist them to develop their ideas and opinions about the text (4.13). Milner, Milner, & Mitchell (p. 122) affirm that students become more confident, ready, and equipped to move through literature work once they are engaged.

The students had to analyze a myriad of opportunities on various levels. For example, regarding reader response, students gave their opinion of the text at approximately (3.48, 6.00, 6.20, 7.12, & 14.57). The second level is interpretive community whereby students participate in group work to discuss their ideas and views of the text (4.08). The third level is formal analysis whereby students engage in personal exploration of the text (4.12). The fourth level is critical synthesis whereby students examine and analyze specific parts of the text with the help of their teacher (7.47, 8.36, 10.02, &12.33). Milner, Milner, & Mitchell (p.123) affirm that these levels conceptualize on how people read naturally, effectively, and pleasurably.

The first interactions that occurred between teacher-student, which showed effective discourse was to ask students to justify their ideas in writing and underlining words they are unaware of in pink or orange (1.48). Another interaction is posing a question about the holocaust (3.48). It showed effective communication because both were able to reflect on the content and shared-thoughts. The third teacher-student effective discourse was when the teacher listened carefully to the students ideas (6.00), then decided to explain the text further to her students (6.44). Another effective discussion is close monitoring whereby the teacher moved to her students table to listen to their ideas at approximately (7.50) and (12.44). On the other hand, the first interaction, which occurred between student-student that showed effective discussion, was when they began discussing in groups their ideas about the text (4.15).

One aspect that I would like to highlight regarding the video is personal triggers. During the close reading literature, the teacher enforces an effective strategy of stirring their students memory by listening to their beliefs and opinions. In fact, the teachers method of engaging her students is excellent because it makes them participate attentively in class.


Works Cited

Close Reading, Grade 10. YouTube, uploaded by FisherandFrey, 7th, January, 2013. Accessible at

Milner, Joseph., Milner, Lucy., Mitchell, Joan. Bridging English. 5th Edition. Boston, MA: Pearson. 2011.


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