"Burning Bright" Socratic Seminar Questions

Be prepared to discuss these questions in class on Thursday, May 12, 2011.
If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%). You will not receive credit for answers to the Close-Ended or other "scratched-through" questions.

If you were in class and did not respond twice, use the back of your remaining half-sheets ("buns") to respond to the questions. If you respond to a question discussed in class, your response must add to the conversation we had. (+10 pts. each.) As above, you will not receive credit for answers to the "scratched-through" questions.

WORLD CONNECTION QUESTIONS
Is it OK to run from your problems? Explain. --E.V. 1st

Under what circumstances would you "snitch out" your boyfriend/girlfriend? --A.V. --1st

If you had to evacuate your house quickly and could only take one small suitcase, what would you fill it with? --M.G. 3rd



CLOSE-ENDED QUESTIONS
How is the Mechanical Hound able to track Montag? --V.E. 1st

How does Montag kill Beatty? --V.A. 7th

Where does Mildred go? What happens to her? --Mr. Mikesell

Where does Faber go? What happens to him? --Mr. Mikesell



OPEN-ENDED QUESTIONS
What does it tell you about the government that they use a scapegoat when they can't catch Montag? --J.L. 1st

Why didn't Montag turn himself over to the police? --S.P. 3rd

How does Montag escape the Mechanical Hound(s)? --Mr. Mikesell



UNIVERSAL THEME / CORE QUESTIONS
If TJ / Dallas / Texas came up with rules you felt were wrong, what would you do? --F.T. 3rd

If your vision of the future was the opposite of what most of society wants, how would you go about making it real? --M.R. 7th

What lessons have you learned from the books we're read this year? --K.L. 8th



LITERARY ANALYSIS QUESTIONS
What does fire symbolize in "Burning Bright"? --A.M. 3rd

Why does Beatty refer to Icarus during his final confrontation with Montag? --A.P. 7th

What ironies are encountered in the "Burning Bright" section of Fahrenheit 451? --V.A. 7th

Socratic Seminar Question Types: Fahrenheit 451 -- "Burning Bright"

In class Wednesday, May 11rd, you will create questions (one for each of the following) for a Socratic Seminar on Thursday, May 12th. Any question not accompanied by a valid answer will receive no credit.

All questions must be related to the "Burning Bright" section (e.g., "you could ask "how does Montag change from the beginning of the book to the end" ... except now that I've used that as an example, you can't).


WORLD CONNECTION QUESTION
Write a question connecting the text to the real world.

Example: Under what circumstances would you kill someone?


CLOSE-ENDED QUESTION
Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a “correct” answer.

Example: Where does Faber go?


OPEN-ENDED QUESTION
Write an insightful question about the text that will require proof and group discussion and “construction of logic” to discover or explore the answer to the question.

Example: How does Montag escape the Mechanical Hound(s)?


UNIVERSAL THEME/ CORE QUESTION
Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: If you memorized Fahrenheit 451, what could you teach someone?


LITERARY ANALYSIS QUESTION
Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of view, characterization, poetic form, archetypal hero patterns, for example?

Example: What is the significance of Granger's name?

Fahrenheit 451 Socratic Seminar Questions

Be prepared to discuss these questions in class on Wednesday, May 4, 2011.
If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%). You will not receive credit for answers to the Close-Ended questions.

If you were in class and did not respond twice, use the back of your remaining half-sheets ("buns") to respond to the questions. If you respond to a question discussed in class, your response must add to the conversation we had. (+10 pts. each.) As above, you will not receive credit for answers to the Close-Ended questions.

WORLD CONNECTION QUESTIONS
If you found your job was causing other people harm (physical, mental, etc.), what would you do? --L.A. 1st

Why are books important to society --P.H. --7th

What do you do when you develop feelings for someone who isn't the person you're currently in a relationship with? --I.M. 8th



CLOSE-ENDED QUESTIONS
What did Mildred do to commit suicide? --J.O. 3rd

What was Faber's previous job? --E.P. 7th

How old is Clarisse? --J.R. 8th

What three things did Faber say were needed for books to make a difference in society? --Mr. Mikesell



OPEN-ENDED QUESTIONS
Why doesn't Mildred get along with Montag? --K.M. 3rd

After reading the opening scene, what can you conclude about Montag? --I.O. 8th

Why was Mildred afraid when she saw the books? --Y.C. 8th

What did Beatty say led to books being banned? --Mr. Mikesell



UNIVERSAL THEME / CORE QUESTIONS
What is there in your life that is worth dying for? --Mr. Mikesell

What is there in your life that is worth living for --J.C. 1st

How can a person influence your point of view/outlook on life --M.V. 8th



LITERARY ANALYSIS QUESTIONS
What are some of the historical/literary allusions Bradbury employs? --J.L. 1st

What does Bradbury do by characterizing Mildred as shallow, apathetic, and not particularly intelligent? --F.T. 3rd

What does Bradbury accomplish by having Montag convince Faber to make copies of the Bible? --V.A. 7th

Socratic Seminar Question Types: Fahrenheit 451

In class Tuesday, May 3rd, you will create questions (one for each of the following) for a Socratic Seminar on Wednesday, May 4th. Any question not accompanied by a valid answer will receive no credit.


WORLD CONNECTION QUESTION
Write a question connecting the text to the real world.

Example: When a friend or family member is depressed, what do you do?


CLOSE-ENDED QUESTION
Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a “correct” answer.

Example: What three things did Faber say were needed for books to make a difference in society?


OPEN-ENDED QUESTION
Write an insightful question about the text that will require proof and group discussion and “construction of logic” to discover or explore the answer to the question.

Example: What did Beatty say led to books being banned?


UNIVERSAL THEME/ CORE QUESTION
Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: What is there in your life that is worth dying for?


LITERARY ANALYSIS QUESTION
Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of view, characterization, poetic form, archetypal hero patterns, for example?

Example: What does Bradbury accomplish by making Clarisse McClellan so different from all the other female characters in the book?

Othello Socratic Seminar Questions

Be prepared to discuss these questions in class on Wednesday, March 23, 2011.


WORLD CONNECTION QUESTIONS
Which is more important, friendship or money? --J.H. 1st

How would you react if your family rejected you because of the person you chose to love? --Y.T. --3rd

How do you think you'd feel if someone gave you something that has been passed down from generation to generation? --L.G. 8th



CLOSE-ENDED QUESTIONS
According to Gratiano in the final scene, how did Brabantio die? --O.G. 8th

When confronted with your guilt -- and you are guilty -- how would you react? --N.G. 7th

How was the Turkish fleet defeated at Cyprus? --Mr. Mikesell

How old was Iago? --Mr. Mikesell



OPEN-ENDED QUESTIONS
In 3.3.117, Iago says he loves Othello: Why does he do that when it is obvious he hates him? --L.M. 3rd

Why did Iago kill Roderigo? --P.H. 7th

Why did Desdemona fall in love with Othello? --Y.C. 8th

What is Iago's beef with Cassio? --Mr. Mikesell



UNIVERSAL THEME / CORE QUESTIONS
If someone conned you into doing something foolish or criminal, what would you do? --A.V. 1st

After reading Othello, will you guard against being ruled by your emotions, why, and if so, how? --L.A. 1st

Iago goes back and forth on the value of reputation: what value do you place on it and why? --K.M. 3rd.



LITERARY ANALYSIS QUESTIONS
What tone(s) does Shakespeare use when Iago presents his asides/soliloquies detailing his scheme? --A.S. 1st

How does Shakespeare employ irony in the play? --G.O. 8th

What fatal flaw did Shakespeare give Othello? --Mr. Mikesell

Anthem Socratic Seminar Questions

Be prepared to discuss these questions in class on Thursday, January 27, 2011.
If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%).

If you were in class and did not respond twice, use the back of your remaining half-sheets ("buns") to respond to the questions. If you respond to a question discussed in class, your response must add to the conversation we had. (+10 pts. each.)

WORLD CONNECTION QUESTIONS
How do you think you'd react if you were exiled from a group, team, clique, or organization because of your ideas/thoughts? --J.C. (1st)

How do you think you'd feel if you discovered that everything you know was a lie? --A.B. (3rd)


CLOSE-ENDED QUESTIONS
What did Equality 7-2521 discover in Chapter 3? --L.T. (8th)

What does "equal" mean in Anthem? --P.H. (7th)

What was Equality 7-2521's job? --G.O. (7th)


OPEN-ENDED QUESTIONS
Why did Equality 7-2521 say he was born with a curse? --F.T. (3rd)

Why doesn't the Council allow the citizens to think? --V.A. (7th)


UNIVERSAL THEME / CORE QUESTIONS
Can a Eugenics program like the one in the book ever work? --J.H. (1st)

If fighting for your rights was considered a crime, how would you fight for them? --C.R. (3rd)

Why do people try to control others? --K.M. (8th)


LITERARY ANALYSIS QUESTIONS
How does the dystopian setting help establish the mood of the story? --E.G. (1st)

What is the significance of the two allusions made in Chapter 12? --L.M. (3rd)

How does the mood of the story change from the beginning to the end? --P.J. (8th)

Socratic Seminar Question Types: Anthem

Submit one (1) of each of the following by Wednesday, January 26th. I will pick several and post them to the website that evening. Be prepared to discuss them in class on Thursday., January 27th. Questions may address any and all aspects of Anthem, but particular emphasis should be placed on the second half of the book.


WORLD CONNECTION QUESTIONS
Write one question connecting the text to the real world.

Example: How do you feel when others depend on you for success of the group?


CLOSE-ENDED QUESTIONS
Write one question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a “correct” answer.

Example: In Chapter 3, which two chemical elements does Equality 7-2521 use to create an electrical current?


OPEN-ENDED QUESTIONS
Write one insightful question about the text that will require proof and group discussion and “construction of logic” to discover or explore the answer to the question.

Example: Why does the Council reject Equality 7-2521's light bulb?


UNIVERSAL THEME/ CORE QUESTIONS
Write one question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: After reading Anthem, do you feel it is more important to live individually or as part of a group?


LITERARY ANALYSIS QUESTIONS
Write two questions dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of view, characterization, poetic form, archetypal hero patterns, for example?

Example: In Anthem, why does Rand surround the village by an "uncharted forest"?

A Christmas Carol Socratic Seminar Questions

Be prepared to discuss these questions in class on Thursday, December 16, 2010.


WORLD CONNECTION QUESTIONS
What would you do if every one you knew shunned or rejected you? --A.L. (1st)

What do Marley's chains represent in your life? --A.M. (3rd)

If you could be one of the spirits to guide Scrooge, which would you be: Christmas Past, Christmas Present, Christmas Yet to Come? Why? --K.M. (7th)


CLOSE-ENDED QUESTIONS
Why does Marley's ghost have chains all over his "body"? --C.P. (3rd)

Why is Scrooge so antagonistic toward his nephew, Fred? --L.T. (8th)

Who were the two "children" that hid themselves underneath the Ghost of Christmas Present's robe? --Mr. Mikesell


OPEN-ENDED QUESTIONS
How did Scrooge change from the beginning of the novel to the end? --Y.T. (3rd)

Why is Bob Cratchit happy, even though he doesn't have any money? --V.G. (7th)


UNIVERSAL THEME / CORE QUESTIONS
Do ghosts/spirits really exist? --A.C. (1st)

What is your reaction when someone gives you a second chance? --L.G. (8th)

How can seeing things from someone else's perspective change your understanding about something? --M.V. (8th)


LITERARY ANALYSIS QUESTIONS
Why did the author choose to set the story at Christmastime? --L.A. (1st)

What literary devices does Dickens use to make the Cratchit's feast "come alive"? --A.P. (7th)

Socratic Seminar Question Types: A Christmas Carol

Submit two (2) of each of the following by Wednesday, December 15. I will pick several and post them to the website that evening. Be prepared to discuss them in class on Thursday., December 16nd. Questions may address any and all aspects of A Christmas Carol, but particular emphasis should be placed on the second half of the book.


WORLD CONNECTION QUESTIONS
Write two questions connecting the text to the real world.

Example: When you realize how badly you’ve mistreated someone, how do you go about making things right between you?


CLOSE-ENDED QUESTIONS
Write two questions about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a “correct” answer.

Example: Based on evidence in Stave Two of A Christmas Carol, what texts did Young Scrooge imagine characters from?


OPEN-ENDED QUESTIONS
Write two insightful questions about the text that will require proof and group discussion and “construction of logic” to discover or explore the answer to the question.

Example: After reading the first two staves of A Christmas Carol, why was Scrooge such a jerk?


UNIVERSAL THEME/ CORE QUESTIONS
Write two questions dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: After reading Dickens’ Christmas Carol what should the attitude of the “haves” be toward the “have nots”?


LITERARY ANALYSIS QUESTIONS
Write two questions dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of view, characterization, poetic form, archetypal hero patterns, for example?

Example: In A Christmas Carol, why is it important that the Spirits provided flashbacks or foreshadowing in Scrooge’s life?

The Pearl Socratic Seminar Questions

Be prepared to discuss these questions in class on Thursday, December 2, 2010.

If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%).

If you were in class and did not respond twice, use the back of your remaining half-sheets ("buns") to respond to the questions. If you respond to a question discussed in class, your response must add to the conversation we had. (+10 pts. each.)


WORLD CONNECTION QUESTIONS
Can a person change his/her destiny? --E.V. (1st)

When faced with a decision where every outcome seems negative, how do you finally make your choice? --A.P. (7th)

What do you do when you realize the path you are going down in life is leading you away from where you want to be? --M.V. (8th)


CLOSE-ENDED QUESTIONS
What's the meaning of the baby's name (Coyotito)? --L.A. (1st)

What did Juana do to heal Coyotito of the scorpion sting? --A.R. (7th)


OPEN-ENDED QUESTIONS
In what ways did the pearl change Kino? --M.S. (3rd)

How does Juana's personality change over the course of the novel? --T.B. (3rd)

Why does Coyotito "have" to die? --M.M. (8th)


UNIVERSAL THEME / CORE QUESTIONS
If you found the "pearl of the world" how do you feel your responsibilities would change? --A.V. (1st)

If a friend suddenly became rich, how would your friendship change? --K.M. (8th)


LITERARY ANALYSIS QUESTIONS
Why did the narrator introduce Kino's "songs" to the reader? --U.V. (3rd)

Why does Steinbeck use the pearl as a symbol of destruction, rather than hope? --M.R. (7th)

Socratic Seminar Question Types: The Pearl

Submit two (2) of each of the following by Wednesday, December 1. I will pick several and post them to the website that evening. Be prepared to discuss them in class on Thursday., December 2nd. Questions may address any and all aspects of The Pearl.


WORLD CONNECTION QUESTION
Write a question connecting the text to the real world.

Example: When you realize how badly you’ve mistreated someone, how do you go about making things right between you?


CLOSE-ENDED QUESTION
Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a “correct” answer.

Example: Based on evidence in Chapter Two, how is a pearl made?


OPEN-ENDED QUESTION
Write an insightful question about the text that will require proof and group discussion and “construction of logic” to discover or explore the answer to the question.

Example: How does the pearl change Kino?


UNIVERSAL THEME/ CORE QUESTION
Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: After reading Steinbeck’s Pearl, how do you feel cooperation should be balanced with individuality?


LITERARY ANALYSIS QUESTION
Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of view, characterization, poetic form, archetypal hero patterns, for example?

Example: In The Pearl, how does Steinbeck use simile and metaphor to show Kino’s loss of humanity when he kills the trackers?

Lord of the Flies Socratic Seminar #2 Questions

Be prepared to discuss these questions in class on Tuesday, November 9, 2010.

If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%).

If you were in class and did not respond twice, use the back of your remaining half-sheets ("buns") to respond to the questions. If you respond to a question discussed in class, your response must add to the conversation we had. (+10 pts. each.)

WORLD CONNECTION QUESTIONS
Which character do you most closely identify with? Why? -- J.C. (1st)

When you are afraid, what do you do to overcome your fears? -- M.A. (3rd)


CLOSE-ENDED QUESTIONS
Why did Jack say "I'm Chief" after Piggy's death? -- R.V. (1st)

Why don't Jack and Piggy get along? -- M.M. (3rd)

What is signified by the breaking of Piggy's specs? -- R.R. (8th)


OPEN-ENDED QUESTIONS
If the pilot were to have survived, how would the story have changed? -- T.B. (3rd)

Why was it important to the story for the boys to believe in The Beast, even though there wasn't any real threat? -- N.G. (7th)


UNIVERSAL THEME / CORE QUESTIONS
What did you like about the book? What did you dislike? -- A.R. (7th)

How is evil represented in the story? -- J.N. (8th)


LITERARY ANALYSIS QUESTIONS
What details of the boys' characters did Golding alter over the course of the novel to show their descent into savagery? -- V.E. (1st)

How did Golding foreshadow Piggy's death? -- K.M. (7th)

What did Golding accomplish by choosing to make the weather a thunderstorm when Simon was killed? -- L.G. (8th)

In what ways is the ending ironic? -- Mr. Mikesell

Socratic Seminar Question Types: Lord of the Flies, Chapters 4-12

Submit two (2) of each of the following by Monday, November 8. I will pick several and post them to the website prior to the socratic seminar. Be prepared to discuss them in class next week.

World Connection Question
Write a question connecting the text to the real world.

Example: How do you stand up to peer pressure?


Close-Ended Question
Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a “correct” answer.

Example: What was "The Beast"?


Open-Ended Question
Write an insightful question about the text that will require proof and group discussion and “construction of logic” to discover or explore the answer to the question.

Example: In what ways is Simon revealed as a Christ figure?


Universal Theme / Core Question
Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: Do the boys truly escape the horrors of the island once they are "rescued"?


Literary Analysis Question
Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of view, characterization, symbolism, imagery, metaphors, allusions, archetypal hero patterns, for example, to help the reader better understand the story?

Example: Golding characterizes Piggy as myopic or (literally) shortsighted. In what ways does he metaphorically behave shortsightedly?

Lord of the Flies Socratic Seminar #1 Questions

Be prepared to discuss these questions in class on Thursday, October 14, 2010.

If you missed the seminar, submit well-thought out written responses to two questions (100%; one question=80%).

If you were in class and did not respond twice, use the back of your remaining half-sheets ("buns") to respond to the questions. If you respond to a question discussed in class, your response must add to the conversation we had. (+10 pts. each.)

WORLD CONNECTION QUESTIONS
What characteristics do you look for in a leader? --J.H. (1st)

How would you go about making a chaotic situation civil? --I.M. (8th)


CLOSE-ENDED QUESTIONS
What is the purpose of the conch? --M.M. (8th)

How do the boys know there is no civilization on the island? --S.P. (3rd)

What animal does Jack almost kill in the first chapter? --M.G. (3rd)


OPEN-ENDED QUESTIONS
After reading the first three chapters, has Ralph proven to be a good leader? Why/why not? --G.O. (7th)

After reading the first three chapters, how would you describe Ralph and Piggy's relationship? --M.R. (7th)


UNIVERSAL THEME / CORE QUESTIONS
Why are rules important in a society? --T.B. (3rd)

How does a leader maintain his/her position of authority? --L.M. (8th)


LITERARY ANALYSIS QUESTIONS
Why do you think Golding made Piggy a fat boy? --V.E. (1st)

Why do you think Golding chose an island for the setting? --A.P. (7th)

Why do you think Golding chose to write in Third Person Omniscient, rather than Third Person Limited or First Person? --S.P. (3rd)

Socratic Seminar Question Types: Lord of the Flies, Chapters 1-3

Submit one (1) of each of the following by Wednesday, October 13. I will pick several and post them to the website Wednesday night. Be prepared to discuss them in class on Thursday, October 14.

WORLD CONNECTION QUESTION
Write a question connecting the text to the real world.

Example: When you are lost, what strategies do you use to get “found”?


CLOSE-ENDED QUESTION
Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a “correct” answer.

Example: Why do Jack Merridew and his friends dress in uniform?


OPEN-ENDED QUESTION
Write an insightful question about the text that will require proof and group discussion and “construction of logic” to discover or explore the answer to the question.

Example: After reading the first three chapters of Lord of the Flies, what conclusions can you draw about Piggy’s personality?


UNIVERSAL THEME/ CORE QUESTION
Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: After reading the first three chapters of Lord of the Flies, what responsibilities do you feel the strong have toward the weak?


LITERARY ANALYSIS QUESTION
Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of view, characterization, poetic form, archetypal hero patterns, for example?

Example: In the opening line, Golding describes Ralph as “[t]he boy with the fair hair.” What implications might his diction choice, “fair,” suggest to the reader?