For the students who always put forth the best efforts in class, much praises to them! Of course, these are not the only two, but there are some others who stand out greatly.
I read this book and its entirety twice in my lifetime. To have it assigned in my course, I was pretty excited. Well, its hard to get students to read. The students who actually read it, thoroughly enjoyed it. But the students who did not even make it fully through or past Part I or II of the reading, did not have much to say about it. That is typical and those perspectives, as a teacher, you just have to zone those opinions out. One, those students in particular did not read, two, if you did not read the book then you can’t really have an opinion of it based on summarized analysis read online, etc.
It brings me to this issue. The internet is everything to this generation, some of them, to say the least. Notes were being turned in and it was obvious it did not come from reading while taking notes. When the test came around, most students failed it. Even after having classroom discussion, which was basically the essays on both test, failed. Let me not forget the plagiarism issues from half the class on their assigned essays and notes. I never thought I would ever have to deal with plagiarized notes, but there is a first time for everything.
Another issue, when you prompt students: questioning their perspective(s) or pushing them to think more analyticalally/critically of a text, they think you are berating them. I know I am not the only Teacher/Professor who has issues encouraging their students to think critically or go beyond the text. Do students fully have an understanding of what Literature truly is or do we have to start explaining this as well?
The first day I was pretty much talking to myself. But I couldn’t write down everything that was said. However, the second and third day I had gotten more participation.
I would like to thank the History teachers who had played a role in this, thank you, for teaching historical information about the Holocaust!
During this lesson, I had pulled exerpts from other literature (including comics and graphic novels), and Art (Fine Arts, Graphic Design, & Video games). It was a very fun and exciting day in 3rd Period class!
Last, but not least, my favorite! So much work, group, and class peer help went into this one! Great job to my students who had a role and/or many roles in this one.
I must say this was the best way to get my students to learn how to compose a strong thesis statement for their opening paragraphs. The students had to compose 140 characters only (with an exception if students used both To Kill a Mockingbird and Requiem for the American Dream in the same statement). This included taking out filler words/writing. I got better written papers turned in. Of course, you would have to have certain teaching methods and techniques to go on with this lesson, but this was definitely my favorite writing exercises. (Click on the images to make them bigger). 
