Mr. Moshé’s Critically Thinking . . . Are You?

The Time Machine Unit

Comments and Suggestions
By posting here, you will be helping me refine the process you’ve been through for future generations.

What did you think?

. . . of the book: coment here and take the Yahoo Poll.
. . . of the assignments: coment here and take the Yahoo Poll.
. . . of the group work: coment here and take the Yahoo Poll.

Comments you can post here may deal with these categories or querries. No matter what you suggest, check your motives…don’t waste our time with fluff:

• Classroom Activities
  • What would you like to have seen happen?
    • Guest Speaker? Who? Why? How would it be connected to the book?
    • Read Aloud – Reader’s Theater Style or not
    • Art in the classroom
    • Music in the classroom
• Field Trip Opportunities
  •  Where do you want to go? Why? How would going there connect tot he novel?
• Technology Use
  • What technology? How would it be used? Any ideas? eh?
    • Laptops 
    • LCD Projector
    • Promethean Board
    • Image Scanner
    • Overhead Projector
    • DVD
    • TV
    • Cell Phones? Huh? yes. Cell Phones. Any ideas?
    • iPod
    • Cameras - SnapShot and/or Video
    • PodCasts
    • Internet Websites? Which? Why?
    • Email
    • Blogs

Here are some possible questions for your feedback:

• What did you like or dislike about the project?

• What did you not like about the project?

• If you didn’t post often – why not?

• What did you think of the questions each week?

• Did you prefer one big question (like the one for Week4) or would you rather have choice from multiple questions (like we did in Weeks 1 through 3)?

• Would you have liked interaction (or more interaction) with the author?

• Did you like the additional links to learn more about some of the characters in the novel?

• Would you do a project like this again? Why or why not?

—-I am practicing attaching files. You may also use this blog to let me know if files are attaching properly. Thanks!!

THE FINAL DISCUSSION IN TIME

If your class has not finished reading The Time Machine in class, then your homework is as follows:

• Finish reading the book online (or use the book you borrowed from me and never returned, grrrrr!)

Now you can bring closure to this amazing literature experience. Accomplish this:

1. Answer the following questions on your own paper. (DUE MONDAY WHEN YOU WALK IN)
2. Post one of these answers to THIS blog, and respond to other’s answers. (DUE BY TUESDAY 12:00AM)
3. Go to a website that sells the book, and post a review of the book. BEFORE YOU SUBMIT THE REVIEW, PRINT A COPY OF THE REVIEW YOU WILL SUBMIT TO THE WEBSITE. (DUE WEDNESDAY WHEN YOU WALK IN)

Chapter X

1. What does the Time Traveller conclude about mankind’s intellectual advancements? Use details and information from the chapter to support your answer.
   

Chapter XI

1. Why does the Time Traveller decide to visit the end of the Earth? Use details and information from the chapter to support your answer.
   

Chapter XII

1. Why do you think that Wells doesn’t tell you what happened to the Time Traveller in the end?

Ultimately – This is what it’s all about.

PICK ONE OF THESE TO ANSWER

1. What, if anything, can we learn from the novel and apply today?
2. Why did Wells write the book?
3. The Time Traveller concludes that humans developed into Eloi and Morlocks because they sought to do what was easy; they had most of their needs met; their conflicts were eliminated. Why is the elimination of conflict and need negative?
4. How does the Time Traveller feel about the idea expressed in the following nursery rhyme? Refer to Chapter 12 for help.

Row, row, row your boat gently down the stream.

Merrily, merrily, merrily merrily; life is but a dream.

The Time Machine Discussion Series

The Socratic Discussion of Chapters 1-6

The classroom will be set up in a large (sort of) circle.

As you enter the classroom, you will need to present your Ticket In.

Your Ticket In should have on it:

• 1 Discussion Question
• 1 Complete & Thorough Answer
• 1 Graphic Representation (Extra Credit)

If you do not have your Ticket In, you will get credit for being in class. You will not get full class participation credit, though. Your job will be to:

• Sit in the middle of the circle.
• Tally when students are on task.
• Tally when students are off task.

You may use/bring:

• Chapter Summary Assignments
• All Discussion Questions
• Literary Devices Definitions & Examples
• The Time Machine Book

—————- THE RULES —————-

THis is about discussion, not debate. It’s about conversation, about dialogue.

1. You are responsible for the discussion.
2. Students must speak to other students; not to the teacher.
3. One person speaks at a time.
4. Use active listening skills through eye contact, nodding, etc.
5. Provide feedback or responses.
6. Allow each speaker enough time to begin and finish her/his complete thoughts.
7. Be courteous and respectful; no put-downs or verbal bullying.
8. Refer to the text whenever possible; give examples.
9. Criticize the idea, not the individual.
10. Discuss ideas, not individual’s opinions.
11. Ask for clarification when needed, but be specific about what you want to know.
12. Speak freely; There is no need to raise hands to get into the discussion.
13. Stick to the topic being discussed.
14. Do not have side conversations.
15. Be willing to change your opinion based on what you hear.

—————- THE RUBRIC —————-

Suggested Participation Rubric

• Excellent – 40 POINTS
  
  • Follows seminar rules; Provides insight on a variety of issues; Exhibits an understanding of the text; Respects the ideas of others. CONTRIBUTES 3 TIMES.
• Good – 30 POINTS
  • Exhibits same behaviors as “excellent,” but does not comment as frequently. CONTRIBUTES 2 TIMES.
• O.K. – 20 POINTS
  • Attempts to follow seminar rules; Shares one or two comments; Respects the ideas of others. CONTRIBUTES 1 TIME.
• Poor – 10 POINTS
  • Does not speak; Does not follow seminar rules. NO TICKET. DOES NOT CONTRIBUTE.

There are many things you should be doing with your groups as you read The Time Machine.

So far, after each chapter you have been asked to take care of two things:

1. Write a Chapter Summary
2. Write Chapter Test Questions

Below, you will find detailed instructions concerning each of these two assignments.

PART I: The Chapter Summary

For this portion of the group assignment you are required to discuss each chapter, take notes on the plot of that chapter, create a draft of a plot summary (1,2,3, or more paragraphs) based on your notes, and write a final draft of the chapter summary. Each group member should get a copy of the final draft.

For instance, after your group completes Chapter 5, discuss the plot. Groups with only two people will have to share the load.

1. During the discussion one group member is to take notes on a prepared notes page as illustrated in class.
2. After the discussion another group member is to take the notes, and draft them into a cohesive well-written paragraph.
3. Finally, a last group member is to create a spellchecked, proofread, and edited final draft of the summary.

PART II: Chapter Test Question Writing

For this portion of the assignment you are required to write test questions for the chapter you are summarizing. Each group must write three questions. Below you will find details about each type of question. Your group must write: one Multiple-Choice (MC) question, one Short Response (SR) question, and one Extended Response (ER) question.

Multiple-Choice (MC) Items

Multiple-choice items are worth one point each and should take approximately one minute per item to answer.

Items must have four answer choices (A, B, C, D or F, G, H, I).

During item development and review, the correct response for each item should be indicated with an asterisk next to the letter of that response.

In most cases, response choices should be parallel in concept and format and should be arranged vertically beneath the item stem.

Short-Response (SR) Tasks

Short-response questions are worth two points. Each task should take approximately five minutes to complete. The tasks require the student to write a short text-based response to a question or statement (e.g., briefly describing why a character takes a certain action in a story).

Student responses are scored (zero, one, or two points) depending on the completeness and accuracy of the response. A sample top-score response must be provided for each item.

 

Extended-Response (ER) Tasks

Extended-response tasks are worth four points. Each task should take
approximately ten to fifteen minutes to complete. These tasks require a longer text-based student response to a question (e.g., comparing two passages or describing how a character changes throughout a passage).

Student responses are scored (zero, one, two, three, or four points) depending on the completeness and accuracy of the response. A sample top-score response must be provided for each item.

———————————————————

You must write questions to satisfy the following criteria:

Context Clues/Drawing Conclusions/Anlyzing Words and Phrases: The student analyzes word structure and context clues to demonstrate comprehension of words and phrases in passages and/or graphics. The student makes or confirms inferences and draws conclusions about a reading passage and also identifies organizational patterns within a passage. Vocabulary words should be on grade level for assessing prefixes (e.g., en-, dis-, pre-, non-, re-, de-, pro-), suffixes (e.g., -ful, -ish, -ward, -less, -like, -y, -er, -ment, -en, -ize), root words, multiple meanings, antonyms, synonyms, and word relationships (e.g., simple analogies). Use multiple-choice (MC), short-response (SR) items.

MC Distractors may include, but are not limited to, the following:

• incorrect meanings of words or phrases
• correct meanings of words or phrases that do not fit the context
• words with construct similar to correct response (e.g., same prefix)
• incorrect inferences and conclusions
• incorrect organizational patterns
• incorrect analogies

Compare and Contrast: The student uses the reading process effectively. The student identifies similar or dissimilar elements within or across texts and/or explains in writing how elements are alike or different. Elements that can be compared or contrasted may include, but should not be limited to, characters/subjects, authors’ purposes, settings, main ideas, organizational structures, styles, and authors’ points of view. If tones are compared in two passages, each passage must contain a readily identifiable, consistent tone. Use multiple-choice (MC), short-response (SR), and extended-response (ER) items.

MC Distractors may include, but are not limited to, the following:

• incorrect comparisons
• incorrect contrasts
• similarities or differences not supported by the text
• facts or details that are drawn from the passage(s) but are not related to the question
• plausible but incorrect responses based on the text

Main Idea/Essential Message: The student constructs meaning from a wide range of texts. The student identifies and/or expresses in writing the main idea or essential message, relevant supporting details and facts, or how the organizational pattern of a passage supports or develops the main idea. Passages may be literary text or informational text. The passages will include a main idea (stated or implied) or an essential message and relevant details or facts. Organizational patterns (methods of development) could include, but are not limited to, chronological order, flashbacks, lists, main headings with subheadings, question and answer, argument and support, comparison and contrast, cause and effect, and main idea with supporting details. Use multiple-choice (MC), short-response (SR), and extended-response (ER) items.

MC Distractors may include, but are not limited to, the following:

• details that do not support the main idea or essential message of the passage
• incorrect identifications of details
• incorrect identifications or interpretations of the main idea or essential message
• incorrect relationships between the organizational pattern and the main idea
• plausible but incorrect responses based on the text

Author’s Purpose/Author’s Point of View: The student constructs meaning from a wide range of texts. The student identifies and/or expresses in writing the author’s purpose or point of view. The student also analyzes the impact of the author’s purpose or point of view within or across a variety of texts, including text intended to persuade. Use multiple-choice (MC), short-response (SR) items.

MC Distractors may include, but are not limited to, the following:

• facts or details that are drawn from the passage(s) but
• do not represent the author’s purpose or point of view
• incorrect interpretations of the author’s purpose or point of view

Reference and Research: The student constructs meaning from a wide range of texts. The student obtains information through the process of recognizing, identifying, analyzing, synthesizing, and/or evaluating. The student demonstrates an understanding of information gathered from within or across texts. Use multiple-choice (MC), short-response (SR), and extended-response (ER) items.

MC Distractors may include, but are not limited to, the following:

• incorrect uses of resources for research needs
• incorrect locating, gathering, analyzing, or evaluating of information
• incorrect conclusions or generalizations based on the stimulus
• headings or categories that are not applicable to the designated facts or information
• inappropriate methods of classifying, categorizing, or organizing the designated facts or information

Reference and Research: The student constructs meaning from a wide range of texts. The student checks the validity and accuracy of information by differentiating fact and opinion, identifying strong versus weak arguments, and analyzing the development of argument(s) within or across texts. Use multiple-choice (MC), short-response (SR) items.

MC Distractors may include, but are not limited to, the following:

• incorrect identifications of subjective or objective support
• incorrect interpretations of strong or weak arguments from the passage
• incorrect interpretations of the use of facts or opinions from the passage
• incorrect interpretations of how language in the passage
• supports or develops arguments

Cause and Effect: The student responds critically to fiction, nonfiction, poetry, and drama. The student identifies or explains in writing cause-and- effect relationships within or across literary and/or informational texts. Use multiple-choice (MC), short-response (SR) items.

MC Distractors may include, but are not limited to, the following:

• incorrect causes or effects
• incorrect interpretations of cause-and-effect relationships
• plausible but incorrect responses based on the text

Character/Plot/Character’s Point of View: The student identifies or provides in writing an explanation, analysis, or interpretation of the following within or across texts: theme, plot, character development, setting, point of view, tone, conflict, and/or resolution. Use multiple-choice (MC), short-response (SR), and extended-response (ER) items.

MC Distractors may include, but are not limited to, the following:

• details that may contribute to but not significantly support the central conflict
• incorrect expressions of the central conflict or theme
• incorrect interpretations of character or plot development, point of view, setting, or tone
• plausible but incorrect responses based on the text

MUCH OF THE CONTENT OF THIS PAGE IS CREDITED TO THE FLORIDA DEPARTMENT OF EDUCATION FCAT TEST SPECIFICATION DOCUMENTS.

A vocabulary assignment the likes of which you have never heard of. A wonder of wordsmithiness, a parable of palabras (that’s spanish for ‘words’). This assignment will leave you with a better understanding of the terms in this chapter than you could ever hope for if you worked alone. And you may see yourself as working alone anyway.

Here is the drill:

Part I – The work you have to do. Look up the words, list them, chart them, graph them, draw them. However you want to satisfy the basic vocabulary assignment will be fine.

Part II – The work you have to share. Pick any three words from the list to post to this blog.

Part III – The story you have to write. Write a story using at least seven words from all of the Chapter 1 words. Show us you can use the words. Wanna use more than seven words in your story? Get extra points!!

PART I – The work you have to do.

Start with vocabulary.

Here is the list of vocabulary words for Chapter 1.

List A – (Due Friday November 3): expound, recondite, trammelo, earnest, controvert, fecundity, pensive, spasmodic, anachronism, anecdote
List B – (Due Wednesday November 8): askew, eddy, stupor, incredulous, solemnly, dimension, geometry, time, transitory, adroit

BONUS – Rhetoric (This word is not in the book. Word and definition will be fine.)

The assignment requirements are the same as they ever were; in order to get an -A- on this part of the assignment, satisfy these requirements:

1. Word & Part of Speech (25 pts) – You need both of these.
2. Synonym, or Antonym, or Other Language (25 pts)- You need one of these. If you use an antonym, label it as such.
3. Word Used in a Sentence from the Book (25 pts)- DO NOT WRITE YOUR OWN. For some terms you will find more than one sentence to use. Use the one you prefer.
4. Definition (25 pts) – NOT ANY definition . . . Use the definition that matches the way it is used in the text.

PART II – The work you have to share.

Continue with a decision and sharing.

Which three words will you share with the group? You must share the entire vocabulary entry (numbers 1-4 from above).

• Students whose last names begin with the letters A – M must pick words from List A.
• Students whose last names begin with the letters N – Z must pick words from List B.

YOUR THREE WORDS MUST BE POSTED BY 11/10.

THEN, November 11 – November 13 – Visit the blog regularly.

Post to the blog any confusion you may have about words.

• Words that you are confused about, others can help you with. Accept their help.
• Ask for help. Be specific about what you need to know.
• Offer Help. Be open to help. Look at others posts about words.

PART III – The story you have to write.

Conclude with a story of your very own creation.

NOVEMBER 13 TO NOVEMEBR 15, Write a short story using 7 words from all of the Chapter 1 words.

• November 13
  • Write a rough draft of a short (very shor) story.
  • Your Short Story must include all PLOT elements.
  • Share your story with others in school and at home: parents, friends, classmates you are not necessarily friends with at school, group members
  • The story does not have to be any longer than the front of a page
• November 14 – in class grade – have your rough draft
  • Proof/edit the draft in class
  • Share your story with group members.
  • Final Draft it tonight
• November 15
  • Post your short story to the blog.

GRADING GRADING GRADING GRADING GRADING GRADING GRADING GRADING GRADING GRADING GRADING GRADING GRADING GRADING GRADING

PART I – 100 Points possible

• 100 Points – 4 of 4 requirements satisfied
• 75 Points – 3 of 4 requirements satisfied
• 50 Points – 2 of 4 requirements satisfied
• 25 Points – 1 of 4 requirements satisfied
• 0 Points – 0 of 4 requirements satisfied

PART II – 100 Points possible

• 100 Points – 3 terms have been posted and help has either been offered or taken
• 75 Points – 3 terms have been posted
• 50 Points – 2 terms have been posted
• 25 Points – 1 term has been posted
• 0 Points – 0 terms are posted

PART III – 60 Points possible

Your score here will be derived using the rubric found at the Read-Write-Think website. Go check it out, OR cut and paste the following link into another window or tab to see the rubric.

http://www.readwritethink.org/lesson_images/lesson116/NarrativeRubric.pdf