Skip to main content

What are some level 2 questions for "The Earth Men" in The Martian Chronicles by Ray Bradbury ?

I assume that you are talking about Arthur Costa's levels of questioning, as discussed in works like Developing Minds: A Resource Book for Teaching Thinking (see third link below).


According to Costa's ideas, a level one question asks students to retrieve facts or details from a text. The student doesn't have to interpret anything. The student is merely asked to find the desired information. Here are examples of a level one question:


  • "What does Mrs. Ttt say the name of her planet is?"

  • "Who kills the captain?"

Level two questions ask students to make sense of the information that they gather from the text. These questions often include words like why or how. They might ask the reader to analyze, compare, contrast, infer, or explain. 


They differ from level three questions in that they don't ask students to make generalizations, judgments, or evaluations that force them to go beyond the text. They don't ask the reader to speculate, hypothesize, or predict (as would a level three question like: "How might the story have ended if Mr. Xxx had been accompanied by another Martian? Would it still have ended in murder and suicide? Explain your reasoning...").


So you're looking for questions that ask students to make inferences about what's said or depicted, but stop short of requiring them to apply the information to new or hypothetical situations.


Here are some examples of such level two questions:


  • "How does Mrs. Ttt's reaction to the astronauts differ from what the captain believes is appropriate?"

  • "The captain infers that he and his men are in an insane asylum. What lines of evidence lead him to conclude this?"

  • "Why isn't Mr. Xxx's visit to the ship enough to convince him that it is real?"

Comments

Popular posts from this blog

Is there a word/phrase for "unperformant"?

As a software engineer, I need to sometimes describe a piece of code as something that lacks performance or was not written with performance in mind. Example: This kind of coding style leads to unmaintainable and unperformant code. Based on my Google searches, this isn't a real word. What is the correct way to describe this? EDIT My usage of "performance" here is in regard to speed and efficiency. For example, the better the performance of code the faster the application runs. My question and example target the negative definition, which is in reference to preventing inefficient coding practices. Answer This kind of coding style leads to unmaintainable and unperformant code. In my opinion, reads more easily as: This coding style leads to unmaintainable and poorly performing code. The key to well-written documentation and reports lies in ease of understanding. Adding poorly understood words such as performant decreases that ease. In addressing the use of such a poorly ...

A man has a garden measuring 84 meters by 56 meters. He divides it into the minimum number of square plots. What is the length of the square plots?

We wish to divide this man's garden into the minimum number of square plots possible. A square has all four sides with the same length.Our garden is a rectangle, so the answer is clearly not 1 square plot. If we choose the wrong length for our squares, we may end up with missing holes or we may not be able to fit our squares inside the garden. So we have 84 meters in one direction and 56 meters in the other direction. When we start dividing the garden in square plots, we are "filling" those lengths in their respective directions. At each direction, there must be an integer number of squares (otherwise, we get holes or we leave the garden), so that all the square plots fill up the garden nicely. Thus, our job here is to find the greatest common divisor of 84 and 56. For this, we prime factor both of them: `56 = 2*2*2*7` `84 = 2*2*3*7` We can see that the prime factors and multiplicities in common are `2*2*7 = 28` . This is the desired length of the square plots. If you wi...