3/9/2015. Please sit in your appropriate circle. Make sure if you are observing you can SEE your...

3/9/2015

Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner! Discusser/Observer• Mario – Tayybe, Daniella• Dom –Jarrod • Rob – Jillian • Sonia - Alana• Mike M. - Dave• Rucha – Aash • Ava – Yogesh • Mike R. - Jessica• Danny – Vin

Please have your SS

document on your desk!

Discusser/Observer• Corey – Alejandro • Vin O. – Chris • Willy – Mark • Tim – Dan C. • Vinny I. – Dan H. • Isabella – Jocelyn • Amanda - Andrew• Natalie - Dave• Alex - Joanne• Raven – Eunice

Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner!

Please have your SS

document on your desk!

Discusser/Observer • Victoria – Greg • Eric - William• Mike - Alex• Scott - Dom• Julianna - Gabby• Juliane - Meg• Kenny - Brina• Chris – Christian • Frankie – Jake • Marissa – Ms. Lemire

Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner!

Please have your SS

document on your desk!

Discusser/Observer • Hanna – Joe, Ange• Rachel – Michelle, Alexa P. • Tarrin - Sameer• Alexa C. - Shyla• Kristy - Tom• Lauren – Sean • Seamus - Jimmy• Lance - Vin• Anthony – Nicole

Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner!

Please have your SS

document on your desk!

Agenda and Objective

Agenda

• Directions and Expectations

• Starter Question • Seminar • Reflection

Objective

• Students will respond thoughtfully to diverse perspectives, summarize key points, justify their own views and understanding and pose questions that relate to broader themes in order to participate effectively in a Socratic Seminar discussion.

DIRECTIONS AND EXPECTATIONS

Directions

• Socratic seminars are about participation – all people need to actively listen in order to respond to what your fellow classmates are saying.

• Make sure you support your answers with textual evidence where appropriate.

• We will have 25 minutes for the discussion.

• 14 minutes for the reflection • ANY SIDE CONVERSATIONS WILL NOT

BE TOLERATED and will result in a loss of 5 points off the total grade for any time I have to speak to you.

Expectations Discussion Participants

• You must speak at least 5 times.

• Use the discussion starters paper that is taped to the desk.

• Do not jump over one another to speak – wait until the other person has finished.

• Do not raise your hands to speak.

• Do not look at the teacher!

Observers

• CHECK on the worksheet any time your discussion partner does something on the sheet. • However, do not check that they

spoke if they only say, “Yeah,” or give a one word answer.

• Make sure you are engaged as an observer – pay attention to what is being said!

• Do NOT converse with your friends.

Starter Question

Oscar Wilde once said, “All of us are in the gutter, but some of us are looking

at the stars.”

What does this mean? How does this connect to what we’ve been reading?

Group 1 – Focus will be on Question 2

Reflection

Discussion Participants

• Please fill out the reflection on the back of your packet.

• This counts for 10 points (not 15, as stated on the document)

Observers

• Please fill out the observation checklist, answering the questions on the bottom as well.

• Make sure your name AND your partner’s name are on it.

3/10/2015

Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner!

Discusser/Observer• Daniella – Mario • Tayybe – Jay Jay• Danny– Dom • Jillian – Rob • Alana – Sonia • Dave – Mike M. • Aash – Rucha • Yogesh – Ava• Jess – Mike R. • Vin – Ms. Lemire

Discussion Participants: Please have

your SS document on your desk!

Discusser/Observer• Alejandro - Corey• Chris – Vin O. • Mark – Willy • Dan C. – Tim • Dan H. – Vinny • Jocelyn – Isabella • Andrew – Amanda • Dave – Natalie • Joanne – Alex • Eunice – Raven

Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner!

Please have your SS

document on your desk!

Discusser/Observer • Greg – Victoria, • William – Eric • Alex – Marissa • Dom – Scott • Gabby – Julianna • Meg – Juliane • Brina – Kenny • Christian – Chris • Jake – Frankie

Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner!

Please have your SS

document on your desk!

Discusser/Observer • Hanna – Joe, Ange• Rachel – Michelle, Alexa P. • Tarrin - Sameer• Alexa C. - Shyla• Kristy - Tom• Lauren – Sean • Seamus - Jimmy• Lance - Vin• Anthony – Nicole

Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner!

Please have your SS

document on your desk!

Agenda and Objective

Agenda

• Directions and Expectations

• Starter Question • Seminar • Reflection

Objective

• Students will respond thoughtfully to diverse perspectives, summarize key points, justify their own views and understanding and pose questions that relate to broader themes in order to participate effectively in a Socratic Seminar discussion.

DIRECTIONS AND EXPECTATIONS

Expectations Discussion Participants

• You must speak at least 5 times. • You must refer back to the texts

as much as possible!

• Use the discussion starters paper that is taped to the desk.

• Do not jump over one another to speak – wait until the other person has finished.

• Do not raise your hands to speak.

• Do not look at the teacher!

Observers

• CHECK on the worksheet any time your discussion partner does something on the sheet. • However, do not check that they

spoke if they only say, “Yeah,” or give a one word answer.

• Make sure you are engaged as an observer – pay attention to what is being said!

• Do NOT converse with your friends.

Starter Question

George Eliot once said, “There is a great deal of unmapped country within us.”

What does this mean? How does this connect to what we’ve been reading?

Group 1 – Focus will be on Question 4 and then whatever’s left

Reflection

Discussion Participants

• Please fill out the reflection on the back of your packet.

• This counts for 10 points (not 15, as stated on the document)

Observers

• Please fill out the observation checklist, answering the questions on the bottom as well.

• Make sure your name AND your partner’s name are on it.

3/11/2015

Do Now

• Why is it important for us to be able to identify and analyze themes that can be applied to multiple texts?

• Answer in your notebooks in 2-3 complete sentences.

Agenda and Objective

Agenda

• Do Now/Share Out • Analyzing themes across

texts • WHY do it?• HOW do we do it?

• Victorian Genre Prompt• Independent theme

creation • Exit ticket

Objective

• Students will analyze their Victorian texts in order to develop multiple common themes that will be used in a literary analysis essay.

ANALYZING THEMES ACROSS TEXTS WHY do we do it?

Why is theme so important?• When we read fiction, the author relays a

message to the reader that makes an observation or commentary about people.

• Our job as readers is to find universal themes to apply to literature – observations that connect people through space and time.

• In doing this, we learn about why we are the way we are.

• Remember, fiction’s about what it means to be a HUMAN BEING.

ANALYZING THEMES ACROSS TEXTS

HOW do we do it?

What do these two stories have in common?

Divergent Hunger Games

What do they have in common? – Write ONE on your worksheet

• Both stories have strong female characters who will sacrifice everything for the sake of loved ones. • The Hunger Games – Katniss volunteers for Prim, teams up with

Rue • Divergent - Tris saves Four from Jeanine, saves Caleb from Erudite

• Fear motivates both the girls to do things they never thought were possible. • The Hunger Games – Katniss wins the games• Divergent – Tris joins Dauntless, helps defeat Jeanine and stop

Erudite from destroying Abnegation

• Both girls work to restore order by fighting against the people in power who have abused that power. • The Hunger Games – Katniss fights President Snow and the Capitol• Divergent – Tris fights against Erudite’s desire to destroy the

Divergents for being different

Universal themes across the texts… - Write all three!

• Although sometimes dangerous, it is worth it to sacrifice everything for the ones we love..

• Fear can motivate people to do things they never thought were possible.

• People have the tendency to abuse power when they’re afraid of losing it.

What do these two stories have in common?

To Kill a Mockingbird Great Expectations

What do To Kill a Mockingbird and Great Expectations have in common?

• Perception changes as we grow up and mature. • Although people at all ages question their place in the world,

they eventually find their place and they learn from their mistakes.

• A person’s bloodline is enough to mirror their future. • Giving up power in order to create equality may be difficult, but

it in the end it’s worth it. • People with power will do anything to ensure it’s not lost. • Big changes in our lives may help us to better understand other

people more clearly. • Traumatic events may make you more empathetic to other

people. • Big changes may become a map to help you make up for the

past.

Themes for Great Expectations • Your status in life can positively or negatively affect yourself,

depending on your perspective. • People can seem different on the outside compared to who they

are on the inside because they are easily influenced by society’s standards.

• Sometimes the things we see are not really what they are when you are distracted by something else. • Not everything is as it seems

• While growing up, people tend to change and see the world differently.

• Children can be easily misled to believe that the world around them is the same everywhere else.

Universal Themes for TKAM and GE • People are often labeled for where they live or who they live with

rather than who they are. • There is no significance to being accepted if you are an outsider to

yourself. • People tend to think of their past when they’re trying to figure out

something in their present. • Whether we want it to or not, money and social class impacts our

perception of others. • Society is prejudiced against people who are different. • People who aren’t related to you might still have an impact on your

life. • People don’t always realize how much the people around them

affect them. • Events in our lives can drastically change who we are without us

even realizing it.

• As people judge others, it causes them to feel better about themselves.

• People act differently around others to avoid judgment. • Your place in society affects how people think of you. • Other people affect your personality, especially when

you’re young. • People take advantage of others to hide who they really

are. • People usually change as they get older. • Things don’t tend to be as great as they have seemed to

be. • Helping others can help you later in life. • People tend to be let down if their expectations aren’t met.

VICTORIAN GENRE WRITING ASSIGNMENT

Themes Across Victorian Texts – Writing Prompt• You have done extensive work with Victorian texts over the

last few months. This includes, but is not limited to, classwork, reading, homework, group work, jigsaws, and Socratic Seminars.

• Now, you are going to analyze these works one last time and write a literary analysis essay that establishes and analyzes a theme across three different texts of your choosing.

• Prompt: Write an essay in which you analyze how authors use literary elements to develop a common theme that applies both to the Victorian time period as well as society today.

For today… • Pick THREE texts (one of them has to be Great

Expectations)

• Start to brainstorm how the texts are similar (in context, character, setting, etc.) so that you can identify and analyze a universal theme that will be supported by all texts.

3/12/2015

Do Now

• What are some ways we can examine similarities across texts? What should we look for?

• Answer in your notebooks in 2-3 complete sentences.

Agenda and Objective

Agenda

• Do Now/Share Out • Identifying similarities

across texts• Independent work • Exit

Objective

• Students will analyze their Victorian texts and identify similarities develop in order to develop multiple common themes.

FINDING SIMILARITIES ACROSS TEXTS

Finding Similarities…

• Use your lenses to help you find similarities across texts!

• Setting• Character• Conflict• Figurative Language• Structure/Style• Word choice/mood

What do these three stories have in common?

The Hunger Games The Fault in Our Stars To Kill a Mockingbird

• Three no-nonsense female protagonists (Katniss, Hazel and Scout) (Character)

• Each protagonists deal with great trauma (the games, Gus’ death, being attacked by Bob) (Character and Conflict)

• Their normal “worlds” are turned upside down (Setting) • All three characters are outsiders, in a way (Character) • All stories have person vs. person, person vs. self, person vs. society

conflicts (Conflict) • All three authors use first person narration (Structure) • Outside characters serve as a way for diverse points of view (other

districts in Games, Gus in TFIOS and Miss Caroline in TKAM.) (Character)

• All three stories use simile and hyperbole to emphasize traumatic events (Figurative Language)

Similarities across Victorian Texts

• Now, you’re going to look through three Victorian texts to find similarities.

• If necessary, try a few different options to see which three will give you the most to write about.

• When done with that portion, come up with themes that will work across all three texts.

3/13/2015

Do Now

• Take out your materials from yesterday and review…

• Now think: What were some difficulties you encountered yesterday while you were looking for similarities across the texts?

• We will share out in 30 seconds.

Agenda and Objective

Agenda

• Do Now/Share Out • Identifying similarities

across texts (finishing independent work)

• Developing universal themes across the texts independent work

• Creating thesis statements

• Exit

Objective

• Students will analyze their Victorian texts and identify similarities in order to develop common themes and thesis statements for their analysis essay.

REMINDERS FROM YESTERDAY…

Finding Similarities Across Texts… What Do We Look for?

• Use your LENSES to help you find similarities across texts!

• Setting• Character• Conflict• Figurative Language• Structure/Style• Word choice/mood

• The evidence you find through these lenses will help you support the theme (the goal of the essay).

What do these three stories have in common?

The Hunger Games The Fault in Our Stars To Kill a Mockingbird

• Three no-nonsense female protagonists (Katniss, Hazel and Scout) (Character)

• Each protagonists deal with great trauma (the games, Gus’ death, being attacked by Bob) (Character and Conflict)

• Their normal “worlds” are turned upside down (Setting) • All three characters are outsiders, in a way (Character) • All stories have person vs. person, person vs. self, person vs.

society conflicts (Conflict) • All three authors use first person narration (Structure) • Outside characters serve as a way for diverse points of view

(other districts in Games, Gus in TFIOS and Miss Caroline in TKAM.) (Character)

• All three stories use simile and hyperbole to emphasize traumatic events (Figurative Language)

FINDING THEMES ACROSS TEXTS…

Using Similarities and Lenses to Create Theme: (The Hunger Games, The Fault in Our Stars, and To Kill a Mockingbird)

Similarity: One event changes the protagonists’ perception of the world as they knew it.

Theme: Sometimes, all it takes is one event in our lives to completely turn our world upside down and change our perception forever.

Similarity: Each protagonist deals with great trauma.

Theme: Fear can motivate people to do things they never thought were possible.

Similarity: All three girls are outsiders.

Theme: Society fears that which is different.

Now Ask Yourself: What lenses can be used to support this theme?

Similarity: One event changes the protagonists’ perception of the world as they knew it.

Theme: Sometimes, all it takes is one event in our lives to completely turn our world upside down and change our perception forever. (Character, Conflict, Structure)

Similarity: Each protagonist deals with great trauma. Theme: Fear can motivate people to do things they

never thought were possible. (Character, Conflict, Figurative Language)

Similarity: All three girls are outsiders. Theme: Society fears that which is different. (Character,

Conflict, Setting)

So… why theme again?

BECAUSE… • Getting at the theme of a literary text is the name of the game. When you look at the prompt, your focus should be this: • What aspects of this text can be used to help support

the theme?• Character?• Setting?• Conflict? • Structure/style?• Figurative Language?• Word choice/mood?

THESIS STATEMENTS/CLAIMS

Now that I have my theme, I need to make a thesis statement/claim

Prompt: Write an essay in which you analyze how authors use literary elements to develop a common theme that applies both to the Victorian time period as well as society today.

Possible sentence frame for your claim. You should use this frame if you don’t know where to begin. REMEMBER, you can get creative with this:

In Great Expectations, “Short Story Title,” and “Poem Title,” the authors convey (reveal,

communicate, display, etc.) THEME through [literary elements of your choosing].

Independent WorkFor the rest of class, follow the steps:

1. Find your similarities across the three texts

1. Done? Call me over so I can check your work!

2. Create three universal themes that will apply to all three texts

1. Done? Call me over so I can check your work!

3. Create a thesis statement.

Done? See me so we can discuss your claim sentence!!

Everything used for the writing process should stay in your writing folder!