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Unreal Literature Week 4: Fear, Humanity, Reality

Explore the relationship between fears, humanity, and reality through critical reading and discussion of texts. Enhance reading comprehension and analysis skills while delving into deep questions. Prepare for Socratic Seminars.

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Unreal Literature Week 4: Fear, Humanity, Reality

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  1. January 23-27, 2012 Unreal Literature Week 4

  2. Walk-IN: Pick up a white binder from the bookshelf and turn to the What do we Fear? section of your notebook. Learning Objective: Students will read and think critically in order to understand the relationship between our fears, humanity, reality, and decide the order of effect or importance between the three according to the overall outcome of a text. Students will improve reading comprehension by locating important passages, asking questions, and making connections. Agenda: “Monster” by Kelly Link Due Today: Monday, January 23 Homework: Option #1: Read for 20 minutes and complete Journal # 10. Option # 2: Read for 20 minutes and complete reading logs #10, take notes for discussion and set up meeting # 2. Option # 3: Read for 20 minutes and complete annotations #10 (5/7 each time)

  3. Turn to the What do we Fear? section of your Notebook. Write the title and author of the reading on top. Set up a Cornell style note sheet by creating a column down the left for level 2 and level 3 questions that you create in order to foster and guide the Socratic Seminar Discussion. In the right hand column summarize ideas and examples from the text that relate to our fear, first and foremost, as well as our humanity and reality. In the right hand column summarize ideas and examples from the text that connects to “Twin Peaks.” Our overall goal is to understand the relationship between all three questions, but by the end of the reading understand the one predominant question (fear) and how that affects our humanity and our reality. After you have finished “Monster” write an overall summary response that states which question these stories address the most, but also how they relate to the other questions and the order of operations, as well as bring up any new questions you may have. Annotation Note Sheet

  4. Walk-IN: Pick up a white binder and turn to your notes on “Twin Peaks” and “Monster.” Put your Reading Responses for Week 2 in the box on the chair. Learning Objective: Students will think critically about a variety of texts by asking questions, analyzing passages, and synthesizing information from multiple texts. Students will determine importance of information based on big ideas presented in texts. Agenda: Socratic Seminar # 2 Discussion Preparation Due Today: Reading Responses for Week 2 Tuesday, January 24 Homework: Option #1: Read for 20 minutes and complete Journal # 11(12). Option # 2: Read for 20 minutes and complete reading logs #11(12), take notes for discussion and set up meeting # 2. Option # 3: Read for 20 minutes and complete annotations #11(12) (5/7 each time)

  5. Socratic Seminar Discussion Preparation • To prepare for discussion: • Use a separate sheet of paper in the Socratic Seminar section • Write the number of the Socratic Seminar and the texts to consider for the discussion. • Try to anticipate the Seminar question. Write down a few ideas, if you can (hint: these will be level 3 questions that synthesize multiple texts). • You probably should read parts or the entire story again. • Select at least 2-3 passages that you feel are important to understanding the text and answering the seminar question. • On your reading note sheet, write down the location of the passages that you selected (so that you could guide others to that passage in the text). • Then write the equivalent of a paragraph worth of notes for each passage, explaining why this passage is important to understanding the text and answering the seminar question. • In addition to the passages, your preparation should also include at least 4-6 questions. • Asking questions is an important aspect of discussion and helps drive the discussion further. • Feel free to ask clarifying questions about the text, questions about particular passages from the text, as well as level 3 questions—questions about life and people in general that these two readings make you ask.

  6. Walk-IN: Pick up a white binder and turn to the Socratic Seminar Section of your notebook. Take out your preparation for Socratic Seminar #2. Then circle the desks up. Learning Objective: Students will think critically about a variety of texts by asking questions, analyzing passages, and synthesizing information from multiple texts. Students will paraphrase, build upon, and question other student’s ideas to promote critical thinking. Students will determine importance of information based on big ideas presented in texts. Agenda: Socratic Seminar #2 What is Reality? Lecture Due Today: Prep for Socratic Seminar #2 Wednesday/Thursday, January 25-26 Homework: Option #1: Read for 20 minutes and complete Journal # 12(13). Option # 2: Read for 20 minutes and complete reading logs 12(13), take notes for discussion and set up meeting # 2. Option # 3: Read for 20 minutes and complete annotations #12(13)(5/7 each time)

  7. Socratic Seminar # ____ • Date: • Texts: • Question: • What do we fear (as humans) and to what extent do our fears control our thoughts, actions, and emotions, or do our thoughts, actions, or emotions control our fears? How do our fears impact who we are as humans and how we perceive or create our reality? • Preparatory Response: • Notes: Socratic Seminar Journal Guidelines

  8. While the teacher is coming around to check off prep, set up the Running Socratic Seminar Journal and complete the preparatory response to the question. • During discussion students should focus on • Demonstrating Socratic Seminar Discussion skills • Try to answer the question, but also raise new questions • First, try to answer the question specifically by using the texts. Then gradually move to a more general answer by synthesizing the specific details from the text • Creating a flow to the discussion, which may look/sound something like • Refer to Text • Listen • Paraphrase • Build on Ideas • Question • REPEAT (referring to the text and questioning may at times be interchangeable) • Take notes about possible answers to the question, new questions they have, ideas they found interesting or would like to further explore. • After discussion students should write a brief reflection synthesizing the ideas and texts from discussion as well as a brief assessment of the quality of discussion. Socratic Seminar Discussion Guidelines

  9. Turn to the What is Reality? Section of your notebook. Purpose for Reading: To learn how science has defined and shaped our reality and how our reality has changed over the years. Summarize key concepts that relate to the purpose and ask any questions you have. What is reality power point presentation

  10. Walk-IN: Take out your notes from Blockday. Learning Objective: Students will understand how science has defined and shaped our reality and how our reality has changed over the years. Agenda: What is Reality? Lecture Due Today: Nothing Friday, January 27 Homework: Option #1: Read for 20 minutes and complete Journal # 4 and #5. Option # 2: Read for 20 minutes and complete reading logs #4 and #5, take notes for discussion and set up meeting # 1. Option # 3: Read for 20 minutes and complete annotations #4 and #5(5/7 each time)

  11. Purpose for Reading: To learn how science has defined and shaped our reality and how our reality has changed over the years. Summarize key concepts that relate to the purpose and ask any questions you have. What is reality power point presentation

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