Shared Inquiry

1. Shared Inquiry Unit III—Sucker by Carson McCullers

2. Session 1 Pre-reading • Describe a time when you wanted the attention of someone who didn’t even notice you. How did that make you feel? How did you respond? You must use details in your response.

3. 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.

4. 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.

5. 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.

6. 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

7. 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.

8. 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.

9. 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.

10. 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.

11. Session 3 • Reread the selection and mark passages using the following prompt: • Mark passages with an R when Pete regrets his actions. • Mark passages with a P when Pete is proud of his actions.

12. 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.

13. 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?

14. Focus Question • Interpretive Question: Why does Sucker begin to act “hard and tough” after Pete blows up at him?

15. Focus Question II • Why doesn’t Pete want to “straighten it out”with Sucker?

16. 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!

17. 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?

18. 5th Block QuestionsThese are questions students have after reading #1

19. 7th Block QuestionsThese are questions students have after reading #1

20. 8th block QuestionsThese are questions students have after reading #1

21. Final Homework • Students will write an interpretive essay using details from the text to support their answers. Students will use handouts from unit 2 to take the essay through the writing process. • Students will have a vocabulary test.

22. Homework-Due Monday, 9/26/11 • Record ALL work in planner. • Have planner signed. • Answer focus question in a minimum of 7 sentences using a minimum of two details (page numbers too) from the text. • Read 10 pages in SSR book. • Sunday night. Re read story and annotations. Prepare for Monday’s discussion!

23. 7th Block—Factual Questions • How did Pete make a fool of himself in front of Maybelle? Page 18He over pursues her!

24. 7th Block--Background • What are knickers? Type of pants • What does loafing? “I hang around doing nothing with the fellows who loaf there…” (22) • What is a yellow roadster..sports car • Bureau-writing desk • Who lets a 12 year old buy cigs?

25. 7th Block—Interpretive Questions • Why doesn’t Pete treat Sucker like a brother? • Why did Pete chase after Maybelle all of the time? • What was it that happened between Maybelle and Pete? Speculative • Why doesn’t Pete just apologize to Sucker? • Why does Sucker hang around Pete all of the time? • Why doesn’t Pete confide in Sucker? • Does Pete see Sucker’s perspective?

26. 8th Block Interpretive Questions • Why was Pete so obsessed with Maybelle? • Why was Pete so mean to Sucker? • Why does Pete think if Sucker could, he would kill him? (Page 23) (Speculative as well) • Why is Sucker so gullible? (Speculative) • If Pete is so mean to Sucker, why does Sucker look up to Pete? • Why does Pete relieve stress related to his love live on Sucker?

27. Due Friday • Summarize the two articles I handed out. Write a summary of EACH article using exactly 7 sentences. Number your sentences. Type your work. Due Friday! • Revise your answer to “Why does Sucker begin to act hard and tough after Pete blows up at him?” after our discussion today. Add a minimum of four quotes. You must have an introduction, two body paragraphs and a conclusion! Typed!

28. 5th Block Top Ten Reasons • Sucker became hard and tough because he had a “reality check” and found out that he and Pete were not close brothers. Describe using vivid language exactly what you mean by “close” brothers. Page 20 first paragraph. “Why aren’t we buddies like we were before…” • Sucker realizes that Pete only felt sorry for him. Sucker craves love from family because his own parents were dead. This doesn’t happen and when Pete flips out, Sucker is disappointed. This disappointment causes Sucker to become hardened.

29. 5th Block—Top Reasons • Sucker realized that his name was given to him because he was always fooled by Pete and his pranks. After Pete’s blow up, Sucker’s face changed. “Slowly that blank look went away and he closed his mouth. His eyes got narrow and his fists shut” (20). At this moment, Sucker no longer trusts that Pete loves and care for him. At this moment, Sucker understands he was taken advantage of. The communication between the two brothers is destroyed.

30. 5th Thesis • Sucker loses his vulnerability and becomes hard and tough because he loses the most important connection in his life. • TS—Sucker’s parents died and he seeks Pete’s approval and Pete never gives it to him. • TS--No communication between Pete and Sucker.

31. 7th Block Top Reasons