week+of+oct+27+and+29+(for+lit+class)

October 27 Fostering Student Discussion / Drama Techniques

Returning Literary Analysis Study Guides and a couple of points about them

Presenting a couple more tableauxs from A Raisin in the Sun
 * What is happening here?
 * What has this group highlighted?
 * Who might this character be?
 * What might this character be feeling?

Jigsaw / Lit. Circle on TLA Chapter 4, Chapter 5 and Strategic Reading Chapter 5: Question Hierarchy in small groups on the three chapters Level One: Basic Stated Information (the purpose of this level of question is to determine if a reader can comprehend literal and repeated information)

Level Two: Key Details (the purpose of this level of question is to determine if a reader comprehends a detail that is stated only once but must be noticed and brought forward throughout the reading).

Level Three: Stated Relationships (the purpose of this level of question is to see if the reader has located the relationship said to exist between two pieces of information)

Level Four: Simple Implied Relationships (the purpose of this level of question is to see if a reader has recognized a relationship that is NOT directly stated in the text)

Level Five: Complex Implied Relationships (the purpose of this level of question is to see if a reader can infer an answer from a large number of details)

Level Six: Author's Generalizations (the purpose of this level of question is to see what a reader believes the piece of writing implies about the world or human beings)

Previewing //Chew on This//

For next time: Bring in a question hierarchy for //Chew on This// (probably going to be easiest if you focus on ONE chapter, but you can do more if you'd like). If you can, relate the questions to your theme / overarching question. Question hierarchy explained more in Strategic Reading, p. 129-130.

October 29

Two discussions today.

One, discussion on the three chapters from Tuesday. The connection between drama, discussion, and students engaging with texts in meaningful ways.

Two, discussion on Chew on This, using the question hierarchies we developed for at least one of the chapters. Small group discussions.