Course: English/Language Arts Teacher: Matt Lakis Day: #9

Rationale Reading is an active exchange between the text and the reader The premise of this lesson is to review Chapters 6-10 by using the 3 basic types of Socratic questioning. Writing questions relating to a specific chapter will help students think more critically and allow me to informally assess their understanding/interaction with Chapters 6-10. State Standards IA.1. Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. Students will summarize at least one chapter of Chapters 6-10 Students will develop 3 types of questions (close-ended, open-ended, world connections) based on a designated chapter Students will lead a class discussion on their designated chapter using their developed questions Each student will be responsible for answering at least one question about Chapters 6-10 Materials The Kite Runner Questioning Handouts Elmo Model Socratic Questioning (5 min): Pose Question: Should the drinking age be lowered from 21? Follow up questions: Why should it/not be lowered? Why do you feel that way? What informs your opinion? How would things change? Why do you think that would happen? etc. When we ask lots of questions about a particular topic it allows us to better understand the topic. Similarly, the types of questions we ask directly effect how we think about a topic. Some questions are easier because they have close-ended answers; others are more open to interpretation. Today we are going to develop 3 different types of questions for Chapters 6-10 to help lead our class discussion. Direct Instruction (I do) Pass-out Questioning worksheet Before we create questions I need to ensure that I understand the content. (Summarize Chapter 4) Model question making: Now we can develop questions from specific places in the chapter that are significant to the summary Close-ended: How did Ali become apart of Babas family? Answer: Pg. 24-25 my grandfather adopted him into his own household Open-ended: Why does Amir taunt Hassan about his illiteracy and ignorance? Answer: Asserts his power over someone, anyone? Ensure Hassan understands that they are not equals? (Pg. 28) In groups, students summarize and develop 3 types of questions for their assigned chapters (15 min). I walk around and help ensure their summaries are accurate and their questions are significant. Each student writes down all 3 questions from their group Share out questions/answers in group discussion, chapter by chapter (each student answers at least one question in discussion) Class discussion HW: Students will continue reading. Chapter 14 due Monday

Learning Objectives

Hook/ Anticipatory Set

Guided Practice (We do)

Closure

Independent Practice (You do)

Socratic Seminar Discussion Questions: 1. Closed ended question:

Write a question about the text that requires remember something about the events or characters in the book. This question has a specific answer that must be found somewhere in the novel. For example, What is unusual about Hassans face?

2. Open ended question:

Write an insightful question about the text that will require proof and groups discussion to discover/explore the answer to the question. This is a question that has no right or wrong answer, but instead asks for an interpretation of a significant situation. This question usually begins will why. For example, Why does Amir not say anything about Hassans rape?

3. Universal them question:

Write a question dealing with a theme of the text that will encourage group discussion about how that theme can be found outside the text. This is a question that would produce some deeper and more philosophical thinking about the topic you are focusing on. Like the open-ended question, there is usually no right or wrong answer, but evidence is needed to justify a response. For example, What happens if our guilt pasts are left unresolved?