1. You create the meaning! Questions

2.  “…reading a book should be: a conversation between you and the author.” Mortimer Adler

3. First job…  The reader’s first job is to “respect the author and her text, and after comprehending it, to grant it seriousness of reflection and evaluation so we make what we learn from that conversation our own.” Source unknown

4. Literary Analysis Breaking down into parts to see how things work together to create the whole

5. Literary Analysis (basic): My thoughts  Identify basic parts: literary elements, rhetorical devices, …(what reoccurs)  Ask “teacher-like” questions about their meanings –“What is the significance of character in Julius Caesar?” “What does the scarlet letter signify?”  (Advanced: think about the lens/Literary Theory)

6. Questions

7. Why?! Look at unit goals  Develop strong research and research writing skills.  Break down and analyze specific passages, going beyond the words on the page.  Ask questions and find connections in what we read

8. Your turn  Questions for history texts

9. Your turn  Questions for math texts

10. Your turn  Questions about literature.

11. Two questioning Frameworks  Jim Burke’s Thick (deep) or thin (surface)  QAR (question answer relationship)

12. Thick and thin or (deep and surface) questions  Thick –Address large concepts –Don't have just one answer –Can begin with Why, How come, and I wonder –Require evidence to support the answer completely Thin Questions: Thin Questions: –Have one correct answer –Can be answered with yes/no –Clarify confusion –Locate specific content

13. Some thick examples  discussion of a work's characters: are they realistic, symbolic, historically-based?  A comparison/contrast of the choices different authors or characters make in a work  A reading of a work based on an outside philosophical perspective (Ex. how would a Freudian read Hamlet?)  A study of the sources or historical events that occasioned a particular work (Ex. comparing G.B. Shaw's Pygmalion with the original Greek myth of Pygmalion)

14. More examples  An analysis of a specific image occurring in several works (Ex. the use of moon imagery in certain plays, poems, novels)  A "deconstruction" of a particular work (Ex. unfolding an underlying racist worldview in Joseph Conrad's Heart of Darkness)  A reading from a political perspective (Ex. how would a Marxist read William Blake's "London"?)  A study of the social, political, or economic context in which a work was written — how does the context influence the work?

15. Thick questions often come from the “Big idea”  What does it mean to be civilized?  Should all people strive to be civilized?  What are the benefits? The drawbacks?  In the books we are reading, what is the tension surrounding civilized societies?

16. My phrase: “Ask teacher-like questions.”

17. QAR: Question Answer Relationship  Right there  Think and Search  Author and You  On My Own

18.  “Reading…is the evolution of understanding through the co-construction of meaning that occurs in the ‘unique interaction between author and reader, the play of two consciousnesses.”  Bakhtin/Medvedev, 1985, p. 128, cited in Nystrand, 1997

19. Classwork  Today, you are going to help create meaning by analyzing chapters 1-3 of Things Fall Apart.  Write ____ questions.  Ask questions of classmate which will lead to discussions.  Turn them in for a classwork grade.