Vous êtes sur la page 1sur 18

Socratic

Seminar

Teacher: Chasity Klein

Date: 11/19/2015

Class: Expository Writing I

Level: 11



Purpose:
The purpose of this lesson is for students to practice synthesizing multiple source of
information to form their opinion while citing evidence and explaining their
evidence.

Objectives:
Students will be able to

Common Core Standards:

11-12 SL.1 Initiate and participate effectively in a range of


collaborative discussions (one-on-one. in groups, and teacher-led)
with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and
persuasively.
o a. Come to discussions prepared. having read and
researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
o b. Work with peers to promote civil, democratic discussions
and decision-making. set clear goals and deadlines, and
establish individual roles as needed.
o 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.

o d. Respond thoughtfully to diverse perspectives; synthesize

comments, claims, and evidence made on all sides of an


issue; resolve contradictions when possible; and determine
what additional information or research is required to
deepen the investigation or complete the task.


GLOs:
Self-directed learner
Community Contributor
Complex Thinker
Effective Communicator


Assessments:
Speaker Discussion Skills
Advanced
(10)

Meets all proficient criteria PLUS 3 or more of the following criteria.

Makes an in-depth connection, question, or inference that synthesizes


multiple ideas that are not obviously connected and explains the thinking
behind it using explicit academic language. Typically in-depth inferences
examine the irony or paradox of a text and/or connect the ideas to broader
themes.
Uses an advanced level transition
Defines the terms the author uses clearly in the context of the work
Identifies and explains where the author leaves matters uncertain and
explains why this ambiguity is important
Identifies a misreading or misinterpretation of the text and clarifies
confusion by directing everyones attention back to the text and explaining
what the text means in his/her own words.
Makes an in-depth connection or inference to another American Literature
text from a previous era, a historical American event, or contemporary
American event that is relevant to the discussion
Summarizes where the discussion has been succinctly and transitions the
discussion to a deeper place by posing a question that specifically flows
out of where the discussion has been
Synthesizes at least two previous comments/ideas together succinctly in
one speaking turn using an academic transition and connects ideas back to
the text in a new way and explains that connection
Synthesizes multiple texts together and discusses how they support,
challenge, and/or qualify the ideas being discussed; e.g. explains how Pitts,
Jr. and Naylor would respond to someones comment

Proficient
(9)

Meets all the following criteria


Student completes ALL Socratic Seminar preparation before seminar.
Student brings ALL texts, questions, and required materials to the seminar.
Student follows norms for discussion both as listener and speaker. This
includes making eye contact, sitting up straight, and maintaining focus and
energy throughout the discussion.
Uses academic transitions and phrases to build on the thoughts of others
every time he/she speaks.
Makes a relevant comment, question, or clarifying question that is on-topic
and builds the discussion.
Provides relevant quotes from the focus texts to support point. Offers
page number, directs everyone to the text, and waits for most of the group
to find the quote and reads it out loud.
Explains how the quote supports point in own words.
Does not dominate or withdraw; does not need to be invited to join
discussion or asked to hold back until others have spoken.


Approaching Missing 1 3 Proficient criteria
(8 6)
Well Below Missing 4 or more Proficient criteria
(5 0)

Coach Listening and Evaluation Skills
Advanced
(10)

Meets all proficient criteria plus 2 or more of the following:

Proficient
(9)

Meets all the following criteria

Approaching
(8 7)

Well Below

Missing 1 2 proficient criteria.

Student cites multiple pieces of evidence in order to support their


speakers point of view.
Student provides feedback and encouragement that results in an
improvement in their speakers speaking skill level.
Student identifies flaws in speakers claim and provides specific
feedback to improve their reasoning and ideas.

Student completes ALL Socratic Seminar preparation before seminar.
Student brings ALL texts, questions, and required materials to the
seminar.
Student provides specific feedback to speaker during pre-conference
and half-time
Student encourages peer to become a more skilled speaker by
providing specific feedback.
Submits seminar notes with listening evaluation; seminar notes are
complete and show active listening through the entire seminar
Submits complete peer review; comments are specific and accurate

Missing 3 or more proficient criteria


General Evaluator Listening Skills


Advanced
(10)

Proficient
(9)

Meets all proficient criterial plus the


quality of ideas and analysis meets the
following criteria:
Synthesis: Connects multiple
ideas from seminar together in a
new way and adds a new idea,
quote, question, insight, or
connection to the evaluation
Depth: Provides complex ideas
that require in-depth inferences
Breadth: Evaluates ideas from
multiple perspectives
Fairness/Multiple Perspectives:
Provides multiple relevant
viewpoints identifies own biases
and addresses them

Meets at least 8 the following criteria
Submits seminar notes with
listening evaluation; seminar
notes are complete and show
active listening through the entire
seminar
Submits complete peer review;
comments are specific and
accurate
Evaluation is at least 4
paragraphs
Summarizes the main questions
and topics discussed in seminar
concisely and accurately in one
paragraph
Evaluates the content of
discussion by explaining why you
agree/disagree with ideas
Evaluates the process of
discussion
Cites specific evidence and
includes names of speakers in
evaluation
Uses academic transitions in
evaluation
Evaluation overall meets the

Approaching
(8 7)
Far Below
(6 0)

following criteria:
Significance: Chooses most
important ideas from seminar to
discuss
Clarity: Explains and elaborates
on ideas clearly accuracy and
Specificity: Does not distort the
seminar and presents ideas
accurately offers specific ideas
and details from discussion
includes names of speakers in
evaluation
Relevance: Explains how ideas
connect together and relate to
American literature and culture
Logic: All ideas make sense
together as a whole offers
compelling evidence, reasons, and
commentary
Missing 7 - 6
Missing 5 or more

Materials:

Socratic Seminar handout


Activity 1.12-Activity.1.17
White Board
Dry Eraser Markers


Set-Up:

One class prior to discussion, have students sign-up for specific roles
Have Socratic norms posted
Set up classroom to reflect a fishbowl discussion (an inner and outer circle)


Procedures:
a. Introduction (10 min)
The teacher will go through daily routine (attendance, book check and
class itinerary)

The teacher will do a quick verbal review the Socratic seminar roles.
The teacher will give students a few minutes for pre-conference

b. Development (55 min)
The teacher will review the Socratic Seminar schedule
The teacher will review Socratic Seminar norms
Socratic Seminar first half will begin will begin (student led and inquiry
based discussion)(20) min.
o Teacher will pose the essential question
o Students will respond orally as coaches and evaluators will take
notes.
o Teacher will facilitate discussion by guiding students to a deeper
understand of question if needed, by asking questions (if needed),
ensuring students are adhering to the norms.
o Teacher will take notes for evaluative purposes but not provide
any verbal feedback.
The teacher will stop discussion after 20 minutes for half time (10)
o Speakers and Coaches will be given time to discuss speakers
performance and coaches feedback and advice.
o Big Board, Comment Counter, Transition Tracker, and Quote
tracker will present their information.
o Teacher will remind students to utilize their time wisely and fill
out their worksheets.
Socratic Seminar second half will begin (20)
o Students will continue their discussion.
o Teacher will continue to take notes.
o Students may pose new questions once topic has been exhausted

c. Concluding (15 min)
Post-Conference
o After discussion, the coaches will provide their speaker with
specific feedback that acknowledges their strengths and identify
any weaknesses.
o Teacher will walk to listen to discussions.
o Coaches and speakers will fill out their handouts
o Coaches will turn in their completed peer review, coaching and
post discussion notes at the end of class.
o Speakers will turn in their self-assessment, half-time coach sheet,
and post discussion notes at the end of class.
o Teacher will have BB,CC, TT, QT turn in their tacking notes at the
end of class.
o Teacher will remind GEs to turn in their evaluation to
turninit.com the following day, and all other notes next class.

Adaptations:

Tardy students if student comes in tardy, student will be assigned as a


general evaluator (if they signed up for any other role other than GE)


Socratic Seminar handouts

Name_________________________________
Ms. Klein
Expository Writing

Socratic Seminar Roles



Speaker
Discuss ideas in the inner circle
Invite others to share ideas
Ask questions
Bring all reading and preparation materials to inner circle
Follow norms and use transitions (see handout)

Coach
Sit behind your assigned peer
Evaluate your assigned peers contributions for entire seminar
Evaluate strengths and growth areas
Share specific feedback during half-time
Encourage your peer to become an even more skilled speaker

General Evaluator/Listening Roles
GE

General evaluator. Fill out seminar notes. After each half, you will report the following:
Major strengths and growth areas
Most in-depth inferences and connections you heard
Sentence Frame: An in-depth inference/connection I heard was when [name student]
saidI liked this inference/connection because
Specific questions or comments that were undeveloped
[Students] question/comment about ____________ was undeveloped/ unanswered. I
think we should explore this question further because
Misreadings of quotes and comments/questions that were unclear/not logical
Im not sure if we understand [authors] argument clearly yet. I think we need to define
what [author] means when he/she says I think were still trying to understand


BB

Big Board. Bullet point major ideas on the SMART board so everyone can see it. Summarize


what the major topics of discussion are after each half.

CC

Comment Counter. Keep track of the number of comments each speaker makes. Use different


colors to show the first half versus the second half. Report the balance of speaking after


each half and any patterns you see: who is dominating, who is withdrawing, are only boys/girls


speaking? Encourage the group to share speaking as equally as possible.

TT

Transition Tracker. Keep track of which transitions are used, by whom, how many times.


Encourage group to use more advanced transitions. Select specific ones you want the group to


use. Give report after each half.

QT

Quote Tracker. Keep track of which quotes are used from each text, by whom, how many times.


Point out which articles or sources we have not examined in depth.

Name____________________________
Ms. Klein
Expository Writing

Socratic Seminar Norms and Transitions

Socratic Seminar Norms
1. One person speaks at a time.
2. Everyone contributes ideas. No one dominates or withdraws.
3. Use transitions to connect comments.
4. Invite others into the discussion artfully.
5. Agree/disagree with ideas, not people.
6. Ask clarifying questions.
7. Support a point with evidence from the text.
8. Use body language and eye contact to communicate active listening.
9. Stay in a posture of humility, intellectual flexibility, and curiosity.

Proficient Transitions
Rooting Ideas in the Text
1. Your comment reminds me of [quote, idea]On page
2. A related idea/question/comment is
3. Where do you see that in the text?
4. I would like to (re)direct our attention to the [text]. On page
Transitioning to a New Topic
1. So far we have discussed [summarize discussion]. I would like to transition us to a new question/ topic
Developing Ideas Further
1. A related idea/question/comment is
2. I am unsatisfied with our discussion of [idea] because
3. I agree/disagree with the notion thatbecause
4. Building off of [persons] idea
5. I have a clarifying question for [person]. Are you asking
6. I would like to return to our previous discussion of [idea] because
7. I would like to elaborate upon [persons] idea
Inviting Someone
1. Im interested in hearing your thoughts on this question, [person]
2. Thank you! Im still thinking. Can you come back to me?

Advanced Transitions
Synthesize
1. What I am hearing X, Y, and Z say is These ideas raise the greater question because
2. According to both X and Y, ____________. These ideas suggest thatbecause
3. Based X, Y, and Zs commentsit seems that we are wrestling withThis is important because
Going Even Deeper (Adapted and taken from I Say, They Say by Graff and Birkenstein)
1. According to both X and Y, ____________. Although I agree with these ideas up to a point, I cannot accept the
overall conclusion thatbecause
2. Even if we accept we cannot overlook the ambiguity ofbecause
3. While I concede that.I still disagree with the notion thatbecause
4. I think we might be overlooking [authors] assertion thatbecause
5. Even though on first read it may seem thata closer reading of the passage suggests that
6. Xs claim thatrests upon the assumption that which is questionable because
7. I am not convinced that the text suggests... Lets go back to the passage wherein order to consider
8. By focusing on, we overlook the deeper problem ofbecause

Name______________________________
Ms. Klein
Expository Writing

Expository Writing Socratic Seminar Scoring Guide (Self-Assessment)

My Speaking Goals
Today I want to work on(pick 2 specific skills you want to work on in Socratic Seminar)

1. ________________________________________________________

2. ________________________________________________________

Advanced Discussion Skills
Student meets all proficient criteria fully and consistently PLUS at least three of the following:
Makes an in-depth connection, question, or inference that synthesizes multiple ideas that are not obviously
connected and explains the thinking behind it using explicit academic language. Typically in-depth inferences
examine the irony or paradox of a text and/or connect the ideas to broader themes.
Uses an advanced level transition
Defines the terms the author uses clearly in the context of the work
Identifies and explains where the author leaves matters uncertain and explains why this ambiguity is important
Identifies a misreading or misinterpretation of the text and clarifies confusion by directing everyones attention back
to the text and explaining what the text means in his/her own words.
Makes an in-depth connection or inference to another American Literature text from a previous era, a historical
American event, or contemporary American event that is relevant to the discussion
Summarizes where the discussion has been succinctly and transitions the discussion to a deeper place by posing a
question that specifically flows out of where the discussion has been
Synthesizes at least two previous comments/ideas together succinctly in one speaking turn using an academic
transition and connects ideas back to the text in a new way and explains that connection
Synthesizes multiple texts together and discusses how they support, challenge, and/or qualify the ideas being
discussed; e.g. explains how Pitts, Jr. and Naylor would respond to someones comment

START HERE. Proficient Discussion Skills
Overall Speaking Skill Level
Preparation
Must meet all preparation criteria for proficiency.





Student completes ALL Socratic Seminar preparation before seminar.
Student brings ALL texts, questions, and required materials to the seminar.


Participation
Student participates in seminar by doing all of the following:
Student follows norms for discussion both as listener and speaker. This includes making eye contact, sitting up
straight, and maintaining focus and energy throughout the discussion.
Uses academic transitions and phrases to build on the thoughts of others every time he/she speaks.
Makes a relevant comment, question, or clarifying question that is on-topic and builds the discussion.
Provides relevant quotes from the focus texts to support point. Offers page number, directs everyone to the text,
and waits for most of the group to find the quote and reads it out loud.
Explains how the quote supports point in own words.
Does not dominate or withdraw; does not need to be invited to join discussion or asked to hold back until others
have spoken.

Proficient Minus Discussion Skills
Missing 1 proficient criteria.
Basic Discussion Skills

Missing 2-3 proficient criteria.
Below Basic Discussion Skills

Missing 4-5 proficient criteria.
Far Below Basic Discussion Skills
Missing 6 or more proficient criteria.

Self- Evaluation

1. What specific coaching did you receive at half-time?







2. To what extent were you able to make adjustments and apply the coaching received in the second half?







3. Score the scoring guide. Start with the proficient criteria first. What overall skill level do you think you most
consistently demonstrated in both halves of the seminar? Put this skill level in the box on the front page.

4. What was your best contribution and why?








5. Did you meet your goals? Why or why not? Explain.








6. If you made an advanced level contribution, justify your self-assessment by explaining how your specific
contribution met advanced level criteria. In other words, how do you know that your contribution was truly
advanced?







7. What specific skill do you want to work on next time and why? Explain. Be specific.

Name______________________________
Ms. Klein
Expository Writing


Expository I Socratic Seminar Scoring Guide: Coaching Peer Evaluation

I am coaching_______________________________________________________________.

th

Advanced Discussion: Masters 11 Grade Speaking Standards


Student meets all proficient criteria fully and consistently PLUS at least three of the following:
Makes an in-depth connection, question, or inference that synthesizes multiple ideas that are not obviously
connected and explains the thinking behind it using explicit academic language. Typically in-depth inferences
examine the irony or paradox of a text and/or connect the ideas to broader themes.
Uses an advanced level transition
Defines the terms the author uses clearly in the context of the work
Identifies and explains where the author leaves matters uncertain and explains why this ambiguity is important
Identifies a misreading or misinterpretation of the text and clarifies confusion by directing everyones attention back
to the text and explaining what the text means in his/her own words.
Makes an in-depth connection or inference to another American Literature text from a previous era, a historical
American event, or contemporary American event that is relevant to the discussion
Summarizes where the discussion has been succinctly and transitions the discussion to a deeper place by posing a
question that specifically flows out of where the discussion has been
Synthesizes at least two previous comments/ideas together succinctly in one speaking turn using an academic
transition and connects ideas back to the text in a new way and explains that connection
Synthesizes multiple texts together and discusses how they support, challenge, and/or qualify the ideas being
discussed; e.g. explains how Pitts, Jr. and Naylor would respond to someones comment

th
START HERE. Proficient Discussion Skills: Meets 11 Grade Speaking Standards
Preparation
Overall Speaking Skill Level
Must meet all preparation criteria for proficiency.

Student completes ALL Socratic Seminar preparation before seminar.

Student brings ALL texts, questions, and required materials to the seminar.

Participation
Student participates in seminar by doing ALL of the following:
Student follows norms for discussion both as listener and speaker. This includes making eye contact, sitting up
straight, and maintaining focus and energy throughout the discussion.
Uses academic transitions and phrases to build on the thoughts of others every time he/she speaks.
Makes a relevant comment, question, or clarifying question that is on-topic and builds the discussion.
Provides relevant quotes from the focus texts to support point. Offers page number, directs everyone to the text,
and waits for most of the group to find the quote and reads it out loud.
Explains how the quote supports point in own words.
Does not dominate or withdraw; does not need to be invited to join discussion or asked to hold back until others
have spoken.

Proficient Minus Discussion Skills
Missing 1 proficient criteria.
Basic Discussion Skills

Missing 2-3 proficient criteria.
Below Basic Discussion Skills

Missing 4-5 proficient criteria.
Far Below Basic Discussion Skills
Missing 6 or more proficient criteria.


Peer Evaluation
1. What specific coaching did you give your peer at half-time?


2.

Compare and contrast your peers discussion skill levels in the first versus second half. What improved? What stayed
the same?




3. Score the scoring guide. Start with proficient criteria first. What overall skill level did your peer most
consistently demonstrate in both halves of the seminar? Put this skill level in the box on the front page.

4. What was your peers best contribution and why?



5. What specific skill do you recommend your peer work on next time and why? Explain. Be specific.




Please write down everything your peer says in Socratic Seminar. This will help you be a better coach and it will
help me keep track of what everyone said! Continue on binder paper if needed.
Specific Quotes and Page Numbers Comments and Questions
Transitions



























Name______________________________
Ms. Klein
Expository Writing


Expository I Socratic Seminar Scoring Guide: Coaching Evaluation

I am coaching_______________________________________________________________.

Advanced Coaching:
Student meets all proficient criteria fully and consistently PLUS at least two of the following:
Student cites multiple pieces of evidence in order to support their speakers point of view.
Student provides feedback and encouragement that results in an improvement in their speakers speaking skill
level.
Student identifies flaws in speakers claim and provides specific feedback to improve their reasoning and ideas.
START HERE. Proficient Coaching Skills
Preparation
Overall Coaching Skill Level
Must meet all preparation criteria for proficiency.

Student completes ALL Socratic Seminar preparation before seminar.

Student brings ALL texts, questions, and required materials to the seminar.

Participation
Student participates in seminar by doing ALL of the following:
Student provides specific feedback to speaker during pre-conference and half-time
Student encourages peer to become a more skilled speaker by providing specific feedback.
Submits seminar notes with listening evaluation; seminar notes are complete and show active listening through the
entire seminar
Submits complete peer review; comments are specific and accurate
Proficient Minus Discussion Skills
Missing 1 proficient criteria.
Basic Discussion Skills

Missing 2 proficient criteria.
Below Basic Discussion Skills

Missing 3 proficient criteria.
Far Below Basic Discussion Skills
Missing 4 or more proficient criteria.

Name___________________________
Ms.Klein
Expository Writing

Socratic Seminar Listening Evaluation Instructions

Format
1-2 pages, typed, double-spaced. 1 margins, 12 point font, MLA formatting
Submission
Paper copy AND Turnitin.com submission
Due
The day after Socratic Seminar

Listening Evaluation Objectives
Evaluate. Verb. To determine the significance, worth, or condition of usually by careful appraisal and study.
1. Evaluate multiple speakers points of view, reasoning, and use of evidence.
2. Demonstrate your acuity as a listener who can succinctly summarize a discussion and evaluate the various
ideas presented.

Listening Evaluation Structure
1. Short, concise summary of the main questions and topics discussed in the seminar you observed (the one
for which you took notes). This demonstrates your ability to discern main ideas and summarize the
discussion succinctly. Length: One paragraph total.

2. Evaluation of the seminars contentspecific ideas, questions, and/or textual passages presented in
the seminar. Discuss the relevance, logic, depth, clarity, breadth, scope, interpretation of evidence, and
reasoning presented in the seminar you observed. Give specific examples. Include who said the idea.
Specifically explain why you are persuaded by an interpretation, why you might challenge it, and/or why
you believe the ambiguity of an idea is more important than drawing a conclusion. Identify
misinterpretations or misreading of arguments presented in seminar and correct them by going back to
the text and offering a more logical, persuasive interpretation. This should be the bulk of your writing as
it demonstrates your ability to evaluate ideas presented orally. Length: At least two paragraphs.

Please use academic transitions to make your composition more fluid.
The language of evaluation includes (This is only a sample. There are many more!):

I agree with Xs idea/interpretation/notion that ______ because
I disagree with Xs idea/interpretation/notion that ______ because
This was a misreading of [authors] argument because
While I concede that.I still disagree thatbecause
I think Xs idea is mistaken because it overlooks [authors] assertion that
Even though on first read it may seem thata closer reading of the passage suggests that
Xs claim that _____ rests upon the questionable assumption thatbecause
I disagree with Xs view that ______ because, as [author] argues
By focusing on __________, X overlooks the deeper problem of
According to both X and Y, ____________. Although I agree with these ideas up to a point, I
cannot accept their overall conclusion because

3. Evaluation of the seminars processhow discussants participated and developed ideas. What are
strengths of the seminar you observed? Growth areas? To what extent did the discussants share ideas
equitably? Root ideas in the text? Use sound reasoning? Synthesize and connect ideas by using
transitions? When did discussants transition too early or not develop ideas to their fullest? What places
lacked coherence? When and why did the discussion turn prematurely? What specific suggestions do
you have for seminar participants so that next time they are even more effective speakers? Length: One
paragraph total.

Socratic Seminar Listening Notes


Q=Question CQ=Clarifying Question
CA=Agreeing Comment


Person
Code: What
kind of
comment?
Jane






























**Continue on binder paper

C=Comment
TR=Textual Reference
T=Transition
NV=Invitation
CD=Disagreeing Comment
S=Synthesizing Comment
*=New idea I want to think more about
Specific Details about Comment, Question,
Thematic Category
Evaluation and Patterns
Idea
What bigger themes or topics What do I think about this?
does this comment or
A/DA/DK, Logic?, Sig?,
question address?
Patterns? Engage w/ ideas.
To what extent is the story hopeful?
Storys message



Name___________________________
Ms. Klein
Expository Writing

Socratic Seminar General Listening Evaluation

Half-Time Evaluation Report
Questions
Responses
CONTENT: Bullet points the major topics of discussion

in the first half. Be specific.







CONTENT: Most thought-provoking comment,

question, or inference so far and why (and who said it)





CONTENT: Specific questions or comments that were

undeveloped





CONTENT: Misreadings, misinterpretations, things that
were confusing that need to be clarified





PROCESS: Major strength of the group so far





PROCESS: Growth area, recommendation for

improvement




Post-Discussion Report
Questions
CONTENT: Bullet points the major topics of discussion
in the second half. Be specific.





CONTENT: Most thought-provoking comment,
question, or inference in second half and why (and who
said it)



CONTENT: Specific questions or comments that were
undeveloped




CONTENT: Misreadings, misinterpretations, things that
were confusing that need to be clarified




PROCESS: How the group improved in the second half
in terms of process




OVERALL SKILL LEVEL: If you were going to score the
seminar as a whole, what overall skill level would you
give the group and why?



Your Opinion: What comment did you most AGREE with
and why?



Your Opinion: What comment did you most DISAGREE
with and why?


Responses

Vous aimerez peut-être aussi