1. “The Chrysanthemums”
By John Steinbeck

2. “The Chrysanthemums” by John Steinbeck
Directions:
Write your name and period on the front
Read the story
As you read, annotate (write in the margins) to help you understand the story
If you finish early, read your outside reading book!
Annotation Strategies:
Predict
Paraphrase
Vocabulary
Visualize
Connect (to self, to text, to the world)
Question
Evaluate

3. “The Chrysanthemums” by John Steinbeck
Prompt: What is a central theme of the short story “The Chrysanthemums”? Write a complete paragraph using evidence from the text.
Due: the end of the period
Tonight’s homework (ok to do in class, if you finish your paragraph early): On an index card write down the following:
Your name, period, and today’s date
Title of your first outside reading book
Number of pages you still have left to read of your book
Due date
Number of days until due date, including weekend days
Minimum number of pages you should be reading every day

4. “The Chrysanthemums” close re-reading

5. First Paragraph: Visualization
Picture the scene in your head as we re-read it
Then, have one person in your group sketch the scene, with help from tablemates
Share out

6. First Paragraph: Diction
Re-read the first paragraph again silently to yourself
Circle all the words that describe the scene
Share out: patterns; figurative language; connotations. What kind of a place is this?

7. Paragraphs 2-4: Visualization
As we re-read, picture in your head what this scene looks like. Where are the men? Where is Elisa? What is their relationship?
Discussion questions: Whose ranch is it exactly? Whose garden?

8. Paragraphs 5-6: Diction
As we re-read these paragraphs, circle the words that are used to describe Elisa – what she looks like, what she wears, what she does.
Share out: What do you notice about these words? What do they have in common?

9. Group work: pages 2-8 For your group’s assigned page:
Read the entire page out loud (rotate the reader):
Discuss, decide, and do the following:
UNDERLINE the most significant word, short phrase, or sentence that describes Elisa.
CIRCLE the most significant word, short phrase, or sentence that Elisa says.
Do a SQUIGGLY LINE under the most significant word, short phrase, or sentence that someone else says to Elisa.
For all three words/phrases/sentences, write in the margin and explain why they are significant. What important things do we learn about Elisa?

10. In your new group...
One person starts off a discussion about his/her page. The leader should:
Ask your tablemates to turn to your page
Read the three words/phrases/sentences that you highlighted and explain why you highlighted them. Why do you think they are significant? What do we learn about Elisa’s character?
Ask for questions/discuss.
Tablemates:
Highlight the passages your tablemates highlighted.
Take notes in the margins
Ask questions and contribute ideas
Then, switch leaders and repeat, repeat, repeat!

11. Fishbowl Socratic Seminar
One group = inner circle (IC), other = outer circle (OC)
OC students take notes on the IC using the chart
IC “Hot Seat”: OC students can come in and pose a question – they can’t stay to discuss the question, only ask it
Instructor reveals the essential question that will be addressed. Students should refer to the text and their pre- Seminar questions throughout the discussion
EVERYONE in the IC must speak in order for ANYONE to get participation points
After some time the inner and outer circles will switch; a new question is revealed, the new OC takes notes while the new IC discusses

12. Socratic Seminar Questions
What does Elisa want?
Why can’t she get it?
Ultimately, how brave and strong is Elisa?

13. Theme Statement Revision
Does it include both the author and the title?
Does it have both a topic and the author’s attitude about that topic?
Does it capture a central theme of the story?
Bonus: Does it reflect the complexities and nuances of the story?

14. “The Girl Who Goes Alone” by Elizabeth Austen
(Also saved to my computer)