Socratic Seminar Agenda
( 5 minutes) Do Now:
Socratic Seminar norming: turn and talk about the following ( S1-2)
- Review Socratic Seminar Group Guidelines
- Dialogue versus debate
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( 5 minutes) Mini lesson:
- Review the Socratic Seminar rules, goal and protocol ( S3)
- Marking the text (S4-5)
- Developing Opening, Core, and Closing Questions (S6)
Guided Practice
( 8 minutes) Becoming familiar with the text
- Read the short story
- Mark the text
- Develop three types of questions using Questions Planning Template
(20 minutes) Teacher facilitates Socratic Seminar in a Fish Bowl activity
-
- Students count 1 & 2
- #1 will be inner circle and # 2 will be the outer circle
- #1 and #2 will be partners and use the Inner-Outer Discussion Circle to evaluate each other( S8)
- Round 1( 10 minutes)
- # Opening question discussion ( 2 minutes)
- Core questions discussion ( 4 minutes)
- Closing questions discussion ( 4 minutes)
- Round 2( 10 minutes)
- # Opening question discussion ( 2 minutes)
- Core questions discussion (4 minutes)
- Closing questions discussion ( 4 minutes
Student Independent Practice (7 minutes)
After the Socratic Seminar, students will-
- Complete Socratic Seminar Discussion Debrief ( S9)
- Complete the Socratic Seminar Self-Assessment Participant( S10)
- Evaluate your Socratic Participation (S11)
Exist Slip: Hand in the Socratic Seminar packet
_______
Objectives: Students will be able to engage in discussions about a short story “ Birthday Party” in a Socratic Seminar and reflect on the activity in writing.
CCSS.ELA-LITERACY.RL.11-12.1
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.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Do Now:
Socratic Seminar norming: turn and talk about the following( S1-2)
- Review Socratic Seminar Group Guidelines
- Dialogue versus debate
Mini lesson:
- Review the Socratic Seminar rules, goal and protocol( S3)
- Marking the text (S4-5)
- Developing Opening, Core, and Closing Questions (S6)
Guided Practice
- Read the short story
- Mark the text
- Develop three types of questions using Questions Planning Template
- Teacher facilitates Socratic Seminar in a Fish Bowl activity
- Students count 1 & 2
- #1 will be inner circle and # 2 will be the outer circle
- #1 and #2 will be partners and use the Inner-Outer Discussion Circle to evaluate each other( S8)
- Round 1
- # Opening question discussion ( 2 minutes)
- Core questions discussion ( 5 minutes)
- Closing questions discussion ( 5 minutes)
- Round 2
- # Opening question discussion ( 2 minutes)
- Core questions discussion ( 5 minutes)
- Closing questions discussion ( 5 minutes
Student Independent Practice
After the Socratic Seminar, students will-
- Complete Socratic Seminar Discussion Debrief ( S9)
- Complete the Socratic Seminar Self-Assessment Participant( S10)
- Evaluate your Socratic Participation (S11)
Exist Slip: Hand in the Socratic Seminar packet