The Strap ______(Break) with a Sudden, Single Tug

Module 1:

Quickwrite: Think about a time when you did something nice for someone. It could be anything small or big gesture. Why did you do it? How did it make you feel? Was the other person surprised that you did it? Do we (as members of society) have an obligation to spread kindness and do these nice gestures for others?

Instruction:

Make a list of all the vocabulary words the class did not know. Review the context clues-read the sentence before and the sentence after-make an educated prediction on what you think the word means. Review those words for the week. Give the class a quick 5-10 minute quiz on those words at the end of the week.

Possible words: Tug, permit, stoop, frail, rattled, gripped, willow-wild, mistrusted, latching, and barren.

Irregular verbs:

The strap ______(break) with a sudden, single tug.

The boy______(fall) on his back, and his legs ______(fly) up.

She ______(shake) him until his teeth rattled.

She still______(hold) him tightly.

Then she______(say), ‘Now ain’t you ashamed of yourself?”

He ______(Think) she could easily see him.

As they ______(eat), she told him about her job.

All kinds of women______(come) into the beauty shop.

She ______(cut) him half of her ten-cent cake.

When they finished eating, she ______(stand) up.

Discussion Questions:

Did Roger approach Mrs. Jones during the day or at night? Is that an important aspect of the story?
Does Mrs. Jones know Roger prior to their encounter?
Where does Mrs. Jones take Roger? Were you surprised by this? Explain.
What is the first thing Mrs. Jones has Roger do?
Mrs. Jones feed Roger and told him a lot about her life. Why is this important in the story? Why does it help that we know a little about Mrs. Jones?

Module 2:

Setting:______

(Character name)

Character 1:

Characteristic:

Evidence:

Module 3:

Socratic Seminar (From our AVID source)

The Elements of Socratic Seminars

A good seminar consists of four interdependent elements: (1) the text, (2) the question, (3) the seminar leader, and (4) the participants. A closer look at each of these elements helps explain the unique character of a Socratic Seminar.

The Text

Socratic Seminar texts are chosen for their richness in ideas, issues, and values, and their ability to stimulate extended, thoughtful dialogue. A seminar text can be drawn from readings in literature, history, science, math, health, or philosophy, or from works of art or music. A good text raises important questions in the participants’ minds, questions for which there are no right or wrong answers. At the end of a successful Socratic Seminar, participants often leave with more questions than they brought with them.

The Question

A Socratic Seminar opens with a question either posed by the leader or solicited from participants as they acquire more experience in seminars. An opening question has no right answer; instead, it reflects a genuine curiosity on the part of the questioner. A good opening question leads participants back to the text as they speculate, evaluate, define, and clarify the issues involved. Responses to the opening question generate new questions from the leader and participants, leading to new responses. In this way, the line of inquiry in a

Socratic Seminar evolves on the spot rather than being predetermined by the leader.

The Leader

In a Socratic Seminar, the leader plays a dual role as leader and participant. The seminar leader consciously demonstrates habits of mind that lead to a thoughtful exploration of the ideas in the text by keeping the discussion focused on the text, asking follow-up questions, helping participants clarify their positions when arguments become confused, and involving reluctant participants while restraining their more vocal peers.

As a seminar participant, the leader actively engages in the group’s exploration of the text. To do this effectively, the leader must know the text well enough to anticipate varied interpretations and recognize important possibilities in each. The leader must also be patient enough to allow participants’ understandings to evolve and be willing to help participants explore nontraditional insights and unexpected interpretations.

Assuming this dual role of leader and participant is easier if the opening question is one that truly interests the leader as well as the participants.

The Participants

In Socratic Seminar, participants share with the leader the responsibility for the quality of the seminar. Good seminars occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas.

Participants acquire good seminar behaviors through participating in seminars and reflecting on them afterward. After each seminar, the leader and participants discuss the experience and identify ways of improving the next seminar. Before each new seminar, the leader also offers coaching and practice in specific habits of mind that improve reading, thinking, and discussing. Eventually, when participants realize that the leader is not looking for the “right” answers but instead is encouraging them to think out loud and to openly exchange ideas, they discover the excitement of exploring important issues through shared inquiry. This excitement creates willing participants, eager to examine ideas in a rigorous, thoughtful manner.

The Role of the Leader

• Know the text well before you begin.

• Have a series of questions about the text ready to help define the discussion and give it direction. (See templates and guidelines for opening, core, and closing questions.)

• Have NO predetermined agenda to get the RIGHT answer; instead, think of the seminar as a joint search.

• Be an active listener.

• Have respect for each participant.

• Help participants work cooperatively, not competitively.

• Involve reluctant participants while restraining more vocal members.

• Facilitate discussion among participants rather than with you, the leader.

• Examine and query responses by participants, trying to draw out reasons and implications in their thinking.

• Help participants rephrase questions and answers for clarity, if necessary.

• Encourage participants to USE THE TEXT to support their responses.

• Be patient enough to allow each participant’s understandings to evolve.

204

Questions Planning Template

Opening Questions Core Questions Closing Questions

Critiquing or Debriefing the Seminar

Spending some time after the seminar to critique, debrief, and evaluate the process is critical. This reflection allows for the growth of the skills necessary to achieve quality seminars and high levels of thinking. The following questions may be asked of both participants and observers in the outer circle to help evaluate the seminar process.

Did the participants . . .

• speak loudly and clearly?

• cite reasons and evidence for their

statements?

• use the text to find support?

• listen to others respectfully?

• stick to the subject?

• talk to each other, and not just

the leader?

• paraphrase accurately?

• ask for help to clear up confusion?

• support each other?

• avoid hostile exchanges?

• question each other in a civil manner?

• seem prepared?

Did the leader . . .

• engage participants early? How?

• make sure that the questions were understood?

• ask questions that led to further questions?

• use answers as the basis for follow-up questions?

• allow for discussion of disagreements?

• listen carefully to participants’ statements?

• accept participants’ answers without judgment?

• keep attention on ideas in the text being discussed?

• correct misreadings of the text?

• allow time (pauses) for thinking?

• raw out reasons and implications?

• draw in all participants?

In the course of the seminar . . .

• what was the most interesting question?

• what was the most interesting idea to come from a participant?

• what was the best thing that you observed?

• what was the most troubling thing that you observed?

• what do you think should be done differently in the next seminar?

Module 4:

The Writing Process

Outlining

Topic:______

Vocabulary word:___(Define any words that should be discussed in the paper) ______

Topic sentence 1:______

Evidence:_(Fromtext)______

Topic sentence

2:______

Evidence:_(Fromtext)______

Topic sentence

3:______

Evidence:(From text)______

Conclusion:______

Module 6:

Unfamiliar Vocabulary Words:

Elective

Catechism

Scowl

Quiver

Ferocity

Conviction

Herded

Lingered

Sly

Portly

Module 8:

Student will craft a claim for a literary analysis by finding evidence in the texts to support the claim.

-A possible claim using the narrative texts discussed in this unit would be:

Learning to depend on someone can be a risky decision, but the rewards can be greater in that you learn morals, you have someone to care for you and someone who may understand your struggles.

Students can use the claim provided or develop their own claim using textual evidence from “Thank You Ma’am”, “Seventh Grade” and The World is Not a Pleasant Place to Be. They need to also include how the uses of literary elements and structure have contributed to this overall idea.

from AVID, if available at your site

7.2 Prompt Dissection

Students need to be explicitly taught how toanalyze a prompt so that they then addresseach part of the prompt in their response.Providing opportunities for AVID students to practicethis skill will reinforce its importance. About 20percent of the writing time on any test should be timespent preparing to write: analyzing what the prompt isasking, planning what to write, and considering theorganization of the piece. Research from NAEP (the

National Assessment of Educational Progress) tells usthat better writers take time to plan their writing.

I: Introduction to Writing 167

168 Middle Level Writing With Integrated Reading and Oral Language

Prompt Dissection Activity

Level: Intermediate to Advanced

Suggested Timeline: 30–60 minutes with additional proactive throughout year or prior to writing tests

Materials:

• Overhead Transparency 7.2a: “A Sample Prompt”

• Overhead Transparency 7.2b: “Examples of Prompts”

• overhead marker

• highlighters for students

AVID Methodologies (WICR) Used: Writing, Inquiry, Collaboration, Reading

Purpose: To help student understanding of what a test prompt is asking

Process

Model how you would highlight a prompt and create the chart (display Overhead Transparency 7.2a: “A

Sample Prompt”). Have students copy what you have done onto their copies.

Discuss how you might do a quick plan for the piece. State a rule you don’t particularly like, such as “Teachers

must do supervision duty in the cafeteria twice a week.” Explain how you then would answer each part of the

prompt.

Provide students with another prompt. Have them pair up and go through the process. Have pairs share with

another pair. Debrief as a class and discuss: How could this help you? How would you construct a topic sentence?

Does the prompt give you ideas on how to organize the piece?

If practice is warranted, students could also write a response to the prompt, either individually or in pairs. You

could use some of these with a copy of a test rubric and discuss the scores students might have received. (Most

states publish their writing test rubrics online.)

Some sample prompts appropriate for middle school are given on Overhead Transparency 7.2b: “Examples of

Prompts.” You can also find released prompts from your state test or from other states. Prompts more appropriate

for high school or more advanced students are available in The Write Path, English Language Arts, Grades 6–12.

Module 9

AVID, if available at your site

Common Editing Marks

As you read, do the following:

• Circle words that you think are misspelled.

• Circle words you think should/should not be

capitalized.

• Circle punctuation errors; add missing punctuation.

• Circle verbs you think are in the wrong tense.

• Circle subjects and verbs that do not agree.

• Insert commas and quotation marks when they are

missing from dialogue.

• Put parentheses ( ) around awkward phrases or

sentences that were difficult to read. What sentences

made you stop and reread or be confused?

• Use a carat ^ to insert an obviously omitted word or a

missing punctuation mark.

• Write RO in the margin to indicate a run-on sentence.

• Write FRAG in the margin to indicate a sentence

fragment.

• Write to indicate a new paragraph is needed.

• Write to indicate a new paragraph is not needed.

Module 10

20 points / 10 points / 5 points / 0
points / Total
/ Holds attention of entire audience, seldom looking away and rarely looking at notes / Consistent use of eye contact but sometimes looks away, returning to notes / Displays minimal eye contact with the audience while reading mostly from notes / No eye contact with audience as entire presentation is made

body language / Movements seem fluid and help the audience visualize. / Made movements or gestures that enhance the presentation. / Very little movement or descriptive gestures / No movement or descriptive gestures. Speaker looked uncomfortable

enthusiasm / Demonstrates a strong, positive feeling about topic during entire presentation and engages audience / Occasionally shows positive feelings about topic and occasionally engages audience / Shows hints of positive feelings about topic but does not engage the audience / Shows no interest in the presentation and does not engage the audience

poise / Student displays relaxed, self-confident nature with no mistakes / Makes minor mistakes but quickly recovers from them and displays little to no tension / Displays mild tension and has trouble recovering from mistakes / Tension and nerves are evident. Does not recover from mistakes

voice / Student uses clear, loud voice and correct, precise pronunciation of terms. / Student voice is clear and most words are pronounced correctly. Mostly heard. / Student voice is low and audience members have difficulty hearing speaker. / Student mumbles, incorrectly pronounces words and does not present information clearly.

MA Sample Prompt

______is a