1. Socratic Seminar

2. What is it? In the seminar, participants discuss issues related to a particular text. It is a group conversation that allows participants to express their own point of view and hear and build upon the ideas of others. In the seminar, participants discuss issues related to a particular text. It is a group conversation that allows participants to express their own point of view and hear and build upon the ideas of others.

3. Why are we doing it? The purpose of a Socratic Seminar is to achieve a deeper understanding of the ideas in a text through critically thinking in a group discussion. The purpose of a Socratic Seminar is to achieve a deeper understanding of the ideas in a text through critically thinking in a group discussion. It also improves speaking and listening skills. It also improves speaking and listening skills.

4. How does it work? In a Socratic Seminar, the participants are responsible for the quality of the discussion. In a Socratic Seminar, the participants are responsible for the quality of the discussion. Good discussions occur when participants analyze the text closely, listen actively, share their ideas and questions, and use evidence to support their ideas. Good discussions occur when participants analyze the text closely, listen actively, share their ideas and questions, and use evidence to support their ideas. The discussion is not about right answers; it is not a debate. The discussion is not about right answers; it is not a debate. Students are encouraged to think out loud and to exchange ideas openly while examining ideas in a thoughtful manner. Students are encouraged to think out loud and to exchange ideas openly while examining ideas in a thoughtful manner.

5. What will it look like? The desks will be set up in an inner circle (~6 desks) and an outer circle (~15-20 desks). The desks will be set up in an inner circle (~6 desks) and an outer circle (~15-20 desks). The inner circle will be the only students speaking; they will be discussing the topic at hand. The inner circle will be the only students speaking; they will be discussing the topic at hand. The outer circle will be taking notes on what is being said and writing down ideas and questions they want to discuss once they get into the inner circle. The outer circle will be taking notes on what is being said and writing down ideas and questions they want to discuss once they get into the inner circle. After a certain amount of time, participants in the inner and outer circles will switch spots until all students have had a chance to be in the inner circle. After a certain amount of time, participants in the inner and outer circles will switch spots until all students have had a chance to be in the inner circle.

7. Sentence Stems “What I think I heard you say was... ” “What I think I heard you say was... ” “So, what you’re saying is... ” “So, what you’re saying is... ” “I think _____________ because... ” “I think _____________ because... ” “_____________ was important because... ” “_____________ was important because... ” “One thing that surprised me was _____________ because I always thought... ” “One thing that surprised me was _____________ because I always thought... ” “I agree/disagree with ____________ because...” “I agree/disagree with ____________ because...” “That reminds me of... ” “That reminds me of... ” “An example that would support your idea is... ” “An example that would support your idea is... ” “I’d like to piggyback on what you said...” “I’d like to piggyback on what you said...” “I’d like to add to what _________ said...” “I’d like to add to what _________ said...” “That is a good point, but...” “That is a good point, but...”

8. Socratic Seminar on The Catcher in the Rye

9. Socratic Seminar on “The American Dream”

10. How Will I Be Assessed? The rubric for participating in a Socratic Seminar is on the back of your Class Discussion Guidelines. A high score reads as follows: The rubric for participating in a Socratic Seminar is on the back of your Class Discussion Guidelines. A high score reads as follows: The student clearly made valuable contributions to the discussion The student clearly made valuable contributions to the discussion The student made relevant and thoughtful comments that helped the class gain a new perspective or go deeper into the ideas The student made relevant and thoughtful comments that helped the class gain a new perspective or go deeper into the ideas The student meaningfully restated other students’ comments and questions in an effort to clarify and bring a new perspective The student meaningfully restated other students’ comments and questions in an effort to clarify and bring a new perspective The student helped to make the discussion meaningful for others by providing opportunities for their peers to engage in the discussion The student helped to make the discussion meaningful for others by providing opportunities for their peers to engage in the discussion The student made meaningful connections to other works of literature, popular culture, or their own life experience The student made meaningful connections to other works of literature, popular culture, or their own life experience The student supported their comments and questions with evidence from a text; they helped their classmates locate and examine important parts of the text The student supported their comments and questions with evidence from a text; they helped their classmates locate and examine important parts of the text