1. Value of Life
If you need to, finish up any activities from Thu/Fri (Hamlet)

2. Activity #1 – Quick Write 12/19/2014
“I believe that if, at the end of it all, according to our abilities, we have done something to make others a little happier, and something to make ourselves a little happier, that is about the best we can do. To make others less happy is a crime. To make ourselves unhappy is where all crime starts. We must try to contribute joy to the world. That is true no matter what our problems, our health, our circumstances. We must try.” ― Roger Ebert
What is your response to the above quote? How does this compare to Hamlet’s idea of life? From this brief quote, does Ebert seem like a pessimist or optimist?
10 minutes

3. Surveying & Predicting
This text is an excerpt from an interview with the famous film critic Roger Ebert after he lost his lower jawbone and the ability to speak, eat, and drink as a result of his battle with cancer. The article, written by Chris Jones for Esquire, describes the joy and suffering Ebert experienced in his post-surgery life. Roger Ebert died on April 4, 2013 at the age of 70.
What do you know about Roger Ebert? Do a quick internet search and see what comes up. Look at pictures of him pre and post surgery if possible.
What kind of writing—what genre—do you think this text is?
Do you think Ebert’s claim about the value of life will agree with Hamlet’s or not?
10 minutes - Allow students to use their phones for this activity.

4. Activity #2 - Understanding Key Vocabulary
Because the excerpt from Chris Jones’s interview with Roger Ebert is a moderately complex text to read, you will review a few vocabulary words prior to reading. Look over the handout and notice which sets or pairs of words are related to each other. Then write three sentences on your worksheet. As you read, keep your vocabulary handout next to you. When you run into these words during your reading of the text, note the context of each word and write a “best guess” synonym for it. Notice which words seem to have a deeper or different meaning from their regular usage.
minutes - After students complete, have them share with their table group.

5. Reading for Understanding & Annotating the Text
As you read the interview by Chris Jones, pay attention to the way Ebert talks about the value of life. Annotate the text as you read with at least 3 comments or questions per page. Use a highlighter to highlight the sentences, phrases, or words Ebert uses to describe what he thinks it means to be alive. Remember that most of Ebert’s direct quotations will be in italics, so be sure to distinguish Jones’s words from Ebert’s words. Also mark highlighted parts with a “+” or “–” sign to indicate whether each quote shows a generally positive or negative outlook on life. As you did with Hamlet, try to determine whether Ebert appears to be generally pessimistic or optimistic in this interview. At the end of your text, write the answer to this question: Does Ebert also present an argument about the value of death?
The reading and re-reading will take MOST of the period (maybe one hour).

6. Socratic Seminar
A Socratic seminar is a type of discussion that utilizes questions and detailed responses that are based in the text.
When we return from break, we will be discussing the three articles that we’ve read in order to help you with your writing.
Your nine questions are 15 points in your classwork grade.
Participation in the seminar is 15 points in your writing grade.

7. Socratic Seminar Closed-ended Questions
The purpose of these questions is to find out what the text says; there is really only one answer to them.
Analyze textual details.
•According to [name of text], what does the term (or phrase) __________ mean?
•In what ways are __________ and __________ alike (or different)?
•What is the difference between __________ and __________?
•How do you think __________ was viewed by (or would be viewed by) __________?
•Does the text (or would the author of the text) agree or disagree with this statement: ________________________?
Explain the different types and discuss a few examples.

8. Socratic Seminar Open-ended Questions
There are many possible responses to these questions; there is no “right” answer. You need evidence (probably from the text) to help answer these questions.
Identify main ideas from text.
•What word or phrase is most important in [name of text]?
oWhy?
•What might be another good title for this text?
•Do you agree or disagree with [main idea or value of text]?

9. Socratic Seminar Core Questions
These questions help you explore the “big ideas”—themes, main ideas, and essential issues—of the work.
Personalize and apply ideas.
•What are the consequences or implications of [name of text] or this discussion?
•How do the ideas in this text relate to today?
•What if __________ happened (or were true) instead of __________?

10. STOP During break, work on: Due dates!!!!!
Your 9 Socratic Seminar questions
Finish all annotations
You may begin brainstorming about your essay as well
Due dates!!!!!
Annotations are due on Mon/Tue when we get back
Socratic Seminar questions are due Thu/Fri
The essay will be due 1/15 & 1/16

11. Value of Life
If you need to, finish up any activities from Thu/Fri (Hamlet)

12. Activity #3 - Descriptive Outlining
Draw a line under the introduction, before the conclusion, and between each of the body sections.
Title each of these sections in the left hand margin.
The introduction can be labeled “introduction”, and the conclusion can be labeled “conclusion.” Other sections need to be titled appropriately.
Create a Say/Do Chart for each section

13. Activity #4 - Analyzing Stylistic Choices
What details in the first two paragraphs convey a sense of the ordinary, behind-the-scenes routines of film critics? What words or phrases suggest the longevity of Ebert’s career as a movie reviewer?
What does Jones mean when he says that the moment Ebert said his last words before losing the ability to talk to cancer “wasn’t cinematic”? Why is this significant?
What words and phrases suggest the post-cancer, post-voice surge of productivity Ebert experienced in his writing?

14. Activity #5 - Thinking Critically
Questions about Logic (Logos)
An interview is a form of nonfiction—a text that tells the “truth.” Do you think Jones is being truthful in his observations of Roger Ebert? Do you think Ebert is being truthful in his statements about himself? Explain your reasoning.
Questions about the Writer (Ethos)
What evidence can you find that suggests Ebert is more of an optimist after fighting cancer than before?
Questions about Emotions (Pathos)
How do you think Jones’s description of Ebert’s “open smile” might impact readers?

15. Activity #6 - Writing a Rhetorical Précis
A rhetorical précis is both a summary of an article and it shows understanding of its arguments. In a précis you demonstrate comprehension of the complexities and nuances in sophisticated writing. The rhetorical précis includes five parts.
Part 1: Introduce the author, the title, and the main argument.
Part 2: Explain how the author develops or advances the argument.
Part 3: State the author’s purpose of the text.
Part 4: Describe the intended audience and the author’s relationship to the audience.
Part 5: Explain the significance of this work.

16. Charting Multiple Texts
Make an entry in your chart for the Ebert text. Fill it out as you did with the other articles and complete as much as you can about the way this article relates to the others.

17. Due dates!!!!! Annotations are due today! (returned Wednesday)
Text chart due Wednesday (returned Thurs/Fri)
Socratic Seminar questions are due Thu/Fri
Essay outline due 1/12 & 1/13 (writing draft in class)
Computer lab to type essay 1/14
Essay due 1/15 & 1/16