Panel Discussion
Objectives, with 12th grade English TEKS links
Justification for Use
I think a panel discussion is appropriate for a 12th grade English classroom for several reasons.  The panel I have in mind will function much like a graduate-level English class discussion, but on a smaller and more manageable level for this age group. I have found this format to be very beneficial to developing and revising ideas.  It also teaches students to engage with literary criticism on their own, compare it to their own thoughts on a text, and then engage in a discussion with their classmates to compare and contrast differing critical views of a text. The students will:

- Read a literary text outside of class

- Complete various activities designed to improve and demonstrate comprehension of the text

- Examine an array of literary criticism on their text and choose an approach they feel comfortable with

- Study one or more articles in the critical approach of their choice and be prepared to explain and debate the assertions made by the critic(s)

- Formulate and be prepared to explain and debate their own critical opinions of the text

- Prepare and deliver a short opening statement to the class

- Participate in a panel discussion

- Provide supporting evidence from the text to back up their points

- Make value judgments about a text

- Make value judgments about criticism on the text

- Develop and articulate critical insights into a text

- Assess their own performance, both individually and as a panel

- Assess the performance of other panels
Plan
During our study of 20th century American literature, the students will sign up for five-student panels, each of which will address a 20th century American literary novel such as Alas, Babylon or Fahrenheit 451.  The theme, rather loosely, will be near-future scenarios that address political and social issues relevant to us today.  The students will be given three weeks to read their books, with activities along the way to aid comprehension.  For instance, they will be expected to develop a cast of characters, a rough timeline, a summary of major plot points, and a list of their thoughts about the text according to different categories. These various activities will be compiled into a portfolio and will be a part of the grade for this assignment.

After they have finished reading their books, I will bring a sampling of literary criticism for each book to class.  Students will be encouraged to choose critical approaches different from other members on their panels so that a diversity of perspective may be achieved.  They will have two or three class periods to examine the criticism in class, take notes on it, and ask me questions.  They will then have a week or so to prepare for the panel outside of class. 

Each student will be required to make a short, prepared opening statement summarizing the major points made by the critic(s) he or she read.  The panel will then have a 10 - 15 minute discussion, which I will moderate.  During the discussion, the panel members will compare and contrast the critics' and their own points of view.  They will be instructed to use details from the text to support their points.  Particular emphasis should be on understanding the different points of view and making value judgments on both the text itself and the criticism.

Students will evaluate/assess their own and other panels' performances based on interest level, effective presentation of ideas, effective debate and persuasion, effective listening, etc.
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