Meaning in Bodega Dreams

Socrates

Aim: How do we conduct a Socratic Seminar?   

Journal Prompt: Complete the Friday self-assessment.

The photo to the right is a sculpture of Socrates, the father of Greek philosophy. Socratic seminars are inspired by Socrates' belief in the power of questions to learn. In his view, questions are more important than information, and discussion is more productive than debate.

This week we completed reading Bodega Dreams. We’ve been analyzing the complex characters and the ways in which these characters helped develop major themes in the novel. Did the end justify the means as far as Willie Bodega was concerned? Did Bodega achieve his dreams? If so, why? If not, why not? How has Julio’s character developed over the course of the events? These are just a few important questions you should think about. There are no easy answers. Below are the English Language Arts standards that have been addressed through these lessons.

To bring closure to our reading and interpretation of the novel, we'll hold a Socratic seminar. The best way to prepare for a Socratic seminar is to have questions--open-ended questions that begin with why or how. Think of at least two questions you can ask at the seminar. You may use questions you asked for any of the 3-2-1 you completed after each day's read aloud.

Standards

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)