1. The Game of School Mr. Josefino Rivera, Jr. AOSR: English 10 September 20-21, 2010 Mr. Josefino Rivera, Jr. AOSR: English 10 September 20-21, 2010

2. C Block: English 10 Front of Room CaeraHelena Benny Lorenzo Ryan Alice MelissaLuigi Bianca Lucas Giorgio Ginevra Giorgia Raffi Prateek Star Emily Danny Philip My Jin-hie

3. F Block: English 10 Front of Room Marco Federica Mina Joe DomatillaAndrea Faisal Amalia Neha Julian Vicky Carolina Jacopo Harris Silvia Chiara Luca

4. Homework / Read “The Game of School: Elementary School” (pages 23-25) / Be prepared for card quiz on Wednesday. / Complete Reading Log for Elementary School.

5. Today’s Objectives / To showcase summer reading projects / To examine preconceived notions of scholars / To understand and analyze Costa’s questioning; to create questions / To unpack the complex and latent process of reading

6. Summer Reading Projects / Pair share and card call best piece / Paper clip all three assignments together and turn in / Pair share and card call best piece / Paper clip all three assignments together and turn in

7. Querencia Mural Presentations (F Block only)

8. Daily Journal / Date: 20/21.9.2010 / Title: What does a scholar look like? / Draw the outline of a body and add clothes, tools, surroundings to make a scholar. / Write a paragraph explaining what you drew.

9. Gallery Walk / Visit other students’ drawings of scholars and examine patterns. / Be prepared to share with the class a pattern you noticed: / E.g. “80% of the scholars had glasses.” / Visit other students’ drawings of scholars and examine patterns. / Be prepared to share with the class a pattern you noticed: / E.g. “80% of the scholars had glasses.”

10. Essential Question / What is a scholar?

11. The Pay Off for Critical Questions / Asking critical questions leads to critical thinking which leads to critical reading, writing, listening, and speaking. / Benefits include: better all-around academic performance, more interesting dates (trust me on this!), increased competitive job interview performance, higher SAT scores, power to speak intelligently about just about anything… / Asking critical questions leads to critical thinking which leads to critical reading, writing, listening, and speaking. / Benefits include: better all-around academic performance, more interesting dates (trust me on this!), increased competitive job interview performance, higher SAT scores, power to speak intelligently about just about anything…

12. Costa’s Levels of Questions / Level 1Input / Level 2Process / Level 3Output Remember the chocolate chip cookie analogy! These levels apply to levels of thinking, reading, writing, listening, and speaking. / Level 1Input / Level 2Process / Level 3Output Remember the chocolate chip cookie analogy! These levels apply to levels of thinking, reading, writing, listening, and speaking.

13. Level 1 Input Questions / Define / What is a scholar? / Describe / What qualities do scholars have? / Identify / Where is the heart located in a frog? / List / What are the elements needed in photosynthesis? / Define / What is a scholar? / Describe / What qualities do scholars have? / Identify / Where is the heart located in a frog? / List / What are the elements needed in photosynthesis?

14. Level 1 Input Questions Continued / Name / Name all the flats in Gb Major. / Observe / What happens when you add miracle grow to a plant? / Recite / Recite Hamlet’s soliloquy, “To be or not to be.” / Scan / Input all the sales data from the day into a database. / Name / Name all the flats in Gb Major. / Observe / What happens when you add miracle grow to a plant? / Recite / Recite Hamlet’s soliloquy, “To be or not to be.” / Scan / Input all the sales data from the day into a database.

15. Level 1 Input Practice On a sheet of binder paper, create a chart that looks like this: Return to your questions about the essential question and classify all the input questions under the “Input” heading. On a sheet of binder paper, create a chart that looks like this: Return to your questions about the essential question and classify all the input questions under the “Input” heading. InputProcessOutput

16. Level 2 Process Questions / Analyze / Analyze the speech’s rhetorical strategies. / Compare and Contrast / Compare and contrast a scholar and a leader. / Group / Group these questions into Costa’s three levels. / Analyze / Analyze the speech’s rhetorical strategies. / Compare and Contrast / Compare and contrast a scholar and a leader. / Group / Group these questions into Costa’s three levels.

17. Level 2 Process Questions Cont’d / Infer / What can we infer about the American public given our obsession with celebrity news? / Sequence / Write a recipe detailing the steps in baking a German chocolate. / Synthesize / Given your knowledge of light, color, and depth of field, create a photo that symbolizes freedom. / Infer / What can we infer about the American public given our obsession with celebrity news? / Sequence / Write a recipe detailing the steps in baking a German chocolate. / Synthesize / Given your knowledge of light, color, and depth of field, create a photo that symbolizes freedom.

18. Level 2 Process Practice Return to your chart. Classify all the process questions under the “Process” heading. Return to your chart. Classify all the process questions under the “Process” heading. InputProcessOutput

19. Level 3 Output Questions / Apply / Applying the principles of martial arts, how you can resolve miscommunication issues? / Evaluate / Evaluate your partner’s use of evidence in her essay. / Hypothesize / What would happen to the taste of watermelon if you added salt instead of sugar? / Imagine / Imagine there’s no heaven/it’s easy if you try… / Apply / Applying the principles of martial arts, how you can resolve miscommunication issues? / Evaluate / Evaluate your partner’s use of evidence in her essay. / Hypothesize / What would happen to the taste of watermelon if you added salt instead of sugar? / Imagine / Imagine there’s no heaven/it’s easy if you try…

20. Level 3 Output Questions Cont’d / Judge / Who ran a more effective political campaign? McCain or Obama? Why? / Predict / Will President Obama have a second term? Explain why. / Speculate / If you lived in Firenze instead of Roma, would you be any different? / Judge / Who ran a more effective political campaign? McCain or Obama? Why? / Predict / Will President Obama have a second term? Explain why. / Speculate / If you lived in Firenze instead of Roma, would you be any different?

21. Level 3 Output Practice Return to your chart. Classify all the output questions under the “ Output ” heading. InputProcessOutput

22. Now Classify! Discuss the following questions with your partner. Classify them as Costa’s Level 1 Input, Level 2 Process, or Level 3 Output, and prepare to explain your rationale for which level you chose. 1) Solve for x: X² + 6x – 27=0 2) What makes a joke funny? 3) What are the characteristics of a strong expository essay? 4) How is American culture different from Brazilian culture? 5) How can an a cappella singing group keep from going flat? 6) What does the AOSR varsity girls volleyball team need to do in order to win this year? 7) Based on the evidence, what conclusions can you make? 8) Is Michelle Obama the next Jackie Kennedy when it comes to fashion? Discuss the following questions with your partner. Classify them as Costa’s Level 1 Input, Level 2 Process, or Level 3 Output, and prepare to explain your rationale for which level you chose. 1) Solve for x: X² + 6x – 27=0 2) What makes a joke funny? 3) What are the characteristics of a strong expository essay? 4) How is American culture different from Brazilian culture? 5) How can an a cappella singing group keep from going flat? 6) What does the AOSR varsity girls volleyball team need to do in order to win this year? 7) Based on the evidence, what conclusions can you make? 8) Is Michelle Obama the next Jackie Kennedy when it comes to fashion?

23. Why is this important again? / The more conscious you are of the different levels of questions and thinking, the better you will be able to read, write, and engage in interesting conversation such as Socratic seminars. / You will become a more interesting, engaging, and intellectual person by mastering Costa’s levels of questions/thinking. / The more conscious you are of the different levels of questions and thinking, the better you will be able to read, write, and engage in interesting conversation such as Socratic seminars. / You will become a more interesting, engaging, and intellectual person by mastering Costa’s levels of questions/thinking.

24. Reading Strategies / Pre-Reading / Surveying the text / Asking questions / Pre-Reading / Surveying the text / Asking questions / While-Reading / Annotating / Making connections

25. Reading Log

26. Exit Card 3 types of questions 2 reading strategies 1 concern, compliment, or question you have about this class so far 3 types of questions 2 reading strategies 1 concern, compliment, or question you have about this class so far