Ms. Oing English 2

1. Ms. Oing English 2 Unit 5: Discovering the Truth

2. Agenda: 2/25/13 • DOL Warmup • Thematic Focus • Symbolism & Figurative Language

3. Reminders

4. Important Announcements • Effective Friday, 3/1/13 • Late work will no longer be accepted • Work is considered “late” after I grade and enter it • (If it doesn’t show up on SL, it’s not late yet) • Students are welcome to make up any missed quizzes/tests until they have been passed back • Electronics use is welcome for students who maintain a passing grade • Exceptions made if use is instructed by teacher

5. Thematic Focus • On a sheet of paper, copy & reflect on the following quote: • “Truth resides in the human heart, and one has to search for it there.” -Mohandas Gandhi

6. Thematic Focus • Find a partner & figure out who is A, who is B • Person closest to door or SMARTBoard • Person closest to whiteboard or traffic light • Orally share your assigned situation below. Write down a summary of your partner’s story on your paper • Describe a time when you discovered an important truth about a situation, another person, or yourself. How did the discovery affect you, and what were its consequences? • Describe a time when you were fooled or misled by appearances. What led your perception or judgment astray—in other words, why were you fooled? What did you learn as a result of your experience?

7. Symbolism & Figurative Language • Why do we speak in symbols or figurative language? • Open TB to p819 • Complete the sentence (from the text): • The word “symbol” comes from _______________________ • A literary symbol takes its meaning from _______________

8. Symbolism & Figurative Language • TB p820 • The difference between literal and figurative language is similar to _____________________. • Like symbols, figures of speech ____________. • A simile makes ______________________. • A metaphor is ________________________. A metaphor does not _______________________. • A personification _____________________.

9. Figurative Language • On your thematic focus paper, write two examples of the following, and analyze what the figure of speech communicates and how: • simile • metaphor • personification • Example: Whenever it was time to do the dishes, Lacey was as elusive as a shadow. • This simile shows that Lacey was hard to catch during dishes time by comparing her to a shadow, which is impossible to catch. The comparison suggests she hates doing dishes.

10. Ms. Oing English 2 Unit 5: Discovering the Truth

11. Agenda: 2/26/13 • DOL Warmup • Pickup Books • Reading Circles Meeting

12. Reminders

13. Important Announcements • Effective Friday, 3/1/13 • Late work will no longer be accepted • Work is considered “late” after I grade and enter it • (If it doesn’t show up on SL, it’s not late yet) • Students are welcome to make up any missed quizzes/tests until they have been passed back • Electronics use is welcome for students who maintain a passing grade • Exceptions made if use is instructed by teacher

14. First Meeting Business • Reading Schedule • What pages/chapters should be read by each day? • 9 20-minute meetings (Tuesdays & Fridays) • Suggestion: Start slowly with smaller assignments for next week, then build up • Can adjust/change assignments if necessary later

15. First Meeting Business • Group Policies • How will your group ensure good book discussion, comprehension, and participation from everyone? • Expectations • Work done on time • Reading completed • Good social/conversational skills (eye contact, wait your turn, etc) • Ask follow up questions

16. First Meeting Business • Consequences • What is the consequence if someone comes unprepared? • Has to leave group till caught up on reading? • Sits and listens but cannot participate in discussion? • Sits in and can participate in discussion? • Loss of points?

17. Ms. Oing English 2 Unit 5: Discovering the Truth

18. Agenda: 2/27/13 • DOL Warmup • Book Review Presentations

19. Reminders

20. Important Announcements • Effective Friday, 3/1/13 • Late work will no longer be accepted • Work is considered “late” after I grade and enter it • (If it doesn’t show up on SL, it’s not late yet) • Students are welcome to make up any missed quizzes/tests until they have been passed back • Electronics use is welcome for students who maintain a passing grade • Exceptions made if use is instructed by teacher

21. Where to Sit? • If you are giving an oral presentation, look for your namecard • If you are NOT giving an oral presentation, sit in one of the unmarked/empty desks • The non-speaker(s) at the table act as timer and recorder

22. Ms. Oing English 2 Unit 5: Discovering the Truth

23. Agenda: 2/28/13 • DOL Warmup • Levels of Questioning

24. Reminders

25. Important Announcements • Effective Friday, 3/1/13 • Late work will no longer be accepted • Work is considered “late” after I grade and enter it • (If it doesn’t show up on SL, it’s not late yet) • Students are welcome to make up any missed quizzes/tests until they have been passed back • Electronics use is welcome for students who maintain a passing grade • Exceptions made if use is instructed by teacher

26. Asking Questions • On a piece of binder paper, write down • A question that can be answered by looking at someone/thing in the room • A question that is about someone/thing in the room but requires some thought • A question that is about nothing in the room but relates to English and requires thought

27. Asking Questions • Questions can be “skinny” or “fat” • Skinny questions are factual questions • What color shirt is Joey wearing? • Blue: that is a fact. • It does not make you think further • Fat questions are ones where there can be many different answers • Why is Joey wearing the blue shirt? • There could be many different answers to that question.

28. Asking Questions • The key to fat questions is that they do not have correct answers. The job of a fat question is to generate discussion by stimulating a variety of opinions. You will know your question is skinny if • It can be answered with a yes or a no. • There is a sentence, paragraph, or even a page in the book where the answer can be found. • The group members all agree on the answer.

29. One-Two-Three Story Intellect Poem There are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors who have no aim beyond their facts are one-story people. Two-story people compare, reason, generalize, using the labor of fact collectors as their own. Three-story people idealize, imagine, predict—their best illumination comes through the skylight. Adapted from a quotation by Oliver Wendell Holmes

31. Levels of Questioning • Level 1: There is one correct answer • What are the 5 layers of the earth's atmosphere? • About when did the Cretaceous period end? • What is the graph that satisfies the equation y = 2/(3+7ex) • How many plays were written by William Shakespeare? • Which character is also known by some as “Mithrandir”? • List 50 prepositions in alphabetical order. • Who signed the Declaration of Independence? (name at least 10 of the signers) • What date was the Iraq War launched by the United States government?

32. Levels of Questioning • Level 2: There is a set of correct answers (your answer may depend on how you interpret the question) • What are some unique features of the upper atmosphere? • What did the Cretaceous and Jurassic periods have in common? • How does the graph change as you alter each of the constants? • Which of Shakespeare's plays have been most influential? • How is Gandalf’s race (Astari) like and unlike the race of Men? • How can you tell a prepositional phrase from a participial phrase? • What did the signers of the Declaration of Independence have in common? • What according to President George. W. Bush are the reasons for the Iraq War?

33. Levels of Questioning • Level 3: No correct answers, but some might be better than others. • How much easier would it be to launch a rocket from the upper atmosphere? • Why did the dinosaurs die? • How is the S-Shaped Growth curve used in the physical and social sciences? • What might the eternal popularity of Shakespeare say about people in general? • How might Gandalf’s imperfections be important to the telling of the story? • How might participial phrases be used to make your writing more colorful and active? • Is the Declaration of Independence fully living up to its original vision? • How different could the last few years have been had the U.S. not invaded Iraq?

34. Ms. Oing English 2 Unit 5: Discovering the Truth

35. Agenda: 3/1/13 • DOL WarmUp • Turn ‘n’ Talk • Reading Circles

36. Reminders

37. Turn ‘n’ Talk • Get out your AoW • Turn to someone at your table who also did it • If no one at your table did it, find someone who has • Odd man out? Find a pair and make a 3some • Write down on the back of your reflection the name of your TnT partner • Share (you talk, they write) 3. Three things you found interesting 2. Two questions you have after reading 1. One new thing you learned

38. Reading Circle Meetings • Use at least 20 minutes for book discussion • You are welcome to start completing Self & Group Assessments at 11:30 (4th); 12:30 (5th); 3:00(7th) • Use role sheets only if needed • If you can generate book-related discussion without using them, go for it • Turn in role sheets in back pocket of folder • Take out blank role sheets from front pocket for next meeting (new roles) Role Sheets & Assessments should be as full and detailed as possible for full credit

39. Ms. Oing English 2 Unit 5: Discovering the Truth

40. Agenda: 3/4/13 • DOL Warmup • Levels of Questioning • “Like the Sun” by R.K. Narayan

41. Reminders • No late work accepted • Tests made up before passed back • Electronics use reserved for students with passing grade

42. Levels of Questioning Review • Level One questions use _ _ _ _ _ for answering BOOKS • Level Two questions use books + _ _ _ _ _ _ for answering BRAINS • Level Three questions use books + brains + _ _ _ _ _ _ for answering BEYOND

43. Levels of Questioning • Add red to your worksheets • Level 1 Questions: Text Explicit • Readers can point to one correct answer right in the text • Level 2 Questions: Text Implicit • Readers infer answers from what the text implicitly states, finding answers in several places in the text. • Level 3 Questions: Experience Based • Readers think beyond what the text states. Answers are based on reader’s prior knowledge/experience and will vary

44. Which Level? • What’s the difference? • Describe Ralph’s actions as a leader. • Compare Jack and Ralph as leaders. • Who do you judge was the better leader: Jack or Ralph?

45. Which Level? • Identify the senators wanting to kill Caesar. • Imagine you were on the island with the boys; how would you react to being isolated from adults? • Locate an instance of dramatic irony in Julius Caesar. • What do you hypothesize would happen if Caesar had listened to the people warning him (Soothsayer, Calphurnia, Artemidorus)? • What can you infer about Simon by the way he gives his meat to Piggy?

46. Writing Questions • “Like the Sun” by R.K. Narayan, p849 • Follow along in text as I read aloud • When I pause, one member of table spins and rolls to see what level of question (trade off each turn) • All members at table write a different, original question about the reading that is • of the level spun and • starts with the question word showing on the die

47. Ms. Oing English 2 Unit 5: Discovering the Truth

48. Agenda: 3/5/13 • DOL Warmup • Vocabulary Definitions 5-1 • Reading Circles

49. Reminders • No late work accepted • Tests made up before passed back • Electronics use reserved for students with passing grade

50. Vocabulary Definitions • Teacher reads word • Class repeats word • Teacher reads sentence • Students individually guess word’s meaning • Repeat 1-4 to end • Students get definitions from linked website for HW • Do NOT use word as part of definition • Definitions must be 3 words or more long • Definition must match both part of speech and way word is used in sample sentence