Socratic Seminars in High School Teacher Supplement - AWS

Socratic Seminars in High School

Teacher Supplement

This supplement contains answers to the exercises in the book as well as bonus lesson plans.

WHAT'S INSIDE:

Memorandum to Teachers

Chapter 3 Notations on Robert Frost Poem Three Kinds of Questions

Chapter 4 Answers to Three Kinds of Questions Exercise 1

Chapter 5 Answers to Qualities of Good Questions Exercise 2

Chapter 6 Answers to Basic Interpretive Questions Exercise 3

Chapter 7 Answers to Spontaneous Follow-up Questions: "Gaston" Exercise 4

Chapter 8 W.H. Auden, "The Unknown Citizen" Basic Questions "A Modern Saint": Sample Essay Sample Rubric Vocabulary of Tone Exercise Answers to Three Kinds of Questions: Practice Exercise A Answers to Qualities of Good Discussion Questions: Practice Exercise B

Chapter 10 Answers to "Finding Forrester": Pre-discussion Exercise

Chapter 11 Answers to "Two Soldiers": Plot Quiz Answers to Bumper Sticker Patriotism vs. Memorable Rhetoric: Journal Writing

Chapter 12 Answers to "Robbie": Plot Quiz Answers to "Robbie": Review Quiz on Qualities of Good Questions Background of three authors on Sputnik

Chapter 13 Answers to The Brave New World: Plot Quiz BONUS LESSON PLAN: The Giver

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The Giver: Plot-Check Quiz The Giver: Plot Summary Socratic Seminar:

Basic Question 1 Basic Question 2 Basic Question 3 Basic Question 4 Basic Question 5 Chapter 14 Answers to "Pigeon Feathers": Plot Quiz BONUS LESSON PLAN: "Parker's Back" Answers to "Parker's Back": Plot-check Quiz Socratic Seminar:

Basic Question 1 Basic Question 2 Chapter 15 Answers to "The Stone Boy": Plot Quiz Chapter 16 Answers to Death Penalty Information Center 2013 Quiz "The Bet": Plot Quiz (Answer Key) Answers to A Short Film About Killing Prologue Answers to Compulsion: Edited Closing Arguments Afterword

Copyright 2015 Taylor & Francis, Inc. Used with permission. All rights reserved.

MEMORANDUM TO: English Teachers FROM: Victor and Marc Moeller RE: Teacher Supplement DATE: November 2014 As we shake your hand and get a chair for you, let us explain briefly how this Teacher Supplement will help you become a better teacher. Everything in the book is based on the assumption that students, not teachers, are the primary agents in learning. The corollary is that authentic learning is active learning. The consequence is that students become responsible for their own learning. This supplement is more than an appendix of answer keys for the tests and exercises in your book, Socratic Seminars in High School. It also includes two complete bonus lesson plans (Chapter 12: Can we forget that we are human? Lois Lowry, The Giver and Chapter 14: How important is God in your life? Flannery O'Connor, "Parker's Back"). This teacher supplement also provides specific practical classroom directions for implementing the Socratic method of teaching and learning. For more supplementary materials, check out . If you have questions, comments, or suggestions, we would love to hear from you since it is, after all, for teachers like you that this book has been written.

--Victor and Marc Moeller

Copyright 2015 Taylor & Francis, Inc. Used with permission. All rights reserved.

Chapter 3 Notations on Robert Frost poem

Directions: Mark up the poem below by questioning what you think is important, circling key words, drawing lines to make connections, comments, and personal emotional reactions.

Here is a sample of the notations of some of my students:

The Road Not Taken Robert Frost

Can title also mean "The Road Less Traveled"?---->The Road most would NOT take?

1

Two roads diverged in a yellow wood,_____(fall)

And sorry I could not travel both why want to take both?

And be one traveler, long I stood (reflecting)

And looked down one as far as I could

To where it bent in the undergrowth;

6

Then took the other, just as fair, BOTH were beautiful

And having perhaps the better claim,

an admission

reason for choice Because it was grassy and wanted wear;

Though as for the passing there

Had worn them really about the same,___ another admission

11

And both that morning equally lay (am)

In leaves no step had trodden black.

an after thought? Oh, I kept the first for another day! why an exclamation?

Yet knowing how way leads on to way,

I doubted if I should ever come back.

16 distant future why repeat------> line 1?

I shall be telling this with a sigh_____of regret or satisfaction?

Somewhere ages and ages hence: (an important choice)

Two roads diverged in a yellow wood, and I--

why hesitation?

I took the one less traveled by,_______Is he bragging?

And that has made all the difference.____for better or worse?

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Three Kinds of Questions

The Road Not Taken

"If you come to a fork in the road, take it." --Yogi Berra, Yankees (Hall of Fame 1972

Directions: First, answer each question briefly in the space beneath it. Second, at the left, label the type of question as FACT for factual, INT for interpretation, and EVAL for evaluation.

1. Why isn't the title "The Road Less Traveled"? INT: More than one correct answer is possible. For example: The poem is not about being different from others. The poem does not recommend finding new roads.

2. Is the traveler sure that he chose the better road? FACT: No. He says it had "perhaps" (7) the better claim.

3. When did you last make a really important decision? EVAL: personal experience. For example:

4. Does the traveler wish the he could have taken both roads? FACT: Yes. The narrator says she would like to be "one traveler" (2)

5. How does the traveler indicate that she is making a major decision? INT: In three lines: "long I stood," (3), the "sigh" (16), and "ages and ages hence" (17).

6. Why does the narrator admit that the two roads were about the same? INT: More than one correct answer is possible. For example: He was uncertain about his perception. She knew someone else might disagree with her.

7. What is the best or worse road that you have chosen so far in your life? EVAL: personal values. Are there any examples?

8. Does the traveler think he will ever take the road that others take? FACT: No. He says he doubted that he would ever come back.

9. Is the narrator beginning to doubt his choice of the less traveled road? INT: Yes can be as correct as no depending on supporting evidence. He hesitates at line 18. He repeats the first line.

10. When is conformity good and when is it bad? EVAL: personal values. For example: When we do the right thing at the right time. When we remain true to ourselves (Hamlet). When we do anything because "everybody's doing it." When you become unknown citizens (Auden's poem).

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