Unreal Literature Week 7

1. February 13-17, 2012 Unreal Literature Week 7

2. Walk-IN: Pick up a white binder and take out your Socratic Seminar # 4 preparation. Learning Objective: Students will paraphrase, build upon, and question other student’s ideas and refer to the text to come to conclusions or a better understanding of a variety of texts. Agenda: Socratic Seminar #4 Due Today: Socratic Prep #4 Monday, February 13 Homework: All 25 reading responses due Blockday Read pages 19-39 in Alice. List important facts while you are reading, list things you are wondering about, and list general subjects or motifs

3. In the Socratic Seminar Section of your notebook, you should have a Running Socratic Seminar Journal where you will take notes on ideas you have and things said during discussion. Do not lose this; it will be invaluable on the final exam. For each Socratic Seminar complete the following. • Socratic Seminar # ____ • Date: • Texts: • Question: • According to the texts, how is a human’s self esteem and identity developed through how they view and treat others and how others view and treat them? • Is one more basic or important to who we are as humans? • Preparatory Response: • Notes: Socratic Seminar Journal Guidelines

4. 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

5. Walk-IN: Take out Alice in Wonderland and your reading chart where you listed important facts from Chapters 1-3, things you were wondering about, and general subjects and motifs. Fill out a sheet of paper where you write down your first, second, (and maybe) third choice for book club. Learning Objective: Students will develop questions that are designed to improve comprehension, promote critical thinking, and address the big ideas from the text. Agenda: Alice in Wonderland Ch 1-3 Levels of Questions Acticvity Due Today: Reading Notes from Ch 1-3 in Alice Tuesday, February 14 Homework: All 25 reading responses due Blockday Read pages 40-67 in Alice. List the major and minor characters you encounter and any details important to remember. Locate passages you feel are important and identify vocabulary words.

6. In your groups students create STRONG questions for each level. Please use a new sheet of paper to record these To create level 1 questions, share each of your important facts about the story that you feel are important or necessary to remember. Choose the three most important and create 3 questions based on those facts. To create level 2 questions, share each of your wonderings about the story that you feel are important or necessary to figure out. Choose the three most important and create 3 questions based on those wonderings. To create level 3 questions, share each of your general ideas or subjects in the story that you feel are important to the bigger meaning of the story and/or relate to life or the human experience in general and create 3 questions about general ideas or subjects. Levels of Question activity

7. When groups are done, pass one set of questions from each group around the room from group to group so each group is discussing another groups questions. • Explain that the point of the questions job is to get everyone else in your group discussing the text. • While discussing all answers, students should be referring to the text. Hold each other accountable for supporting their answers with textual evidence. • Level 1: find where the answer is stated. • Level 2: find the clues that suggest inferences • Level 3: find evidence that suggest how the author might answer the question. • The purpose is rich discussion, not to get through it as quickly as possible. Levels of Questions activity

8. Walk-IN: Take out Alice and Wonderland and the reading notes that you took on the characters. Take out all 25 reading responses. Do not turn them in yet. Learning Objective: Students will analyze a character’s indirect and direct development in a text. Students will an analyze the visual components of a text. Agenda: Character Chart Discussing and Interpreting Art Due Today: Reading Responses All 5 Weeks Wednesday/Thursday, February 15-16 Homework: Read Alice pages 68-102 Keep track of important passages and vocabulary

9. Character Job (Green = before book club Red = During Book Club)

10. First Viewing: list what you observe and notice • Start with the big picture • Focus in on the details • Connect back to the big picture/whole composition • Focus in on the details • Write down what you notice (specific details) on their chart—column one • Share and discuss the specific details and how this connects with the overall composition (format, style….) of the work of art. • Second viewing: write down questions related to what they wonder about in the artwork • Share your questions with the group and discuss possible answers based on the specific details in the artwork • Third viewing: write down general topics the artwork seems to be dealing with. • Share and discuss your topics with the group. Based on the overall composition and details in the piece of art what might be the artists message? • Reflection: • Assert a theme statement or author’s message about the work of art • Provide examples that support the theme statement with evidence from the work of art • …analysis (how does the detail prove the theme statement) Discussing Art in Life and in Book Club

11. The Persistence of Memory by salvador Dali

12. Time is the theme here, from the melting watches to the decay implied by the swarming ants. The monstrous fleshy creature draped across the paintings center is an approximation of Dalís own face in profile. Mastering what he called "the usual paralyzing tricks of eye-fooling," Dalí painted this work with "the most imperialist fury of precision," but only, he said, "to systematize confusion and thus to help discredit completely the world of reality." There is, however, a nod to the real: The distant golden cliffs are those on the coast of Catalonia, Dalís home. The Persistence of Memory is aptly named, for the scene is indelibly memorable. Hard objects become inexplicably limp in this bleak and infinite dreamscape, while metal attracts ants like rotting flesh. Mastering what he called "the usual paralyzing tricks of eye-fooling," Dali painted with what he called "the most imperialist fury of precision," but only, he said, "to systematize confusion and thus to help discredit completely the world of reality." It is the classical Surrealist ambition, yet some literal reality is included too: the distant golden cliffs are the coast of Catalonia, Dali's home. Those limp watches are as soft as overripe cheese—indeed "the camembert of time," in Dali's phrase. Here time must lose all meaning. Permanence goes with it: ants, a common theme in Dali's work, represent decay, particularly when they attack a gold watch, and become grotesquely organic. The monstrous fleshy creature draped across the painting's center is at once alien and familiar: an approximation of Dali's own face in profile, its long eyelashes seem disturbingly insectlike or even sexual, as does what may or may not be a tongue oozing from its nose like a fat snail. The persistence of Memory

13. Alice Down the Rabbit hole by Salvador Dali

14. Walk-IN: Learning Objective: Agenda: No School—Teacher Work Day Due Today: Friday, February 17 Homework: