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Name______Date______
The Socratic Seminar The Giver by Lois Lowry
Directions: As we read the novel The Giver by Lois Lowry, the class will take part in Socratic Seminars to discuss the meaning of what has been read. These seminars will give you the opportunity to discuss what you have read with your classmates, make meaning out of confusing text, and ask thoughtful questions.
In order to participate in these graded discussions you must do the following:
Ø Complete the nightly reading.
Ø Generate 5 questions for discussion based on the directions in this packet. Answer (w/ pg #s).
Ø Answer provided fill-the-blank questions for each assigned reading.
I. Background
What is a Socratic Seminar?
Socratic Seminar – an ancient form of discussion where students discuss a text in order to help one another understand its meaning, ideas, and values. In these discussions, students create their own questions in helping to direct their own discussion.
This is not a debate, but is rather to help everyone understand the meaning of what is being read.
Format: Inner Circle vs. Outer Circle
inner circle – where the discussion takes place
outer circle – provides feedback and constructive criticism for the inner circle.
Rules
Ø Talk to each other, not the teacher
Ø Use EVIDENCE from the text to prove your discussion points
Ø While hands do not need to be raised, try to gauge how often you are speaking as to not talk too much or too little.
Ø Do not interrupt one another.
Ø Ask clarifying questions if you are confused.
o What do you think the author is trying to say?
o What do you think this means?
o Can you say that in another way?
o Where does that idea come from in the text?
o What does that word or phrase mean?
II. Preparation: Reading the Night Before
1. What should you be doing as you are reading?
When you are reading The Giver, think about…
Ø Vocabulary words that you are unfamiliar with and/or have seen on the provided list
Ø Anything that you find important (themes, character traits, conflict, symbols)
Ø Questions that you have as you read.
The more you are thinking as you read, the more you will be able to formulate strong, thick questions in order to add to class discussions.
2. What should you do after reading?
When you are done reading, think about what you have read. Now you must come up with FIVE “thick” questions to be used in our discussion.
Remember:
Thin questions – questions whose answers can be found in the text and that can be answered with a few words or short sentences.
Thick questions – questions that readers have to think about more fully since the answers come from one's head, not solely from the text. Answers to thick questions are open to argument, but the text should support the answer…and again, one's own reasoning comes into play.
Question stems: Types of Questions You Can Ask: – (questions “starters”)
1. Comprehension - Demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.
Ø How would you compare ...? contrast ...?
Ø Will you state or interpret in your own words ...?
Ø How would you rephrase the meaning ...?
Ø What facts or ideas show ...?
Ø What is the main idea of ...?
Ø Which statements support ...?
Ø Can you explain what is happening . . .?
Ø What is meant . . .?
2. Application - Solving problems by applying acquired knowledge, facts, techniques and rules in a different way.
Ø What examples can you find to ...?
Ø How would you solve…?
Ø How would you organize ______to show?
Ø How would you show your understanding of ...?
Ø What would result if ...?
Ø What elements would you choose to change ...?
Ø What facts would you select to show ...?
3. Analysis- Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.
Ø What are the parts or features of ...?
Ø How is ______related to ...? (FOR EX: HOW IS THE JOB OF NURTURER RELATED TO THE INTERESTS OF A TYPICAL 12 YEAR OLD?)
Ø Why do you think ...?
Ø What is the theme ...?
Ø What motive is there ...?
Ø What inference can you make ...?
Ø What conclusions can you draw ...?
Ø What evidence can you find ...?
4. Synthesis - Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.
Ø What changes would you make to solve ...?
Ø What would happen if ...?
Ø Can you elaborate on the reason ...?
Ø Can you propose an alternative ...?
Ø How could you change (modify) the plot (plan) ...?
Ø Can you predict the outcome if ...?
5. Evaluation - Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.
Ø Do you agree with the actions ...? with the outcomes ...?
Ø How would you prove ...? disprove ...?
Ø Can you assess the value or importance of ...?
Ø Would it be better if ...?
Ø Why did they (the character) choose ...?
Ø What would you recommend ...?
Ø What would you cite to defend the actions ...?
Ø Based on what you know, how would you explain ...?
Ø What information would you use to support the view ...?
Ø How would you justify ...?
Ø What data was used to make the conclusion ...?
Ø Why was it better that ...?
III. How will you be scored?
For each Socratic Seminar you participate, you will be given a score according to a provided rubric. Scoring will be based on how well you are able to discuss—and support—your ideas and questions about the novel. In order to maximize your grade, put the necessary time in preparing yourself with the book so you have a lot to contribute.
Name______Date Due______
The Giver by Lois Lowry Chapters 1 - 3 Preparation
Directions: Using the question stems provided above (pages 2-3 of this packet), create one of each of the 5 types of questions in the boxes below. Base your work on the assigned chapters. Complete side 2 of this sheet.
Questions: See question stems, pg 2,3 of this packet! / ANSWER (with page number)Comprehension
(story facts)
“Who…?” or “What…?” / Samples: “Who is Lily?”
“What happens to the pilot?”
Your question: / Sample answers: Lily is Jonas’s younger sister (6-7).
He is “released” (2).
Your answer:
Application
(applying story facts to show meaning)
“What examples show that…” / Sample: “What examples show that Jonas is nervous?”
Your question: / Sample answers:
He feels uneasy remembering the last plane (1-2).
He feels uncomfortable when he realizes the color of the apple changes (24-25).
Your answer:
Analysis
(Examining ideas to understand-- themes, motives, etc)
“Why….?” “What evidence suggests that?” / Sample: What motive might Jonas have for keeping his observations about the apple to himself?
Your question: / Sample answer:
Asher seems oblivious; no one else observed; he does not want to be different or call attention to himself (24-25)
Your answer:
Synthesis
(putting different ideas together to draw conclusions)
“What would happen if…?” / Sample: What might be the reason for announcements like the one Jonas hears?
Your question: / Sample answer: The government is controlling (supporting evidence: hair ribbons required to be neat, rules about food, planes flying ahead).
Your answer:
Evaluation
(judging. defending)
“What would you do if…?” / Sample: Why is it wise that Jonas did not rush to tell about the apple changing?
Your question: / Sample answer: He is unsure what, if anything, he saw. His community seems oddly strict, rules-driven. Better to find out more before speaking (24).
Your answer:
Chapter 1-3 questions … you can answer in bullet point format.
1) What are Jonas and the other children taught to be careful about? ______
2) Jonas decides he feels ______.
What upcoming event causes this feeling?______.
3) What evening ritual does the family perform after dinner? ______
5) What are 2 occasions when release is not punishment?
Release of ______and release of ______
6) What does Father want to do about the newchild? ______
Why? ______
7) What workplace rule does Jonas’s father break? ______
8) Why is the Ceremony of the Twelve so important? ______
______
9) What shared trait is so unusual about Jonas and the newchild? ______
10) Describe the Assignment of Birthmother. ______
______
______
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What did Lily's parents say about it?______
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11) What happened to the apple while Jonas was playing with it? ______
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Name______Date Due ______
The Giver by Lois Lowry Chapters 4 - 5 Preparation
Focus: The list below identifies specific areas to think about so you can focus your questions.
Ø Feelings the “Apple” Utopia (“perfect” society) versus Dystopia (flawed society)
Ø The Elders
Directions: Using the question stems provided above, create one of each of the five types of questions in the boxes below.
Questions: See question stems, pg 2,3 of this packet! / ANSWER (with page number)Comprehension
(story facts)
“Who…?” or “What…?” / Your question: / Your answer:
Application
(applying story facts to show meaning)
“What examples show that…” / Your question: / Your answer:
Analysis
(Examining ideas to understand-- themes, motives, etc)
“Why….?” “What evidence suggests that?” / Your question: / Your answer:
Synthesis
(putting different ideas together to draw conclusions)
“What would happen if…?” / Your question: / Your answer:
Evaluation
(judging. defending)
“What would you do if…?” / Your question: / Your answer:
1) What do children from the ages of 8 to 12 do during the day? ____________
2) What volunteer work do Asher, Fiona and Jonas do together at the House of the Old?
3) What are the Tellings?______
4) ______was celebrated for his/her exciting life.
5) What do the families share/talk about every morning? ______
6) What does Jonas dream about that prompts his mother to pull him aside and talk about the Stirrings?
5) What is the treatment for Stirrings? ______