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Unreal Literature Week 1

January 2-6, 2012. Unreal Literature Week 1. Walk-IN: Sit anywhere for now. Learning Objective: Students will build background knowledge about ideas that make up the course, understand the class expectations, and consider their humanity, fears, and reality. Agenda: Attendance/Seating Chart

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Unreal Literature Week 1

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  1. January 2-6, 2012 Unreal Literature Week 1

  2. Walk-IN: Sit anywhere for now. Learning Objective: Students will build background knowledge about ideas that make up the course, understand the class expectations, and consider their humanity, fears, and reality. Agenda: Attendance/Seating Chart Course Introduction Alice in Wonderland, Ch 1 The Matrix Homework Assignments Due Today: Wednesday, January 4 Homework: Class Free-write

  3. You will be able to select your own seating arrangements for this class. • I will give you a few minutes to now, select your group. • Please choose your group based on the following criteria: • People you trust getting make-up work from when absent. • People you feel comfortable asking questions and sharing your knowledge with. • People you feel will challenge you intellectually. • People you feel you will work well with and balance social (“off task”) talk with academic (“on task”) talk. • You have a few minutes to set this up. When you are finished, write you names on the table label. Group Expectations and Attendance

  4. Alice in Wonderland, Chapter 1 • Purpose for Reading: How does Alice’s reality change after she is down the rabbit hole? • Classroom discussion: • On board: two column chart: change / implication for nature of reality? Down the Rabbit Hole with Alice

  5. The Matrix • Purpose for viewing: How does Neo’s reality change as the scene progresses? • Allusion: What does the Rabbit Hole symbolize? • Discuss the parallels between the two journeys (Alice’s & Neo’s) • What new implications does this clip suggest about the nature of reality? Down the Rabbit hole with Neo

  6. Class Questions Free Write • Divide your Unreal notebook into three 20 page sections. • Label the beginning of each section with one of our three class questions: What does it mean to be Human? What do we Fear? What is Reality? • Homework: At the first entry of each section, free-write in-depth responses to the Unreal Theme questions on the overhead. (10-12 minutes per question/about a page) • Try to use examples from life, other classes, movies (including the Matrix) etc to support your ideas. • For Human question consider Common Experiences (positive and negative), Common Emotions (positive/negative), Common Wants/Needs (positive/negative) • For Fear question consider Known/Unknown Fears, Rational/Irrational Fears, Common/Individual Fears • For Reality question consider Shared/Individual Reality, Relative/Concrete Reality, and relationship between Past, Present, and Future Realities. Homework Assignment

  7. Walk-IN: Take out your notes from yesterday. Learning Objective: Students will build background knowledge about ideas that make up the course, understand the class expectations, and consider their humanity, fears, and reality. Agenda: Attendance Course Expectations Independent Reading The Matrix Practice Discussion Due Today: Class Free-write Thursday/Friday, January 5-6 Homework: Course Expectations Signed and Independent Reading Assignment

  8. Class Expectations • Signed by Monday • Class Homework: Independent Reading Journal or Discussion for the first 5 weeks (begins Tuesday, January 10th) • Find a book of choice to read from the suggested reading list, or one that “fits” the genre. Course Expectations

  9. Students read a book of choice from the genres of fantasy, horror, and/or science fiction. A list of recommended titles are attached below; students are NOT required to choose a book off this list, and are encouraged to find a title of personal interest to them, Students read for at least 20 minutes per day, five days per week, for five weeks, and document each reading session in a reading log. Students will process and respond to their reading in one of the following ways: 1) Reading Journal 2) Partner Discussions 3) In-text Annotations Open the attachments below to see the directions and procedures for each option. Students may use a variety of response options over the course of the five weeks. Students assess themselves using the Independent Reading Rubrics to determine their own Independent Reading Proficiency, using their reading log and responses as evidence. Open the independent Reading Rubrics attachment below to see how to achieve mastery for Independent Reading. Independent reading overview

  10. The Matrix • Purpose for viewing: How does Neo’s reality change as the scene progresses? • Allusion: What does the Rabbit Hole symbolize? • Discuss the parallels between the two journeys (Alice’s & Neo’s) • What new implications does this clip suggest about the nature of reality? Down the Rabbit hole with Neo

  11. Read over the writing that you did on the three questions: What does it mean to be human? What do we fear? What is reality? • Choose the question that interests you the most and annotate your writing by adding new ideas, examples, question, and underlining ideas that you would like to discuss. Review and Renew

  12. Socratic seminar is a method of teaching developed by Socrates. He engaged his students in intellectual discussion by responding to questions with examples and questions, instead of answers. This method encouraged the students to think for themselves rather than being told what to think. Prior to the seminar, students are given a piece of reading in literature, history, health, philosophy, art or music to examine. After the students have read the text, open-ended questions are asked. The open-ended questions allow the students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. Participants in the seminar are expected to respond to one another in a respectful manner without bias or prejudice. They are also expected to listen carefully without interrupting. They must make direct eye contact with others and use each other’s names. Socratic Seminar Discussion

  13. Based on the information and purpose of a Socratic Seminar, what are some necessary discussion skills that participants must utilize and follow? What do you think are the two most important? What does this skill look like in discussion? Since I am assessing you outside of the circle, how can you show me you are demonstrating this? Discussion Skills

  14. Procedures Class chooses a question. Turn to your free write. Underline examples and ask questions, level 2 and 3, that relate to your writing. Be sure to address Alice and The Matrix. Begin discussion by presenting an example that relates to the question and present a question you have that creates of guides discussion. Show you are listening with direct eye contact and by using each other’s names and presenting examples and asking questions that relate to one another’s comments. Practice Discussion

  15. Course Expectations/Movie permission slip signed & turned in by Monday • Get independent reading book by Tuesday Homework Assignments

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