1. 3/9/2015

2. Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner! Discusser/Observer Mario – Tayybe, Daniella Dom –Jarrod Rob – Jillian Sonia - Alana Mike M. - Dave Rucha – Aash Ava – Yogesh Mike R. - Jessica Danny – Vin Please have your SS document on your desk!

3. Discusser/Observer Corey – Alejandro Vin O. – Chris Willy – Mark Tim – Dan C. Vinny I. – Dan H. Isabella – Jocelyn Amanda - Andrew Natalie - Dave Alex - Joanne Raven – Eunice Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner! Please have your SS document on your desk!

4. Discusser/Observer Victoria – Greg Eric - William Mike - Alex Scott - Dom Julianna - Gabby Juliane - Meg Kenny - Brina Chris – Christian Frankie – Jake Marissa – Ms. Lemire Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner! Please have your SS document on your desk!

5. Discusser/Observer Hanna – Joe, Ange Rachel – Michelle, Alexa P. Tarrin - Sameer Alexa C. - Shyla Kristy - Tom Lauren – Sean Seamus - Jimmy Lance - Vin Anthony – Nicole Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner! Please have your SS document on your desk!

6. Agenda and Objective Agenda Directions and Expectations Starter Question Seminar Reflection Objective Students will respond thoughtfully to diverse perspectives, summarize key points, justify their own views and understanding and pose questions that relate to broader themes in order to participate effectively in a Socratic Seminar discussion.

7. DIRECTIONS AND EXPECTATIONS

8. Directions Socratic seminars are about participation – all people need to actively listen in order to respond to what your fellow classmates are saying. Make sure you support your answers with textual evidence where appropriate. We will have 25 minutes for the discussion. 14 minutes for the reflection ANY SIDE CONVERSATIONS WILL NOT BE TOLERATED and will result in a loss of 5 points off the total grade for any time I have to speak to you.

9. Expectations Discussion Participants You must speak at least 5 times. Use the discussion starters paper that is taped to the desk. Do not jump over one another to speak – wait until the other person has finished. Do not raise your hands to speak. Do not look at the teacher! Observers CHECK on the worksheet any time your discussion partner does something on the sheet. However, do not check that they spoke if they only say, “Yeah,” or give a one word answer. Make sure you are engaged as an observer – pay attention to what is being said! Do NOT converse with your friends.

10. Starter Question Oscar Wilde once said, “All of us are in the gutter, but some of us are looking at the stars.” What does this mean? How does this connect to what we’ve been reading? Group 1 – Focus will be on Question 2

11. Reflection Discussion Participants Please fill out the reflection on the back of your packet. This counts for 10 points (not 15, as stated on the document) Observers Please fill out the observation checklist, answering the questions on the bottom as well. Make sure your name AND your partner’s name are on it.

12. 3/10/2015

13. Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner! Discusser/Observer Daniella – Mario Tayybe – Jay Jay Danny– Dom Jillian – Rob Alana – Sonia Dave – Mike M. Aash – Rucha Yogesh – Ava Jess – Mike R. Vin – Ms. Lemire Discussion Participants: Please have your SS document on your desk!

14. Discusser/Observer Alejandro - Corey Chris – Vin O. Mark – Willy Dan C. – Tim Dan H. – Vinny Jocelyn – Isabella Andrew – Amanda Dave – Natalie Joanne – Alex Eunice – Raven Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner! Please have your SS document on your desk!

15. Discusser/Observer Greg – Victoria, William – Eric Alex – Marissa Dom – Scott Gabby – Julianna Meg – Juliane Brina – Kenny Christian – Chris Jake – Frankie Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner! Please have your SS document on your desk!

16. Discusser/Observer Hanna – Joe, Ange Rachel – Michelle, Alexa P. Tarrin - Sameer Alexa C. - Shyla Kristy - Tom Lauren – Sean Seamus - Jimmy Lance - Vin Anthony – Nicole Please sit in your appropriate circle. Make sure if you are observing you can SEE your partner! Please have your SS document on your desk!

17. Agenda and Objective Agenda Directions and Expectations Starter Question Seminar Reflection Objective Students will respond thoughtfully to diverse perspectives, summarize key points, justify their own views and understanding and pose questions that relate to broader themes in order to participate effectively in a Socratic Seminar discussion.

18. DIRECTIONS AND EXPECTATIONS

19. Expectations Discussion Participants You must speak at least 5 times. You must refer back to the texts as much as possible! Use the discussion starters paper that is taped to the desk. Do not jump over one another to speak – wait until the other person has finished. Do not raise your hands to speak. Do not look at the teacher! Observers CHECK on the worksheet any time your discussion partner does something on the sheet. However, do not check that they spoke if they only say, “Yeah,” or give a one word answer. Make sure you are engaged as an observer – pay attention to what is being said! Do NOT converse with your friends.

20. Starter Question George Eliot once said, “There is a great deal of unmapped country within us.” What does this mean? How does this connect to what we’ve been reading? Group 1 – Focus will be on Question 4 and then whatever’s left

21. Reflection Discussion Participants Please fill out the reflection on the back of your packet. This counts for 10 points (not 15, as stated on the document) Observers Please fill out the observation checklist, answering the questions on the bottom as well. Make sure your name AND your partner’s name are on it.

22. 3/11/2015

23. Do Now Why is it important for us to be able to identify and analyze themes that can be applied to multiple texts? Answer in your notebooks in 2-3 complete sentences.

24. Agenda and Objective Agenda Do Now/Share Out Analyzing themes across texts WHY do it? HOW do we do it? Victorian Genre Prompt Independent theme creation Exit ticket Objective Students will analyze their Victorian texts in order to develop multiple common themes that will be used in a literary analysis essay.

25. ANALYZING THEMES ACROSS TEXTS WHY do we do it?

26. Why is theme so important? When we read fiction, the author relays a message to the reader that makes an observation or commentary about people. Our job as readers is to find universal themes to apply to literature – observations that connect people through space and time. In doing this, we learn about why we are the way we are. Remember, fiction’s about what it means to be a HUMAN BEING.

27. ANALYZING THEMES ACROSS TEXTS HOW do we do it?

28. What do these two stories have in common? DivergentHunger Games

29. What do they have in common? – Write ONE on your worksheet Both stories have strong female characters who will sacrifice everything for the sake of loved ones. The Hunger Games – Katniss volunteers for Prim, teams up with Rue Divergent - Tris saves Four from Jeanine, saves Caleb from Erudite Fear motivates both the girls to do things they never thought were possible. The Hunger Games – Katniss wins the games Divergent – Tris joins Dauntless, helps defeat Jeanine and stop Erudite from destroying Abnegation Both girls work to restore order by fighting against the people in power who have abused that power. The Hunger Games – Katniss fights President Snow and the Capitol Divergent – Tris fights against Erudite’s desire to destroy the Divergents for being different

30. Universal themes across the texts… - Write all three! Although sometimes dangerous, it is worth it to sacrifice everything for the ones we love.. Fear can motivate people to do things they never thought were possible. People have the tendency to abuse power when they’re afraid of losing it.

31. What do these two stories have in common? To Kill a MockingbirdGreat Expectations

32. What do To Kill a Mockingbird and Great Expectations have in common? Perception changes as we grow up and mature. Although people at all ages question their place in the world, they eventually find their place and they learn from their mistakes. A person’s bloodline is enough to mirror their future. Giving up power in order to create equality may be difficult, but it in the end it’s worth it. People with power will do anything to ensure it’s not lost. Big changes in our lives may help us to better understand other people more clearly. Traumatic events may make you more empathetic to other people. Big changes may become a map to help you make up for the past.

33. Themes for Great Expectations Your status in life can positively or negatively affect yourself, depending on your perspective. People can seem different on the outside compared to who they are on the inside because they are easily influenced by society’s standards. Sometimes the things we see are not really what they are when you are distracted by something else. Not everything is as it seems While growing up, people tend to change and see the world differently. Children can be easily misled to believe that the world around them is the same everywhere else.

34. Universal Themes for TKAM and GE People are often labeled for where they live or who they live with rather than who they are. There is no significance to being accepted if you are an outsider to yourself. People tend to think of their past when they’re trying to figure out something in their present. Whether we want it to or not, money and social class impacts our perception of others. Society is prejudiced against people who are different. People who aren’t related to you might still have an impact on your life. People don’t always realize how much the people around them affect them. Events in our lives can drastically change who we are without us even realizing it.

35. As people judge others, it causes them to feel better about themselves. People act differently around others to avoid judgment. Your place in society affects how people think of you. Other people affect your personality, especially when you’re young. People take advantage of others to hide who they really are. People usually change as they get older. Things don’t tend to be as great as they have seemed to be. Helping others can help you later in life. People tend to be let down if their expectations aren’t met.

36. VICTORIAN GENRE WRITING ASSIGNMENT

37. Themes Across Victorian Texts – Writing Prompt You have done extensive work with Victorian texts over the last few months. This includes, but is not limited to, classwork, reading, homework, group work, jigsaws, and Socratic Seminars. Now, you are going to analyze these works one last time and write a literary analysis essay that establishes and analyzes a theme across three different texts of your choosing. Prompt: Write an essay in which you analyze how authors use literary elements to develop a common theme that applies both to the Victorian time period as well as society today.

38. For today… Pick THREE texts (one of them has to be Great Expectations) Start to brainstorm how the texts are similar (in context, character, setting, etc.) so that you can identify and analyze a universal theme that will be supported by all texts.

39. 3/12/2015

40. Do Now What are some ways we can examine similarities across texts? What should we look for? Answer in your notebooks in 2-3 complete sentences.

41. Agenda and Objective Agenda Do Now/Share Out Identifying similarities across texts Independent work Exit Objective Students will analyze their Victorian texts and identify similarities develop in order to develop multiple common themes.

42. FINDING SIMILARITIES ACROSS TEXTS

43. Finding Similarities… Use your lenses to help you find similarities across texts! Setting Character Conflict Figurative Language Structure/Style Word choice/mood

44. What do these three stories have in common? The Hunger GamesThe Fault in Our StarsTo Kill a Mockingbird Three no-nonsense female protagonists (Katniss, Hazel and Scout) (Character) Each protagonists deal with great trauma (the games, Gus’ death, being attacked by Bob) (Character and Conflict) Their normal “worlds” are turned upside down (Setting) All three characters are outsiders, in a way (Character) All stories have person vs. person, person vs. self, person vs. society conflicts (Conflict) All three authors use first person narration (Structure) Outside characters serve as a way for diverse points of view (other districts in Games, Gus in TFIOS and Miss Caroline in TKAM.) (Character) All three stories use simile and hyperbole to emphasize traumatic events (Figurative Language)

45. Similarities across Victorian Texts Now, you’re going to look through three Victorian texts to find similarities. If necessary, try a few different options to see which three will give you the most to write about. When done with that portion, come up with themes that will work across all three texts.

46. 3/13/2015

47. Do Now Take out your materials from yesterday and review… Now think: What were some difficulties you encountered yesterday while you were looking for similarities across the texts? We will share out in 30 seconds.

48. Agenda and Objective Agenda Do Now/Share Out Identifying similarities across texts (finishing independent work) Developing universal themes across the texts independent work Creating thesis statements Exit Objective Students will analyze their Victorian texts and identify similarities in order to develop common themes and thesis statements for their analysis essay.

49. REMINDERS FROM YESTERDAY…

50. Finding Similarities Across Texts… What Do We Look for? Use your LENSES to help you find similarities across texts! Setting Character Conflict Figurative Language Structure/Style Word choice/mood The evidence you find through these lenses will help you support the theme (the goal of the essay).

51. What do these three stories have in common? The Hunger GamesThe Fault in Our StarsTo Kill a Mockingbird Three no-nonsense female protagonists (Katniss, Hazel and Scout) (Character) Each protagonists deal with great trauma (the games, Gus’ death, being attacked by Bob) (Character and Conflict) Their normal “worlds” are turned upside down (Setting) All three characters are outsiders, in a way (Character) All stories have person vs. person, person vs. self, person vs. society conflicts (Conflict) All three authors use first person narration (Structure) Outside characters serve as a way for diverse points of view (other districts in Games, Gus in TFIOS and Miss Caroline in TKAM.) (Character) All three stories use simile and hyperbole to emphasize traumatic events (Figurative Language)

52. FINDING THEMES ACROSS TEXTS…

53. Using Similarities and Lenses to Create Theme: ( The Hunger Games, The Fault in Our Stars, and To Kill a Mockingbird ) Similarity: One event changes the protagonists’ perception of the world as they knew it. Theme: Sometimes, all it takes is one event in our lives to completely turn our world upside down and change our perception forever. Similarity: Each protagonist deals with great trauma. Theme: Fear can motivate people to do things they never thought were possible. Similarity: All three girls are outsiders. Theme: Society fears that which is different.

54. Now Ask Yourself: What lenses can be used to support this theme? Similarity: One event changes the protagonists’ perception of the world as they knew it. Theme: Sometimes, all it takes is one event in our lives to completely turn our world upside down and change our perception forever. (Character, Conflict, Structure) Similarity: Each protagonist deals with great trauma. Theme: Fear can motivate people to do things they never thought were possible. (Character, Conflict, Figurative Language) Similarity: All three girls are outsiders. Theme: Society fears that which is different. (Character, Conflict, Setting)

55. So… why theme again? BECAUSE… Getting at the theme of a literary text is the name of the game. When you look at the prompt, your focus should be this: What aspects of this text can be used to help support the theme? Character? Setting? Conflict? Structure/style? Figurative Language? Word choice/mood?

56. THESIS STATEMENTS/CLAIMS

57. Now that I have my theme, I need to make a thesis statement/claim Prompt: Write an essay in which you analyze how authors use literary elements to develop a common theme that applies both to the Victorian time period as well as society today. Possible sentence frame for your claim. You should use this frame if you don’t know where to begin. REMEMBER, you can get creative with this: In Great Expectations, “Short Story Title,” and “Poem Title,” the authors convey (reveal, communicate, display, etc.) THEME through [literary elements of your choosing].

58. Independent Work For the rest of class, follow the steps: 1. Find your similarities across the three texts 1. Done? Call me over so I can check your work! 2. Create three universal themes that will apply to all three texts 1. Done? Call me over so I can check your work! 3. Create a thesis statement. Done? See me so we can discuss your claim sentence!! Everything used for the writing process should stay in your writing folder!