Maggie Socratic Seminar Unit

Honors English III

Maggie Close Reading Strategies

Get a packet of post-it Notes.

What is close reading?:“Close reading” is a method of literary analysis involving reading and writing. When one “close reads” a text, one analyzes it based on individual words, or groups of words, rather than by long quotes. Despite its name, close reading has a lot more to do with writing than reading!

Why is it important?:“Close reading” is an essential college skill, regardless of a writer’s discipline. It is often a more effective way of explaining a text than by using long quotes, as you have been taught to do throughout high school.

instead of using long quotes in your paragraphs of response, you should use the most essential word or words from the text as part of your answer. Unlike traditional quoting, where you provide a sentence of introduction before a quote and a sentence of explanation after, when you “close read” a text, you actually use the language of the text as your own to explain your answer, setting up the example/quote to be discussed and expressing your main idea at the same time.

As you read: use post-it notes to write:

  • your first impressions of the story. Include your like and dislikes, any questions that arise, points that you find difficult to understand and the reasons why, as well as any revelations or reflections.
  • Look for patterns or repetitions (motifs), or an recurring elements of the text including images, phrases, or situations. Why might the author have included these. Do they affect you as the reader? Do they help you understand any deeper meaning of the text.
  • Identify passages that strike you as significant and explain why. How does the passage contribute to the overall meaning of the literature or the development of a character or concept?
  • Consider the literary era the text was written in and the social and political atmosphere of the time. Does the author reveal a particular view or position?
  • PLACE POST-ITS ON PAGES THAT YOU ARE ANNOTATING NEXT TO THE SECTION YOU ARE COMMENTING UPON.

After you read the novella,answer the following literature questions –use your annotation notes to help develop your written answer. Use complete sentences and close-read quotes to support your answer. See the example below for using annotation notes and close-read quotes in written answers.

Example:

Traditional Quote with Discussion: In Vonnegut's personal opening chapter, during a conversation he had with the movie producer, Harrison Starr, Star says, “’Is it an anti-war book?’”, to which Vonnegut responds, “’Yes, I guess,’”(4). Later in the conversation, Starr suggests, “’Why don’t you write an anti-glacier book instead?’” (4). In this conversation, Vonnegut is unsure about the purpose of his book, and Starr clearly believes that wars, like glaciers are inevitable and part of life on the planet.

Close-read Quote with Discussion: In Vonnegut's personal opening chapter, he remarks upon a conversation he had with the movie producer, Harrison Starr. When asked if his book was an “anti-war” book, he says “Yes…I guess” (4). Starr jokes with him and says he should write an “anti-glacier” book instead (4). Vonnegut understands this to mean “that there will always be wars, that they were as easy to stop as glaciers”(4).

Overarching Question: Is this book Realism or Naturalism?

Discussion Questions:

  1. How does Crane use imagery to set the tone for the novel?
  2. What kinds of color symbolism are apparent in Maggie?
  3. What role does religion play in this novella? How do the various characters use religious language and approach religious themes?
  4. What part do social forces affect the outcome of the characters’ lives?
  5. Focus mainly on how Crane expects his readers to respond to the characters and their lives. For example, did Maggie have real choices or was she forced into prostitution? Did any of the characters have choices?
  6. Choose a specific scene, event, social issue (alcoholism, gender inequality, housing, low wages), or setting (saloon, amusement hall, tenement) that moved or intrigued you and explain why you responded strongly. Focus on the descriptive language Crane uses in order to discover what words provoked your reaction. Those who choose an event describe it from different characters’ viewpoints, emphasizing the distinction between facts and perspectives.
  7. Complete one of the following with your own ideas:
  • Do you agree that the big ideas seem to be…
  • What does it mean when the author says…
  • Do you think…
  • What puzzles me is…
  • Don’t you think this is similar to…

Maggie Socratic Seminar

All participants must have read the entire the text in advance AND have the written questions completed in advance in order to be allowed to participate in the Socratic seminar.

During Seminar:

Materials:

  • Novel
  • Post-Its
  • Answers to literature questions
  • Evaluation Guide

Seminar Norms and Rules:

  • Don’t raise hands
  • Listen carefully
  • Address one another respectfully
  • Base any opinions on the text
  • Additional norms might include
  • Address comments to the group (no side conversations)
  • Use sensitivity to take turns and not interrupt others
  • Monitor ‘air time’
  • Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your mind in the face of new and compelling evidence

Process:

  • The classroom desks will be arranged in a square with students looking into the middle.
  • Students will number off 1-2, 1-2. Students who are 1s will begin the first part of the seminar discussion.Each student will get three chips to start with. Each time you wish to speak/respond, pass one of your chips to the teacher. Once you have used up your chips, you must wait and let others contribute to the conversation. Everyone must speak during the seminar.
  • Once everyone has used his/her chips, they conversation will turn over to the students who are 2s. Student 2s will follow the same process. The two groups will flip back and forth until time is called.
  • While the Student 1s are discussing the novel, Student 2s will be assessing their assigned partner using the Evaluation Guide. While the Student 2s are discussing the novel, Student 1s will assess their assigned partner using the Evaluation Guide. Students may also take notes on the conversation of the other group if they have a point they wish to express.

NAME______Date______Period______

Student Handout Socratic SeminarDiscussion Partner Evaluation

Name of person you are observing ______

Your name ______

Seminar Topic ______Date______

1) Record a check for each time your partner contributed in a meaningful way: ______

2) On a scale of 1-5, with 5 being the highest, how well did your partner do at the following?

_____ Analysis and Reasoning

Did your partner….

Cite reasons and evidence for his/her statements with support from the text?
Demonstrate that they had given thoughtful consideration to the topic?
Provide relevant and insightful comments?
Demonstrate organized thinking?
Move the discussion to a deeper level?
Notes/Comments:

_____ Discussion Skills

Did your partner…

Speak loudly and clearly?
Stay on topic?
Talk directly to other students rather than the teacher?
Stay focused on the discussion?
Invite other people into the discussion?
Share air time equally with others (didn’t talk more than was fair to others)?
Notes/Comments:

_____ Civility

Did your partner…

Listen to others respectfully?
Enter the discussion in a polite manner?
Avoid inappropriate language (slang, swearing)?
Avoid hostile exchanges?
Question others in a civil manner?
Notes/Comments: