1. Topic-
Socratic Seminar
2. Content-
Socratic Seminar, dialogue, debate, discussion, knowledge of poems from Labouchere and Kipling.
3. Goals: Aims/Outcomes-
1. Students to gain a deeper level of understanding and connection to the text through dialogue and discussion.
2. Students to collaborate to gain insight and develop a classroom community atmosphere.
3. Students to see the value of the exercise as a way to develop social communication skills and rely on one another for academic information and knowledge.
4. Objectives-
1. Student to participate in an inner and outer circle Socratic seminar.
2. For them to understand the difference between dialogue and debate.
3. Students to stay focused on subject for good 20 minutes.
4. Students to use world, open, close, universal theme, and literary analysis questions they developed for the seminar.
5. Materials and Aids-
Springboards, classroom desks moved into formation, camera, permission slips,
6. Procedures/Methods-

A. Introduction-


B. Development-

1. We took notes on Socratic seminar and saw examples of Socratic seminar
2. Students annotated both poems and did break out sessions prior to seminar

C. Practice-

1. Students did break out sessions
2. Teacher listened and redirected off task discussions
3.Peer Evaluators completed feedback form on inner circle members

D. Independent Practice-

1. Students took Cornell notes
2. Watched clips of actual seminars
3. annotated poems
4. complete break out sessions discussion both poems

E. Accommodations (Differentiated Instruction)-

1. Time
2. Group
3. Visual examples

F. Checking for understanding-

1. Q & A day before and day of Socratic seminar
2. Peer evaluations
3. Teacher feedback

G. Closure-

1. Students write a critical reflection about the experience of the Socratic based on teacher, personal, and observation forms.
7. Evaluation-
1. Students seemed to stay on task and complete the seminar.
2. Reading some of their reflective pieces students did enjoy the process.
8. Teacher Reflection-
I think the material used either can make or break the Socratic seminar. The material we used were two op-ed poems from 1899 about imperialism as listed in Springboard. The students only complaint was the poems were hard to understand. However, after the seminar students seemed to have a larger grasps of what the poems meant. I believe a deeper level of understanding was reached.

This Lesson Plan is available at (www.teacherjet.com)