DAY 3/163 THE SCHOOL DISTRICT OF PHILADELPHIA
Unit 1 Day 3: Socratic Seminars—The Basics
Lesson Questions: Pennsylvania Academic Standards for
How can students and teachers get to know one Writing, Speaking, and Listening
another?
1.1 Learning to Read Independently (D, G)
What strategies can students learn that will help 1.3 Reading, Analyzing, and Interpreting Literature them in
making meaning out of the writing and (A, B, C, F) literature they study this year? 1.6 Speaking and
Listening (A, B, D, E)
Materials:
58 index cards; Socratic Seminar handout
(following); photocopies from textbook if
necessary
Warm-Up
1. Note-taking
3Have students put supplies and name cards on their desks, and move desks into a configuration as
close to a circle as possible. 3Have students take notes on the following points listed on the board:
3Welcome to a Socratic seminar. Do listen carefully to each other. 3Do speak up, so everyone can hear
you without asking twice. 3Do talk to each other, not just to the teacher. 3Do discuss ideas and the text,
not just opinions. 3No statements without proof (use your books, and refer everyone to page numbers
when necessary). 3No personal attacks. 3No staying confused—ask a question if you get lost. 3No
tangents—stick to the topic. 3No raising hands—listen to each other and speak only when there is a
break. 3Do know that it is hard to get Socratic seminars right the first time. They take practice.
Instruction
2. Establishing Background
3Point out to students that more than 2,400 years ago, Socrates taught in Greece; he was said to be the
greatest teacher in history. He taught the way we will practice today—by asking questions. 3Point out
that the questions do not have one right answer; there are many “right” answers. 3Make clear that this is
not a debate. Distribute the handout citing the differences between a discussion and a debate. Point out
that later in the year, there will be debate events, but this exercise is different.
3. Seminar Practice
3the first question
3
4
3On an overhead, if possible, or with a handout, pose the first question: Last
night you read the story “The Secret Life of Walter Mitty” by James Thurber,
pp. 708–711. The final lines of the story are, “Then, with the
GRADE 11: LITERACY
faint, fleeting smile playing about his lips, he faced the firing squad;
erect and motionless, proud and disdainful, Walter Mitty the
Undefeated, inscrutable to the last.” Based on your understanding of
the text, and using your QNTs and the text itself, posit your answer to
this question: “Is the ending of the story humorous or tragic? Why?”
3Expect a certain amount of silence at first. Encourage students to find
places in their texts and QNTs that support an answer, and then to
share that information. Circulate and stamp QNTs.
3Encourage the students to talk to each other, not only to you.
3As the discussion continues, focus on your role: question, help,
paraphrase, and restate ideas based on students' responses; help
students solve problems when they are at an impasse. Model
behaviors that are expected from students—listening and thinking
actively, for example: “What I heard you say was…” “Can you compare
Tamika's response to what you heard Jose say?” “Where is the
evidence in the text for what you said?” “I want to hear what Mario
thinks.”
3further questions 3Follow-up questions might be: “Is Thurber’s view of men and women as funny today
as it was in the 1940s? Does this fictional world still hold true, or has it changed enough since the 1940s
that Thurber’s view would be unacceptable today?”
3summary 3Continue questions and discussions until five minutes are left in class. 3Have students
summarize the proceedings, including whether they perceived that an answer was arrived at or not.
Assessment
3Check students’ QNTs and summaries.
3Assess students’ participation in the seminar.
Homework Assignment
Have students read at least three of the following poems, taking QNTs focused on literary devices if
possible, page numbers are for Elements: Roethke, “Night Journey,” 1036; Plath, “Mirror,” 1050; Sexton,
“The Bells,” 1057 and “Young,” 1058; Brooks, “The Bean Eaters,” 1062; Walcott, “Elsewhere,” 1067;
Forché, “The Memory of Elena,” 1071; Alegría, “Ars Poetica,” 1076; Cofer, “The Latin Deli: an Ars Poetica,”
1079; Dove, “Testimonial,” 1083; Lee, “Visions and Interpretations,” 1089; Ali, “Medusa,” 1094; Collins,
“Man Listening to Disc,” 1098.
If no textbooks are available, select three poems to photocopy for students to take home.
Note to Teacher
Socratic seminars are challenging. Thus, during the remainder of the year, opportunities are indicated
where seminars are appropriate, but further lesson plans are not provided. Use this seminar format at
your discretion.
Teaching Resources
Educational Resources, p. 153.
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