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Exploring Family Values and Ethical Dilemmas Through Inquiry-Based Learning

In this session, students engage in shared inquiry by examining inherited family qualities and distinguishing between stealing and borrowing. Activities involve marking texts during reading sessions to express questions and significant passages, categorizing questions, and participating in discussions that challenge their interpretations. By developing evaluative questions, students seek deeper meanings of the text and engage with peers' perspectives. Ultimately, this method fosters active listening, critical thinking, and a collaborative learning environment centered on moral and ethical understanding.

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Exploring Family Values and Ethical Dilemmas Through Inquiry-Based Learning

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  1. Shared Inquiry Orientation UnitII

  2. Session 1 Pre-reading • What qualities have been passed onto you from your family? Please explain using details and scenarios. • What is the difference between stealing and borrowing?

  3. Focus on the following concepts • Idea—Generating and clarifying ideas about a selection’s meaning • Evidence—Supporting and checking ideas, based on what is in the text • Response—Listening to and considering the ideas of others

  4. Session 1 First Reading • Listen as the text is read aloud, marking places where you have questions. • Use a question mark (?) to denote your questions. Write your questions in the margins or on a separate sheet of paper! • Use an exclamation point (!) to denote important passages.

  5. Session 1—Recording Questions • All questions will be recorded on the board. • Identify any vocabulary questions. • In small groups, label questions according to type.

  6. Question Types • If the question has… • One correct answer that comes from the text it is a FACTUAL question. • One reasonable answer that comes from sources outside the text such as encyclopedias it is a BACKGROUND question. • Reasonable answers based on imagination or guessing it is a SPECULATIVE question. • Two (or more) reasonable answers supported by evidence from the text it is an INTERPRETIVE question.

  7. How can you test a question and determine its type? • Question— • Answer #1-- Answer #2— • Evidence: Evidence: • Source of your answer? Source of your answer? • Type of Question? • Factual • Background • Speculative • Evaluative • Interpretive

  8. Session 1 • Now, choose two questions (evaluative) that continue to puzzle or intrigue you and record them.

  9. Session 2 • Share questions according to type. • Vocabulary—Determine word meaning using context and outside sources.

  10. Session 3 • Reread the selection and mark passages using the following prompt: • Mark passages with an M when the story deals with morals or ethics. (Right and Wrong Conduct) • Mark passages with an N when you notice something new.

  11. Session 4 • You will explore the text’s meaning by discussion an interpretive question. • You will support your ideas with evidence from the text. • You will be an attentive and active listener. • You will refer to classmates by name. • You will expect the teacher to ask questions and not provide answers.

  12. How to participate in Shared Inquiry • What happened that gave you that idea? • What part of the story supports your idea? • What do you think about____________? • Are you agreeing with Sam’s answer? • So how does your idea fit with Jasmine’s answer?

  13. Interpretive Question #1 • Interpretive Question:

  14. Interpretive question #2

  15. Focus Question • Why doesn’t John Byro ask that the horse be returned when he meets the boys on the road?

  16. Focus Question II • Which character possesses the most wisdom in the story?

  17. Session 4 • After the discussion, enrich your answer based on the evidence that was presented during the conversation.

  18. 5th Block Questions • Factual Questions • Why is it when someone is talking they don’t have “…” at the beginning and end of the sentence? • What would John Byro notice from looking in the horses mouth? • What effects did Mourad have on the horse? Page 9 • Where does the story take place? • Background Questions • What is poverty stricken? • What is a surrey? • “he got up and stalked out of the house” what does this mean? Page 7 • What language is Vazire in? • Where is Armenian Spoken? • What is Alfalfa? • Why do you have to kick into a horses muscles to make the horse move? • What kind of horse was white but what kind of bred? • Speculative Questions • Is Mourad really crazy? • What made the poor? • Why did Mourad gave a way with everything? • Does a white horse have a deeper meaning in the text? • Why so much love about the horse? • Why does she want to ride alone? • Interpretive Questions

  19. Final Homework • Write an essay arguing that Mourad was the wisest character in the story. Use a MINIMUM of three details/quotes to support your ideas. • Write an essay arguing that Uncle Khosrove was the wisest character in the story. Use a MINIMUM of three details/quotes to support your ideas. • Write an essay arguing that Uncle Khosrove was the wisest character in the story. Use a MINIMUM of three details/quotes to support your ideas.

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