“The Chrysanthemums” By John Steinbeck

“The Chrysanthemums” by John Steinbeck Directions: Write your name and period on the front Read the story As you read, annotate (write in the margins) to help you understand the story If you finish early, read your outside reading book! Annotation Strategies: Predict Paraphrase Vocabulary Visualize Connect (to self, to text, to the world) Question Evaluate

“The Chrysanthemums” by John Steinbeck Prompt: What is a central theme of the short story “The Chrysanthemums”? Write a complete paragraph using evidence from the text. Due: the end of the period Tonight’s homework (ok to do in class, if you finish your paragraph early): On an index card write down the following: Your name, period, and today’s date Title of your first outside reading book Number of pages you still have left to read of your book Due date Number of days until due date, including weekend days Minimum number of pages you should be reading every day

“The Chrysanthemums” close re-reading

First Paragraph: Visualization Picture the scene in your head as we re-read it Then, have one person in your group sketch the scene, with help from tablemates Share out

First Paragraph: Diction Re-read the first paragraph again silently to yourself Circle all the words that describe the scene Share out: patterns; figurative language; connotations. What kind of a place is this?

Paragraphs 2-4: Visualization As we re-read, picture in your head what this scene looks like. Where are the men? Where is Elisa? What is their relationship? Discussion questions: Whose ranch is it exactly? Whose garden?

Paragraphs 5-6: Diction As we re-read these paragraphs, circle the words that are used to describe Elisa – what she looks like, what she wears, what she does. Share out: What do you notice about these words? What do they have in common?

Group work: pages 2-8 For your group’s assigned page: Read the entire page out loud (rotate the reader): Discuss, decide, and do the following: UNDERLINE the most significant word, short phrase, or sentence that describes Elisa. CIRCLE the most significant word, short phrase, or sentence that Elisa says. Do a SQUIGGLY LINE under the most significant word, short phrase, or sentence that someone else says to Elisa. For all three words/phrases/sentences, write in the margin and explain why they are significant. What important things do we learn about Elisa?

In your new group... One person starts off a discussion about his/her page. The leader should: Ask your tablemates to turn to your page Read the three words/phrases/sentences that you highlighted and explain why you highlighted them. Why do you think they are significant? What do we learn about Elisa’s character? Ask for questions/discuss. Tablemates: Highlight the passages your tablemates highlighted. Take notes in the margins Ask questions and contribute ideas Then, switch leaders and repeat, repeat, repeat!

Fishbowl Socratic Seminar One group = inner circle (IC), other = outer circle (OC) OC students take notes on the IC using the chart IC “Hot Seat”: OC students can come in and pose a question – they can’t stay to discuss the question, only ask it Instructor reveals the essential question that will be addressed. Students should refer to the text and their pre- Seminar questions throughout the discussion EVERYONE in the IC must speak in order for ANYONE to get participation points After some time the inner and outer circles will switch; a new question is revealed, the new OC takes notes while the new IC discusses

Socratic Seminar Questions What does Elisa want? Why can’t she get it? Ultimately, how brave and strong is Elisa?

Theme Statement Revision Does it include both the author and the title? Does it have both a topic and the author’s attitude about that topic? Does it capture a central theme of the story? Bonus: Does it reflect the complexities and nuances of the story?

“The Girl Who Goes Alone” by Elizabeth Austen https://vimeo.com/78439954 (Also saved to my computer)