Writing 1 and Writing 2—January 8, 2016 Journal #4: Write about the perfect romantic date (not calendar date). Write 6-8 sentences. Use a topic sentence. Use correct grammar, spelling, and punctuation.

Socratic Seminar Goals To engage in dialogue, not debate, about abstract concepts To be able to disagree politely with one another To reason collectively and build on each other's ideas To refine your abstract thinking and logical reasoning To analyze a group discussion

Wait until others have spoken before you speak again. Use “I” messages. Examples: I disagree because...I believe that...What I’ve heard so far is... Wait until others have spoken before you speak again. Speak to each other, not the facilitator who is busy taking notes. Invite others to speak. Examples: Susana, what do you think? Damon, I saw you nod your head. Do you agree? Ask each other questions and follow up questions. Examples: Could you explain....? What do you think...? I didn’t hear all that. Could you repeat it? Build on each other's ideas. Use the text to prove your point. Make connections with other material or with your own life.

Socratic Seminar Rubric Participation is Outstanding  Participant offers enough solid analysis, without prompting, to move the conversation forward Participant, through his/her comments, demonstrates a deep knowledge of the text and the question Participant has come to the seminar prepared, with notes and a marked/annotated text Participant, through his/her comments, shows that he/she is actively listening to other participants She/he offers clarification and/or follow-up that extends the conversation Participant's remarks often refer to specific parts of the text   Participation is very good  Participant offers solid analysis without prompting Through his/her comments, participant demonstrates a good knowledge of the text and the question Participant has come to the seminar prepared with notes and/or a marked/annotated text Participant shows that he/she is actively listening to others. She/he offers clarification and/or follow-up  Participation is satisfactory  Participant offers some analysis, but needs prompting from the seminar leader and/or others Through his/her comments, participant demonstrates a general knowledge of the text and the question Participant is less prepared, with few notes and no marked/annotated text Participant is actively listening to others, but does not offer clarification and/or follow-up to others' comments Participant relies more upon his/her opinion, and less on the text to drive his/her comments Participation is not satisfactory  Participant offers little commentary Participant comes to the seminar ill-prepared with little understanding of the text and question Participant does not listen to others, offers no commentary to further the discussion 

Socratic Seminar Questions 1. How has the creature changed during the excerpt? What has contributed to these changes? Use evidence from the text to support your response. 2. Is the creature ultimately responsible for how he has changed or should the cottagers assume some of the blame? Why or why not? Use evidence from the text to support your response. 3. Based on the excerpt, does Victor Frankenstein hold any responsibility for the creature’s current situation and state of mind? Why or why not? Use evidence from the text to support your response. 4. What qualities or characteristics would you now use to define a “monster”? At this point in the novel, would characterize the creature as a monster or not? Use evidence from the text to support your response.

Summative Assessment: Extended Response Writing Prompts 1a. After examining this text excerpt, how does the fact that these sections are told from the creature’s point of view impact how you “see” him and relate to him as a character? 1b. How does Mary Shelley’s original depiction of the creature compare and contrast to some movie interpretations of him? 1c. In your opinion which version, Shelley’s novel (in the excerpt we studied) or the movie interpretations (pick one or two selected clips to examine) best depicts him as a “monster”? Make sure to define your characteristics for what makes a monster and then utilize text evidence from the text excerpt and movie clip(s) to support your response.

Rubric for Extended Response Expectations 4 3 2 1 Introduces topic Paragraph includes an opening section that includes a topic sentence that introduces the topic and a sentence(s) that “hooks” the reader.  Paragraph includes a topic sentence that clearly introduces the topic. Paragraph includes an opening section but does not adequately introduce the topic. Paragraph does not include a topic sentence or introduce the topic. Provides support using details from text excerpt and video clips Paragraph includes ample support for the topic using details from the text and video clips. Paragraph includes adequate support for the topic using details from the text and video clips. Paragraph includes little support for the topic using few details from the text and video clips.  Paragraph does not include appropriate support for the topic. Provides conclusion Paragraph includes a concluding sentence/section that restates the topic in some way but also includes an appropriate “gift” that makes the reader think.  Paragraph includes a concluding sentence/section that restates or connects to the topic. Paragraph has a final sentence or concluding section but it does not support the topic enough. Paragraph does not include a concluding section. Use of transitions Paragraph includes not only appropriate transitions that make the paragraph flow, but the transitions used are advanced, higher-level transition words and phrases. Paragraph includes appropriate transitions that make ideas and points flow smoothly throughout the paragraph. Paragraph includes few transitions to connect ideas and points together. Paragraph includes no transitions to connect ideas and points together. Uses grade-appropriate spelling, punctuation and grammar Paragraph is written with no errors in grade-appropriate spelling, punctuation and grammar. Paragraph is written with minor errors in grade-appropriate spelling, punctuation and grammar. Paragraph is written with several errors in grade-appropriate spelling, punctuation and grammar. Paragraph has many errors impeding the ability to understand the written work.