March 5-9, 2012

Walk-IN: Sit with your book club group and take out your book, book club jobs, and a new sheet of paper.

Learning Objective: Students will understand that the quality of group

discussions is proportional to the individual preparation as well as the collaborative efforts of each participant.

Students will assume responsibilities for effective dialogues by posing and responding to questions that probe reasoning and evidence; listening to a full range of positions on a topic or issue; clarifying, verifying, or challenging ideas and conclusions; and promoting divergent and creative viewpoints.

You will increase enjoyment and understanding of a novel by discussion questions, passages, characters, vocabulary, artistic interpretations, and areas of synthesis.

Agenda: Book Club # 3

Due Today:Book Club #3 Jobs

Homework:Read and prepare for

Book Club # 4

Set up header:Book Club #3 Name:Novel: Date:Jobs:Pages Read:

Summary Paragraph Write a summary paragraph about what happened in your

book so far. Include information about the setting, characters, conflict, and any other important ideas or events.

When finished, discuss your summaries with your group.

Question Job ProceduresLead the group in a discussion about each question. Allow everyone in your group to participate before you say anything. Take notes on who said what during the discussion of each question. Once everyone has contributed, share your own ideas about the answer to the question. Repeat with each question

Passage Job ProceduresDirect your group to that passage in the book, and have them read along with you as you read the passage out loud. Allow everyone in your group to comment on your passage before you say anything about it, and take notes on who said what during discussion. After everyone has participated, share your written explanation with the group.

Character Job ProceduresShare your Introduction/Update about each character with your group. After sharing about all characters, lead your group in a discussion about relationships, conflicts, and predictions about each character. Allow all members of your group to participate before you offer your own ideas, and take notes on your chart about discussion.

Art Job ProceduresPresent artwork to the group. Allow all members to make observations and ask questions before you say anything about the image, and take notes who said what during discussion. Share your ideas about your image after everyone has participated.

Vocabulary Job ProceduresIdentify word/phrase/term and direct group to where it appears in the text. Read the sentence/paragraph in which the word appears out loud with the group. Ask the group to share ideas about the word’s meaning and/or significance to the story, and take notes on who said what. After everyone has participated, share your definitions, explanations with the group. Repeat process with each word.

Synthesis Job ProceduresOne example at a time, lead the group in a discussion of each example, how it relates to the question. Allow your group to suggest In-Class and Beyond-Class connections BEFORE you suggest any. Fill out your chart as you discuss with your group. For each question, discuss with your group what how all the examples work together to suggest a common answer to each question, the Emerging Message; this should be written in the form of a theme statement.

Reflection Paragraph: Choose one of the following objectives and explain in a paragraph how you and your group met the objective.

Students will understand that the quality of group discussions is proportional to the individual preparation as well as the collaborative efforts of each participant.

Students will assume responsibilities for effective dialogues by posing and responding to questions that probe reasoning and evidence; listening to a full range of positions on a topic or issue; clarifying, verifying, or challenging ideas and conclusions; and promoting divergent and creative viewpoints.

You will increase enjoyment and understanding of a novel by discussion questions, passages, characters, vocabulary, artistic interpretations, and areas of synthesis.

Walk-IN: Pick up a copy of Frankenstein and open up to your notes on Frankenstein.

Learning Objective: Students will identify, analyze, and

synthesize information from a variety of texts.

Agenda: Frankenstein Ch 11 by Mary Shelley Frankenstein The Movie

Due Today:

Homework:Read and Prepare for

Book Club # 4

Human Pg # ______ Pg # ______

Fear and Human Pg # ______ Pg # ______

Reality and Human Pg # ______ Pg # ______

Areas of Synthesis Pg # ______ Pg # ______

Level 2, and Level 3 Questions

_______________________________________________________________________________________________________________________________________________________________________________________________________________

Annotation Topics Summary of passage and

explanation

Purpose for Viewing: You will identify, analyze, and synthesize information from a variety of texts. We will be having our second real Socratic Seminar discussion focusing

on the novel Frankenstein as well as the movie adaptation. You will not know the actual question until the day of, but know that

it will have something to do with Human. Take notes on anything that relates to the human experience, how our

perception of reality affects our human experience as well as how our fears affect our human experience:

Paraphrase key scenes Make connections stories we have read and any movies or movie clips Ask questions (all 3 levels). You will use this to set up your discussion preparation that you must

have to participate in the Socratic Seminar.

Walk-IN: Sit with your book club group and take out your book, book club jobs, and a new sheet of paper.

Learning Objective: Students will understand that the quality of group

discussions is proportional to the individual preparation as well as the collaborative efforts of each participant.

Students will assume responsibilities for effective dialogues by posing and responding to questions that probe reasoning and evidence; listening to a full range of positions on a topic or issue; clarifying, verifying, or challenging ideas and conclusions; and promoting divergent and creative viewpoints.

You will increase enjoyment and understanding of a novel by discussion questions, passages, characters, vocabulary, artistic interpretations, and areas of synthesis.

Agenda: Book Club # 4

Due Today:Book Club #4 Jobs

Homework:Read and prepare for

Book Club # 5

Set up header:Book Club #4 Name:Novel: Date:Jobs:Pages Read:

Summary Paragraph Write a summary paragraph about what happened in your

book so far. Include information about the setting, characters, conflict, and any other important ideas or events.

When finished, discuss your summaries with your group.

Question Job ProceduresLead the group in a discussion about each question. Allow everyone in your group to participate before you say anything. Take notes on who said what during the discussion of each question. Once everyone has contributed, share your own ideas about the answer to the question. Repeat with each question

Passage Job ProceduresDirect your group to that passage in the book, and have them read along with you as you read the passage out loud. Allow everyone in your group to comment on your passage before you say anything about it, and take notes on who said what during discussion. After everyone has participated, share your written explanation with the group.

Character Job ProceduresShare your Introduction/Update about each character with your group. After sharing about all characters, lead your group in a discussion about relationships, conflicts, and predictions about each character. Allow all members of your group to participate before you offer your own ideas, and take notes on your chart about discussion.

Art Job ProceduresPresent artwork to the group. Allow all members to make observations and ask questions before you say anything about the image, and take notes who said what during discussion. Share your ideas about your image after everyone has participated.

Vocabulary Job ProceduresIdentify word/phrase/term and direct group to where it appears in the text. Read the sentence/paragraph in which the word appears out loud with the group. Ask the group to share ideas about the word’s meaning and/or significance to the story, and take notes on who said what. After everyone has participated, share your definitions, explanations with the group. Repeat process with each word.

Synthesis Job ProceduresOne example at a time, lead the group in a discussion of each example, how it relates to the question. Allow your group to suggest In-Class and Beyond-Class connections BEFORE you suggest any. Fill out your chart as you discuss with your group. For each question, discuss with your group what how all the examples work together to suggest a common answer to each question, the Emerging Message; this should be written in the form of a theme statement.

Reflection Paragraph: Choose one of the following objectives and explain in a paragraph how you and your group met the objective.

Students will understand that the quality of group discussions is proportional to the individual preparation as well as the collaborative efforts of each participant.

Students will assume responsibilities for effective dialogues by posing and responding to questions that probe reasoning and evidence; listening to a full range of positions on a topic or issue; clarifying, verifying, or challenging ideas and conclusions; and promoting divergent and creative viewpoints.

You will increase enjoyment and understanding of a novel by discussion questions, passages, characters, vocabulary, artistic interpretations, and areas of synthesis.

Walk-IN: Take out your Frankenstein movie viewing notes.

Learning Objective: Students will identify, analyze, and

synthesize information from a variety of texts.

Agenda: Frankenstein The Movie Frankenstein Chapter 17

Homework:Read and Prepare for Book Club #5

Due Today:

Purpose for Viewing: You will identify, analyze, and synthesize information from a variety of texts. We will be having our second real Socratic Seminar discussion focusing

on the novel Frankenstein as well as the movie adaptation. You will not know the actual question until the day of, but know that

it will have something to do with Human. Take notes on anything that relates to the human experience, how our

perception of reality affects our human experience as well as how our fears affect our human experience:

Paraphrase key scenes Make connections stories we have read and any movies or movie clips Ask questions (all 3 levels). You will use this to set up your discussion preparation that you must

have to participate in the Socratic Seminar.

Human Pg # ______ Pg # ______

Fear and Human Pg # ______ Pg # ______

Reality and Human Pg # ______ Pg # ______

Areas of Synthesis Pg # ______ Pg # ______

Level 2, and Level 3 Questions

_______________________________________________________________________________________________________________________________________________________________________________________________________________

Annotation Topics Summary of passage and

explanation