Socratic Seminar Lesson Plan Hong 1
Sujin Hong
Socratic Seminar Lesson Plan
November 20, 2012
Socratic Seminar Lesson Plan
Title
Anchor babies and the U.S. Constitution for citizenship
Perennial Issue
14th Amendment: “All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges of immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.”
As included in the U.S. Constitution, anybody born in the U.S. is automatically granted the country’s citizenship. The very clause is claimed to be abused by certain people, such as illegal immigrants and foreigners.
Grade/Class
8 th
grade Civics and Economics class; six classes
Overview
Students learn how to carefully analyze the selected – and possibly edited – primary source texts, such as newspaper articles
Rationale
Socratic method of teaching bases on Socrates’ theory, in which that it is more important to enable students to think for themselves than to fill their heads with the ‘answers.’ As students engage themselves in analyzing a text provided, they are encouraged to actively participate in divergent thinking through dialogues, as supposed to the teacher merely answering their questions.
The ‘Anchor Baby’ topic is apt for such styling of teaching because the issue is controversial and requires in-depth dialogues from multiple perspectives. Eighth graders are in their process of becoming wholesome citizens, and they would benefit from exercising selfthinking as the upcoming high school education and beyond necessitate only more of such.
Background information
Students have almost their citizenship unit and took the test on it just before this lesson:
CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;

Socratic Seminar Lesson Plan Hong 2 c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society; e) evaluating how civic and social duties address community needs and serve the public good.
Thus, they are familiar with the 14 th
Amendment, naturalization process, and citizenship process etc. Conversing specifically about the ‘Anchor Baby’ issue would nicely introduce students to learn how to apply the knowledge they have gained to the real world issue. Such is also related to the Standard 4 in the PASS standards.
Objectives
After this Socratic Seminar lesson, students will be able to
: become better at holding a meaningful dialogue with peers to achieve individual insights towards ethical/controversial dilemmas by paying attention to reading comprehension skills, communication (both speaking and listening) skills, and showing respect to people with different ideas;
: observe how their assigned partners participate and record on observation form as well as write respectful and helpful comments for the future practice;
: recognize that others might have different ideas on the same issue;
: connect content reading materials with real world issues;
: self-assess themselves guided by a rubric provided for them, which is considered an exit ticket;
: think of and write down what they plan on working on for the next Socratic seminar and what they would need help with;
National Standards
I. Culture a.
explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns; b.
give examples of how experiences may interpreted differently by people from diverse cultural perspectives and frames of reference;
II. Time, Continuity, & Change a.
demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views;
IV. Individual Development & Identity a.
identify and describe ways family, groups, and community influence the individual’s daily life and personal choices; b.
analyze a particular event to identify reasons individuals might respond to it in different ways; c.
work independently and cooperatively to accomplish goals
V. Individuals, Groups, & Institutions

Socratic Seminar Lesson Plan Hong 3 a.
give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture; b.
identify and describe examples of tensions between and individual’s beliefs and government policies and laws;
VA SOLs
CE.3
3a: A citizen is an individual with certain rights and duties under a government and who, by birth or by choice, owes allegiance to that government.
Examine and interpret primary and secondary source documents. (CE.1a)
3b: The Constitution of the United States of America establishes and protects the citizens’ fundamental rights and liberties.
-What fundamental rights and liberties are guaranteed in the First and Fourteenth
Amendments to the Constitution of the United States of America?
Assessment
Students will turn in their observation sheets with both their and their partners’ names written, which I will return to the observed people after I have compared them with their selfassessment sheets. Students will also turn in the self-assessment sheet as their exist ticket. For those who choose to reflect on the seminar deeper, they can write a reflective essay, in instead of bullet point comments.
Time
This lesson is designed to be in one class time period (about 70 minutes).
Materials & Resources
-pre-arranged room; chairs in a circle in the front of the classroom for the direct seminar participants and a semi-circle chairs and desks for observers
-printed texts: both original and edited versions
-observation and self-assessment forms
-whiteboard for terms and definitions
-a piece of blank paper and writing tools for each student
Content and Institutional Strategies
1) Introducing Socratic Seminar
– 10 minutes a.
Explain the reason/importance and goal of the Socratic seminar lesson. i.
enlarge understanding of ideas and values through dialogues ii.
teacher's role in discussion is to moderate and guide; the less the better b.
Go over each steps of the seminar process. i.
class reads texts together and identify key terms and any confusing words ii.
a half of the class participate in the seminar directly, while the other half observe their partners and fill observation forms.

Socratic Seminar Lesson Plan Hong 4 c.
Come up with general rules together as a class. Write them big on the white board to be referred later. i.
Examples can be: be respectful; focus on and refer to the texts; dialogues not debate
2) Text – 15 minutes a.
Read the texts for 5minutes individually first while marking confusing words or phrases. b.
Hit the main ideas and go over the vocab list. c.
Answer any questions students might have. i.
A brief reminder of the goal of each group while transitioning to the first group seminar
3) First group seminar – 15minutees a.
Divide students into two groups, one to be directly participated in the first round of seminar and the other to be on the observers’ seats. i.
Remind students that it is a student-centered activity b.
Assign roles to seminar participants (optional). c.
Facilitate seminar dialogues. i.
Open up with: “What is your opinion on the 14 th
Amendment guaranteeing birthright citizenship to anyone who is born in the United State?” d.
Give 3 minutes to observers to fill out the back of the observation sheet and to participants to complete self-assessment sheet.
4) Rotate; second group seminar – 15minutes a.
Repeat the same.
5) Classifying
– 7 minutes a.
Exchange observation sheets. b.
Reflect on the seminar and reiterate the benefits of learning in such style. c.
Clarify any confusing moments and aspects of the seminar.
6) Exit ticket – 8 minutes a.
Students work individually to get their exit tickets done.
Differentiation
In the class where the students are not experienced or quite ready to have an organized, seminar, students will have a specific role to play. In that way, their point of view and opinions must be in respect to the role they are given, which limits any possibility of the seminar becoming uncontrolled and chaotic. For instance, some students will be a middle school aged
‘anchor baby’ while the others would be an immigrant parent or a law maker. Since students have not been exposed to the Socratic seminar style lesson, especially with such ethical and controversial issue, it might be helpful to limit students’ pool for ideas. In other words, scaffold students to focus on deep thinking, instead of a wide, shallow exploration of ideas.
Adaptations

Socratic Seminar Lesson Plan Hong 5
Students with appropriate IEPs or 504s would be provided with bullet pointed version of the texts, as well as a list of terms and their definitions already defined for them.
Reflection
This lesson was taught after the Thanksgiving break and the citizenship unit test. So I was happy to notice some students bring up their content knowledge on naturalization process and ways to become a citizen of the United States (political asylum, marriage etc.) Also, having ground rules written on the white board and pointing at them much helped to minimize instructor’s involvement. For instance, when a student raised his hand, I would either motion at the student to put it down or point at “No raising hand” on the white board. Most importantly, I loved how one student referred to the text (I hand-written numbers in front of each line on the edited article I provided to students, so they could easily refer to which line they are looking at), and then the rest tried to do the same. Such was exactly what I wanted my students to gain from this Socratic seminar style lesson: learning from dialogues with the peers, using the provided texts! Students with specific roles even shared statements that demonstrated how they really tried to put themselves in the shoes of the characters they were playing and think of the perspectives of the characters.
I was surprisingly more challenged to teach this lesson to all girls class than to all boys class. After taking some time to reflect by myself, I realized this: the boys act out louder and more uncontrollably, while the girls quietly but constantly distract themselves and each other. In other words, when the boys class was getting too excited, I just had to give them a moment and bring them back to focus. It was not too hard because I would become quieter or even remain silent, and a couple of students would shush the whole class for me. Also, the boys were less shy in talking during the seminar, so they were much more active, which attracted the observers’ attention, as well. On the other hand, girls would speak too quietly to be heard by the seminar participants in the same circle. So the seminar was dominated by a few who chose to spoke, while the observers verbally complained how they could not hear anything or how their partners were not participating. Even when my CT and I stepped in to encourage by saying “Would you please repeat louder?” the girls would not react positively and instead, said, “Never mind” or
“Nothing.” All in all, I definitely got my battle down with the boys class. They were interested in the seminar, and some even asked me when our next seminar was going to be. I definitely need to develop some strategies to deal with all girls classes and their subtle side-chats. I find it ironic because I was more timid and worried of teaching all boys classes, as warned by my CT, than to teach all girls.

Socratic Seminar Lesson Plan Hong 6
News articles :
Are 'Anchor Babies' Sinking the American Economy?
Posted: 03/15/2012 by Michealene Cristini Risley (Presidential candidate/filmmaker-activist)
In the wake of the Civil War, many newly freed slaves were struggling to try and establish themselves. Lacking many of the same rights, these African Americans were relegated to political purgatory. This was particularly true in ex-slave states, which refused to issue even basic human rights to black Americans. To that end, Congress moved to pass the 14th
Amendment, the most revolutionary shift in policy since the Bill of Rights, which passed July
9th, 1868.
The 14th Amendment, in particular, its first article, established the unprecedented policy of birthright citizenship in America. As such, any male child, born on American soil, would be afforded all the rights of national and state citizenship. Dangerously controversial at the time, its passage marked a monumental step in the efforts to curtail systemic racism.
Fortunately, time has helped to ease the horrors of slavery. Today, it is status quo for African
Americans to enjoy all the rights and privileges of citizenship. Through successes like the civil rights movement, African Americans have greatly elevated their social status, allowing them to compete on somewhat equal footing in our country. In post-segregation America, very few politicians evoke the racially charged rhetoric that used to divide our nation. Yet over a century later, the 14th amendment is still a hotly debated source of racial controversy.
Recently, the 14th Amendment has been evoked to achieve a different effect. The emphasis has dramatically shifted away from rehabilitating ex-slaves and their disenfranchised offspring. No one questions the citizenship of any citizen's children, regardless of race or gender. Everyone agrees that the children of Americans are Americans. Today, however, the 14th Amendment is being used to achieve a different purpose; one that is creating serious cracks in the infrastructure of our country.
Unfortunately, the modern interpretation of the 14th Amendment is subject to regular abuse, with non-residents exploiting its language to facilitate their own residency. The past few decades have seen a rash of pregnant foreigners intentionally giving birth on American soil, in order to ensure citizenship for their offspring, and potentially themselves.
This abuse typically takes two forms; known colloquially as either "anchor babies" or "birth tourist." The former is the practice of having a baby in America in order to immediately "anchor" the parents in our country, while the latter cases typically returns to their home nation with their infants, with the intention of sending them back to America later in life. Both types of babies are born into citizenship, and they both qualify to have their parents become citizens once they turn
21. However despite their similarities, the two practices appear to be having a dramatically different impact on the American economy.

Socratic Seminar Lesson Plan Hong 7
A wealth of statistics exists indicating that anchor babies are a tremendous drain on our economy.
The problem is the parents of anchor babies have no way of legally paying taxes, as they themselves are non-residents. Yet they still regularly use all the tax-sponsored services available to Americans. They birth their children in our public hospitals, fill our schools with non-English speakers, and crowd our prisons with drug crime. In just California alone, non-residents, make up nearly 30% of our prisons, costing California over a billion dollars annually in incarceration.
Moreover, the violence typically associated with the Mexican drug trade has increasingly spilled across the border, affecting the quality of life across southwestern states.
As far as healthcare, illegal aliens give birth to about 340,000 children nationwide each year, imposing tremendous medical costs on hospitals. Several hospitals, including ones in Stockton,
CA and Dallas, TX, report as many as 70% of their deliveries are to non-residents. Similarly, since the parents of infant citizens still qualify for welfare in order to protect the child, the Center for Immigration studies estimates nearly $2 billion dollars goes to illegal aliens annually, in the form of food stamps and free lunches.
Over 29% of all education dollars get spent on teaching anchor babies, including over $1 billion dollars teaching English as a second language, according to FAIR. Similarly, several affected states offer Spanish translation services in many public arenas, at an additional cost to the taxpayers. All told, FAIR estimates that as much as $100 billion tax dollars get spent on illegal aliens annually -- this is just in education.
Baby tourists, on the other hand, appear to be doing far less economic damage. Relative to anchor baby parents, baby tourist are usually much wealthier, affording their own medical care and largely avoiding incarceration while visiting. They come over in prearranged programs, catering to elite and wealthy families who can afford the thousands of dollars in fees. Prospective mothers pay handsomely for these services, between $15,000 and $45,000 per child. These programs include coordinated tourist programs, which involve sightseeing and opportunities to spend even more money on high-end shopping. However, this is still a program that takes advantage of the amendment.
These programs are becoming increasingly popular throughout Asia. It has become the popular craze amongst upper class women throughout the region, especially China, Taiwan, and Hong
Kong as they see it as an opportunity to eventually get their children enrolled in American
Universities. This creates a drain for resident students, as the increased population allows for less opportunities and higher costs for those who have lived their lives in America. Similarly, bills like the Dream Act aim to offer financial aid to nonresident children, siphoning funds from taxpaying students. South Koreans also find it attractive, as it precludes their children from mandatory military service (We pay to have American security forces in South Korea). The trend is also catching on outside Asia, with Nigeria and Turkey both reporting an explosion in birth tourism popularity.
The only area of the American economy negatively impacted by baby tourists is in our higher education. The key motivator for baby-tourist parents is to ensure in-country or in-state tuition, or even just basic access, for their children at top American universities. However since this is spread out across public and private universities, it is impossible to determine specifically how

Socratic Seminar Lesson Plan Hong 8 many tax dollars get spent educating such students. Instead, these students end up spending foreign dollars here in America; on things like tuition, rent, and living expenses. Plus, they have the ability to stay and work in America after graduating, contributing their advanced skills to our economy.
Baby tourists also become a much smaller problem when viewed relative to their anchor baby counterparts. The tourism happens far less often than anchor babies, 7,000 versus 340,000 per year. The parents of baby tourists almost always pay their own medical fees, as well as additionally convenience fees that get infused into our economy. Their offspring are usually much better educated than their anchor baby counterparts, leading to more hard science jobs entering the U.S. workforce.
While revising the first section of the 14th Amendment may seem like a handy fix, it is ony a part of the much larger discussion on immigration reform.
We still suffer racial bigotry in 2012, and while I do believe that we must address the infrastructure costs of illegal ilmmigration; the many reasons for the swelling tide of illegal immigrants deserves careful attention before we throw the anchor baby out with the bathwater of one of our most important constitutional guarantees. There must be more precise ways to fix this problem than a constitutional amendment. http://www.huffingtonpost.com/michealene-cristini-risley/the-14th_b_1343158.html
Anchor Baby: A Term Redefined as a Slur
By JULIA PRESTON Published: December 8, 2011
What does the term “anchor baby” mean? If you were to look it up in the American Heritage
Dictionary, you would find a new definition since last week.
The term was among some 10,000 new words and phrases in the fifth edition of the dictionary, published in November. It was defined as: “A child born to a noncitizen mother in a country that grants automatic citizenship to children born on its soil, especially such a child born to parents seeking to secure eventual citizenship for themselves and often other members of their family.”
But when Steve Kleinedler, the executive editor of the dictionary, read that definition during a radio interview last month, it troubled Mary Giovagnoli, the director of the Immigration Policy
Center, a pro-immigration research group in Washington.
The once-obscure term has been used frequently in the recent debate over whether to change the
Constitution to deny automatic American citizenship to children born in this country to illegal immigrant parents.
Last Friday morning, Ms. Giovagnoli posted an angry item on the center’s blog, saying the dictionary “masks the poisonous and derogatory nature of the term, a term which demeans both

Socratic Seminar Lesson Plan Hong 9 parent and child.” Her item soared into the blogosphere. By Friday afternoon, Mr. Kleinedler had called Ms. Giovagnoli.
His editors huddled over the weekend, and on Monday a new definition of “anchor baby” was posted on the dictionary’s Web site. It started with “offensive,” in italics: “Used as a disparaging term for a child born to a noncitizen mother in a country that grants automatic citizenship to children born on its soil, especially when the child’s birthplace is thought to have been chosen in order to improve the mother’s or other relatives’ chances of securing eventual citizenship.”
In a statement on Thursday, Mr. Kleinedler said the dictionary had rectified an error. “The term is now treated similarly to how the dictionary treats a wide range of slurs,” he said. http://www.nytimes.com/2011/12/09/us/anchor-baby-a-term-redefined-as-a-slur.html#h[IasTti,2
Edited news articles to be contributed to students:

Socratic Seminar Lesson Plan Hong 10
Birthright Citizenship Names: ______________________
In the wake of the Civil War, many newly freed slaves were struggling to try and establish themselves. Political suffering was great for the ex-slave states, which refused to issue even basic human rights to black Americans. To that end, Congress moved to pass the 14th
Amendment, the most revolutionary shift in policy since the Bill of Rights, which passed July
9th, 1868.
The 14th Amendment, in its first article, established the unprecedented policy of birthright citizenship in America. As such, any male child, born on American soil, would be afforded all the rights of national and state citizenship. Today, it is status quo for African
Americans to enjoy all the rights and privileges of citizenship.
Yet over a century later, the 14th amendment is still a hotly debated source of racial controversy. Recently, the 14th Amendment has been evoked to achieve a different effect. No one questions the citizenship of any citizen's children, regardless of race or gender. Everyone agrees that the children of Americans are Americans. Today, however, the 14th Amendment is being used to achieve a different purpose; one that is creating serious cracks in the infrastructure of our country.
The 14th Amendment is claimed to be abused by non-residents exploiting its language to facilitate their own residency. The past few decades have seen a rash of pregnant foreigners intentionally giving birth on American soil, in order to ensure citizenship for their offspring, and potentially themselves.
This abuse typically takes two forms; known colloquially as either "anchor babies" or
"birth tourist." The term “anchor baby” is defined as: “A child born to a noncitizen mother in a country that grants automatic citizenship to children born on its soil, especially such a child born to parents seeking to secure eventual citizenship for themselves and often other members of their family.” It is the practice of having a baby in America in order to immediately "anchor" the parents in our country. The “birth tourist” cases typically returns to their home nation with their infants, with the intention of sending them back to America later in life. Both types of babies are born into citizenship, and they both qualify to have their parents become citizens once they turn
21.
The problem is the parents of anchor babies have no way of legally paying taxes, as they themselves are non-residents. Yet they still regularly use all the tax-sponsored services available to Americans. They birth their children in our public hospitals, fill our schools with non-English speakers, and crowd our prisons with drug crime.
The key motivator for baby-tourist parents is to ensure in-country or in-state tuition, or even just basic access, for their children at top American universities. However since this is spread out across public and private universities, it is impossible to determine specifically how many tax dollars get spent educating such students. Instead, these students end up spending foreign dollars here in America; on things like tuition, rent, and living expenses. Plus, they have the ability to stay and work in America after graduating, contributing their advanced skills to our economy.

Socratic Seminar Lesson Plan Hong 11








Socratic Seminar Lesson Plan Hong 12
Conduct
/30
Speaking/Reasoning
/25
Listening
/25
Demonstrates respect for learning process, has patience with different opinions and complexity, shows initiative by asking others for clarification, brings others into the conversation, moves conversation forward, speaks to all participants, avoids talking too much.
Generally shows composure but may display impatience with contradictory or confusing ideas, comments but does not necessarily encourage others to participate, may tend to address only the teacher or get into debates.
Participates and expresses a belief that his ideas are important in understanding the text, may make insightful comments but is either too forceful or too shy and does not contribute to the progress of conversation, tends to debate not discuss.
Displays little respect for the learning process, argumentative, takes advantage of minor distractions, uses inappropriate language, speaks to individuals rather than ideas, arrives unprepared without notes, a pencil, and perhaps even the text.
Understands question before answering, cites evidence from text, expresses thoughts in complete sentences, logical and insightful, moves conversation forward, makes connections between ideas, resolves apparent contradictory ideas, considers others' viewpoints not only his/her own, avoids bad logic.
Responds to questions voluntarily, comments show an appreciation for the text but not an appreciation for the subtler points within it, comments logical but not connected to other speakers, ideas interesting enough that others respond to them.
Responds to questions but may have to be called upon, has read the text but not put much effort into preparing questions and ideas for the seminar, comments take details into account but may not flow logically in conversation.
Extremely reluctant to participate even when called upon, comments illogical and meaningless, may mumble or express incomplete ideas, little or no account taken of previous comments or important ideas in the text.
Pays attention to details, writes down questions, responses take into account all participants, demonstrates that s/he has kept up, points out bad logic, overcomes distractions.
Generally pays attention and responds thoughtfully to ideas and questions of other participants and the teacher, absorption in own ideas may distract the participant from the ideas of others.
Appears to find some ideas unimportant while responding to others, may have to have questions repeated while not having confusing comments restated, takes few notes during the seminar.
Appears uninvolved in the seminar, comments display complete misinterpretation of questions or comments of other participants.

Socratic Seminar Lesson Plan Hong 13
Reading
/20
* Class:
* Total: /100
Thoroughly familiar with text, has notations and questions in the margins, key words, phrases, and ideas are underlined, possible contradictions identified, pronounces words correctly.
Has read the text and comes with some ideas from it but these may not be written out in advance, good understanding of the vocabulary but may mispronounce some new or foreign words.
Appears to have read or skimmed the text but has not marked the text or made meaningful notes or questions, shows difficulty with vocabulary, mispronounces important words, key concepts misunderstood, little evidence of serious reflection prior to the seminar.
Student is unprepared for the seminar, important words, phrases, ideas in the text are unfamiliar, no notes or questions marked in the text, no attempt made to get help with difficult material.

Socratic Seminar Lesson Plan Hong 14
Your Name:___________________ Person you are observing:___________________
Does your partner have the text with him/her? (Circle) Yes or No
Directions: Each time your partner does one of the following, put a check in the box.
Speaks in discussion: _________
Makes eye contact with the person who is speaking: _________
Refers to a line or specific point in the text: _________
Asks a question: _________
Responds/Makes a comment towards another speaker: _________
Interrupts another speaker: _________
Engages in side conversations: _________
Total # of check marks: __________

Socratic Seminar Lesson Plan Hong 15
What is the most interesting thing your partner said?
______________________________________________________________________________
______________________________________________________________________________
What would you like to have said in the discussion?
______________________________________________________________________________
______________________________________________________________________________

Needs to speak more. ( )

Was Playful ( )

Calls out, interrupts. ( )

Seems not focused on seminar. ( )

Needs to listen more carefully- asks for repeated comments. ( )

Others: _______________________________________________

Socratic Seminar Lesson Plan Hong 16
Name:________________________________ Seminar Text:____________________
Directions: Score your performance in today’s seminar using the following criteria:
4 = Excellent 3 = Good 2 = Showing progress 1 = Needs Improvement
_____ I read the text closely, marked the text, and understood all the terms and words.
_____ I contributed several relevant comments.
_____ I cited specific evidence from the text to support an idea.
_____ I asked at least one thoughtful question.
_____ I questioned or asked someone to clarify their comment.
_____ I built on another person’s idea by restating, paraphrasing, or synthesizing.
_____ I encouraged other participants to enter the conversation.
_____ I treated all other participants with dignity and respect.
Overall Score (circle one): 1 1.5 2 2.5 3 3.5 4
Two goals I have for our next seminar are:
1.
2.
An area where I would like help:
Name:________________________________ Seminar Text:____________________
Directions: Score your performance in today’s seminar using the following criteria:
4 = Excellent 3 = Good 2 = Showing progress 1 = Needs Improvement
_____ I read the text closely, marked the text, and understood all the terms and words.
_____ I contributed several relevant comments.
_____ I cited specific evidence from the text to support an idea.
_____ I asked at least one thoughtful question.
_____ I questioned or asked someone to clarify their comment.
_____ I built on another person’s idea by restating, paraphrasing, or synthesizing.
_____ I encouraged other participants to enter the conversation.
_____ I treated all other participants with dignity and respect.
Overall Score (circle one): 1 1.5 2 2.5 3 3.5 4
Two goals I have for our next seminar are:
1.
2.
An area where I would like help:

Socratic Seminar Lesson Plan Hong 17
Rubric for Individual Participants
Exemplary Student name: _______________________ s heard clearly
Competent s’ ideas
Developing conversation
Needs Improvement