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Shared Inquiry. Unit IV The White Circle by John Bell Clayton. Session 1 Pre-reading. Describe a time in your life when you failed to understand the difference between justice and vengeance. Use vivid details in your description. Minimum of seven sentences!. Session 1 First Reading.
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Shared Inquiry Unit IV The White Circle by John Bell Clayton
Session 1 Pre-reading • Describe a time in your life when you failed to understand the difference between justice and vengeance. Use vivid details in your description. Minimum of seven sentences!
Session 1 First Reading • Listen as the text is read aloud, marking places where you have questions. • Use a question mark (?) to denote your questions. Remember to mark unfamiliar vocabulary words. Write your questions in the margins or on a separate sheet of paper! • Use an exclamation point (!) to denote important passages.
Session 1—Recording Questions • All questions will be recorded on the board. • Identify any vocabulary questions. • In small groups, label questions according to type. • Take notes and record the answers.
Question Types • If the question has… • One correct answer that comes from the text it is a FACTUAL question. • One reasonable answer that comes from sources outside the text such as encyclopedias it is a BACKGROUND question. • EVALUATIVE QUESTIONS go beyond the text and call for the reader’s personal opinions. • Reasonable answers based on imagination or guessing it is a SPECULATIVE question. • Two (or more) reasonable answers supported by evidence from the text it is an INTERPRETIVE question.
How can you test a question and determine its type? • Question— • Answer #1-- Answer #2— • Evidence: Evidence: • Source of your answer? Source of your answer? • Type of Question? • Factual • Background • Speculative • Evaluative • Interpretive
Session 1 • Now, choose two questions (INTERPRETIVE) that continue to puzzle or intrigue you and record them. • These should be questions you are interested in pursuing when we read the text again.
Session 2 • Share questions according to type. Record questions and answers as we list them on the board. Notes will be assessed. • Record two interpretive questions you would like to answer in Stages 3 and 4. Turn these into the teacher! • Vocabulary—Determine word meaning using context and outside sources. • Write definitions of words in your notes. Use the words in a sentence.
Interpretive Question #1 • Choose an interpretive question from the list of questions generated by the class. Keep the interpretive question on a page by itself so you can answer it later after our discussion.
Interpretive question #2 • Choose an interpretive question from the list of questions generated by the class. Keep the interpretive question on a page by itself so you can answer it later after our discussion.
Session 3 • Reread the selection and mark passages using the following prompt: • Mark passages with an “M” when character motivation is clear. • Mark passages with “UM” when character motivation is unclear.
Session 4 Discussion • You will explore the text’s meaning by discussion an interpretive question. • You will support your ideas with evidence from the text. • You will be an attentive and active listener. • You will refer to classmates by name. • You will expect the teacher to ask questions and not provide answers. • You will use a variety of details to support your ideas.
How to participate in Shared Inquiry • What happened that gave you that idea? • What part of the story supports your idea? • What do you think about____________? • Are you agreeing with Sam’s answer? • So how does your idea fit with Jasmine’s answer?
Focus Question • Interpretive Question: Why does Tucker seek vengeance rather than justice?
Focus Question II • Why does Anvil exert his power over Tucker?
Unit Concepts--Focus on the following concepts • Idea—Generating and clarifying ideas about a selection’s meaning • Evidence—Supporting and checking ideas, based on what is in the text • Response—Listening to and considering the ideas of others • These are the skills that will be assessed in each unit!
Session 4 • After the discussion, enrich your answer based on the evidence that was presented during the conversation. • Your answer should have the following elements: • Introductory paragraph containing a thesis/main idea • Body paragraph containing a minimum of three quotes from the story that support your thesis/main idea. • In addition, each quote should be explained. Tell the reader the specific way the quote supports your main idea/thesis. • Concluding paragraph that answers the question, what has been learned in this essay?
5th Block QuestionsThese are questions students have after reading #1 • Why does Tucker want the tree? • Why does Anvil keep sayin “Yaahhn”? • What does queerily mean? • What is the importance of the tree? • What is a “priss”? • Why is Anvil evil? • Why is Anvil’s father so mean? • Why did Tucker’s dad make a “killing contraption”? • What does truculently mean?
5th Block QuestionsThese are questions students have after reading #1 In what time period does the story take place? What is slaty? Colts? Horses? What is chaff? Why is Anvil so aggressive?
5th Block QuestionsThese are questions students have after reading #1 • Why does Tucker’s father paint the white circle? • What does “befouled” mean? • Why does Tucker want to give Anvil the apples after he tried to kill him? • What is the relationship Tucker and Anvil? • What does it mean to be a “stinkin’ sow”? • “You can’t make a silk purse out of a sow’s ear.” • Why is Anvil so sexist? • Why are there so many derogatory names for girls?
7th Block—Factual Questions • How did Pete make a fool of himself in front of Maybelle? Page 18He over pursues her!
How do I type this? • Type in 12 Point Font • Times New Roman Font. • Double Space the text!
Self-Assessment • What are the interpretive questions you chose from the discussion? • Skill—”I can make inferences and use relevant details to support my ideas when writing.” Reflect on this skill and describe your strengths and weaknesses during this unit. • Skill—”I can create questions and categorize them according to type.” Reflect on this skill and describe your strengths and weaknesses during this unit.
Self-Assessment • Skill—”I can make a verbal statement during discussion and support my ideas with relevant quotes from the text.” Reflect on this skill and describe your strengths and weaknesses. • Skill—”I can keep my units organized and see the progression of my understanding.” Look at the materials you have compiled. Describe the progression of your understanding. What did you believe at the beginning of the unit? Did your beliefs change or deepen by the end of the unit? Explain in detail.
What makes a good focus question? • Has more than one possible answer that can be supported by details from the story. • Answers can be found in the text. • Your answer can progress over time because the question is the key to your understanding of the story. (central message of the story—theme, moral, motivation) • Juicy—The question is compelling and makes the reader want to answer it!!!
Old Focus Questions • Who has the most wisdom in the story? • Why didn’t John Byro ask for the horse when he met the boys on the road? • Which character has the most power in the story? • Why did Sucker become hard and tough after Pete blew up at him? • Why did the mother change her attitude toward the old man with the apples?
