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Indeed, there are many different areas on the web where literary lesson plans can be found. Golgol's The Government Inspector is no different. If one is willing to pay a price, one can find an artifact on the web. However, I would like to pivot for a moment and suggest that it might be more effective to create one's own lesson plan as opposed to finding a generic one that someone else created.
There are different approaches in creating a lesson plan for Gogol's work. Being able to specifically identify the grade level is one place where creating your own lesson plan might be more advantageous than importing one from the web. In creating your own lesson plan, you know your students and you know their capacities as well as specific logistics such as how much time you possess in a class period and the amount of homework you can assign. From this, one can take different avenue in creating a lesson plan.
One such path would be to create a lesson plan based on literary circles. This idea stresses the aspect of reader response to the text. A successful method of literary circles involves creating different tasks for different people based on the text. For example, in a group of five people, one person can be in charge of developing discussion questions for the group to explore in a book club format, another could be in charge of exploring aspects of different characterizations from the text, and a third person could be responsible for identifying challenging words or language from Gogol's script. A fourth person could be responsible for connecting aspects of the work to either real world applications or other literary works, and a final person can be in charge of rendering how the staging of a particular scene would be seen through drawing it.
The lesson plan progresses with reading aloud the text for two days in class, starting with Act I and Act II, while groups of students are reading along and completing their tasks in that time. The fourth and fifth day is spent with groups reporting out on their work, as each group member shares their findings. At the end of the fifth day, roles are switched so that different people assume different roles. Days six and seven are spent reading Acts III and IV in class with group members assuming different roles than in their first rotation. Days eight and nine can be spent reporting out findings as the final rotation of tasks can be seen in Day ten, when Act V is read and the drama is finalized. The eleventh and twelfth days of the sequence can be spent reporting out or being used as a catch up day. For a final assessment, one can follow the reader response model by asking students to delve into different aspects of the tasks and display through written means how the particular tasks reflected the depth and intricacy of the work. Another assessment model could be to connect a specific task over the course of the work to Gogol's idea that "In The Government Inspector I tried to gather in one heap all that was bad in Russia.’’ This lesson plan enables the material to be covered through an authentic learning experience, differentiates the content based on different aspects of examination, and contains an assessment that is summative in its use of the overall work as a benchmark. This type of lesson plan can be quite effective in teaching The Government Inspector in the classroom setting. Enotes itself has a collection of great lesson plans, though Gogol's work has not yet been added to this library.
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