Transcript Socratic Seminar

Monday/Tuesday
1.
2.
3.
4.
5.
Agenda/ Objective (5 minutes)
Quick News (3 minutes)
Do Now (15 minutes)
Finish ARITS (45 minutes)
Socratic Seminar Information/set-up (45
minutes)
Daily Objectives
• Students will be able to (SWBAT) complete
sentences with correct subject-verb
agreement.
• SWBAT read and understand our class play,
“ARITS”.
• SWBAT define, understand, and prepare for
participation in a Socratic Seminar.
Quick News
• 3 weeks left in the semester… 14 school days… 9 days
in each class… 2 weeks of regular class and then 1
week of Benchmarks… BM #2 is in 2 weeks!!!! Get
those grades up!!!
• ARITS Writing Scores 
• ARITS Unit Test Thursday/ Friday… Socratic Seminar/
Response to Literature Writing
• ARITS Movie After BM #2
• Extra Credit Opportunity Write an Act 4 to ARITS…
due Wednesday 12-18
• Argumentative Essays… Sorry!!! You will have them by
the end of the week.
Subject- Verb Agreement (page 36R)
• Subjects and verbs must agree in number.
• Both the subject and verb must be singular or
both the subject and verb must be plural.
• Subjects (nouns) are singular when they DO NOT
have an “s” added onto them.
– Cat = singular
– Boy = singular
• Verbs are singular when they DO have an “s”
added onto them.
– Runs = singular
– Hopes = singular
Subject- Verb Agreement (page 36R)
• It’s just the opposite for Plural subjects and
verbs…
• Subjects (Nouns) are plural when they have an
“s” added onto them.
– Cats = plural
– Boys = plural
• Verbs are plural when they DO NOT have an “s”
added onto them.
– Run = plural
– Hope = plural
Subject- Verb Agreement
• So, in order for your subject and verb to agree
they must both be plural or both singular.
• A good way to double check is to make sure that
you only have one “s” between your subject and
verb.
– The boys hope they will go to college.
– The boy hopes he will go to college.
• Everyone, Everybody, someone, etc. are singular
even though they sound plural. These words are
saying literally every “one”, so they are singular.
(page 36R)
Singular (1)
Plural (2+)
Subject (Noun)
No “S”
cat
“S”
cats
Verb (Action)
“S”
jumps
No “S”
jump
Subject- Verb Agreement (page 36L )
Rewrite each sentence with the correct verb in each of
the sentences below.
1. Emily and Greg (comes, come) to my house every
Friday for lunch.
2. There (is, are) time to watch the movie.
3. My friends who are in the band (wants, want) me
to play a musical instrument.
4. My father or my brothers (is, are) coming with me
to the ball game.
5. Everyone (needs, need) time to relax.
6. That bag of oranges (looks, look) fresh.
7. The lacrosse team (hopes, hope) to win the
tournament next week.
ARITS
• Each class will finish the play today.
(page 37L-R) Socratic Seminars
Start your notes on the left side and
continue them to the right side.
• The overall purpose of Socratic seminars, is to
challenge accuracy and completeness of
thinking in a way that acts to move people
towards their ultimate goal.
What is a Socratic Seminar?
• A teaching strategy to encourage students to
engage in critical thinking, listening,
communicating, and analysis.
• A forum in which students determine the flow of
classroom discussion and teachers serve as
facilitators.
• An atmosphere of intellectual engagement,
cooperation, and conversation where students
learn about a topic by discussing it with their
peers.
• The goal is not to answer questions, but to
generate more questions.
Socratic Seminar: Guidelines
1. The group sits in a circle, allowing all
participants to make eye contact.
2. Only students who have prepared for the
seminar should participate in the discussion.
3. Silence is not a negative.
4. Allow discussion to flow on its own.
5. Mutual respect is a key to successful
seminars.
6. One student speaks at a time.
The students’ responsibilities
• Being prepared for the seminar
• Directing the flow of the discussion within the
seminar
• Determining the meaning of the seminar
• Constructing their own analysis of the seminar
• Utilizing critical thinking, listening, and
communicating skills
• Respecting and honoring the opinions and voices
of all other participants
Socratic Seminar: Suggested Rules
• Do not raise your hand during discussion.
• Do not interrupt another person. Begin speaking when he or she
has finished.
• Be respectful of all participants’ opinions.
• Disagreement is fine. Do so in a respectful manner.
• Don’t direct your comments to the teacher– direct them to
everyone.
• No put-downs, arguments or sarcasm. Only one warning will be
given. After the 1st warning, you will start losing points.
• All members must participate to be evaluated.
• Support your opinions with evidence from the text.
• Don’t be afraid to ask questions!
• Remember… there’s no one “RIGHT ANSWER.”
How you will be Graded…
• You will need 20 points to get an A, 15 for a B…
• You “get points” by asking a question, answering
one of your classmates questions, commenting
on someone’s answer/comment, giving your
opinion, referring back to the text… essentially,
you get points by participating in the discussion.
• We will only complete 1 round of Socratic
Seminars, so you will have to speak up and
participate in order to get the amount of points
you want to get.
Socratic Seminars…
• Half of the class will sit in chairs formed in a circle so that
everyone can see one another.
• The first group will have 20 minutes to discuss topics and
pose questions/comments/answers from the novel. This is
when you need to participate to get points.
• After 20 minutes, the second group will sit in the circle and
have another 20 minute conversation.
• The “fire seat” is for those “burning questions/comments”
the students on the outside of the circle have and want to
bring in to the discussion. You can get points by jumping in,
but you may only jump in for 1 minute at a time.
Expectations…
• You must participate.
• No rude comments, putdowns, etc. You will get one
warning and then you are out of the circle and cannot
participate, which means that you cannot get points.
• Only one person will speak at a time.
• Do not interrupt others.
• Do not raise your hand.
• Do not speak to the teacher, speak to your classmates.
• Respect everyone’s thoughts and opinions.
• Disagreement is fine as long as you are not rude.
POINTS…
• Closed Question------------------------------------0
• Open Question-------------------------------------2
• Agree/Disagree-------------------------------------3
• Comment--------------------------------------------3
• Answer------------------------------------------------3
• Text Reference---------------------------------------5
20+…………….A
15-19…………B
10-14………….C
0-9…………..NP
Wednesday
Questions Exit Ticket (page 38L)
• You need to come up with 6 questions in
preparation for Thursday/Friday Socratic
Seminar.
• Socrates used 6 different types of questions
for his seminars. You need to write at least 1
of each as your ticket out today.
• Here are the 6 types of questions… (you need
to take notes on 38R)
(page 38R) Six Types of Questions
Socrates Asked His Students
1. Conceptual Clarification
2. Probing Assumptions
3. Probing rationale, reasons and evidence
4. Questioning viewpoints and perspectives
5. Probe implications and consequences
6. Questions about the question
#1 Conceptual Clarification Questions
“Tell me more” questions that get them to go
deeper:
• How does ____ relate to what we have been
talking about?
• What do we already know about ____?
• Can you give me an example of ____?
• Are you saying ... or ... ?
• Can you rephrase that, please?
#2 Probing assumptions
Makes them think about the beliefs on which
they are founding their argument:
• Please explain why/how ... ?
• How can you verify or disprove that
assumption?
• What would happen if ... ?
• Do you agree or disagree
with ... ?
#3 Probing rationale, reasons and evidence
Dig into the reasoning or rationale for their arguments:
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Why is that happening?
How do you know this?
Can you give me an example of that?
What do you think causes ... ?
Are these reasons good enough?
How can I be sure of what you are saying?
Why is ... happening?
#4 Questioning Viewpoints and Perspectives
Show that arguments are equally valid viewpoints:
• Another way of looking at this is ..., does this
seem reasonable?
• What alternative ways of looking at this are
there?
• What would ... say about it?
• What if you compared ... and ... ?
• How could you look another way at this?
#5 Probe Implications and Consequences
The argument that they give may have logical
implications that can be forecast:
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Then what would happen?
What are the consequences of that assumption?
What are the implications of ... ?
Why is ... important?
#6 Questions about the question
Turn the question in on itself:
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What was the point of asking that question?
Why do you think I asked this question?
Am I making sense? Why not?
What does that mean?
Video!!!
http://www.youtube.com/watch?v=0hZ8XLPqM
4Q&feature=related
Thursday/Friday
1.
2.
3.
4.
Agenda/ Objective (5 minutes)
Helping Quartet (35 minutes)
Socratic Seminar (45 minutes)
Response to Literature Writing Test (35
minutes)
Daily Objectives
• Students will be able to (SWBAT) discuss the setting,
theme, characterization, central idea, and other
elements of the text with their classmates and add to
their prior knowledge to help fill in any gaps of
knowledge.
• SWBAT raise questions about the text and discuss them
with their peers during the Socratic Seminar.
• SWBAT demonstrate complete understanding of the
elements of the text by answering questions and
supporting their answers with textual evidence from “A
Raisin in the Sun”.
But Why???
• Common Core is all about citing textual evidence
and using complete sentences in speaking and
writing.
• You will continue to analyze texts and respond to
literature in 8th grade, high school, and even
college.
• Being able to back up your claims with evidence
will be very important when you are in college.
• When you apply to colleges or simply fill out a job
application, it will be essential for you to explain
yourself fully and use evidence.
Helping Quartet
1. Read over the thinking questions.
2. Take 5-7 minutes to answer the thinking questions on your own.
3. As you are answering the thinking questions, I will walk around
and assign you as an A, B, C, or D person.
4. Person A will have 60 seconds to share his or her answers while
Persons B, C, and D are taking notes on what Person A is saying.
5. Next, Person B will share and Persons A, C, and D will take notes.
6. Person C will share next.
7. Person D will share last.
8. You will have 60 more seconds to ask any a question about what
they said and clarify your notes.
9. Last Once everyone has shared, you will answer the questions
on the back independently. The purpose is to build upon your
knowledge and fill in any gaps of knowledge that you may have
while also helping your classmates fill in their gaps of knowledge.
Helping Quartet Expectations…
• When Person A (B, C, or D) is talking, there should not be
any other talking from the quartet.
• Person A (B, C, or D) must talk for the entire 60 seconds.
• When it is not your turn to share, you will write down notes
on what Person A (B, C, or D) is saying, especially if it is
something that you did not fully understand. You also want
to add notes on ideas that go beyond what you previously
thought.
• The name of this activity is HELPING quartet, so purpose is
it help one another and expand your understanding of the
research process.
• Make certain that you are being respectful towards your
classmates by not interrupting them and paying attention
to them when they are talking.
POINTS…
• Closed Question------------------------------------0
• Open Question-------------------------------------2
• Agree/Disagree-------------------------------------3
• Comment--------------------------------------------3
• Answer------------------------------------------------3
• Text Reference---------------------------------------5
20+…………….A
15-19…………B
10-14………….C
0-9…………..NP
During the Socratic Seminar…
• You may use the text, including “A Dream Deferred” (on
the 3rd page).
• You may use any notes, study questions, or previous
work from your interactive notebooks (especially the
SS questions you composed on Wednesday).
• If you are in the circle, speak up and think critically. We
want a deep understanding of the text; not just a
surface summary.
• If you are not participating in the round, you may jump
in the fire seat as many time as you want, but only for
1 minute at a time. Make certain that you are paying
attention and not disrespecting your classmates by
talking.
ARITS Evidence-Based Text
Analysis Assessment
• You must write in complete sentences.
• You must write 4-6 sentences in response to each question.
• You must also cite textual evidence that supports what you
are saying. Make sure it is not a random quote that you
just found and stuck in there. The quote should be
meaningful and supportive.
• You might need to add to your previous response, change
the supporting textual evidence, or simply redo it. Use this
opportunity to expand upon your previous answers.
• Use what you have learned today in the Helping Quartet
and the Socratic Seminar to help you answer the questions.
• You have until the end of the period to complete this test.
If you have any questions, please do not hesitate to ask.