My two oldest will be in 11th and 9th grades as we start our second cycle through TOG, this time using the Redesign. Wow - as I have been planning and looking over the material I am so very impressed at what's been done with the R literature! I don't want my 9th grader to miss anything (I guess that's one question - does year 2 come back to all the great lit. analysis introduction? If so, maybe I should keep him in D for literature for one more year??) I'm wondering, if I have him do R lit., how to adjust his load to reflect the difference in maturity between him and his older brother. Would it be better to sometimes skip an entire selection in order to spread a challenging assignment out over more weeks? or have him do all of the reading, but answer fewer of the meatier questions?
Thanks,
Bonnie

I'd love to see answers to this question.
Stephanie

I think the best answer to this question would be is there is a difference in their reading ability? If so, then I would make changes based on that, but otherwise, no, have your 9th grade student do rhetoric lit.

Yes, Year Two will come back and do the literature analysis with the literature assigned for that year plan. Your students will already be familiar with the tools of literary analysis and able to readily apply them to the literature for year two. I am experiencing that this year (having used YR.2 Redesign last year and it is very cool).

No, don't keep him in dialectic lit but don't expect him to give detailed answers that the 11th grade student should. Since this will be the first year of redesign for both, I would cut the year down a bit....I believe you can cut 9 weeks worth of assignments from the entire year plan and still have a full credit. Then spread the other weeks out. And yes the idea to have the student not answer some of the questions or expect less info on his charts etc is a good one. That is what I did with my student.

Hope this helps.

Lisa in AZ