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Analyzing Fiction Through Socratic Discussion Grading Period/Unit: 1st Six Weeks, Week 6 Grade Level/Course: 8th ELA Estimated Time Frame: 5 days/2.5 blocks Lesson Components
Lesson Objectives: Students will use the Socratic process to analyze and discuss literary features of Amy Tan's Rules of the Game. Language Objectives: Students will listen to the story, read along and re‐read, speak in whole and small groups about their reading, and write about their ideas.
Prior Learning: Students have studied the basic structures of narrative genres and have practiced asking interpretive questions (differentiating these from other forms of questions).
Interdisciplinary Notes: (Consider collaborating with Social Studies teachers to facilitate this connection, or embed the connection within your discussion after the second reading of the story.)  American History classes are studying the causes of the American Revolution, including the Proclamation of 1763. While the story used for this lesson (Rules of the Game) is set in more recent times, class discussions may easily connect the cultural conflicts experienced by those involved in this story and American history. The main character in the story is caught up in struggles between her mother’s adherence to traditional Chinese culture and the Caucasian “rules” of her community.  Leading up to the American Revolution, perceived conflicts between the Native American Indians and Caucasians from Europe led to the creation of a number of policies, such as The Proclamation of 1763. o How did the cultural and societal differences in the two situations impact the lives of the people involved? o Why do the cultures of our parents impact our choices? How did culture impact the choices of the characters in the story and the people involved in early American history? o What influence(s) do family and personal experiences have on our own identities? Standards (Texas Essential Knowledge and Skills):
8.1: Reading/Fluency. Students read grade‐level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade‐level text based on the reading purpose and the nature of the text. 8.3: Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 8.3A. analyze literary works that share similar themes across cultures. 8.6: Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 8.6A. analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved. 8.6B. analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict. 8.14: Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. 8.14D. edit drafts for grammar, mechanics, and spelling. 8.14E. revise final draft in response to peers and teachers and publish written work for appropriate audiences. 8.28: Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. 8.28A. participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. Austin ISD Updated 5/10/2016 SAMPLE DOCUMENT
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College and Career Readiness Skills: (link to PDF of CCRS)
1.A.1 Engage in scholarly inquiry and dialogue. 1.A.2 Accept constructive criticism and revise personal views when valid evidence warrants. 1.D.1 Self‐monitor learning needs and seek assistance when needed. Essential Questions: ● Who am I in the eyes of others? ● How does writing communicate identity? ● Since many genres share literary elements such as plot and conflict, what distinguishes the identities of genres? Vocabulary self‐correct, intonation, phrasing, prosody, literary theme, universal theme, thematic, cross‐
cultural, linear plot, conflict, rising action, falling action, resolution, subplot, influence, impact, consequential, revise, feedback, edit, elicit, engage, inquiry, inquiry‐based Greek & Latin Roots pater/patri (father) ‐‐ paternal pneu (breath) – pneumonia Lesson Plan ahead by annotating a copy of the text, noting places to point out for discussion‐ whether to Preparation support with unfamiliar vocabulary or literary elements or to press students for even deeper analysis. This will help you ask high level questions for guiding the students’ discussion.  Students will need various colored pencils, pens, or highlighters; access to computer or other internet‐capable device (if using the suggested technology integration), Writer’s Notebook, Write to Learn Journal, Research Reflection Journal. (See Getting Started: Setting Up For The 1st 20 Days and Beyond for detailed explanation of these tools.)  Dictionaries (both print and digital)  For integrating technology into the discussions, plan ahead by setting up a Google Classroom ®, Padlet ®, Linoit ®, Prism ® or a class blog.  Rules of the Game (each student will need his/her own copy to annotate)  Rules of the Game Google Slideshow (to guide class through stages of Shared Inquiry)  Rules of the Game Pre‐reading Questions (ready to project with a document camera/computer or on chart paper/chalkboard)  Vocabulary Exploration Guide (one per student)  APE Template (This “Answer Prove Explain” graphic organizer facilitates “writing to learn” and planning for participation in Socratic discussion. ) 
Additional resources for planning Shared Inquiry lessons. o Instructions for a Pre‐Reading Write Around, Second Reading Write Around, Final Shared Inquiry Write Around o Shared Inquiry Lesson Planning Guide o Types of Questions o High Yield Literacy Strategies from the Shared Inquiry Method Anchors of Support Sentence Frames for Discussion Austin ISD Updated 5/10/2016 SAMPLE DOCUMENT
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21st Century Skills Learning and Innovation Skills:
● Global Awareness ● Communication and Collaboration Information, Media and Technology Skills: ● Informational Literacy ● Media Literacy Life and Career Skills: ● Initiative and Self‐Direction ● Social and Cross‐Cultural Skills ● Productivity and Accountability (link to Partnership for 21st Century Learning) English Language Proficiency Standards: Students will… 1F‐ Use accessible language and learn new and essential language in the process. 2I‐ Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade‐level needs. 3E‐ Share information in cooperative learning interactions. 4G‐Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs. 90‐Minute Lesson Cycle ‐ Part 1
NOTE: Times are ALL approximate and should be adjusted to fit each group of students.
Structured Independent Students read independently. Teacher actively confers with students in side‐by‐side Reading instruction, and may guide reading with focused questions. Social & Emotional Learning (SEL) has a direct connection to how we interact (with student‐selected texts) with what we read. The theme for this grading period is identity. While 20 min. independently reading self‐selected texts, have students consider the following questions. During the transition to the reading focus lesson, students find one or two classmates to briefly discuss responses to the focus questions. Encourage students to be specific about connections between what they are reading and their own personal identity. SEL.8.2. Self‐Awareness: Student demonstrates awareness of own personal qualities. 8.2.A. Student applies self‐reflection techniques to recognize one’s strengths, areas for growth, and potential. 8.2.B. Student analyzes how personal qualities and temperaments influence choices and successes.  Fiction‐ How do the characters in my book reflect characteristics of my own identity? What characters are similar to/different from other people in my life? How do the secondary characters impact the identity of the main character?  Poetry‐ What connections do I have to this poetry? How does the poet’s message relate to themes in my own life? How does the poet symbolize ideas that reflect my personal identity (now or at an earlier time in my life)?
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Expository‐ What purpose did the author have for writing this book? How do the topics/information I am reading impact my learning and life? Why does reading expository texts often impact our identity (e.g., shifts in interest or perspective)? Click for additional resources for structured independent reading tips/ techniques. Reading Focus Lesson 10 min. Pre‐reading Quick‐write
● Brain break/transition (Students discuss responses to the reading focus questions. Encourage them to “meet with” students reading something they have not read‐ broadening their exposure to a variety of genres, authors, books, etc.) ● Display the pre‐reading questions for Rules of the Game. They can be projected on the screen (slide #2 of Google Slide presentation), written on chart paper/chalkboard, or cut apart to six squares of paper and students choose one for response. Students do a quick‐write to answer one of the questions. ● The discussion guided by the Google Slide presentation will help facilitate student analysis of Amy Tan’s text as well as exploring their own identities. As the conversations develop, respond to student thoughts and comments with additional questions that press them to dig more deeply into the author’s messages and how the text reflects their own lives. ● Using Write‐Pair‐Share, have students meet with one or two peers to discuss their written answers. Students should be encouraged to revise or elaborate upon their own answers when peers’ ideas/thoughts reflect or contrast with their own thinking. ● As students share out with the class, take brief notes of student responses. These notes will help plan subsequent discussions, as well as the types of questions to ask, in order to guide deeper analysis of the text. ● Share slide #3 about the author. Knowing a bit about who wrote something we are about to read helps us to connect to the text. Differentiation for…  ELLs and struggling learners: Consider using sentence stems such as the following to support academic conversation.  To be a good chess player, a person needs…  Some people get involved in strategy games because…  Parents brag (boast) about their children because…  I would/would not like it if my parents bragged about me because…  Parents should push their children to excel (or leave them to find success on their own) because…  Keeping your desires to yourself may help you win respect by…  What a person does can become a part of who he/she is by…  Sp.Ed. and Struggling Learners: Provide students with a digital device (tablet or computer) to write their response. This offers auto‐correction and vocabulary support. (If digital devices are not available, have students dictate their ideas to a teacher, paraprofessional.)  GT and High‐achieving Students: Students use a Pre‐Writing Write‐Around in which students respond, pass papers, add to a peer’s response, repeat. Austin ISD Updated 5/10/2016 SAMPLE DOCUMENT
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Technology can easily enhance this component of the lesson by using an online collaboration tool such as Google Docs/Classroom ®, Padlet ®, Linoit ®, Prism ® or a class blog. Using one of these tools, students can read and respond to the thoughts of students from across the room (or even in a concurrent class down the hall or on another campus). This extension greatly broadens the scope of the ensuing conversation. Reading 30 min. First Reading: Literal Understanding Using Active Reading Hand out student copies of Rules of the Game by Amy Tan.  Explain to students that, as you read the story aloud, they are to follow along in the text.  Using various colors of pencils, highlighters or pens (one for vocabulary, another for text they feel strongly about, another for bits they have trouble understanding), students mark the text as shown on slide #4 (?‐ don’t understand; *‐ notice; !‐ feel strongly about).  Think‐pair‐share: Students look over their annotations of the text, jotting any additional questions or responses in the margins. Peer groups of 2‐3 students discuss their notes and then share out with the class. (Use slide #5 to help guide discussion.)  As you lead the discussion, remember to play the role of facilitator of discussion, not the source of answers. Take notes detailing student misconceptions, vocabulary challenges, and opportunities for bringing student identity and social emotional learning into coming discussions. Social Emotional Learning (SEL) and Cultural Proficiency & Inclusiveness (CP & I): The Socratic Method (such as the Shared Inquiry process used in this lesson) relies on the teacher to guide students in the arts of active reading, active listening, and reflective sharing and writing. This text, along with the social studies connection (described at the beginning of this document) and the short video about San Francisco’s Chinatown (included in the final piece of this exemplar lesson), provides the perfect platform for students to explore the 6‐week theme of identity through a variety of lenses. As you guide the students through this process, use the opportunity to engage them in exploring their own social emotional learning as well as the role of their own culture in their community. Because the story has many references to the different perspectives of the characters, there are numerous opportunities for students to consider the relationships between one’s family culture and the cultures within their community. SEL.8.1. Self‐Awareness: Student demonstrates awareness of own emotions. SEL.8.2. Self‐Awareness: Student demonstrates awareness of own personal qualities. SEL.8.5. Self‐Management: Student demonstrates ability to manage emotions constructively. [example‐ Waverly’s overreaction to her mother’s anger] Differentiation for…  Sp.Ed. and Struggling Learners: Provide opportunity for struggling readers to work with a partner or paraprofessional. That person can help them with following the text (as it is read aloud) and mark the text without getting behind on the oral reading. Austin ISD Updated 5/10/2016 SAMPLE DOCUMENT
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Vocabulary Exploration:
After recording student‐identified vocabulary from the previous discussion, divide the words evenly among pairs or teams of students. Have each team complete the activities on the Vocabulary Exploration Guide. After the teams have completed their work, have them present their words to the class. Technology: Share a Google Slide template with the students. (This is similar to a PowerPoint slideshow, but allows multiple people to collaborate on the presentation.) 
The first slides at this link [Vocabulary Opens Doors] provide teacher instructions. The final slide has clip art graphics that the students may choose to copy and paste onto their slides to help illustrate their word. 
Each team will create a slide highlighting what they have “discovered” about each word they explored. 
Save this presentation for students to use as a reference as their vocabulary collection grows throughout the year. (You may choose to create a Google Folder with a slide presentation for each new “vocabulary collection.”) This builds the students’ own resource, rather than them always depending on sources created by others. 
Google Slide Anchor provides an additional instructional anchor of support for using the online tool with the class. Differentiation for… 
ELLs, Sp.Ed. and Struggling Learners: Complete this sheet as a guided activity once before asking students to complete it on their own. Consider numbering each item and requiring these students to only complete certain numbers, or only certain items independently, leaving the more difficult tasks to do together in whole group (i.e., analogies) or roots, especially if the students have not yet mastered working with word roots. Second Reading: Exploring Plot Development, Theme, Characterization Explain to students that, as you read the story aloud, they are to follow along and mark the following. (Slide #7) During the reading, model appropriate intonation and pacing. Depending on the levels of your students, you may call on volunteers with strong oral reading fluency to read sections of the text. If you do this, allow them time to go back and mark the section they read aloud (before moving to the next section). ● setting ‐ Mark places where the author uses setting details to show Waverly’s culture. Mark places where Waverly embraces or rejects her culture. ● character ‐ Mark places where a character says or does something to reveal his/her identity. Mark places where Waverly’s relationships cause her to change. Mark places where Waverly’s motivation affects her choices. ● plot and conflict ‐ Mark places where Waverly has internal or external conflict. Mark places where the author fast‐forwards the plot. Mark places where you can show that the plot is linear or non‐linear. ● theme: identity ‐ Mark places where the author develops the idea of “invisible strength.” Austin ISD Updated 5/10/2016 SAMPLE DOCUMENT
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Differentiation:  GT and High‐achieving Students: Students mark notes for several (or all) of the identified elements.  So that Struggling or Sp.Ed. Students don’t have to process multiple concepts simultaneously, assign only one or two of the above elements for them to mark (e.g., setting AND/OR character AND/OR plot and conflict AND/OR theme) during the reading.  For ELL Students, use the Talk Read Talk Write strategy to scaffold conversation with a series of questioning, responding to visuals, reading, annotating, and participating in discussions.  For Struggling, Sp.Ed, or ELL Students, consider using these Sentence Frames to support discussion. Share findings/notes with the class so that all students have the analysis of the story. During this collaborative discussion, students are able to go back and mark the text for the text evidence pointed out by their peers. In this way, students are able to discuss all of the structural elements addressed (setting, character, plot/conflict, and theme). Technology: Consider using Prism ® or Google Docs (Sharing Google Docs) for students to respond collaboratively to the text. This would be especially powerful if you have students absent and they are able to log in from home, collaborating same time with their peers. Greek & Latin Roots 10 min. Greek & Latin Roots lesson
pater/patri (father) ‐‐ paternal pneu (breath) ‐‐ pneumonia Creative Learning Initiative: Teacher should assess roots through drama‐based instructional strategies such as Donkey or Statues.
Independent Writing 20 min. Publishing Students use peer feedback as they work on revising and editing. (See Exemplar Writing lesson for details on revision work.) their memoir poem for publication. They may continue the PTA Reflections Contest response, prepare their poem for submission to Voiceprint (AISD’s digital press) or write choice entries in their writer’s notebooks. Differentiation for…  ELLs: Much of the beauty of poetry relies upon the sounds of the language as the poem is spoken. Consider allowing students to publish poetry in their first language (along with a simpler poem in English). Technology: Have students collaborate on a class‐published collection of poetry. This may be purely digital (such as a class blog, a Google Presentation, or an online site like Poetry.com), printed, or handwritten to enhance the particular theme of the poem.
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90‐Minute Lesson Cycle ‐ Part 2
Structured Independent Students read independently. Teacher actively confers with students in side‐by‐side instruction, and may guide reading with focused questions. Reading (with student‐selected texts) Social Emotional Learning (SEL) has a direct connection to how we interact with what we read. The theme for this grading period has been identity. While 20 min. independently reading self‐selected texts, have students consider the following questions. SEL.8.2. Self‐Awareness: Student demonstrates awareness of own personal qualities. 8.2.A. Student applies self‐reflection techniques to recognize one’s strengths, areas for growth, and potential. 8.2.B. Student analyzes how personal qualities and temperaments influence choices and successes.  Fiction‐ How do the characters in my book reflect characteristics of my own identity? What characters are similar to/different from other people in my life? How do the secondary characters impact the identity of the main character?  Poetry‐ What connections do I have to this poetry? How does the poet’s message relate to themes in my own life? How does the poet symbolize ideas that reflect my personal identity (now or at an earlier time in my life)?  Expository‐ What purpose did the author have for writing this book? How do the topics/information I am reading impact my learning and life? Why does reading expository texts often impact our identity (e.g., shifts in interest or perspective)? See these resources for additional independent reading tips and techniques.
Reading Focus Lesson 25 min. Analyzing Using Structural Elements
● Students should have their copies of the annotated text of Rules of the Game and refer back to the discussion points about setting, character, plot and conflict, and theme. ● Pose the following question and have students answer using the APE Template. (This “Answer Prove Explain” graphic organizer facilitates “writing to learn” and planning for participation in Socratic discussion.) Social & Emotional Learning (SEL) and Cultural Proficiency & Inclusiveness (CPI): This planning provides students an opportunity to process their thoughts BEFORE sharing them with others, minimizing an uncomfortable “on the spot.” It also provides an opportunity for them to think critically about the character’s response to the conflicting societal and cultural influences in her life. Encourage students to reflect on similar experiences in their own lives as they respond to the question. SEL.8.8. Social Awareness: Student demonstrates awareness of others’ emotions and perspectives. 8.8.A. Student analyzes how one’s behavior may affect the feelings of others and identifies appropriate behavioral adjustments. 8.8.C. Student demonstrates respect for other people’s perspectives, experiences and cultures. Austin ISD Updated 5/10/2016 SAMPLE DOCUMENT
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Why does Waverly become more distant from her family as she becomes a better and more famous chess player? 
Students may participate in a Final Shared Inquiry Write Around activity or… Technology: by using Prism ® or Google Docs (Sharing Google Docs) for responding collaboratively to the text. This would be especially powerful if you have students absent and they are able to log in from home, collaborating same time with their peers. participate in a whole class discussion, or collaborate on‐line using Prism or Google Docs. Differentiation for…  ELLS: Use Question Tree to support student analysis of the deeper meanings of the text. (This offers visual representation of how to analyze a text: on‐the‐surface; under‐the‐surface; and life application.)  GT and High‐achieving Students: See the extension prompts on the final slide of the Google Slide Presentation for Rules of the Game. Independent Writing 30 min. Publish ● Students complete the final draft of their Memoir Poem. (See Exemplar Writing lesson for details on editing and publishing their work.) ● Encourage students to illustrate their poems. Technology: Have students collaborate on a class‐published collection of poetry. This may be purely digital (such as a class blog, a Google Presentation, or an online site like Poetry.com, Word Clouds‐ like Wordle or Tagxedo, or Voiceprint), printed, or handwritten to enhance the particular theme of the poem. Debrief/Close/Share 15 min. Social & Emotional Learning (SEL) and Cultural Proficiency & Inclusiveness (CP&I): Reflection ● Post the original pre‐reading questions near the projection screen, or at student tables. ○ Invite students to reconsider the questions as they view the short video, “Chinese Parents Pass on Cultural Traditions to Children in America.” (Have students share their reactions to the video… connections they have… questions…) ○ Mention earlier connections with The Proclamation of 1763 (from American History class). ○ Encourage students to share (in their written reflection) reflections about their own cultural traditions and those of their friends, peers and neighbors. ● Ask students to turn to their Research Reflection Journal (used for gathering material through the year for final research project during the last 6‐week grading period‐ link). ● Students write their personal reflections as they consider identity, the impact of cultural influences, and possible research interests (possibly inspired by things they have experienced or learned about over the 1st 6‐
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week grading period.)
45‐Minute Lesson Cycle ‐ Part 3
Independent Writing 45 min. Celebration
Set up a gallery walk, physical or digital, in which students display their poems and even use props to add to their identity. Creative Learning Initiative (CLI) and Social & Emotional Learning(SEL): Have students choose music to play during the gallery walk. The music should reflect the variety of themes represented by the students’ poetry. This not only helps students feel more ownership of the celebration, it engages them in considering common themes connecting the poetry written by that class. Pairing music to these literary themes honors the students’ work as well as their artistic and musical interests. ● Invite other grade level students, faculty, and family members to attend the celebration (in person or…
via an online platform such as Facetime ® or Google Hangouts ®). If you have a class or campus blog or website, invite students to share their poem (along with any accompanying illustrations) on the blog. This is a powerful opportunity for publishing that opens doors to future submission of written work. Check for Understanding (evaluation) Formative: Write‐Around, Quick‐writes, Collaborative Discussion, Small Group Work, Greek & Latin Roots, Research Reflection Summative: Published Poem, Poetry Presentation, Short Answer Essay Austin ISD Updated 5/10/2016 SAMPLE DOCUMENT