ISHMAEL
An Adventure of the Mind and Spirit
Guided by Daniel Quinn and Experienced by All of Us
How are we studying Ishmael?
Each day, in class, we will be covering approximately 15 pages of text. We will be reading the
text aloud, together. This works pretty well with Ishmael particularly because most of the book
is structured around a conversation. Thus, after Ishmael (the gorilla) poses questions, you will
have an opportunity to think about how you would respond (prior to the pupil’s response).
Personal reflection has utility, makes you think—especially if you have the unique privilege of
hearing others thoughts in contrast with your own and the pupil’s perspectives from the novel.
The pages you read in class will be new for everyone except for three of you—the discussion
leaders. You will each be assigned, in advance, a section to prepare. You will have a discussion
partner to help you regulate and lead effectively. While you will have myriad responsibilities
and some options (culminating to a well-planned discussion), ultimately your main objective is
to read your portion aloud with a partner and pause to pose questions and/or allow the class
to process what just came to pass.
Thus, and again your main objectives within this project are to…
-------------------------------------------------------------------------------------------------------READ YOUR PORTION OF THE TEXT ALOUD, COMBINE WITH PRACTICED, PRE-PLANNED QUESTIONS
while
ENGAGING THE CLASS AND ENGAGING WITH THE READING
--------------------------------------------------------------------------------------------------------
Let’s say you have your group. You have the date you’re presenting. You’re excited!
Now, what are you responsible for?
The short version of your responsibilities:
MUST-DOs
I. Real, Live (yet practiced) Reading & Discussion
MAYBE-DOs for the “A”verachievers:
IV. World Building
II. Thought-provoking questions
V. Feeding Time
III. Visual(s)/Illustration(s)
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Longer Versions:
I. Real, Live (yet practiced) Discussion
What:
You and your group both must read the text before hand and plan-out discussion questions. You will be
engaging with one another as well as the rest of the class. While others must participate, a conversation
between you and your partner will have to occur. Though you’ve already processed the text, everyone
else will be hearing it for the first time. So, clearly, you and your group will have license to voice your
thoughts first.
How?
You might practice this conversation by reading the text once together (out of class) and “playing-out”
your discussion before you “go live” in front of the class. Since you will have read it, thoughtfully,
already you will know what tone lines carry and how to deliver certain quotes. The reading will be
smoother since you’ve practiced once through. If you know of a spot you struggled with or a portion
you had to reread, you will have the prescience (foresight) to pause, or tell others to reread the
paragraph silently. This is “considerate” and will allow others the necessary processing time to help
engage in your discussion. You should sticky note areas where you might need to do this so you can
keep track of (the preplanned) necessary pauses or interruptions.
If…
Now, the “live” version might be a bit different than the one you had practiced, but that’s good! That
means you’re reacting to others and one-another. Nonetheless, at least you will have the fall-back plan
and comfort of mobilized schema. I can’t stress this step enough: The A discussion will have practiced
pauses, questions, and discussion points realized with your partner before-hand. The resultant knowwhat-your-doingness will be clear.* We’ll be happy.
OBJECTIVE within the “I. Real, Live (yet practiced) Discussion” is
Preplan thought-provoking, erudite, and relevant discussion
*Fear not, you will have a planning sheet to aid you with this process, later in this packet.
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II. Thought-provoking Questions
While you and your group will have devised questions and answers for your portion before hand, the
class needs to participate in your live discussion. Thus, you must create discussion questions for this
purpose. When you craft questions, you should use the following parameters to dictate your discussion:
1. Get-it questions (1, 2 or 3)
Knowledge/Comprehension*: these questions make sure people understand what’s going on. You
might choose to use these after reading something that you had difficulty interpreting, first time
through. Listeners will be using skills like remember, recall, paraphrase, and interpret.
 Example: Why can’t we stop our destruction?  We can’t b/c we are compelled to go on
destroying the world in order to live (p. 25)
2. Figure it out questions (1, 2 or 3)
Application/Analysis*: these are slightly more complicated. Both of these words connote “breakdown” in order to use. They apply, problem solve, subdivide, classify, pick-apart.
Sounds like:
Why is….significant?
How is….related to…?
How does ….compare/contrast with…?
What evidence can you list for….?
 Example: Why is it significant that the narrator only has the “impression” of being captive?
(p. 25)
3. So what questions (1, 2 or 3)
Synthesis/Evaluation*: this level of question assumes you know enough about the topic to evaluate
it or make it into something new and super-relevant. These should be the “thinkers” because they
take what’s in the book and make it personal or important to us. Sometimes, they can be more
tangential.
Sounds like:
What solutions would you suggest for…?
What could you predict/infer from….?
What do you think about….?
How would you decide…..?
 Example: What do you think about the idea that
“Whether we’re being lied to or not, we still have to
Get up…go to work and pay the bills…”?
Wait-time:
Also, remember for question-types Figure it out and So what, people will likely have to think of
responses first, before participating. If it’s a complicated question, it’s hard to have an answer
immediately. Thus, you should say things like, “Respond to the following question” or “Take a moment
to think about this.” Consider this, if you really write a question that you think will elicit a
“hmmmmm” or “huh?”
OBJECTIVE within the “II.Thought-provoking Questions” is
Craft questions which check for understanding and make the book relevant to us
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III. Visual(s)/Illustrations
After reading and planning your discussion, create a visual which enhances our reading. Thus, you must engage
with the visual during the presentation. You need to use it to “do” something. More on this later.* This component
has room for interpretation and creativity. Everything else below are avenues for execution. New ways of
synthesizing encouraged…would love if you pitched your idea before-hand.
Your visual may—

Aid with understanding because it…
 Depicts a character reaction
 Realizes a scene
 Is designed to be utilized as a discussion tool

Makes an argument through
 Illustrating a way of looking at things or one-side of something
 “Defamiliarizing”- realigning perspective so we can see things in a new way
 Creating an impact through a series of “slides”

Makes relevant by
 Showing/illustrating a real-life concept or something that we all experience

Makes palpable since it
 Makes a 2-D or 3-D version of a metaphor or a quote in the book
 Tries to make a concept “feelable” (beyond abstract thought) and thus helps with
understanding
Specific Examples:
 Demonstrate your understanding of the differences between Leavers and Takers by illustrating one idea through
two different projections. Maybe….road kill? For instance… (don’t bring in real road kill).
 Pictorially highlights constitution, evidencing “taker” culture
Urging:
What I’m asking you to do here is similar to “The Burning of L.A.” project…because of its purposeful construction
Your internal dialogue should NOT sound like this:
“What do I want to make for a visual? I know, a collage. Or maybe…I’ll clip an ad from a magazine; I could make
a drawing, or I’ll use wordle. No, glogster. Which one’s easiest?”
It SHOULD sound like this:
“What effect do I want my visual to have? What do I want it to do? I know! I’d like my visual to ______________!
Okay, now that I know what purpose I want the visual to serve, what is the best way I can get that done?
(i.e. know the ends before you trudge down a path. Whatever “it” becomes will turn out better with a goal in
mind first.)
Caveats:
This may not be something you downloaded or played from the internet. No YouTube videos. This cannot be
designed to kill-time: enriching and enhancing things only, made from your blood, sweat, and tears.
*Also, you cannot say “This is our visual. It’s a palm leaf. It represents Ishmael because he eats palms sometimes.
That is a useless use of a visual.
OBJECTIVE within the “III. Visual(s)/Illustrations(s)” is
Design Visual which enhances our collective experience and understanding of the novel
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We’ve made it to the “Maybe-do” portion of the project!
So far, this presentation should sound like a presentation. However, ideally, it should “read” more like an
experience. We, together, want to have a unique experience with Ishmael. Think coffee-shop talk with
contemplative or rain-forest atmosphere, for instance. The awesome presentation will make us “feel” as
well as think and pay attention. Here’s how you may do that:
IV. World Building
Use your imaginations. Create Ishmael’s world and/or reflect the tone of a concept in a chapter, using the
classroom as your oyster: make us feel like “pupils”; surround us by Mother Culture; put us in an
airplane (this will make sense when you get to this portion of the novel). Do what you can in order to
create an experience rather than a discussion. Almost everyone remembers a fort, den, tree house, or
hidden corner…These safe, tailored places are memorable. Make the class feel like this by constructing a
space.
The world building component is different from your visual. While your visual may contribute to the
classroom’s aura (i.e. world building) AND your imagined “world” can and should be very visual, they
are not one in the same. The main difference is that the visual is meant to be engaged with during the
discussion whereas the physical environment may just “exist”—it does not necessarily need to be
addressed. It creates ambiance. Makes the mood right.
You don’t have to do this, but the “A” presentation will. It’s going above and beyond. If you choose to do
this, you must devise a way to set-up before hand (if that kind of preparation is necessary). If not, just
don’t count on the first 5/10 minutes of class for “set-up” time.
OBJECTIVE within the “IV. World Building is
Make the class experience your portion of the novel through using the class to depict an environment
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V. Feeding Time
I’m not in the mood for some good discussion over muffins, donuts, and coffee? Said no one. Ever.
So, why not make it like a coffee shop? If we all commit to a day, we can all maximize our happiness.
Like communism…hence, in-class reading will feel less…compulsory? Extra props for making the food
related to the content of Ishmael in some creative way (that will contribute to “world building”). This
ultimately becomes one more venue of setting the mood for comfortable, open, and thought-provoking
discussion while also having the opportunity to reflect the tone of a chapter.
OBJECTIVE within the “V. Feeding Time” is
Feed us.
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YOU’VE MADE IT….almost
What should the listeners be doing?
A Listeners (23-24 points):
 You are here:
 You have your notebook out in the beginning of class
 You have a writing implement in your hand
 Your journal/notebook is open
 You often write thoughts and musings down as we are reading, but you still follow along
 You contribute meaningful and thoughtful comments at least three times per week
 You respond meaningfully and fully for the “journal moment” at the end of class
 You prevent infectious disease: you do not pack up until the bell rings or you are dismissed.
 If you have a bodily need, like you have to go to the bathroom or you want more food, you act like an
intelligent person…

And thus, you illustrate engagement by flooring the gas pedal whilst here.
B Listeners (20-22 points):
 You are here:
 You have your notebook out in the beginning of class
 Your journal/notebook is open
 A writing implement is in your hand when you are told to have one in your hand, but you still follow along
 You write thoughts and musings down (when you have a passion) as we are reading
 You contribute meaningful and thoughtful comments at least twice per week
 You respond meaningfully and fully for the “journal moment” at the end of class
 You prevent infectious disease: you do not pack up until the bell rings or you are dismissed.
 If you have a bodily need, like you have to go to the bathroom or you want more food, you act like an
intelligent person…

And thus, you illustrate engagement by turning your wheels whilst here.
C Listeners (17-20 points):
 You are here:
 You have your notebook out in the beginning of class
 Your journal/notebook is open
 A pencil is in your hand when you are told to have one in your hand
 You doodle too often
 You contribute comments at least once per week
 You respond meaningfully during the “journal moment” at the end of class…but you’re pretty much one of
the first five people done and staring
 You prevent infectious disease: you do not pack up until the bell rings or you are dismissed.
 You have your phone on your desk (because you’re really important), and I consistently feel the need to stare
at you meaningfully to put the phone away. You rarely notice. It’s because you’re really important though.
 If you have a bodily need, you need to be reminded to act like an intelligent person…
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Stuff that will impact your grade detrimentally:
 Packing up while someone is speaking. I strongly dislike that.
 While tangents are actually awesome, they have to be meaningful. Don’t give yourself a
proverbial “check” for participation by contributing something asinine.
Stuff which will get you to 25/impact your grade (and person points) positively:
 We look forward to what you have to say because you participate often, and it’s
reflective and thoughtful. You sometimes improve my (our) quality of life by
elucidating something new. You’re just really awesome in general, actually.
How are we keeping track of participation?
I will be keeping track with the help of the discussion leaders. You (leaders) will swing by at
the end of class and make sure the days contributors were noted. The reason this is “more
serious” than before is because the majority of your grade is comprised by what’s going on in
here. To be fair, this makes the process less subjective.
Absence:
If you are absent you must answer the discussion questions from the day (they will be posted
on my website) in your notebook and hand-in within three school days* If not, you lose three
points per day.
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How are we being graded?
What are our (remaining) grades during this marking period?
Assignment
Your Discussion project
Participation
Point Value
155 (Rubric below)
150
When will I know what I earned?
Input when you, individually, are done
Input weekly
(25 points a week! See the last page for break-down)
Study Guide Completion
Input weekly
100
(20 points a week!)
Quizzes (3-4)
Small Projects/Activities
TOTAL 550ish
Input as they come…weekly
80
30-50
Input as they come
-----------------------RUBRIC FOR DISCUSSION PROJECT----------------------3
5
!
CRITERIA
Real, live, yet practiced discussion (35):
(35):
Questions are well-crafted and appropriate. There is a good balance of the three types of
questions. You planned well enough that you know what discussions are important to you,
the book in general, or us at-large. You might make some compromises, but ultimately, your
inclusion and engagement of the class is intentional
Prepared and used
questions.
(35):
You thoughtfully and purposefully planned your visual. The depiction is meaningfully
connected to the content of the novel.
Used visual in
presentation
Design Visual which enhances our
collective experience and understanding
of the novel
Preparation/ Management______(35):
Worksheet and participation
Did not meet
expectations
(24-15)
While the craftsmanship is superb, the visual also serves a clear purpose in your presentation.
You utilize it well.
You put thought and intention into filling out the worksheet in its entirety. The worksheet
informed your delivery
TOTAL = _______out of a potential 140
World Building
Fine
(25-28)
Clearly planned
Craft questions which check for
understanding and make the book
relevant to us
Visual(s)/Illustration
Good
(28-30)
Partners have cogent thoughts on subjects they bring-up. They read well and consider when
people will need wait-time or have a question. The placement of pauses and questioning aids
in understanding. You might have looked-up a word or two. In short, you seem überprepared. You’ve deeply planned and reflected.
Preplan thought-provoking, erudite, and
relevant discussion
Thought-provoking Questions
Great (31-34)
Filled- out
THUS- Max score- 90%
(10):
Make the class experience your part of
the novel through using the class to depict
an environment
You went above and beyond, meaningfully…
You went above
Feeding Time ______
You went above and beyond, meaningfully…
You went above
(5):
Feed us yummy food.
Total: _______/155
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My name
_________________________
Planning Worksheet
My group members’ names
____________________________
I. PART PLANNING:
I’m reading ___________. My group members are reading the parts of ___________ & ___________.
(Options: Ishmael, Narrator, & Pupil [narr. & pupil are one and the same, but we will break them up for this purpose])
II. READING SPEED
Question Types:
Get it . Figure it out . So what?
We anticipate that READING THE TEXT ALONE without stopping at all might take the two of us _________minutes
III. Discussion:
We plan on stopping to have the following discussions. In this chart you should also write words or ideas that you just want to say (it doesn’t have to be a
“discussion”). Perhaps a particular quote stuck with you, or you needed to look up a word/concept. We might benefit from hearing this, but we don’t need to
have a discussion about it. You should use this chart for that purpose as well. That’s why there are more blanks than what you need for questions alone.
Pg#
Stop
point
Question/Observation
Question
type
(G, F, S)
Our Answer
Other notes
Time we
think it
will take
Where
applicable
VISUAL COMPONENT:
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V. TIMING
*Total of minutes you perceive your discussion to take ___________
(totals from previous page)
VII. WORLD BUILDING (optional)
*We plan on doing the following to the classroom:
_____________________________________________________________
*Total minutes you perceive your reading to take
___________
= 40 and 45 min.
V. FLEXBILITY
*Let’s say your first discussion blows our minds…it takes A LOT longer
than you think. Make a check mark next to the two parts in your chart
which you might be willing to gloss-over for the sake of letting a
discussion ride-out. Draw a star next to the one part that you are
absolutely unwilling to compromise
VI. VISUAL
*We would like a visual to serve the following specific purpose:
___________________________________________________
_____________________________________________________________
_____________________________________________________________
*We are doing this because we want to …
_____________________________________________________________
VIII. FEEDING TIME (optional)
*If you are feeding the class, what are you bringing? What’s the reason
behind this?
_____________________________________________________________
_____________________________________________________________
*We plan on using the visual during the following portion
____________________________Be sure you put this in the chart
This is a basic sketch or idea for our visual:
IX. PARTICIPATION
*At the end of your presentation answer the following—who participated
meaningfully? Please. Please do me the huge favor of making sure I write
the check mark.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
x. YOUR GRADE
What grade do you feel you earned on this project and why? (Answer at the end of the day and hand to me on separate paper.)
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Ishmael Schedule of Dates
Stuff that’s happening between now and diploma time
Monday
Tuesday
Wednesday
May 1
-Model presentation
*Daney (pg. 24-37)
Thursday
2
-Daney Presentation (pg. 38-53)
Friday
3
-Mother Culture Activity
8 Block Odd
1st Half:
-Study Guide DUE
-Quiz
- Presentation (pg. 95-110)
2nd Half:
- Activity (ABCs)
-Pg. 113-117
15 Keystones
- Presentation (pg. 151-168)
9 Block Even
No Class
10
- Presentation (pg. 117-130)
16 Keystones
- Presentation (pg. 169-184)
17 Keystones
-Daney Presentation (pg. 187207)
21 School Closed-Election Day
22 Keystones
-Study Guide DUE (up to
207)
-Quiz
-Daney Presentation (pg. 233248)
24 Block Even
Keystones
No Seniors-Awards Assembly
& Prom! Have fun!
28 -Close Ishmael
-Enrichment Activity
-Study guide DUE (complete)
29 -Review
23 Block Odd
Keystones
1st Half:
Daney Presentation (pg. 248263)
2nd Half:
-Activity
-Distribute Finals SG
30 -Review
April 29
-Read pgs 1-24
-Complete study guide for pgs
1-24
April 30
-Read pgs 1-24 DUE
-Complete study guide DUE
-Discuss beginning of the novel
-Intro to Project
6
- Presentation (pg. 54-70)
7
- Presentation (pg. 70-91)
13
- Presentation (pg. 130-148)
14 Keystones
-Study Guide DUE
-Quiz
- Activity
20 Keystones
-Daney Presentation
(pg. 211-229)
27 School Closed-Memorial
Day
31 Last Senior Day!
-Fun
NOTES:
-Study guide checks will happen on Wednesdays (usually). The “activities” will be flexible—based on what would best suit the class.
-Page number due dates DO NOT CHANGE! If, for some reason, we become too engrossed in discussion and don’t finish what we planned to in class, it is
homework due the next day. This is not unreasonable.
- If you are absent, you must get the notes and answer the discussion questions within three days of your absence. It is your responsibility to ask for it.
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Reading Break Down

Monday, April 29 pg. 1-24—Introduction of Ishmael…you did (or are doing) this independently, in class and for homework.

Wednesday, May 1: pg. 24-37— ………………………………__________Daney__________________________________________

Thursday, May 2: pg. 38-53— ……………………………...…____________Daney____________________________________________________

Monday, May 6: pg. 54-70— ………………………………..._____________ __________________________________________________________

Tuesday, May 7: pg. 70-91— …………………………………_____________________________________________________ _________________

Wednesday, May 8: pg. 95-110— ………………………………._____________ ________________________________________________________

Friday, May 10: pg. 117-130—— ……………………………….._____________ _________________________________________________________

Monday, May 13: pg. 130-148— …………………………………____________________________________________________ ________________

Wednesday, May 15: pg. 151-168— …………………………….____________________________________________________ _________________

Thursday, May 16: pg. 169-184— ……………………………. _____________________________________________________ _________________

Friday, May 17: pg. 187-207— …………………………………__________Daney_________________________________________

Monday, May 20: pg. 211-229— …………………………………___________ Daney __________________________________________________

Wednesday, May 22: pg. 233-248— …………………………….__________Daney_________________________________________

Thursday, May 23: pg. 248-263— …………………………………__________Daney__________________________________________
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