Questão 66839

A seasoned PORTUGUÊS-INGLÊS teacher is mentoring a novice colleague. The novice teacher is struggling with classroom management and student engagement. Her approach to teaching literature is strictly historical and biographical; for example, when teaching a poem by Emily Dickinson, she spends the entire class lecturing about Dickinson's reclusive life and the characteristics of 19th-century American poetry. The students are visibly bored. The mentor teacher suggests a shift in method, advocating for a more student-centered and text-based approach. She recommends an approach that combines elements of Reader-Response criticism with more traditional formal analysis. She gives her colleague a text on literature pedagogy that argues: 'The exclusive focus on historical context or authorial biography often turns the literary text into a mere historical artifact, alienating the student reader. A more effective method starts with the students' own responses and experiences with the text (an aesthetic reading), and then guides them to analyze how the specific formal features of the text (its language, structure, imagery) produce those effects. The goal is to connect the 'what' of their response to the 'how' of the text's construction.' The mentor proposes they co-plan a new lesson on a Dickinson poem.

Analyze the following lesson plan ideas based on this pedagogical philosophy:

I. Begin the lesson by having students read the poem silently and then do a 'free-write' in their journals about the feelings, images, or questions the poem evoked in them.
II. Use the students' initial responses as a starting point for a class discussion, and then guide this discussion toward a closer analysis of the text, asking questions like: 'You said you felt a sense of confinement in the poem. Which specific words or images create that feeling? Let's look at the punctuation—how do the famous Dickinson dashes contribute to the rhythm and sense of fragmentation?'.
III. Conclude the lesson by providing a pre-written, definitive interpretation of the poem and asking students to memorize it for a test, thereby invalidating their own exploratory process.

Which of the activities align with the recommended pluralistic and student-centered method of teaching literature?